Birute+Liebich


 * LOTEHAT Workshop Reflections **

22.3.12 || Using the standards in Professional Learning -Getting to know the Standards 22.3.12 || Learning, learners and their life worlds. .** Identifying language specific ** **Working with language awareness**. Module 12 //Ways of assessing//. When our group did the small group task 1- UNDERSTANDING WAYS OF ELICITING, It was a unanimous decision on the ranking of assesment. Standards, curriculum Engagement Learning Differentiation Others groups came up with, timing constraints, socio-cultural contexts, four macro skills, research skills, organizational skills. Building identity was discussed. Reflecting to contrast and compare cultures, migration of student’s parents comes into consideration. What would a child from ……… think sitting in this lesson? This helps them think about their own identity to answer this question. I try to make all tasks in teaching purposeful, not all tasks are assessed. They are monitored all the time. Small task 2 we had to examine a collection of tasks and group them, language knowledge, language use or intercultural. Made me think about the tasks I choose in class. Should a task always cover these elements? Depends on the purpose. It was suggested that every time we speak in another language it is intercultural. EVALUATUNG assessment tasks. What is the criteria I assess my tasks. Authentic,reliability, interaction, practicality or for impact.. Group task 3 - Is this rubric for assessment good. Too long, combine some, it’s food for thought, a lot to think about. Look at my assessment task for my project. Make sure the tasks we assess follow on and relate to each other. Module 13 Considering evidence of learning -Connect to the standards. Mr Palomars article the model of models- very true there is a model there, but you can go outside the box. The model is quick and efficient while others are more open ended- takes time.Particular assessment can work sometimes but different students may need different models, remember to change all the time. Tradional to the more empowering assessment 13.9 James and Brown "I don’t want to focus measurable skills and atainment targets." Gathering a range of different kinds of evidence, I need to work on this area. Use of language and understanding the process involved in comunicating Evidence of learning episodes and learning trajectories. Group task -French class. The activity was mainly cultural and there were linguistic links between words. The assessment was basically observation. Active listening and questioning skills. Tools for making judgments- tradional judgements again have their place putting children at their standard from vels is very hard. Could be a good learner but what is the evidence. Receptive tasks provide good evidence. Productive tasks are long term. Group task- Rate someone else’s rubric in Persian. Moderation difficult, too many criteria, too open, too wide. Complicated! Reflecting on making judgements- McNamara article- Challenges us realize how many people are involve in one actors performance, like in a child’s assessments do we think about how many people are involved in his school performance. We must not isolate this child from the other students actors. As educators we must encourage students to also contribute to their performance. Module 14 Assessment as Inquiry Assessment as inquiry can expand the value of assessment in my teaching and learning. Gathering data at any points supports student learning and assessment.
 * **Module**
 * & Date** || **Reflections** ||
 * 1 & 2
 * This first unit became overwhelming for me as I haven’t been involved in LOTE PD’s and reflecting on the Standards for a long time. The teachers on my table are Secondary based and I felt a little lost. As we began working through the Standards I began to remember the content. Looking at the Teacher's Standards and reflecting on them was empowering and re-enforced many of my ideals and practices. As I looked at the Program Standards it is an area that is usually left to the LOTE teacher to implement and foster. Using the standards for anual review is a great idea!** ||
 * 3
 * I was very interested in revisiting the nature of scaffolding and relating it to teaching and a second language. I hope to become more familiar with the conceptual, dialogic and diagrammatic terms and the functions they include. I will now look at scaffolding when preparing lessons and term overviews. **
 * I am fortunate to be a .5 grade 2 classroom teacher in another primary school, where we encourage students to use different ways of learning eg Blooms Taxonomy, Thinking hats, Smarty Pants Program, Investigations and Open Learning Classrooms. Could these programs be included in teaching a language? ** ||
 * 4 || **Identifying language specific needs.**
 * When the topic of classroom language use was discussed /language-specific I am always comparing the Indonesian language structures to English patterns when teaching juniors. It becomes a habit after a while repeating over and over "In Indo we say it like that but in English we say it like that!" Since reflecting on this I have changed my teaching and I am not doing the comparisons as much but trying to be more confident and fluent with the language use in the classroom. I have also made an effort where ever I am in the school eg ' yard duty' to keep the Indonesian language in use. Students just think Indo is for Indo class. I'm enjoying using greetings, praising children etc where ever I am in the school.**
 * I have also been to every level area and asked for a pin up board to display students work in Indonesian. The staff was very receptive.** ||
 * 5 || ** Connecting Resources **
 * A range of materials is very important in teaching. Using kinesthetic, styles can help children who learn in different ways. It takes so much time when planning to look at all the resources available. Sometimes textbooks are helpful but it is a challenge to create an interesting curriculum using, communication macro skills, culture and learning to learn. **
 * Using authentic resources is essential part of my teaching and I have gone to extensive lengths to collect newspapers in Indonesian, advertisements and children’s videos in the LOTE language. Traditional woodwork, materials, wayang puppets, traditional instruments make lessons authentic and valued by the children. **
 * Keeping your learner’s ‘appy. **
 * Ipads in the language classes. **
 * I have been teaching for many years and I thought nothing could beat smartboards and computers. After seeing the amazing ipad, apps and programs available I will definitely add this resource to my teaching and go to some PD days. I will also make an effort to take invoice of iPads and iPod’s at St Therese and their availability during Specialist days. **
 * The writing apps have amazing possibilities for Primary teaching. I often make my own hard copy Big Books for P-2 using sentences and vocab to help in my teaching focus. Using these new apps I could store many books in the apps library. In my own Grade 2 classroom teaching I use E-books often, now I feel challenged to make Indonesian interactive books and or/ 3-6 students could make E-learning books for the younger students. **
 * Flashcardpro also is a great program and the applications for my teaching is endless. The time and effort put into making the activities will be worthwhile because it is a permanent teaching tool that can be used and added to when needed. ** ||
 * 6 || ** Language Learning and Language awareness **
 * It was interesting listening to the different views of languages being taught and the teachers understanding of their particular language. Constant re-enforcement of language skills and structure is an important part of language awareness. In reality there is not enough time given to LOTE languages in the primary school to achieve this.**
 * It was good to reflect that teaching a language is 'communication and relationships to people' Sometimes I forget to reinforce this with students as there is so much curriculum to cover I get on with the job to be done and not teach the why factor. **
 * Grouping the statements about language activity began an interesting conversation at our table, about agreeing to disagree with the comments. **
 * Our group viewed languages as: **
 * Socialization **
 * Identity **
 * Value and beliefs of language **
 * Relevance of language **
 * Meaningful transfer **
 * Communication **
 * After being asked to reflect on “What is Language?” and looking at my statement I need to be more interconnecting with all these values not just isolate certain values in my teaching. **
 * What is language? This would be a great activity to do with senior students and also sharing ideas between students who do have a second language at home with a child with only English at home. I have been thinking for a while to do a parent survey about language spoken at home and other languages being talked with extended family members, eg grandmothers who babysit. **
 * Language Awareness- **
 * When we looked at how languages change all the time, dialects etc. I am aware of this, but I must admit this is an area I need to be updated on regularly. **
 * The grammar activity is a great idea for language awareness and I could do more simple ones for my young students. **
 * Looking at the Cartoons and ' Do you have my papers?' I felt this would be a difficult concept for primary students to interpret. ** ||
 * || **Teacher talk and classroom interaction**.
 * Taking on the reposibility of a language teacher is primarily creating a culture of learning and fostering and interest in the language and culture. As discussed, learners should accept reponsiblity for their learning but this is very difficult when the students have been brought up with only one language and have not had many life experiences with other cultures and see no need to do so.**
 * Talk is learning, so true! More talk from teachers, parents, students experiences about their language skills. More talk from other ethnic cultures about their experiences in their language in Australia would be of great benefit. **
 * I try hard not to be the one question one answer teacher. Due to time restraints in the classroom there is a lot to fit in. The children need to be immersed, teacher focus etc. and then ideally an activity. Prior knowledge has to be squeezed because revision and constant repetition helps the brain recall language. The way it is done must be creative, using lots of different resources so we don't loose their interest and engage their learning. **
 * //Interaction in practice//. **
 * I need to make an effort to include members of the target language speaking community. **
 * // Goals of classroom interaction //**
 * As I have written earlier I been making an effort to use more target language in the classroom and playground. **
 * Transcrips from news. **
 * It was thought provoking looking at the transcripts of a lesson. Making a richer interaction between student and teacher is of prime importance in the classroom. ** ||
 * 22.3.12 || **Our Intracultural Selves**
 * I was very excited about this module and discovered I had a strong intra-cultural self which has always reflected in my teaching,and my inter- cultural is a natural progression not thought about . However, when we discussed the difference between Intra-cultural (within) and Inter-cultural (between) I realized that with primary students the link with their wider Inter-cultural self should be explored regularly and links made often to help them discover the part languages plays in their lives, as it does in their language teachers life. **
 * When the Investigation about 'considering profiling yourself, your school and or your students using the ethnographic interview questionnaire to better understand the intra and inter-cultural content of your teaching' was mentioned I was very keen to use it . **
 * Sometimes we get caught up with routine and when was reflecting and looking back at this particular standard I realized the importance of //continually// doing more professiona reading, making contact with language communities and developing and updating my cultural knowledge of Indonesia. ** ||
 * //Situating assessment practices://**
 * In this module it was discussed how we are moving towards assessment for learning rather than assessment of learning or as learning.**
 * We have to remember to be mindful of the range of abilities in the classroom when it comes to assessment-scaffold activities. Observation is great for assessment but we do need evidence in schools on the reports.**
 * Goals and criteria- Look at work samples from previous activities so students can compare standards. (Great tool!)**
 * Know how to improve- Give learners time, one to one help.**
 * Self assessment- self critical is developmental. As a life learner it's a good prctise to work on.**
 * //Time management//.**
 * Giving examples in the classroom a model was a practical idea.**
 * Recognise achievements - Blooms and Multiple intelligences, students could choose how to do their language investigation.**
 * Statement from Haertel p5 is so true about the range of experiences in the classroom.**
 * I also agree about language teachers making choices of the what part of the curriculum is important to their students and what I think is valued learning.**
 * VELS and the Rainbow- values of teaching change when students go to VCE. Results and orders from above play an influence sometimes on how we teach.**
 * For example Year 7's enjoy learning a new language then structure developes in the later years ending up in preparing for oral tests in VCE. This caused interesting conversation in our group.**
 * Assesment cycle-**
 * We looked a diferent was of assessment.**
 * Expanding language assessment 1 - is what I do.**
 * Expanding language assessment 2 Delandshire great expansion.**
 * Small Group activity:**
 * Formative Assessment from Torrance H and H Pryor.**
 * T observes P at work and T examines work done is closely linked with my teaching – Teaching P-6 I always have my student assessment book open and when I roam the class or have group work I am ticking or writing comments. It is great for assessment and future planning. Also I only have my students every 2 weeks and teach 380 students. I need this book to also reflect back to all the grades before I teach to find out where they are at.**
 * T communicates task criteria or negotiates them with P- **
 * At the beginning of each unit I have a term overview to share with students and set a simple rubric to follow. Because of the long time between lessons the class always likes to know how they are progressing on the task and when it will need to be completed. **
 * T observes P at work and T examines work done is closely linked with my teaching – Teaching P-6 I always have my student assessment book open and when I roam the class or have group work I am ticking or writing comments. It is great for assessment and future planning. Also I only have my students every 2 weeks and teach 380 students. I need this book to also reflect back to all the grades before I teach to find out where they are at.**
 * T communicates task criteria or negotiates them with P- **
 * At the beginning of each unit I have a term overview to share with students and set a simple rubric to follow. Because of the long time between lessons the class always likes to know how they are progressing on the task and when it will need to be completed. **



I have determined that the best year level is 3& 4 because they have the skill required to articulate their understandings and connections to the LOTE program. I want to develop a more personalised program as I have detected a disconnect as they enter the senior level. I hope the outcome in the coming years is a positive attitude toward LOTE in the senior level. This Investigation will use the the //'Ethnographic Interviews'//. This data will be gathered and collated for student use. Evidence of student outcomes will be through development of //'e-story'// and //'personalised logo'//. 1. Survey for target students done at school, parent survey sent home. 2. Collate and interpret the data. Share key findings with students, developing an understanding of the intercultural richness in their classrooms, homes and community. Begin to build an interpersonal understanding of their own selves through discussions held in the context of the Asian garden. 3. The children use their Indonesian language skills to put together an 'e-book' which shows their intrapersonal and intercultural story. Possibly using programs such as the //iPad Program Creator Book Builder, Line Learner, or Powerpoint//. These are shared with the wider community through the 3&4 blog. 4. Students design a logo which visually represents their their cultural story, this task is further personalised through the use of a range of mediums (visual arts, electronic tools, etc). 5. The 3 &4 classes come together to create a logo that depicts the school's intercultural connections. This logo is used on several permanent 'gathering table settings' to be installed into the Asian garden, with the purpose of making cultural identity visible within the school, for students, parents and the community. This highlights the importance of culture within St Therese and promotes the LOTE program as key component of our Asian Studies program. 5. Students are invited, with their families, to include their logo on a prayer flag, to be displayed in the St Therese Asian Garden. ||  || It was evident that students enjoyed the reseach and collating information about their cultural self. All students produced and shared their information with confidence using an E-learning book and bunting flag. ||  || Continue to do this unit of work with other classes. Collate all the school information some how and include this cultural awareness in my program. Use the information to promote Cultural day in Term 4. Involve more cultural groups in the local community to visit the school. Encourage classroom teachers to use the results when doing units of Inquiry work and encourage parents to tell their story. ||
 * Classroom Based Investigation Planner**
 * Focus of Inquiry
 * To personalise and contextualise the LOTE program by developing the intra and intercultural awareness of students at St Therese. With the aim of encouraging students to value language, culture and Studies of Asia. ||  ||
 * Student Learning Question
 * How can I use intra and intercultural awareness to foster personal student connections to language and culture. ||  ||
 * Teacher Learning Question
 * How can I facilitate students to develop an understanding of their own connections to languages and cultures? ||  ||
 * Rationale
 * To develop and make connections between languages culture and learning, and to share these within our community.
 * To foster an understanding of their intra and interpersonal self has an influence on their language learning.
 * St Therese endeavours to integrate faith, life and culture, guided by the Contemporary Learning Scheme ( CEO, 2009)
 * A major focus areas of the school is Asian studies, which opens up an understanding of our nearest neighbours and our place in the world. ||  ||
 * Design
 * Determine Student Focus Questions **
 * How does my cultural story influence my identity?
 * What are my intercultural connections
 * Deciding the Process. **
 * Evidence will be collected through the following tasks: **
 * IMPLEMENTATION ||
 * * TERM _, WEEK _: Step 1, Student and Parent Survey
 * TERM _, WEEK _: Step 2, Collate and share results.
 * TERM _, WEEK _: Step 3, Teach language needed to write e-books
 * TERM _, WEEK _: Step 4, Students work on 'e-books.
 * TERM _, WEEK _: Step 5, Share e-books and post onto blog.
 * TERM _, WEEK _: Step 6, Create logo
 * TERM _, WEEK _: Step 7, Prayer flags created and displayed. ||
 * Analysis & Reporting ||
 * Analysis
 * The student data showed a new understanding of their peers wide cultural background.
 * The parent data proved a great resource for students. They discovered many unknown cultural links from family discussion. Students also discovered the languages parents learnt in school or used in their travels.
 * The richness of culture at St Therese is simple, comlex, broad and interesting.
 * The importance of learning a language other than English became a positive idea in student's thoughts. ||  ||
 * Reporting
 * Evaluation
 * The process was rushed and I would of liked to do more group discussion on the student's history of parents and students who migrated in the last few years. The understanding of adapting to another language and Australian customs would of been fantastic to develop. ||  ||
 * Implications


 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * || ipad || 1 ||  || $500 ||
 * || smartboard connector || 1 ||  || $60 ||
 * || prayer flags(bunting), textas, etc || 1 ||  || $300 ||
 * || gathering table settings || 3 ||  || $ 380 ||

using Indonesian in a principled way for regular classroom management/organisation and discussing and creating a classroom environment |||| How consistently I use this Everytime I have the class |||| Examples from my Practice Taking roll Greetings Manners Encouragement Instructions wriiten up clearly |||| How I feel about my capabilities Eg. confident, unsure, mixed confident || Possible ways to address gap Involve classroom teachers and display || Engaging in casual conversation with other speakers of Indonesia including non-native speakers. |||| How consistently I use this Not often |||| Examples from my Practice At some PD days |||| How I feel about my capabilities Not confident || Possible ways to address gap Do more oral language practise with peers. Go to Indonesia for basic language skills. || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap ||
 * **// Reflections on Language Specific Annotations //**
 * ** Classroom Language Use ** ||
 * Language Feature
 * ** Language Use Outside the Classroom ** ||
 * Language Feature
 * Language Feature
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * Language
 * ** Explicit knowledge of language use ** ||
 * Language
 * Language
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * Language
 * Language
 * ** Personal Professional Learning Program **
 * Ø Goals, objectives & timeline for future learning ||
 * Ø Goals, objectives & timeline for future learning ||

SECTION A: Discuss these questions with your table group SECTION B: MY GOALS Set yourself some goals for your use of ICT in your classrooms. Start small and build up, but do challenge yourself. J McCulloch 2008 /
 * ICT PLAN **
 * What ICT resources have you used in your classroom? ||
 * // From an intercultural perspective //, how did it promote:
 * active construction ** of learning/ideas
 * making connections ** with prior learning, new knowledge, across languages and cultures
 * interaction ** between learners/users of the language
 * reflection ** on language learning and use
 * responsibility ** for learning and for appropriate communication across cultures ? ||
 * Making connections: E.g. interaction between Learners. ||
 * What ICT resources (equipment and programs) do you have access to: Personally? At school? What do your students have access to? ||
 * What opportunities could you create for your students: to ENGAGE with ICT? to CREATE with ICT? ||
 * How would this enhance your teaching of your language? ||
 * What technology would you like to incorporate into your classroom/lessons? ||
 * What technology do your students prefer? What implications does this have for your teaching? ||
 * What ideas for ICT projects do you currently have? ||
 * What technology would you like to incorporate into your classroom/lessons? ||
 * What technology do your students prefer? What implications does this have for your teaching? ||
 * What ideas for ICT projects do you currently have? ||
 * What technology do your students prefer? What implications does this have for your teaching? ||
 * What ideas for ICT projects do you currently have? ||
 * What ideas for ICT projects do you currently have? ||
 * By the end of next week: ||
 * Resources (including how you will get help if needed): ||
 * By the start of Term 3: ||
 * Resources (including how you will get help if needed): ||
 * By the end of Term 3: ||
 * Resources (including how you will get help if needed): ||