Sandy+McLeod


 * LOTEHAT Workshop Reflections **

22/3/12 || Each table was given a dimension of the Professional Standards My table had advocacy. This brought up the most recent manifestation of the need for advocacy for language teaching and how it plays out at our school. This week at school was LOTE week. My colleagues and I put a lot of effort into preparing students for performances for assembly. We were told we had 15 minutes after asking for 20 and the management tried to reduce it to 10 minutes. Students did not come to any of the lunchtime activities planned by the Indonesian or Chinese faculty. Clearly there's a need for us to do better. Maybe lunchtime is not the time to offer "fun" activities. The students need their own time and I wonder about trying to cram more into less. || 22/3/12 || Learning, Learners and their life worlds
 * **Module**
 * & Date** || **Reflections** ||
 * 1 & 2
 * 3

Thinking about learning theories - Where am I? Where am I going?

I've spent a lot of mental energy, time and effort on learning theories, specifically language teaching pedagogy. For this module, we reflected on behaviourist, cognitive & constructivist learning theories ||

1. to reduce teacher talk time in class, particularly in English and increase the use of the target language by both teacher and students 2. to develop ways of using ICT to personalise and differentiate the language learning experience for students || What year level and why? I want to investigate Year 10. This class has a large gap between the most competent and least competent learners and thus perhaps the biggest scope for benefiting students who need to revisit topics on their own. What data will I gather? Student feedback ||
 * Classroom Based Investigation Planner**
 * Focus of Inquiry || Investigating the flipped classroom model for foreign language instruction ||
 * Student Learning Question || How do learners respond to the use of ICT to ||
 * Teacher Learning Question || How can I increase time on task ||
 * Rationale || What gap is the assesment addressing?
 * Design || Deciding the process
 * **Implementation** ||
 * **Step 1** Teacher develops and records material, develops task sequence, assessment and student evaluation pro formas

The teacher seeks feedback and then finalises design.


 * Step 2** Teacher explains model to the students.


 * Step 3** Students complete the task and teacher marks their performance and provides feedback to the students.

Students supply feedback about the task and how useful the material was in completing the task.

Step 4 Teacher collates, consolidates and organises all the data for analysis. || CTH-670 medium ( 217mm x 137mm) || Hardware to capture handwriting, annotation || 1 || $235 (online) || $235 ||
 * Analysis & Reporting ||
 * Analysis ||  ||
 * Reporting || What conclusions did I draw about the usefulness of ICT ||
 * Evaluation ||  ||
 * Implications ||
 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * Camtasia Screen Capture || Software for recording and editing screenshots of computer screen || 1 || $299 || $299 ||
 * Shure wireless lapel microphone || To record my voice either at my computer or at the IWB || 1 || $785 || $785 ||
 * Wacom Bamboo pen and touch
 * ||  || TOTAL ||   || $1319 ||

Eg. confident, unsure, mixed || Possible ways to address gap || students |||| Not as consistently as I would like. |||| I can teach the first class of Year 7 almost completely in Chinese. |||| Confident for beginners, not so confident for higher levels. Using more ||  || 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
 * ** 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 ** ||
 * Language
 * Language
 * ** Explicit knowledge of language use ** ||
 * Language
 * 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): ||