Shungo+Sawaki


 * L **** OTEHAT Workshop Reflections **

22 March || Behaviorist learning theories is used very little in my LOTE classes. Cognitive and constructive learning theories are used more. Students are encouraged to take risks and reflect their own learning, then able to set their won goals, learning outcomes and monitor the progress independently. Sharing those process of how to achieve each outcome is also encouraged within the but also once students are confident such as ,VCE level, they are encouraged to offer help for junior students such as yr 9 and 10. Further more, I used John Hattie and James Nottingham's research of providing feedback to enhance my teaching and students learning. Students are also taught to be more opened minded rather than closed mindset and really focus on growth rather than level of achievement such as results of exam. This process of how to learn encourage students to be a independent life long learner. || 22 March || What message do my students take away from their experience of learning about relationship between language, culture, and learning?
 * **Module**
 * & Date** || **Reflections** ||
 * 1&2
 * 10

A: My students will take away that life is not about number of breath they take, but a number of moments that took their breath way, love of learning and joy of learning. Becoming compassionate, resilient, responsible person who is not afraid to take risk and know how to deal with the difficulties of life. Understanding life is not a series of problems to solve but rather cherish moment of life at the same time accept your own vulnerability and not numbing joy of life. Beyond school and ATAR, preparation of life and appreciate, foster connection they have with people around them. || 22 March || Authentic material In my class I do not use text book and everything is authentic materials to engage students and have meaningful learning. Often it is run flip class format as students are given some information to learn so that they can be engages with higher order thinking, synthesising and analytical evaluative tasks such as debating around social issue. I also use some of my personal anecdote to have inter -cultural aspects. Use of ICT is also interesting one as it dramatically changed in the last few years how we communicate. I beleive the portable tablet such as ipad is extremely useful to individualise learning. Number of ipad app we have looked at this afternoon were very interactive and powerful to provide on time authentic materials to students and opens up LOTE classes. || 23 March || Language learning and language awareness My view of languhae is to treach power of possibility. I always to try to empower tudents by show and emonsrating 1+1= is whatever youi want to be. What is normal in one culture is not normal in other culture. It is extremaly important for young genaration to understand difirent ways of value, thinking and belief. By doing so, it increases students reselience, torelence and passion for life long learning. Definitions of language has also changed over the years, some says identity, ways of communication, philosophy, knowledge, society, community. I think it is critical to engage my students to have this kind of discussion and really get them think about the purpose of language learning rather just just learning words and culture. This understanding of language will definetly shapes how I teach and how students learn and really broaden language learning. I actually start teaching more of this 4 years ago, and this resulted in me receiving teacher of the year and changers studetns learning outcome tremendously and more I do this language awareness, teh better the students outcomes such as results of exam. This is due to analysising laguage, developing strategies, problem solving and finding own ways to find solution. I particulary like when students have to invlove themself in exploration and discovery. My students calls thie"Cherry moment" after struggling in the pit for a while. || 23 March || Teacher talk and classrom interaction Most important thing is to promote meaningful communication in Japanese with some repair strategies. I tis also important to create safe environment where students are in non threatening adn non judgemental, positeve environment. In order to ensure this, setting goal with common vision and allowing students to be aware of the direction where class is going is extremely important. Most of the interaction in my class is between the students and I try to step aside and set the task where students have to participate adn be invloved in self, peer evaluation. This id one to ensure that students can be more independent, critical thinker for thier own learning and also encourage to see themself in classrom community and share the vision and success with one another. thorugh this students can be confident that everyon can offer and contribute to the class and other language class and accept indiviality and finding out who you are and who you want to be and how are we going to get there. However, monitoring my classroom interaction and evaluating my classroom intaraction is also important. Currently, we have language teachers observb each others language classes and I often have language teachers from other school observing my classes. As we team teach any language class, it is essential to share have your won practice and evaluated/receiving feedback and have time to reflect. || As language is changing constantly it is important to keep up and be aware of the changes. When I reflect my own classroom practice, I can identify some of the issue in relation to this. || Assessement for, as of learning The assessment can be done by teachers observation in teh classroom but also need to have some evidence to chow that certain aspect of learning has achieved. Assessement for Learning is the process of seeking and interpreting evidence for use by students and teachers to decide where the students are in their learning, where they need to go and how best to get there. The first proprity of assessment is to promote students learning. In my practise assessment is on going constant practise to evaluate, reflect and identify areas to improved and celebreate achivment at the same time. This is done safe and encouraging way so that students are happy to take risks to challenge themself. This is particulary true, when you involve students actively to monitor their learning, and combined with feedback given by teachers. THi sis also evident in John Hatti's meta data that self monitoring and feedback is the most effective aspect of learning. Teachers need to take into account for timing of the assesment as well as promoting process and language used in teh classroom to promote ongpoing assessement and learning. Students need to be aware where they are and where they will be going and how to get there. Sociocultural theories of learning focus on what learners with minds and bodies, home and peer culture adn languages, previous learning experiences, interests and values. Therefore interaction between students and thier environment is extreamly important. As a LOTE teacher myself, I always think about waht to assess, how to elicit, how to judge and how to validate learning outcomes. If we want to further enhance and expand on this notion of assessment as tools to understan and support learning teh idea of inquiry, open, critical, dialogic would be more effective. We need to focus on meanings that students maek things and incooporate a range of interaction. If I critically evaluate my current assessment practice such as VCE classes, I am using SAC(internal assessement) for stepping stone for preparation for the external exam to inform students where they are and how to achieve goals. Hoever, one of my biggest frustration is many students see VCE ATAR score as final destination and will not continue sudying LOTE in University. I feel that it is my responsibility to promote love of language beyond jsut one of subject to get into Medicine course. This is why I have decided to investigage how I can promote passion of language learning as an enjoyable part of life long journey. It is important to see language learning beyond VCE ATAR score and enable students to develop deeper understanding of the world, society and community they are in. || Planning assessment task Relevance, engaging and meaningful, prior knwoledge, timing, time it will take to assess who will assess 4 macro skills, organisation skills, highr order thinking, and social aspect is important area to consider when planning assessment task. Identity of students as well as understanding ways of eliciting is also important. what woudl teh students form Japan will think of what we are learning and doing is one of the most powerful question you could ask so that students have to think about their identity. Any activities, assessment must have learning intention, so that it must be monitored. The type of cognitive activities involves reasoning, problem solving and so on. The types assessement includes language knowledge tasks, language use tasks and intercultural engagement. The language knowledge tasks elicits language knowledge through response and the language use tasks elicit performance thorough authentic situation. The tasks for intercultural engagment requires students to understand language as culturally context. Evaluation of the assessment task is also important. The criterial I would use to see if the assessment task given to students are if the task is engaging,relevance, and purposeful. Teh validity,authenticity, reliability and interaction. The reliability goes to both assesser and students and between the tasks. It also have to be practical and has positive impact to learning outcome. It is important to refine and evaluate assessmetn task from time to time so that the appropirate adjustment is done and wide variety of diffrent aspects of assessmetn task is used. In summary, it is essential to consider the purpose of assessment, balance between formative and summative assessments, focus of assessmentand ways to build on previous tasks when planning an assessment scheme. As a leading teacher of school and head of LOTE in my school, I have discussed some of the idea I have gain ed in this session to share common understanding of the LOTE assessment task accross, German, Indonesian, French and Japanese at school and reevaluate all the LOTE tasks. It was good practice so that we could share common vision, goals adn tools to enhance students learning outcomes. || What really count is what happens outside the modeling. Much more interpretive practise type of assessment is needed. Knowledge as experience based and focusing on spefificity is also needed. It is important for students to realise how much they know already and how they have learnt rather than how much they do not know. As a LOTE teacher, I need to shift focus from judging products of learning and ways to collect a range of different kind of evidence. For example, when I observe students interaction in class, teacher also need to activly listen so that all teh discussion, questioning etc can inform and provide some evidence. Thinking critically about criteria and standards traditionally teachers judgement invloves a system of criteria, standards applied to students performance, however, we are now need to consider qualitative sociocultural approaches of judging from interpretation and sense making. There are receptive tasks such as listening and reading which involves noticing, deceding, connecting, abstracting etc as well as for productive tasks such as speaking and writing which invloves explaining, valuing, applying etc. I have recorded myself in a classroom interaction with my students. I then analyse the interaction to the way I ask question students and teh way I build my responses and the way I provide feedback. This experience informed me about the evidence of learning that has achieved. This enabled me to modify statements of criteria, standards and rubrics. It was beneficial to do this, as it captured what evidence I have collected and what evidence I have not collected. The criteria for example does not contain wide range of open interpretation. http://www.tllg.unisa.edu.au/ was very useful site to consider evidence of learning. The analogy of spot light and performance was interesting one, as it really made me realise taht we need to look at both performer and surrounding of allowing this studetns to perform. we can not judge in isolation and rely on just performance on the stage under the spotligt but also behind stage and all other external constrains can influence students performance. The godd teacher shoudl allowing this performer to contribute to the overall performance. || By expanding assessment, we could think aobut assessment practice and understand more about my students' learning and my own professional development. We should value more of assessment for teaching and learning, but at the same time we also need to have balance of summative, and formative assessment tasks as in as, for, of learning. It is necesary to investigatemy particular teaching and learning context. For example my VCE classes, I need carefully consider at what point the evidence will be collected and how it will be collected and analysed, and how it will be used to enhance students learning outcomes. This can be tricky as VCAA study design has already providing certain structure and timeframe. Therefore, there is very little room to move to accomodate indiviual case. I can still incooporate and select some areas if I can identify gaps. || 17 Aug upload investigation powerpoint to wiki. what I did what I used picture what I learnt where to from here. use template in wiki.
 * 5
 * 6
 * 7
 * 10 23 March || understanding the interrelationship of the intracultural with the intercultural ||
 * 4 23 March || Language specific needs
 * 11 25 May || Situating assessement practices
 * 12 25 May || Ways of assessing
 * 13 25 May || Considering evidence of learning
 * 14 25 May || Assessment as inquiry

21 Aug Tue 15 Oct submission to Monash 4 Dec celebration

1. to develop deeper understanding of language learning? 2. to improves students passion for life long learning. ||
 * Classroom Based Investigation Planner**
 * Focus of Inquiry || Using language awareness and intercultural activities as part of my teaching approach. ||
 * Student Learning Question || How can my students begin to see language learning as an enjoyable part of their life long learning journey. ||
 * Teacher Learning Question || How can I support my students to see language learning as an enjoyable part of their life long learning journey? ||
 * Rationale || What gap the language awreness addressing?
 * Design || VCE students to be investigated as they select tertially course based on the experience and parents input. Japanese at Macrobertson Girls High School is quite successful for the last 13 years and always top performing in terms of ATAR score, however, I would like to leave confident, compationate, independent learners behind me. In order to achieve this, it is critical to focus on journey they take at school rather thatn forcusing on teh destination (ie results of ATAR).

Question to address in desinging language awareness activities include: - What is the purpose of language learning? - How will the task influence/improve students learning experience? - How will the tasks shapes students' learning outcome? what evidence will I gather to reflect students' learning confidence/experiance?

How much support do I provide for the language awareness activities? - when and how will I incooporate teh language awareness activities? - How will I record students' confidence?(use of diary to reflect their language learning) - how will I ecplain this to || Step 2 Teacher develop the tasks to increase language awareness and meaning of language learning. Step 3 Students complete the series of tasks and continue to keep their reflection in the diary to monitor the changes in their mind. Step4 Post survery: Collect data form yr 12 students if they are to continue language learning in tertiary level regardless of their major. Step 5 Teacher collate, consolidate, and organised all the data for analysis. ||
 * **Implementation** ||
 * Step 1 Pre-test: Collect data from Year 12 students if they are to continue language learning in tertiary level.
 * Analysis & Reporting ||
 * Analysis ||  ||
 * Reporting ||  ||
 * Evaluation ||  ||
 * Implications ||


 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * || ipad app to increase language awareness || 10 || 80 || 80 ||
 * || ipad wil be used to access info regarding language awareness || 1 || 759 || 759 ||
 * || ipad accesories, KGB cable, speaker, adaptor etc || 3 || 75 || 75 ||
 * || [|Handy Video Recorder Q3HD]with SD card || 1 || 400 || 400 ||
 * || CRT || 1day || 150 || 150 ||

Eg. confident, unsure, mixed || Possible ways to address gap || irasshaimasu. give adn receive rekuremashita. |||| very confident || more in the context such as showing films etc. || 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
 * honorific, polite from |||| always traying to teach different ways of saying (register). |||| imasu.
 * ** 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 ||
 * polite form, respect form |||| everyday |||| making phone call to sister school, lietening JPN news |||| confident || no gap ||
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * current JPN popular words |||| picking up from the media |||| current trend |||| more updated info using internet, contact with JPN ppl ||
 * ** Explicit knowledge of language use ** ||
 * Language
 * witten text type |||| different text type requires specific feature. |||| I know ||||  ||
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * Language
 * honne, tatemae |||| what JPN ppl say or not say |||| I do know but it really depends on person's perspnality |||| spend more time in JPN ||
 * ** Personal Professional Learning Program **
 * Ø Goals, objectives & timeline for future learning ||
 * spend more time in Japan to keep up current Japanese language esp those trendy words adn the words media tend to use. ||

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): ||

language learning as an enjoyable part of their life long learning journey.