Allison+Lemar


 * LOTEHAT Workshop Reflections **

The 8 general dimensions that make up the standards provide a very holistic view of what it is to be an accomplished teacher. They range from theory and practice, to developing my own language knowledge, knowing my students and how they learn, and my role as a promoter of languages in my school and wider community. Each dimension also features a number of ‘reflection questions’ which I think will be really helpful when completing my investigation and report, but also just to prompt me to think about ways to improve my teaching. || Current understandings of learning: We were presented with some different learning theories-behaviourist and cognitive contructivist. We discussed what we knew of these in pairs. I had learned about them at uni, I could name some of the theorists and some elements of each theory but ultimately it was testing my memory. We then reflected on which ones we use in the classroom most frequently. This year I would say we have used more behaviourist theories with a big emphasis on testing, drilling, content etc. This also fits in with our school’s ‘focus’ on the importance of data. I honestly found it quite demoralising to see my classrooms and ones that rely on behaviourist methodology. It seems so mundane, restricting and old fashioned but I feel like we have been forced into this teaching style somehow-maybe through time restrictions, school expectations, the students learning preferences themselves? I thought back to last year and I feel we use the cognitive constructivist theories more with our year 7 classes. I felt like there was a lot more positivity in these classes, I wasn’t so stressed about getting through the content, but rather with engaging students with Japanese. Differences included time- and a different focus for the year-we were trying to get the program started, it was new and fun but now I feel like we have to cover some serious content and the fun has disappeared a little. I would also add that as a teacher I like using humanistic education theories eg. Multiple intelligences and the importance of interpersonal relationships (rogers) and should possibly revisit these. Learners and their life worlds: How well do we know our learners? How could we get to know them better. Asking them, pretesting them, could draw on their experiences more in discussions. It has to be about them. Profiling? Scaffolding: I had to reflect on ways I scaffold. I know I do it but it was hard to actually name the ways I do it. I forgot that I use modelling a lot and this is an effective way of scaffolding. We also use a lot of mnemonics in Japanese but im not sure how effective this is. We were introduced to different catergories of scaffolding (see notes) I was pleased to see the way I scaffold comes from a range of these. We then worked in pairs to scaffold a reading piece. We came up with lots of different ideas eg. Images, vocab lists, using prompting questions, group work-translating in bits and sharing, highlighting, presenting in flow charts- we only had a few minutes and yet we came up with so many different ideas. Some possible areas for further investigation Profiling of students, audit of the types of scaffolds I use and their effectiveness, feedback, ||
 * **Module**
 * & Date** || **Reflections** ||
 * 1.2 || Module 1 and 2: Getting to know the standards
 * 3 || Module 3: Learning, learners and their life worlds
 * 5 || __**Module 5 Resources for Language Learning**__
 * Textbooks list of qualities-really useful
 * Could do an audit of textbooks/resources
 * Personally find textbooks very limiting-feel pressured to use them because they are ‘there’ Taught primary Japanese without them, much more varied, creative, fun.
 * Personally find textbooks very limiting-feel pressured to use them because they are ‘there’ Taught primary Japanese without them, much more varied, creative, fun.

Authentic Resources Resources must be creative, scaffold learning. || Enculturation Standards and Classroom itself-combination Cultural survey-check wiki-but teacher also did survey and shared with students Tapping in to students cultural backgrounds –could be good as a starter activity Great activity- filling a Kanji with images of what is important in life. How do I express my intercultural awareness in daily life and teaching? I find this a really challenging question-it’s hard to think of examples. Maybe through sharing my experiences of my time in Japan with students, telling them stories, showing them pictures and objects. In my life, I go to Japan, I watch Japanese films, listen to J-Pop and follow Japanese news stories. I could try to have more contact with Japanese friends. I could make this more obvious to students by sharing elements of it with them How do I deal with issues of identity including my own? My own is challenging, I am quite obviously not Japanese-maybe I could spend more time sharing with students how I came to be a Japanese teacher and why. I could also focus more on encouraging my students to understand themselves better, perhaps through reflective tasks. How I encourage learners to see the world from another cultural perspective? Making Comparisons eg. of school life, manners – eg. in Japan it’s not rude to call for the waiter, this makes for interesting discussion. Kids seem interested that Japanese people don’t wear shoes inside-but have students consider why they may have developed these traditions. Ideas and Values that inform my language teaching: Big question: How do you show that you have intercultural understanding?
 * Have used photos
 * Costumes
 * Props
 * Videos
 * 10 || **__ Module 10 Our intercultural selves: __**
 * 10 || **__ Module 10 Our intercultural selves: __**
 * 10 || **__ Module 10 Our intercultural selves: __**
 * 10 || **__ Module 10 Our intercultural selves: __**
 * 10 || **__ Module 10 Our intercultural selves: __**
 * Usefulness – what language is needed to interact with Japanese people, travel in Japan. – Because I went there and the stuff I used mainly came from what we did in high school and I never appreciated at the time how important it was.
 * Language as a gateway to experiences and relationships –teenagers-very interpersonal
 * Focus on engaging students- if they’re not enjoying it they’re not going to learn as much
 * Varied assessment, eg. Role plays, quizzes, group work.
 * An intercultural person notices/discusses differences and similarities between languages and cultures. Eg. the kids with the shoe boxes-they notice differences-they are probably more perceptive than we think.** ||

**__ LOTEHAT 3: Investigation Planner __** **__ Using technology to assess student learning in Japanese __** // Using technology as a means to assess “for”, “as” and “of” learning in Japanese classes. (with a particular focus on “formative assessment”) // ||  ||
 * **__ Focus of Inquiry __**
 * **__ Student Learning Question __**

// How can technology enable students to better understand their progress in Japanese and become more self-directed in their learning? // ||  ||
 * **__ Teacher Learning Question __**

// How can technology enable me to better understand the progress my students are making in their learning in Japanese? // ||  ||
 * **__ Rationale –why am I doing this? __**


 * To establish a clearer picture of what students understand and can do in Japanese.
 * To use this information to inform my planning and cater for the needs of individual students
 * To engage students using technology (especially with their netbooks) and to encourage them to be more independent, self-directed learners. ||  ||
 * **__ Design __**
 * Deciding the Process (How will the investigation happen? Who will be involved?) **


 * What year level will I investigate and why?
 * ** Year 9-because they are a challenging group. Highly mixed abilities, in term 1 I struggled to understand where they were at with their learning in Japanese. **


 * What 'pre-testing' do I need to do? In other words, how will I collect the data to compare my results back to?
 * ** Assessment data from term 1. **
 * ** Could create online anonymous survey about assessment in Japanese for students to complete. **


 * What data will I gather during the investigation?


 * ** Student quiz results on Quia, but also on paper to compare back to. **
 * ** Samples of speaking tasks using Voki **
 * ** Samples of writing tasks using Wand Scanner **
 * ** Student and teacher reflections on assessment tasks **


 * How will I use technology to assist me in collecting and understanding this data?
 * ** Online assessment tool “Quia” will be used to gather data on student progress with vocabulary, recognition of characters, and grammar. **
 * ** Survey Monkey-student evaluations **
 * ** Voki/Windows Movie Maker- Speaking tasks **
 * ** Wand scanner and One Note-Writing tasks **


 * Deciding on the Tasks (that students will complete as part of the investigation) **

I plan to use technology to assist in the formative assessment of a range of Japanese learning areas including the script, vocabulary, grammar, speaking and listening and writing. Below are some of the questions I will need to consider when designing these tasks.


 * What will be the assessment focus of each task?
 * What evidence can be gathered to reflect student
 * learning and how can technology assist?
 * How will the tasks connect to each other?
 * How will the tasks provide an understanding of student learning that I can use to inform my planning and teaching?
 * Under what conditions can students complete the tasks (eg. in class, at home)?
 * What benefit/enjoyment do the students receive from using technology when completing an assessment task?


 * Deciding on the data to be gathered **

The data I will gather from this process and use in my report includes:


 * Some 'pre' data eg. student feedback on traditional assessment processes
 * Task descriptions and examples
 * Student performances on the tasks (possibly in comparison to performance on ‘paper’ assessment tasks.)
 * Marking and feedback (electronic and written)
 * Student evaluation of the experience
 * Student evaluation of their learning ||  ||
 * ** Implementation (What I need to do to make this happen) **

Step 1: Critically evaluate my current assessment practices eg. The huge pile of paper on my desk, find out students’ perceptions of my assessment practices eg. anonymously survey them, class discussions.

Step 2: Design assessment tasks to be delivered with the assistance of technology.

Step 3: Set up technologies eg. Quia, Voki's, Wand Scanner, Windows movie maker

Step 4: Students complete tasks and evaluations after each task. Teacher also reflects on effectiveness of each task.

Step 5: Teacher collates, consolidates and organises the data for analysis ||  ||
 * Analysis & Reporting ||  ||
 * Analysis ||  ||
 * Reporting ||  ||
 * Evaluation ||  ||
 * Implications ||  ||
 * Implications ||  ||


 * Classroom Based Investigation Planner**
 * Focus of Inquiry ||  ||
 * Student Learning Question ||  ||
 * Teacher Learning Question ||  ||
 * Rationale ||  ||
 * Design ||  ||
 * **Implementation** ||
 * Analysis & Reporting ||
 * Analysis ||  ||
 * Reporting ||  ||
 * Evaluation ||  ||
 * Implications ||
 * LOTEHAT**
 * Project Budget $1500.00 *Prices are estimates and are subject to review and change**
 * **Item** ||  **Description of use**  ||  **Cost ($)**  ||
 * iPad 2 WiFi 32 GB || -Various Japanese Applications, whole class games
 * iPad 2 WiFi 32 GB || -Various Japanese Applications, whole class games

-Using an App 'Splashtop Whiteboard' which allows teacher to remotely control PC from Ipad-Free's teacher up to roam around room and observe students progress while still controlling computer eg. Slideshow || 550.00  || Splashtop Whiteboard i kanji touch ||  ||  50.00 (approx.) ||
 * iPad 2 Hard Case ||  ||  60.00  ||
 * iPad 2 Protective Screen Cover Wrap around ||  ||  40.00  ||
 * iPad 2 VGA adaptor cable ||  ||  35.00  ||
 * Apps
 * || **iPad 2 Sub Total:**  ||  **735.00**  ||
 * Iris/Vu Point Magic Wand Hand Held Scanner (Bluetooth) || Hand held scanner can be used to immediately scan students work which can then be place on projector-class can analyse student writing, give feedback. || 200.00  ||
 * Scanner Carry Case ||  ||  25.00  ||
 * SD Card for scanner ||  ||  10.00  ||
 * || **Scanner Sub Total:**  ||  **235.00**  ||
 * Digital video camera JVC Everio GZ-EX255 full HD camcorder wifi function || Speaking tasks can be filmed, analysed on big screen by whole class or self assessed by students || 450  ||
 * Case ||  ||  30.00  ||
 * Tripod ||  ||  20.00  ||
 * SD Card for video camera 8GB ||  ||  30.00  ||
 * || **Video Camera Sub Total:**  ||  **530.00**  ||
 * || **Total Cost:**  ||  **1500.00**  ||


 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||

Eg. confident, unsure, mixed || Possible ways to address gap || Managing Transactional needs of basic living and travelling in Japan |||| How consistently I use this I have been to Japan 2 times in the last 12 months, will go again later this year. When i go i switch into Japanese mode. I travel independently, i speak mainly Japanese to orgnaise my self, obtain information. I speak to everyone, bus drivers, people on the train, people at hostels in Japanese. One of my main enjoyments of going to Japan is that i get to speak Japanese, it's really empowering for me. |||| Examples from my Practice
 * **// Reflections on Language Specific Annotations //**
 * ** Classroom Language Use ** ||
 * Language Feature |||| How consistently I use this |||| Examples from my Practice |||| How I feel about my capabilities
 * Using Japanese Language in a principled way to manage my classroom |||| Greetings at beginning of class, pronouncing students names in Japanese, giving simple instructions in Japanese, praising students in Japanese. |||| eg. よくできました. |||| Mixed- need to revise some of the basic classroom instructional phrases, also need to familiarise my students with these more. But sometimes in the heat of the moment it's just easier to slip into English. I also have concerns about how i pronounce these phrases especially in situations where i need to project my voice. || -Make a list of common classroom instructions in Japanese, practice myself but also share with students. Could post these around the room. ||
 * ** Language Use Outside the Classroom ** ||
 * Language Feature

I don't really use this language feature in the classroom. I suppose because i have travelled in Japan it helps me make decisions about aspects of language that are really useful and practical and i can share these with students. |||| How I feel about my capabilities Very good, i feel confident when conversing with Japanese people. I feel confident travelling through Japan as i have the knowledge to plan my trip and get the most out of it. But i do feel i could share this with my students more. || Possible ways to address gap

Create a blog of my trips that students can follow.

Create images, video of trips with Japanese explanations to share with students. || 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 || -film and documentaries -discussions with Japanese people -research ||
 * ** Explicit knowledge of the linguistic system ** ||
 * Language Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap ||
 * Principles of Kana/Kanji writing systems (stroke order, formation, radicals) |||| I know it, i use it, read it, write it but not always with great accuracy. I knew it better when i was at uni. |||| Lots, more that i need to revise. Possible revise new kanji before the start of a unit, make sure im 100% sure of stroke order |||| Practice using textbooks from uni, websites, i pad apps. ||
 * ** Explicit knowledge of language use ** ||
 * Language
 * Language
 * Structure of Written and Spoken texts eg. Diary, letter, speech |||| Knew this very well as a Year 11 and 12 student but not so much now |||| Everything, especially as we prepare our students for VCE |||| Talk to collegue Mia who has extensive experience teaching VCE ||
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * Language
 * Awareness of the intertwining of traditional and modern perspectives in Japanese Society and how it affects Japanese identities, practices and language |||| Lots, i've been to Japan, read books about Japan, studied Japanese culture and i have experienced these intertwining perspectives- definitely have an awareness of it that really comes out when i meet Japanese people and spend time in Japan. |||| Would like to have more concrete knowledge of it and be more up-to-date with it so that i can share some aspects of it with my students. |||| -reading books, news articles.
 * ** Personal Professional Learning Program **
 * 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): ||

Reflections on looking at other people's projects:


 * People have taken a variety of approaches however overall the theme has been to make LOTE more engaging for the students.
 * Others were interested in the online quizzing and how engaging this was for students.
 * They also noted that the assessment tasks i was setting were more communicative and purposeful
 * Spoke to a lady who was using DS's, had never realised how powerful a tool these were, i thought they were just a toy for kids. She had thought of a really innovative way to use them and implemented it in her classes to great effect.