Linton+Roe

21 August - Reflection of Powerpoint Presentations We bring a lot of baggage with us to the term assessment and it affects the learners. If we ask them to do a task as opposed to a test, we may get quite a different reaction. The focus on Assessment FOR being a dynamic, interactive process of learning was powerful. The research suggesting that we focus more on inquiry than assessment (slide 11.21) was also helpful.I found that I already do most of the behaviours listed under the “Processes of formative assessment” from time to time. The exceptions were “T gives and/or discusses evaluative feedback on work done with respect to: task, and/or effort and/or aptitude, ability (possibly with reference to future or past achievement) and the one with mark, grade or summary judgment. I was late, which didn’t help to get into the flow of where the project was going. I could see, though, that the standards were going to be used throughout the project. || This reminded me of the materials we had previously discussed in the Bilingual Schools workshops over the last 2 years. A good refresher. || It was good to re-engage with some learning theory, as that was a bit rusty. On the other hand, once you start thinking about your practice, you quickly realize that many things that you do already reflect a good understanding of how people learn and of current best practice. I was reminded of John Hattie’s Effect Sizes study and how powerful feedback can be for student learning. This was one area for possible development. Good discussions about how classroom practice dovetails with learning theory and the professional standards. The examples were good to stimulate thinking about rich tasks and scaffolding. After an initial “slow brain”, ideas started to flow around how to prepare the Italian piece. My best idea was for the kids to plant some herbs and vegetables in the garden, learning their names, smells, form etc. prior to reading the piece about the Italian man and his garden. || Ienjoyed the refresher in this area too, as it reminded me of the many fruitful discussion during the ILTLP project, led by Tony Liddicoat and Angela Scarino. Intracultural (understanding of self in the context of others) and Intercultural (understanding of others in our context) were interesting defining points. Rote learning situations tend to minimse opportunities for inter/intra- cultural growth, hence the more engagement with the target language, the better. || We reflected on the value of text books and what they can contribute to our classrooms. Tony Liddicoat apparently advocates no text books at all, just realia. As a teacher in a bilingual immersion program, most of the materials we use tend to be authentic or purpose-made and I have very rarely accessed any text books, so this was a bit foreign to me. || Good conversations about purposes of language and personal philosophies. When I examined the 12 statements, by far the biggest group (statements 3, 4, 8 to 12) seemed to be philosophical or belief statements. I could not really disagree with any of them. All are justifiable from a certain point of view. For me, language is a uniquely human thing. All thinking and interaction is mediated by language and indeed our brains are hard-wired to develop and use language. As a teacher, I am aware that many studies show that the more language input is given, the greater the brain development. This is relevant to me as a practitioner. In my classroom practice, I often use phrases to ask about what constitutes a good learner, which shows my underlying belief about language as the essential ingredient in learning experiences. || Interesting snippets: IRE (initiation-Response-Evaluation) typifies the discourse of Western schooling. Children learn how to learn in a given environment. Teachers need to be clear about their purposes for asking questions. When discussing what our goals were in having interaction in class, I noticed that I had been poor in the area of metacognition and metalinguistic awareness, but that there was more of that happening now that I’m back to teaching the Year 5/6 students. Interestingly, I think that part of that growth has been fuelled by the fact that I am planning and working and team teaching with a graduate, which has made me plan these areas more carefully. A possible line of investigation: feedback from colleagues on how I manage the interactions with students. || I found that I already do most of the behaviours listed under the “Processes of formative assessment” from time to time. The exceptions were “T gives and/or discusses evaluative feedback on work done with respect to: task, and/or effort and/or aptitude, ability (possibly with reference to future or past achievement) and the one with mark, grade or summary judgment. || Monitoring learning is a valid form of assessment. I realized that I’m a bit weak in assessing my task for the type of cognitive activity involved, such as reasoning and problem-solving (slide 12.8) The three slides 12.10 to 12.12 types of tasks were good for the purpose of auditing my activities. The discussion and slides on the value of tasks was good. These were reiterated in handout 2, p34. We were asked to reflect on the assessment tasks within our investigation. I think the task I’ve designed is a good basic indication but it is a work in progress.
 * LOTEHAT Workshop Reflections **
 * Sal – found out that note taking was very poor, both for the tested cohort and from the year 12 VASS results, and has now embedded strategies to improve that into planning.
 * Birute (Torquay P.S.) – Year 3/4 Linking cultural backgrounds into learning has led to a much greater awareness of the value of languages and cultures for the families. Plans to extend up to year 5/6 and down to year 1/2. Will look at embedding this into language learning through a unit like “my family”.
 * Having to explain your own projects makes you see strengths and weaknesses and opens up other questions.
 * Reflecting with others opens up new possibilities.
 * **Module**
 * & Date** || **Reflections** ||
 * Module 1 -120322 || **Kylie – Introduction/Using the Standards**
 * Module 2 - 120322 || **Kylie – Getting to Know the Standards**
 * Module 3 - 120322 || **Andrew – Learning, Learners and Their Worlds**
 * Module10 - 120322 || **Kylie - Our Intracultural Selves**
 * Module 5 - 120322 || **Kylie - Resources for Language Learning**
 * Module 6 - 120323 || **Andrew – Language Learning and Language Awareness**
 * Module 7 - 120323 || **Andrew - Teacher Talk and classroom interaction**
 * Module 11 (which replaces 8, 9 and 10) || We bring a lot of baggage with us to the term assessment and it affects the learners. If we ask them to do a task as opposed to a test, we may get quite a different reaction. The focus on Assessment FOR being a dynamic, interactive process of learning was powerful. The research suggesting that we focus more on inquiry than assessment (slide 11.21) was also helpful.
 * Module 12 || I realize that I don’t do enough on listening to kids’ questions and channeling the learning experiences towards what they want to know. Also, we don’t talk much about developing an identity as a languages learner.Good focus question: “What would a German child think if they were sitting here now?” (from ILTLP).

I assessed my own student survey task against these criteria and realized that there is not much about language learning there. It is more about how they value their learning in general. || The handout, p29 caused some confusion, as the double-barreled question was difficult to relate to the task. The principle was good, however, as it made us think about what constitutes evidence. When we looked at the Persian assessment rubric, I decided that all such criteria are relevant to a particular situation, context and learning purpose. Hence we can always criticize from our point-of-view. The criteria seemed overly convoluted at times and quite nebulous; difficult to moderate. The analogy of spotlight on one actor compared with general lighting on all was good for showing the different ways of viewing assessment. If we’re always focused on the person in the spotlight, all the other things that make that performance happen aren’t really taken into account. (slide 13.25) Can’t just take that individual’s performance in isolation. The best directors give actors ideas but allow them to contribute to the performance. Good website for this purpose: [|www.assessmentforlearning.edu.au] || Language Research Update: Conferences could include a yearly refresher (say 30 minutes) of where the research is at. Give out a cheat sheet of the 5 key findings from 2012. Course Design: materials well organised and appropriate. Pacing generally excellent. Technologies used to enhance learning. Quoted research fairly up-to-date. || Classroom Based Investigation Planner ** Data Collection ** ** Pre-testing ** : Design a reflective task to cater to different learning styles. **Post-testing**: Re-run the same reflective task. Identify any differences in the test results. ** Test Design ** : This should cater to different learning styles. This should also look at both “Communicating” and “Language Awareness” areas. Assessment Focus: Enjoyment, Engagement (holding attention) and depth of learning (both of the language and of the Science).
 * Module 14 || Slide 13.10 has a great quote about the problems of being driven by assessment of measurable skills.
 * General Comments || **Activities**: The variety of activities was good.
 * Discussions**: It is annoying to start a conversation and then to have the presenter move on. A suggestion would be to survey a person at each table and then give the group a "2 minutes" type warning.
 * Focus of Inquiry || ** Using videoconferencing to enhance learning ** ||
 * Student Learning Question || ** What data can I gather to measure improved engagement and enhanced learning? ** ||
 * Teacher Learning Question || ** How can I measure the impact of the use of technology on the students’ learning? ** ||
 * Rationale || * I currently do not use videoconferencing in my teaching
 * We do have a Polycom videoconferencing unit that is not being used.
 * Other schools do not always have access to a second language program OR a Science program.
 * have no data on the impact of videoconferencing on student learning. ||
 * Design || ** Target Class ** : Year 5/6I, Science, Thursdays 9:00 to 11:00
 * Quantitative Rating of each area, e.g. 1 to 5 scale for a range of statements.
 * The students could have input into the types of questions they would like to answer.
 * There should be the option of smiley faces, ratings and responses.
 * Questions and Responses could be a mixture of English and German. ||
 * **Implementation** ||
 * **Project Timeline Overview**
 * 1) Plan pre-test
 * 2) Discuss testing questions with class.
 * 3) Implement pre-test
 * 4) Summarise test results
 * 5) Undertake P.D. to learn the technical side of videoconferencing - done Friday 4th May
 * 6) Ensure all the hardware requirements are in place - done Friday 4th May
 * 7) Engage another school in the project - Yes, Hallam P.S. Waiting on Bimbadeen P.S.
 * 8) Pre-teach key instructional language and terms to other school.
 * 9) Introduce project to our students.
 * 10) Trial and then implement (say) 2 videoconferencing sessions.
 * 11) Allow teaching opportunities for the BSPS students during the conferencing.
 * 12) Re-run the test.
 * 13) Summarise test results
 * 14) Comment on any differences ||
 * Analysis & Reporting ||
 * Analysis || Raw scores tallied

Comments summarized by group ||
 * Reporting || Results and analysis available through the wiki ||
 * Evaluation || Written response ||
 * Implications ||

Will inform future use of videoconferencing at a local and wider level.


 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * Videoconferencing training costs || Required to run the equipment. Training ($130?) + CRT ($290) || 1 || $420? || $420? ||
 * CRT || Cover for Planning, documentation and analysis of results || 2 || $290 || $580 ||
 * Science and German Materials || Flash cards, Posters, Experimental Materials for 2 or more classes. (Alternative, purchase ipad and use during conferencing) ||  || $500 || $500 ||
 * ||  ||   ||   || $1,500 ||

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 German language and culture to raise awareness |||| All the time |||| Easter activity day - craft activities and songs related to German Easter traditions. |||| Confident but could use some more knowledge about the range of practices in modern Germany || Travel there with these specific questions. Discuss with native speakers. ||
 * ** 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 ||
 * Participating in some formal language contexts - meeting local community members |||| Often |||| Talking with local community members who are native speakers. Organising visits to local nursing home. |||| Would like to initiate more reflective conversations. || Invite individuals to give some reflective feedback (either students or teachers) ||
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * features of the verb system and their use: e.g. person, tense, mood, verb endings, separable, inseparable and reflexive vers, etc. |||| I do know quite a bit, but I feel that my knowledge is patchy. |||| Knowing the correct terms in German and where to use them. |||| Look through a German grammar book. Get pointers from colleagues with this knowledge as I get to those areas in my teaching. ||
 * ** Explicit knowledge of language use ** ||
 * 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): ||