Catherine+Spurritt

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 * LOTEHAT Workshop Reflections **


 * **Module****& Date** || **Reflections** ||
 * 1 || Using the standards in professional learning ||
 * 2 ||  ||
 * 3 ||  ||
 * 4 || Changing our language to be appropriate for our audience and their needs. When interacting with my year 7 students, AIM allows me to conduct them in their speaking, as if I am the choir master. Students are all speaking at the same time and using gestures to assist in their language production. It also allows me to stop speaking and as the students to use my gestures to do the questioning of each other.

evaluation of classroom language use under "language specific annotations" on wiki What opportunities can I take up in terms of improving my own capabilities in French? Endeavor language teacher fellowships, short course, use of other resources outside of the classroom.Developing a network of other teachers to share resources, why do we often work in isolation in our schools? With my year 12 French class, I have recently organised a "Soirée Française" to provide students with an opportunity to use their language in a meaningful context with speakers of their own age. However, another important aspect of this was to further develop my own network of contacts at Melbourne Grammar School and Firbank Grammar. Through the sharing of resources with teachers in these schools, as well as working with their students, I will be able to further increase my own confidence and proficiency with the language. || See examples of authentic resources in module 5, page4 || My view of language was something that I have not been challenged the justify since graduating fromMonash University almost 5 years ago. How quickly I have let this aspect of my role 'slide' as I face the daily challenge of just keeping my head above water in the classroom and the administration tasks which seem to increase in quantity each year. Today, I have appreciated the opportunity to again rediscover how I feel about my role as a language teacher in our school.* **Expression-** students production of language with immediate audience,
 * 5 || Should authentic resources be enough?What is the context and purpose in which we use a resource? He does the user interact with it?Value of resources which have personal importance to teacher
 * 6 || Views of languages see handout 1Statements about language handout 2
 * **Communication-** provided lots of opportunities
 * **Conventions and exceptions to rules** - overarching rules and exceptions to these which dominate our assumptions about the accuracy of students work and of their capabilities. How important are the conventions really? Should we be prioritizing communicating and having a go over accuracy in junior years? Way possibilities has the AIM program created for me to do this at yea 7?
 * **Understanding. I** encourage students to express their understandings in either or combination of languages as best they can. Accuracy and understanding of the grammatical rules is secondar to this.
 * **Identity -** how does language help students to express who they are? Their ideas and opinions?

How could I use reflective journals with students to think about their own interactions with the language?Year 12- sac reflections, what I did well in my preparation, what I did well in the task, how did I engage with the language in this task, How do I manage the competing demands of a busy school calendar and the course with my desire to provi opportunities for reflection. Especially in senior years where we are pushed by the need to get through the curriculum in prep for the end of year exam. || Wait time when questioning students, do I give students enough time to respond in French?Use of target Lang in classroom, me, them, what is the priority I am making in my choice of language and insistence
 * Do I discuss "what is language?" with my students in the classroom.**
 * What do I have to offer as an L2 speaker? How do I bring my own experiences of the language and culture of France into my teaching?**
 * The challenges of classroom management and maintaining the use of the TL in the classroom**
 * 7 || See handout 1 reflection on own practice

Use of lesson transcripts to identify tYhe types of interaction that take place in my classroom, teacher sale of questioning... See handouts 2 & 3 || Assessment of learning (summative) Assessment for learning (formative) Assessment as learning
 * 8 || Replaced by modules 11, 12, 13, 14 ||
 * 9 ||  ||
 * 10 || * Use of variety of authentic resources to help make language and culture real in the classroom, showing the complexities and links between life outside of our classroom and the target language
 * How could students express their won identity in the target language with only limited knowledge of Grammar and vocab
 * Can we provide opportunities for interactions with a a variety of speakers, male and female, diff age groups, variation of accents
 * What are the perceptions of students and their parents of me as a non French speaker of the language?
 * How do I cope with maintaining my own prof learning in my language? Skills and knowledge up to date?
 * Intracultural... Self perception
 * Inter cultural... How we interact with other cultures ||
 * 11 || **Module 11 Assessment**

how can I set up my classes so that they provide me with sufficient opportunities to take anecdotal evidence of their achievement? Is observational evidence sufficient in the eye of our leadership, parents and students?

I would like to find opportunities for students to reflect on their own learning in the junior years, but struggle with this, as students don't have the knowledge yet of L2 to support this. ||
 * 12 || **Module 12 monitoring student learning**

Broadening our understanding of assessment as purely summative Monitoring learning in light of my learning intentions

Nature of learning tasks as
 * Language knowledge tasks
 * Language use tasks
 * Inter cultural engagement

Criteria for judging assessment tasks: It has been a most interesting experience this year as a teacher of only year 7 and year 12. My approach with the juniors gives them plenty of support in their use of the language and I am very satisfied with the way in which the gestures support their use of language. I love having students preface their statements with "I'm not sure how to say this in French but..." but then have them realize that with some support, they are capable of producing more language than they imagined. ||
 * Ability of task to inform teacher and student of progress and impact future learning or motivation
 * Creating tasks that spread class and enable both ends to perform according to their ability, intellectual engagement
 * reflect aims of teaching and learning episodes
 * Authenticity of language use
 * Reliability
 * Practicality of task administration for staff
 * 13 || **Module 13**

Importance of criteria and rubrics to define the purpose and intention of the task Weighting against criteria Time allocated to tasks is also important if we are to give students the best possible opportunity to demonstrate their knowledge, skills and understandings in a new context

How do is make judgements about student achievement and capabilities based on a single task and what I alread know about them Spotlight on one particular moment, where al other surrounding influences are blinded for a moment. See Andrew's theatre analogy, challenging a single dimensional view of a student's capabilities as demonstrated in one isolated task. What is included and excluded? ||
 * 14 || **Module 14**

Assessment as inquiry Data collection ||

**Classroom Based Investigation Planner** 1. Purchase "Histoires en Action #1" from Hearsay Learning Downunder 2. Develop term planner for new course based on approx 5x 80 minute lessons per cycle 3. Survey current year 8 cohort who have selected to continue with French about their attitudes and perceptions of previous year 7 course using Google forms.
 * Focus of Inquiry || Implementing a gestured approach to language teaching and learning to improve student engagement and outcomes. ||
 * Student Learning Question || How do the students respond to the use of a gestured approach to language learning in yr 7 French? ||
 * Teacher Learning Question || How can I provide scaffolded opportunities for students to produce language and engage with French using the AIM program? ||
 * Rationale || 1. To develop a stronger understanding of how the AIM program provides opportunity to scaffold students learning and increase proficiency in French2. To provide maximum increased opportunities for beginning students to engage with and use the target language in class ||
 * Design || * Year 7 French classes in a term length trial unit of the language
 * Students will be studying the play "Les Trois Petits Cochons"
 * Students will take part in whole class, teacher-led Expression ||
 * **Implementation** ||
 * __**BEFORE IMPLEMENTATION:**__

__**DURING IMPLEMENTATION (IN CLASS):**__ 4. Introduce students to basic gestures and vocabulary using DVD resource and teacher manual 5. Develop suitable videos to allow students opportunity to revise key vocabulary at home

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 * 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** ||
 * AIM - Histoires en Action #1! || Use of "Trois Petits Cochons" play with year 7 beginner students and "Comment Y Aller?" with year 8 students. || 1 || $1150 || $1150 ||
 * Participation at AIM Conference || 16-18 September 2012 at Carey Grammar to further develop my skills in implementing the program || 1 || $395 || $395 ||


 * **// Reflections on Language Specific Annotations //**
 * ** Classroom Language Use ** ||
 * Language Feature |||| How consistently I use this |||| Examples from my Practice |||| How I feel about my capabilitiesEg. confident, unsure, mixed || Possible ways to address gap ||
 * Teaching French using vocab, syntax and discourse structures relevant to age and level of learners |||| frequently |||| structuring of questions in yr 7 using only "est-ce que" structure, as opposed to inversion etc with yr 12 |||| confident, great to have the support of a structure like AIM at yr 7 which provides a framework for the use of PDL. Sometimes difficult to adjust to higher level when works with yr 12 students ||  ||
 * ** 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 ||
 * ** Explicit knowledge of the linguistic system ** ||
 * LanguageFeature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap ||
 * ** Explicit knowledge of language use ** ||
 * LanguageFeature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap ||
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * LanguageFeature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap ||
 * ** Personal Professional Learning Program *** Continue to maintain a reflective approach to my teaching, through the use of my blog: http://catherinespurritt.edublogs.au
 * Seek out additional professional learning opportunities on offer for Language teachers
 * Take on a more active role in Professional Associations - MLTAV and AFTV. ||
 * ** Personal Professional Learning Program *** Continue to maintain a reflective approach to my teaching, through the use of my blog: http://catherinespurritt.edublogs.au
 * Seek out additional professional learning opportunities on offer for Language teachers
 * Take on a more active role in Professional Associations - MLTAV and AFTV. ||
 * Take on a more active role in Professional Associations - MLTAV and AFTV. ||

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?My year 7 students enjoy using Edmodo as a means of interacting with each other ||
 * 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?My year 7 students enjoy using Edmodo as a means of interacting with each other ||
 * What ideas for ICT projects do you currently have? ||
 * What technology do your students prefer? What implications does this have for your teaching?My year 7 students enjoy using Edmodo as a means of interacting with each other ||
 * 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): ||
 * Flipping the classroom, providing ops for students to learn new grammar concepts at home, practicing these at school unde teach direction
 * What is the place of technology in scaffolding learning?
 * How might technology enable students to demonstrate their understanding at all levels of the learning process?
 * How do I get to know my students throughout our time together?
 * Need to get a picture of their cultural understandings at the beginning of a unit too... See worksheet 1 Indonesian example for a great idea about how to achieve this.
 * Importance of scaffolding learning with whole class first, then provide opps for students to work in small groups or pairs, before doing a task alone... Then assess when they are truly reay to demonstrate skill level
 * Differing focus of junior and senior classes... Challenge of getting through the course with seniors as opposed to experimentation and discovery with junior students
 * Communicative approach important, provide opportunities to practice Lang in classroom
 * Active vs passive learners at diff levels, where does this attitude shift come from?
 * Getting to know students is crucial to understanding them as learners, where do they come from, what might influence their success in the language
 * How can I develop students meta awareness of language, give them the words to speak about language and their understanding of it as well as their misconceptions