Han+Kin+Hung


 * [[file:LOTEHAT Day 4 PowerPoint Presentation.pptx]]LOTEHAT Workshop Reflections **

22 March 2012 || Reflections for module 2 - using the standards in professional learning
 * **Module**
 * & Date** || **Reflections** ||
 * Module 1 and 2

For the standards, I have never heard of it before today. I think this helps me to look at my professional career as a teacher. I believe having these standard helps me to see how I could address student outcomes and in the perspective of learning languages for students.

As for various sections in the standard, “language and culture” the process of calling on experts of such languages depends on sections of the school. If school is in Dandenong North, then the incursion could focus on immersion activities such as Tai Chi for students to get a taste of different things. If school is in Mount Waverley, then we could do something which make use of the local context such as ask students to find different types of Chinese food in the Glen Waverley shopping plaza.

Being in primary school, I have also gained some insight about "advocacy" as it is not always to compete with other programs in terms of funding and priority at all times. || 22 March 2012 || Reflections for module 3 - learning, learners and their life worlds 3.13 Reflections
 * Module 3

Q: how do you know your students linguistically, and culturally as young people and as learners? How do you find out about them? A: We could ask the office, parents and their classroom teachers for their cultural background, as well as linguistic report. We could also do a survey for students to gain an insight of their own understanding of their own background. For linguistic background, I think only assessment of English can be done.

Q: how do you use the linguistic and cultural diversity that is characteristic of all classrooms in Australia? A: we could use their cultural diversity to teach us about things like our identity. For example, something that is internal we cannot change, such as our skin, color of our eye and we have no choice to choose to belong in their group. Something that is external we can change, like wearing a jersey to reflect our support of a club

Q: in what way these questions a matter of ethics and responsibility? A: Knowing the students cultural background would require the permission from parents. One person might not want the other person to know where they are come from because of history and conflict between two countries and I think as learners we need to be extra careful about that

3.27 I am interested in the following points and would be interested to investigate that in my project Q: How do you think students learn languages and how do you characterize your view? A: I believe that students learn language by modeling. Students who are beginning learners of language would learn by copy and paste but emerging learners of language learn by experimenting with the language and having a go, afterall this is how adults learn language by using it. So I think the method of giving students the structure of the phrase first and then giving them a few words to have a go with support from podcast and other things to model would help learners who have had a little bit of experience of learning languages.

Q: What does it mean to know your students well? A: My understanding of knowing my students well falls into a cultural level, personal level as well as academic level. In terms of engaging them as learners at their level, we have to know their academic level so I could design a program to cater for their individual abilities.

As for cultural/personal level, knowing the students would mean having an understanding on what’s best to manage them as well as things like pairing them with the right person as a group. Both of the above are essential for us to maximize students’ potential

Q: What kinds of scaffolds do you provide for your students? How effective are they? A: for example when I get them to learn to write Chinese characters, I let them to have a go without explaining to them the sequence order of the stroke. I have found them grade 5/6 students were given the freedom to experiment and they were happy to give it a go, but grade 3/4 students did not know how to start so this method was only effective for my grade 5/6 students because of their ability to have a go at things

As for speaking and listening, I have been using the building blocks. Student is given a phrase and they copy and insert them name at the front. Students are also given an action to go with that such as the waving action with hi.

As I sense that some students have got it for example they reverse the structure of the phrase “, good morning” with “good morning, ” then I add things like “good bye”. I have found that this method of scaffolding suit beginning learners of language but students who are a little more developed would be happy to get a few phrases and write up a conversation themselves instead of fully relying on learners.

Q: How do you manage feedbacks to students? How could you manage this important feedback in your work? A: At the moment, feedback from students only happened once a term at most formally or in the yard informally so there’s not much to manage. At the end of last year, I ask them to fill out a survey in terms of “how often do we use games in learning”, “do you feel safe” and I put them in tables. This year I intend to create a video project and hopefully getting all students to say things about “what I would like Chinese to be”, “this term I have learnt this in Chinese” With things like ipad, I could get feedback from students in a way that is more accessible and also if they post that in blog with password protected it’s much easier for me to manage instead of pen and paper || 22 March 2012 || Reflection for module 5 - Resources for language learning An example of Culturally resources that I use is “Chinese new year” poster and “asian food festival in March 13”. The resource is relevant to them as it’s from their everyday life. Culturally appropriate: how do you decide that, hence important to get to know the students Resources: choice basing on informed judgment by staff. Afterall, we are the expert.
 * Module 5
 * Module 5

The only resources we should use is "authentic resources", resources that should be real and relevant come from their everyday life experience. An example of Culturally resources that I use is “Chinese new year” poster and “asian food festival in March 13”. The resource is relevant to them as it’s from their everyday life.

Some apps that can be used without an ipad such as notability with the QRCode (mind you, there would be quite a bit of setting up to do) is useful. Apps such as Socrative which can also be used for real time quiz without the apple device
 * Apps without using an ipad**

Some apps that can be used with learning with other languages such as dice that can be used to revise focus words for students Digital storytelling tools such as my story and book creator would also work well with young learners as the additional layer of audio helps them to create content to prove that they For learners who do conduct an investigative approach, they could use things like photobabble and sonicpics to record their findings with notes and audio to commentate their work
 * Apps that can be used with learning english**

1ipad – if teacher only have 1ipad, then the possibility is using a VGA adapter to project it on the screen. Still I would argue that using tools designed for interactive whiteboard would be more effective. 3ipad – if teacher only have 3 ipad, then we could use it as a group roster in between different students each time. Either have the students to be using the devices at the beginning of the session OR have them to be used as an extension for students who finished work early. || 23 March 2012 || Reflection for module 6 language learning and language awareness I strongly believe that it is not so easy to make the learning of language accessible at all times, for example in writing the Chinese character is not easily accessible as the different character system makes it hard for other children to learn.
 * What if we only have 1ipad or 3ipad**
 * Module 6

Another point being raised is “Should Chinese language be taught without the cultural aspect?” I believe that initially no because things should be taught one at a time e.g the dialogue should be taught without the Chinese words as it’s proven that the metacognitive system is not easy to focus on both the English words as well as Chinese words at the same time, but eventually the answer is yes for the students to understand the need to engage in such dialogue such as “have you had dinner yet?” being the first word that a Chinese person would ask another. || Issues regarding to “students questions” Children ask questions but how do you bring them on task? For the students who intend to disrupt, it’s easier to bring them back by comments such as “has it got anything to do with this?”. For the students who just found it hard to understand and keep asking when they are confused, it should be addressed on their own.
 * Module 7 23 March 2012 || Reflection for module 7 teacher talk and classroom interaction

Issues regarding to “management and organization” Management is also essential for language teachers and we need to set expectations very clear to make the classroom environment to be a healthy one for students to be studying. || 22 March 2012 || Reflections for module 10 Education theory and practice
 * Module 10
 * Module 10
 * Module 10

Q:What is the culture of the school in which you teach? A: I believe that the culture of the school in which you teach drives the program as the cultural background of the parents and other staff affects the angle that we should go about planning our program in terms of involving the cultural and parents. E.g calling on migrants from other countries

Q:What do you know about the individual learners you each and their capabilities? A: Cultural of the children: We need to know our students in terms of their interest and this drives us in terms of how much they can learn everyday

Q: What sorts of contacts do you have with target communities, personally, or through reading, media and the web? A: Chinese network meeting, local community group, friends who are affiliate involved with professional group, Chinese teaching friends

Q: How do you use and develop your language abilities? A: Use it everyday, speak with friends, ask questions

Q: How do you encourage learners to see the world from other cultural perspectives?? A: 25 May 2012 || Reflections for module 10 - situating assessment practices
 * Students could study other stereotypes in learning about our identity would be quite interesting for upper primary but not easy to do, might be too confronting
 * The way that students use a visual arts way to represent their identity such as putting different things of the hamburger to represent themselves and a variety of things was very clever, meat in the middle: the language they speak at school, the bun: the language they speak at home, what about poppy seeds.
 * Intercultural understanding (as referred in the draft of the Australian national curriculum) have to be taught in a cautious manner. It might be good at first to tell a joke that refer to the color, skin of the students, unless parents, staff and students can be acceptive, you might be opening a new "can of worms"
 * Good cultural understanding would make the students to be more understanding of people around them and understand themselves a little bit more and be aware of how they act ||
 * Module 11

The challenge being setting up assessment tasks are as followed 25 May 2012 || Small group task 1 What do you see as important considerations when selecting or designing assessment tasks
 * variety of tasks: ideally I would like to set assessment tasks to be interactive, mediated but I believe that it is not possible to design task to include all the elements. When we are talk about learning new words, then to design that is interactive is easy
 * prior experience: when we teach the content, we also have to teach the assessment task as well as the content. Hence, how well the children complete the task depends on the person ||
 * Module 12
 * Timing and time constraint
 * Tasks targeted towards student outcome
 * Assessment suited to student’s learning needs
 * Students being involved in designing and choice of assessment tasks
 * Choice of tool in assessment task

What sort of language and intercultural capabilities do you think it is important to focus on in your assessment?

Junior skill much more basic in focusing in intercultural, as senior can be both language as well

Small group task 2

examine the collection of task. group tasks according to whether you think they are language knowledge, language use, or intercultural task

I shall design assessment task that satisfy all 3, but should we be focusing on one thing at a time though?

It was argued that once you open your mouth in a foreign language, then it is intercultural.

What are the criteria that you would use to judge assessment task?
 * is it suited to students within timing and time limit
 * is it valid to student outcome
 * are the students involved is the choice of assessment task

Use the assessment rubric to assess the assessment

My assessment task would be for students to make a short film about ordering food in a Chinese restaurant. Students are to incorporate different chopstick etiquette as well as speaking chinese in the film.

For their assessment, students would be assessed for the following 25 May 2012 || There are times that we have planned assessment task but something else suits better
 * listening - can they recognize the keyword on its own? can they recognize the keywords in the sentence?
 * knowledge - do they know what the words meant?
 * speaking - can they say the keywords on its own? Can they make sentences with the keywords? can they guess the meaning of the sentences with the keywords in it? ||
 * Module 13

Assessment can move from teacher directed to student directed

Small group discussion

How would you modify the statements of criteria/standards/rubrics? levels of achievement should be explained more specific and also in kids friendly language. There should be different levels of achievement

What evidence is captured in these statements?

What evidence is not captured?

how the students performed is not captured in these statements, for example could record student use of keywords

The specific of the actual task of the invitation could include more detail in the contents ||

**Classroom Based Investigation Planner**
 * Focus of Inquiry || module 4 – “learning, learner and their life worlds” - ways of scaffolding the teaching of speaking and listening in another language ||
 * Student Learning Question || How can I use ICT to improve students' learning of speaking of another language? ||
 * Teacher Learning Question || How can I use ICT to record the students’ assessment task to inform the student’s progress? ||
 * Rationale || what gap is the assessment addressing?

What year level do I wish to investigate and why? I am in particular want to investigate the year level 3 (grade 3 and 4) because the students at this school have not had chinese before as my program is only for grade 3-6.
 * 1) To improve students’ learning and experimenting of languages in speaking so that they can have the freedom of practicing their language
 * 2) To develop my knowledge of different ways of scaffolding using technology
 * 3) To develop my understanding of how to incorporate technology in the delivery of my lesson teaching and recording of assessment ||
 * Design || **Deciding on the process**

What data I will gather? I will gather data on the following: ability to retain keyword in their meaning and recognition of the keyword on its own as well as in a sentence, being able to construct new sentence with the keyword. As some students who will be learning this term about keyword without using camera, data will be gathered of their ability to retain keyword against the same bunch of students using camera in term 3.

What assessment task will provide data for this inquiry and how will I develop these to provide evidence of my students’ learning?

Pre assessment tasks – do they know these words? Do they know how to use these words and make that in a sentence? Can they use these words at the appropriate times in the conversation?

Post assessment tasks – same as pre assessment tasks. Extension: can they use these words in a conversation? Then measure the improvement in learning compared to the records in pre assessment task,

The effectiveness of technology would also be measured for student survey as how well they understand their learning before and after use of

The program would be deemed effective in 2 indicators, success of learning in using ICT measured on the speaking skill and student ability as they begin to develop their independent learning skill ||
 * **Implementation** ||
 * Step 1 Teacher develops the task, assessment and feedback pro forma, and student evaluation pro forma.

The teacher seeks feedback from students in the design of the task and student evaluation pro forma and finalise the design of the inquiry task.

Step 2 Teacher explains the task to the students in focusing different stages of the inquiry task.

Step 3 Students complete different stage of each task before moving on and the teacher marks the performance and provides marks and feedbacks to the students.

The teacher records and organizes all the data in a systematic way in relation to the students’ ongoing learning and his/her teaching,

Step 4 Teacher collates, consolidates and organizes all the data for the analysis. ||
 * Analysis & Reporting ||
 * Analysis || Analyse the full data set. Measure the amount of learning in comparing the results of pre assessment to post assessment. ||
 * Reporting || What conclusions did you draw about how your students’ developing their skill in meta cognition of keywords? (student learning question)

How did I capture keyword usage development of students? (Teaching learning question) Maybe have a small sampling of ongoing assessment ||
 * Evaluation || Reconsider strengths and limitations of the tasks (validation). What changes would you make? ||
 * Implications || What changes does this make to your teaching and how you assess your students’ learning? ||
 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * kodak playsport zx5 || to be used to capture movies || 8 || $150 at Ted camera || $1200 ||
 * 3 year extra cover replacement plan || to be used to cover warranty in case of battery died || 8 || $24 at Ted camera || $192 ||
 * sandisk 8gb memory card || to be used to record movies || 8 || $10 || $80 ||

Eg. confident, unsure, mixed || 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 || 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 |||| How consistently I use this |||| Examples from my Practice |||| How I feel about my capabilities
 * using Putonghua in a principled way for regular classroom management/organisation, instruction and discussing and creating a classroom environment appropriate to the needs of students |||| I use this in such in certain sections of my class |||| For example students learn how to say hi and goodbye by copying me with support from cue cards |||| I am confident in teaching this topic || teach students to use Chinese at other times besides management and organisation to give children an objective of learning simple everyday scenario such as "want to go to toilet" ||
 * ** Language Use Outside the Classroom ** ||
 * Language Feature |||| How consistently I use this |||| Examples from my Practice |||| How I feel about my capabilities || Possible ways to address gap ||
 * engaging in casual conversation in Putonghua with speakers of Putonghua including non-native speakers including making telephone calls |||| I practice Mandarin with friends whenever I see them, I also listen to Mandarin on radio as much as possible |||| For example I learn slangs in mandarin from internet and try to use that in the context with other Chinese speakers |||| I am reasonably comfortable of using Mandarin with other speakers || In future, I would like to meet up with Chinese speaking group of people who study Chinese ||
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * They have explicit knowledge of the linguistic system of Putonghua and demonstrate this in their teaching |||| I know of the linguistc system of word and sentence structure of speaking in Chinese |||| I would need to learn about stroke of character especially in the direction of writng character |||| I would need to ask expert and look into Chinese dictionary to learn more and practice about wriitng character ||
 * ** Explicit knowledge of language use ** ||
 * Language
 * They have explicit knowledge of aspects of Chinese language ||||  ||||   ||||   ||
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * Language
 * They have some awanress of some fundamental aspects of Chinese values, attitudes and linguistic and cultural practices ||||  ||||   ||||   ||
 * ** Personal Professional Learning Program **
 * Ø Goals, objectives & timeline for future learning ||
 * listen to upper intermediate level of chinesepod once a day to learn of speaking in new topics

practice writing chinese character in the words of everyday topic such as greeting ||

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): ||