Sal+La+Fauci

22/3/12 || Modules 1&2 – Using and Getting to Know the Standards These are the standards that can be used to reflect on professional practice. These standards can be found in Modules 1 and 2 of the handbook. When looking at the standards I was asked to take part in the group that discussed and reflected upon Active Engagement. From my understanding of this particular area I observed that the intent is to connect language learning with what is happening in the world today. Also I observed that that through knowledge; skills and learning of language and literacy can be adapted no matter what language you are learning. The learning of a second language therefore enhances the learning of the mother tongue.
 * LOTEHAT Workshop Reflections **
 * **Module**
 * & Date** || **Reflections** ||
 * 1&2

In reflecting upon what we would like our students to retain we would need to learn about each individual learner and what their capabilities are. We need to have an understanding of their previous learning history and of the level the student may be at. The culture of the school also is to be taken into account. The school I work at has a fairly good work culture however the students are not always used to pushing themselves academically. This may be due to the many after school activities they take part in; sport, part time work etc. Many students will complete set homework but are not in the habit of regular revision, which is essential to learning a language and in the retention of grammar and vocabulary.

In reverting back to making the language relevant to the world today we need to ensure that what we are teaching correlates with other subject areas. Italian is a perfect example of how the language can be tied into other areas, examples are for instance: Food Technology, learning about the cuisine of a particular country can give a student an insight into the culture. Humanities can connect a student with the geography and history of a particular nation, as well Civics can give them an insight into the financial structures the country uses and the situation it may be in. Art, Design Technology and Music can educate a student in the arts and historic culture pertaining to the eras in history the country has played a part in. Drama can explore the depths of the beginnings of the travelling dramatists with the Commedia Dell’Arte. Science explores contemporary issues that make part of today’s society such as the environment; however it can also explore the historical theories of the scientists, inventors and discoverers like Galileo Galilei. Using Italian as an example we can find that it integrates well into other disciplines and gives teachers a window of opportunity to explore what is happening in the world today.

Finally let’s not forgot how important the English language is to the learning of Italian or any target language. Not only is English the communicator to our learners but is also the means through which a language learner first thinks. A student will first process their thought in the mother tongue and then will intend to translate what they have processed into the target language. I mentioned earlier that the learning of the target language will in fact assist the learning of the mother tongue. In this case the knowledge of the English language will be enhanced through the learning of Italian. One of the ways students learn is through association and identification and this is very much the case when two languages are learnt side by side. || 22/3/12 || Module 3 – Scaffolding Through learning vocabulary, culture and grammar skills can be enhanced when these are combined. This makes one a true language user. It was also observed that students learn by participating practically in the language. As Module 3 states; from behaviourism we find that social interaction leads to experiences. Therefore language learning takes place through interacting and taking part in a particular experience. Students also learn from imitating others. Repetition and constant use of vocabulary and phrases, as well as recognizing patterns in sentences familiarises students with how to use the language and how to reconstruct sentences using grammar and vocabulary. An example of this may be through learning poetry. In doing this students listen to their fellow classmates and become familiarised with the sounds and intonation. This will assist them in their own pronunciation of words.
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Students also draw from their own experiences; therefore we need to be aware of our student’s linguistic abilities. We need to ensure that scaffolding is appropriate to the learning needs of the students. Module 3 presents an example in Handout 3. We are presented with a passage in Italian and below it is the English Translation. From the content we can gather a number of ideas for exploration. Hence we make the passage relevant to the world today. We can create word lists; explore gardening and the planting of herbs. We can look at revising numbers and find out more about Foggia and the geography around it. Make comparisons in the distances between towns in Italy and towns in Australia. We can research culture and tradition and discuss what students and their families grow in their back yards and share this with the class. Handout 3 is a perfect example of how we can expand on our resources and use them to make language learning relevant for our students. || 22/3/12 || Module 10 – Our Intercultural Selves The culture within the school I teach at has many backgrounds. The majority derive however from Western Europe and are mainly Anglo-Saxon. There are also a large number of families from Italian background. We can establish that in terms of being intercultural, as soon as you begin to speak in another language you are bringing interculturalism into the classroom. The more target language we use the more understanding the students have of what they are learning. In updating our intercultural knowledge we can try to make activities relevant to the backgrounds of the students. We can use visual representations as an example to help us do this.
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We find that in teaching culture we cannot separate language and culture. I observed that by allowing students to participate in various activities they developed an awareness of their cultural background and the differences with that of the target language within a controlled environment. An example of this is the Italian Dante Alighieri Poetry Competition where the students experience a day of combined language and culture as they also spend time in Lygon St. Melbourne’s Italian heartland. Here they are immersed in the culture of the target language without leaving the country but by also being in a familiar environment. From this immersion the students can make informed comparisons between their culture and that of the target language. || 22/3/12 || Module 5 – Resources for Language Learning Your informed judgement as a teacher into what resources to use in the classroom is the most important thing. What you intend to introduce needs to be effective when enhancing student learning. Resources are all useful depending on the way you intend to use them. We also need to take into account what use the students will have from using the resources.
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In my reflection of Modules 1 and 2 I spoke about making language relevant in the world today. Therefore when looking into resources we need to introduce ones that are authentic and contemporary. Module 5 lists a number of authentic resources which can be used, a few examples of these are: Photographs – to show locations or actions; Maps – to look at places, routes and directions; Printed texts – for grammar concepts and activities; Souvenirs – items brought back from school study tours; Real songs – to analyse language, meaning, vocabulary and previous and contemporary artists; Games – for language, grammar, numbers and vocabulary; Recipes – ones that have been created by other students; Music – to play whilst students are working.

The focus for my LOTEHAT project looks at developing listening skills. Therefore when selecting resources I will need to look at what will most appropriately enhance comprehension for my students. The aim is to use these resources to assist the development of year 10 Italian students and familiarise them with listening and note taking in order to prepare them for the tasks they will endure at VCE. The text books we use contain listening tasks from which we can practice. Students will be given key words to begin with and will be given time for note taking. Some other resources that will be used to build listening skills will be the formal list of poems used for the Dante Alighieri Poetry Competition as well as pieces of contemporary Italian commentary and dialogue from DVDs to identify particular vocabulary. || 23/3/12 || Module 6 – Language Learning and Language Awareness What is my personal view on language? Having been asked to make three statements on what my views on language were I came to the following conclusions: 1. Language is a means of expression used by peoples of a particular nation or area. 2. It is the expression of people’s daily life. 3. It encompasses the tradition and heritage of a particular people. How would we carry something like this into the classroom? In response to this question I had to take into account my heritage and the passion that I have for teaching the language. Therefore in terms of carrying this out in the classroom I would introduce topics or activities that I am passionate about and that I believe students would gain the most out of. An example of this is my love for Italian Music. I would try to immerse the students in the culture by allowing them to experience this. This could empower students to feel that they are part of the culture of the language they are learning. An activity such as this would take place every so often, not rarely but on a time basis that would excite the students to want to participate in it. The want to participate in something new and different would be the prize in this case. The fact that they have an interest in music in general and can identify with it is an added bonus when carrying out the task. In the end it is all language learning. || 23/3/12 || Module 7 – Teacher Talk and Classroom Interaction Adequate preparation by the teacher is essential for the successful learning of the students. Upon reflecting on the kinds of interactions that typically take place in my classroom I have observed that questioning is the main one. Questioning by the teacher is a means of provoking a response from a student. The teacher will already know the answer to the question in many cases and will try to anticipate any possible answers. It may be important in this case to be prepared to have an explanation for a student query. I have found that questioning by students is a constant. They take turns and listen to the queries of their peers. They may learn from the questions others may have. They may find that they can familiarise themselves with the questions others have and therefore gain confidence from this. The questions that I may often ask will tend to be in Italian. Students can respond in English, however on many occasions the students will have reference materials which will assist them and allow them to respond in Italian. For students to respond in the target language they need to have a reference or something to fall back upon in order to create a response or a question. Some of this may depend on student’s prior knowledge and their abilities as a language learner. In terms of defining set goals for interaction in the classroom we want our students to do the following: use the language; be able to follow instructions; create an atmosphere they are comfortable in; be able to make mistakes; be able to correct each other; be able to work in groups; be allowed to learn new concepts; be able to reflect on their own performance. Investigations could be put into place to record how much of the target language is being used in the classroom. This could simply be recording how much is being used over a six month period and also by monitoring how much English is being used. Using hybrid forms may also help in the use of the target language. We also need to take into account the abilities of the student group and how use of the language will best suit them. In Module 5 slide 7.19 there are three ideas for the investigation of how we can use language in the classroom. || 25/5/12 || Module 11 – Situating Assessment Practices When considering Assessment Practices we need to take into account that which we want to achieve from it and take into consideration what benefit it will have upon the student’s learning. Our objective therefore of Assessment is to consider it in the context of developing learning. If we look at the introduction of VELS the emphasis was shifted from ‘assessment of learning’ and ‘assessment as learning’ to ‘assessment for learning’. It has now been recognised in teaching that ‘assessment of learning’ simply is not enough and has not proved beneficial to the growth of a student.
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We see the role of the teacher as the implementer of assessment rather than a facilitator of it. The teacher’s role is to connect assessment and learning. Assessment can be used as a means of inquiry for teachers and students. Through it we can question as to why certain things happened and how we can learn from it. In quoting Module 11 slide 11.11 ‘An assessment activity can help if it provides information to be used as feedback to teachers.’ Feedback is important for the individual learning needs of each student. Assessment would be completely pointless if feedback was not given afterwards. The student needs to understand what they have done correctly as well as incorrectly. A student can learn so much from being incorrect as long as they have been made aware and have their mistakes explained to them. As slide 11.11 also states ‘Assessment for learning is any assessment for which the first priority in its design and practice is to serve the purpose of promoting pupils’ learning’. I will emphasise the words ‘first priority’ in this statement as this is what we need to remember as educators. The ‘first priority’ of assessment is for a pupils’ learning. Hence it is believed that systematic formative assessment can raise standards of achievement.


 * Research-based principles of assessment for learning to guide classroom practice**. Module 11 slide 11.13. We can use this slide as a model for analysing assessment. When using assessment with my Year 10 Italian students it is important to make it relevant to them when considering the progressive improvement of their listening skills. As this is the focus for my analysis the assessment will predominantly focus upon the way they respond to a variety of listening tasks and how each of the tasks will help them to improve. The assessment in this case is based upon topics relevant to their prior learning and current learning. The culmination for the Year 10 Italian class will be the Italy Study Tour they will be participating in in late September. Therefore the focus of the assessment will take into consideration the upcoming Study Tour in order to make it practical for them and relevant for their communication. In referring to the DECS document ‘Let’s Talk Assessment’ John Hattie states the following:

That improving learning through assessment depends on five simple factors: 1. Providing effective feedback to students. 2. Student’s active involvement in their own learning. 4. Recognizing the profound influence of assessment on students’ motivation and self-esteem both crucial influences on learning. 5. Ensuring pupils assess themselves and understand how to improve.

He then goes on to say that “the most powerful single moderator that enhances achievement is feedback”. John Hattie argues that quality feedback should:

• focus on the learning intention of the task • occur as the students are doing the learning • provide information on how and why the student understands and misunderstands • provides strategies to help the student to improve • assist the student to understand the goals of the learning

In order to make assessment an empowering tool useful to the development of the students it could be beneficial for the students to come up with their own criteria. John Hattie’s second factor for improving student’s learning is the student’s active involvement in their own learning. If we change the way we look at formative assessment then the student’s inventing their own criteria will be the means from which they will learn. An assessment task specific to the improvement of listening could derive from what the students themselves feel they need to learn in accordance to their listening abilities. The criteria will therefore be realistic and specific to the majority of their individual needs. John Hattie’s fifth factor is the most important in my opinion. This is ensuring that pupils assess themselves and understand how to improve. In my study the final task the students will be taking part in is an individual analysis of how they have participated and how they have performed in all the tasks set and more importantly how they have improved. || 25/5/12 || Module 12 – Ways of Assessing Module 12 poses the question, ‘What do you see as important considerations when selecting or designing assessment tasks?’ As a response to this question there were a number of points that come to mind. Firstly that the assessment task needs to related to the topic you have been studying. It should also relate to what the student’s prior learning has been. We need to be considerate of the aim also. What do we want the students to achieve by doing the task? The task needs to be relevant to the abilities of the students and it also needs to be engaging. A task that is not engaging will not have the same impact as one that is engaging. Module 12 slide 12.7 states ‘A task can be used to support, reinforce or practice learning – as ways of teaching’. In language learning we want our students to make comparisons. We want the students to think about parallels, for example, I want my Year 10 Italian students to make the parallel between their lives here in Australia and the life of a student in Italy. What would be similar? What would be different? If we are to practice learning through our assessment and use is it as a tool for reinforcement, then our assessment can simply be through the observation of students making these parallels. This is evidence of them understanding. Monitoring learning in this case is an important part of assessment.
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Assessment equals monitoring learning. We can classify assessment tasks into three groups: 1. Language knowledge tasks. These tasks focus on features of the target language (grammar, vocabulary), as well as through responses to questions which often focus on discrete points. 2. Language use tasks. These look at real world situations as well as simulated activities. 3. Tasks for intercultural knowledge. These focus on interpretation of language in its cultural context. The idea is for the students to have an awareness of the similarities and differences between the two cultures and how the language is being used within the cultural context. We can observe that every time the teacher or the student communicates in another language it automatically becomes intercultural. The question we can ask ourselves in relation to these three groups is should an assessment task always cover one of these three groups? I believe that you need criteria through which we can judge the assessment tasks we give our students. Firstly we need to think of validity, does the task do what you intend it to do? Secondly authenticity; is the language used in the task relevant to what the students have learnt or have been learning. Thirdly reliability; can we get similar results from the task we set if another teacher was to do the same task with another class. A perfect example of this will be seen in my project with my Year 10 Italian class. My colleague who also teaches a Year 10 Italian class and I will give our students the same assessment task. We will then observe whether the same result can be achieved irrespective of who is teaching the class. Finally impact; does the assessment task have a positive effect on the students and is it motivational? It is therefore important to plan assessment appropriately and to keep in mind its aim. || 25/5/12 || Module 13 – Considering Evidence of Learning We use assessment as a tool to support student learning. It is important to have a co-ordinated approach when deciding upon appropriate assessment for your students. Therefore we need to ensure that we are flexible with the assessment models that we use. Models for assessment give us boundaries and allow us to be specific with what we want our students to learn for the task. No one model is ever going to work with one group of students. Module 13 slide 13.7 poses the question ‘Why is the idea of a model attractive in assessment?’ In answering this question it can be said that having a model for assessment can give us a framework in which we can measure what we include in the assessment task or what we want the students to learn from the task. Thus we need to have criteria or standards, as rules, for what we set as assessment. We also need to ensure that the criteria are open for modification. This flexibility is important when ensuring that the assessment task will fall into one of the three ways we group our tasks. Reverting back to Module 12 slide 12.9, the task will either be a: 1. Language knowledge task; 2. Language use task; or 3. Task for intercultural engagement. Therefore we can use criteria for assessment as ‘the rules’ for what we set, but we also need to be open for modification. In the creation of an assessment task we need to be considerate that the criteria for assessment are applicable and specific for measuring the task we are setting. Therefore the criteria for a task should not be complex but such that both student and teacher know what needs to be achieved. || 25/5/12 || Module 14 – Assessment as Inquiry Using assessment as inquiry relates directly to my investigation with my Year 10 Italian class. Inquiry should inform us of what our students have learnt. As Module 14 slide 14.5 states, ‘Data can be gathered at any point in the assessment cycle’. This has been the case in my investigation so far, with assessment items including: Listening tasks from the prescribed textbook; formal listening tests; understanding pieces of Italian Commentary; listening to Italian dialogue in order to identify vocabulary; note taking exercises from a particular dictation and The Dante Alighieri Poetry Competition. This has been assessed as a formal listening task. This is based on observations made by the students through peer assessment. From these tasks I can say that there has been a change in student performances. The students have developed a familiarity with the assessment. They have developed familiarity with the criteria. When the students are aware they are being assessed their focus increases, as well as their motivation. Through the evidence I have gathered thus far I can say that it supports the following statement, also from Module 14 slide 14.5. ‘Data can inform understanding both of student learning and of teaching and assessment practice’. || 21/8/12 || Module 9 – Developing Relationships and Wider Connections Module 9 Slide 9.6 states that 21% of the Australian population speaks a language other than English, yet we still have a monolingual mindset. (Professional Standards Project: Languages, 2009, p. 2) Therefore how this passion is conveyed to others, and how to engage others in valuing languages and cultures education, raises questions and challenges for languages and cultures teachers. (Professional Standards Project: Languages, 2009, p. 3) How are languages being perceived in schools, by parents and students and the community? At my school some people value them as an aid to learning other subjects. Some people consider it a bludge elective. Many people think it is just too hard. Some consider it as a door to exploring the world. Some people think that as long as the government is offering grants they are valuing language learning. There will always been a variety of opinions. In providing evidence that languages are valuable we see that the media provides articles showing the benefits of language learning as well as the opportunity for University studies. To help support the argument that languages are beneficial we can use the Standards to help support answer these questions, as they are a guideline by which languages have to be taught, this makes them a legitimate source. In terms of who are the best advocates for promoting languages, we can say that the students and parents are. This is because schools listen to parents and their needs. If the parents see a need for their child to be educated in a particular method, schools will pay attention to these needs. In valuing languages and cultures Module 9 asks how we as teachers resource ourselves and how we contribute to the professional learning community. (Professional Standards Project: Languages, 2009) At my school our LOTE department is part of many organisations which help us in the teaching of Italian and Japanese. Some of these are VATI, MLTAV, COASIT, and JLTAV. Also professional websites such as What’s New in Italy and Windhover eMasters. We share faculty meetings every four weeks and the heads of all the faculties at the college come together regularly to share what each faculty is doing. We also attend many professional development sessions throughout the year. All these means keep us up to date with the language we are teaching and the means by which we are teaching it. ||
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1. To improve students' listening so that they can understand increasingly complex ideas. 2. To develop ways of teaching listening to the students to enable them to identify keys sequences and themes in the target language. ||
 * Classroom Based Investigation Planner**
 * Focus of Inquiry || Development of Listening Skills ||
 * Student Learning Question || What data can be gathered through assessment to provide evidence of our students' ongoing learning in listening skills? ||
 * Teacher Learning Question || What data can I gather from my assessment practice to develop my understanding of the use of formative assessment to support my students' learning and my teaching in reference to listening skills? ||
 * Rationale || To improve the listening skills of students in the target language based on previous data.
 * Design || __Deciding the process__ 1. I will be investigating a Year 10 Italian class consisting of 14 students. As part of the investigation I will be comparing data with the other Year 10 Italian class which consists of 15 students. I will also make a comparison with data and results from last year's Year 10 Italian class. I will be investigating this year level in order to enhance listening skills in preparation for VCE. The focus will be to see whether the student's notice and understand detail in the content as this is the area in which we are looking to improve.

2. The data I will gather will be from different listening activities from the prescribed text book and from other text types. I will also be using VASS data that has been collected from past VCE results. Other data will include results from the Language Perfect World Championships.

3. The assessment tasks that will be provided for this data enquiry will include a combination of listening activities from the prescribed text book, films, music, poems prescribed for Year 10 in the Dante Alighieri Poetry Competition, conversation and dictation.

__Deciding on the tasks__ Because the focus is developmental the design will include tasks undertaken over the period of a term designed to assess students’ listening skills and understanding in diverse aural text types. They will be developed in such a way to suggest progression/increasing complexity.

__Deciding on the data to be gathered__ The data that we gather will derive directly from results collated upon the completion of each of the tasks and will be analysed at the end of the term. Students will receive teacher feedback and students will also complete a self-evaluation of their improvement in their listening skills. ||
 * **Implementation** ||
 * Step 1 - Listening tasks for the portfolio will be developed including a marking rubric for feedback. The online student evaluation survey will also be produced.

Step 2 - Introducing the idea of assessment portfolio to students. The tasks below will be used as part of the portfolio: 1. Listening tasks from the Text 2. The Dante Alighieri Poetry Competition. This will be assessed as a formal listening task. 3. Understanding a piece of Italian Commentary 4. Listening to a dialogue from a DVD to identify a particular vocabulary 5. Note taking exercise from a particular dictation 6. Formal listening tests 7. Student self-evaluation. Students will complete an online survey in order to assess their own performance.

Step 3 - Students complete the tasks which will be then marked by the teacher who will provide feedback to the students on each of the tasks.

Step 4 - The student evaluations will comprise of the tasks, experience and the portfolio as a whole.

Step 5 - The data for analysis will be collated, consolidated and organised. ||
 * 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**
|| Listening CD's || Exercises from these will be a part of our test and analysis of student's listening skills. || 1 || 193.73 || 193.73 || Competition || To provide students with an experience in listening and learning of the target language through poetry in order to improve their listening and speaking skills. || 30 || 10.00 || 300.00
 * Volare Text Book
 * Volare Teacher Book || To provide exercises to test stuent's listening skills. || 1 || 193.73 || 193.73 ||
 * DVD's || To provide a listening experience other than CDs for testing student's listening skills. || 2 || 40.00 || 80.00 ||
 * Dante Alighieri Poetry

767.46 ||

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
 * Knowing the language and culture of topics relevant for the age group they are teaching. |||| Always |||| Using vocabulary relevant to a certain topic. For example The Envirnoment. |||| confident ||  ||
 * ** 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 ||
 * Reading literature and using contemporary media for enjoyment. |||| Often |||| Using contemporary Italian music. Looing at music videos, the words, the grammar that is used, the history of the artist, where they come from. |||| mixed || I may need to do more of my own research in this area. Mainly due to the fact that new artists appear constantly. ||
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * Features of the verb system: regular and irregualr verb forms, tenses moods, voice, sequence of tenses. |||| I know these areas quite well. There are times that i need to read refresh my memory by further reading. |||| I tend to make my own explanations in order to explain a concept to students as simplistically as possible. |||| Further reading and taking time to familiarse myself with concepts enhances the way I teach. ||
 * ** Explicit knowledge of language use ** ||
 * Language
 * Differences between levels of formality |||| I am very familiar with this, however I don't practice it often enough in my spoken language. |||| It is a matter of revision. Enhancing my own skills in this area. |||| Try to use it with people I am familiar with. For example my parents. People that I feel compfortable with and feel confident when I make mistakes. The fact that my mother is an Italian teacher will help when it comes to being corrected. ||
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * Language
 * Awareness of the significant differences between Italian language and culture between Australia and Italy. |||| I am very familiar with this area as we focus on this a lot in our teaching. |||| There are always areas that require wider reading. Especially on how Australians live out their Italian heritage. |||| We can come up with projects that include the students researching how Australians live out their Italian heritage. Possibly naking contact with an Italian organisation that can provide information in this area. ||
 * ** 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): ||