Pina+Dunne


 * LOTEHAT Workshop Reflections **

mod1 || Intro, overview to the project....aimed at experienced teachers and how Overview of the four days, discussion of the time line and project, mention of the Monash component which will be explained in more detail in August. Of particular interest was the graphic which showed the change in teacher perceptions and strategies which in turn were influenced by current thinking and development in relevant fields and how this translated into the classroom experience of students, this brought change to the way students were taught and thus feeding back into how teachers would teach. || I struggle with meta-language( a language to talk about language) I am interested in how students learn language....experience and exposure...what degree of intervention/ordering is the place of the teacher? I like to start from used language, stories, songs, .... and teach the structure of the language from that. My feedback to students needs to be improved...I encourage students in class with positive comments, stickers, comments and corrections could be more specific and better directed. Student expectations tend to modify some of my feedback. Do I know where I am going? How can the students learn if I don’t have a clear objective of the aim? How can one be both flexible and have a clear direction? || I was taken with the idea of the handout regarding the teacher's experience of coming to a language and learning about students language experiences. || mod 6 || examination & discussion of what is language...communication, relational, empowering, source of identity and culture, an evolving system of rules and regulations. How this influences teaching styles and the areas which may be left out or ignored. My understanding is broad involving the culture and context of the language esquiring the relevant language structures and re-emphasising these by drills.... || tension between Vels and VCE, teaching to a test and for particular grades is/maybe ||
 * **Module**
 * & Date** || **R****eflections** ||
 * 22/3
 * mod2 || Revisiting the language standards was a good way to focus my attention to the specific needs of students and how good practice can be grounded. It pointed out the need for respect for the student and the many areas that we cover in our practice. We looked at stages of learning and the complexities of the school system. ||
 * mod3 || * Difficulty with getting to know students...prior learning handout...How would I use such a handout? How would it influence my teaching? What do I know about my year 10 class? How can I find out more? How am I going to change my approach?
 * 1) Provide examples of language: spoken and written
 * 2) Focus on a given structure
 * 3) Show language used in context
 * 4) Use cloze exercises to reinforce the language
 * 5) Setting guided tasks.
 * 6) LEFT OUT CONCEPTUAL & DIAGRAMMATIC
 * mod10 || enculturation what students bring to the classroom, what teachers bring to the classroom, how it is used to benefit the learning process and in particular the learning of languages
 * mod5 || resources evaluation, usefulness. On what type of understanding of language are the resorces based? ||
 * 23/3
 * mod 7 || teacher -talk...examining transcript of classroom interaction and how this enhances or detracts from student learning. This looked like a useful tool in analysing the relationship between teacher and student and how the teacher can lead a student to a correct/incorrect conclusion/direction ||
 * mod11 || Assessment and its place in language learning....of, for and as learning...recent shift to assessment for learning....importance of developing the how and the what a student learns (rainbow of assessment)

How can I make my teaching more effective? || 2. to develop my understanding of textbook based lessons and ICT rich lessons to inform my teaching practices || Year 9 use of ipad to create and learn dialogues vs the traditional method of pen and paper and palm cards Task 1: create a celebration meal: decide on the celebration (after brainsrom re Easter) Decide on who will be involved: friends, close or extended family Decide on where this will take place Create your celebration menu (at least 4 courses) Choose 1 of the dishes and provide the recipe Task 2: create the dialogue for this meal… .Brainstorm conversation starters and how to say “I will have some of….., I like/love……, I don’t like/ I hate…..” Perform the dialogue in groups of 4/5 Task 1: school/daily routine brainstorm Use of quizlet to learn vocab, regular vocab revision and testing and noting scores Task 2: question and answer regarding school routine and daily routine with particular emphasis on reflexive verbs Use of learn your lines app Morpho or voki to send a series of questions to each other How creative can you get? The right way to prepare for school vs the wrong way to prepare for school ie adding “dovere”…a dos and don’ts approach to reflexives Glogster? || 2. Assign the initial research task of writing a menu and presenting a recipe which may be chosen as one to be included in a class tasting session. 3. Explain the dialogue/conversation task 4. Students create the conversation and practice it before performing for the class 5. The written script and the performed conversation will be assessed separately. =**and** ** B **= After an introduction to school/daily routine and the use of reflexive verbs set up a range of online vocab and verb exercises online so that students can revise, revisit and become confident in their use, ie quizlet Help students formulate questions and answers about school and daily routine with the aid of "learn your lines" app Morfo or voki to send a series of questions to each other. Set students a challenge: How creative can you get? The right way to prepare for school vs the wrong way to prepare for school ie adding “dovere”…a dos and don’ts approach to reflexives Students can choose the mode of oral presentation. ||
 * Classroom Based Investigation Planner**
 * Focus of Inquiry || How do students learn language best?
 * Student Learning Question || What data can I gather to understand how my students learn best? ||
 * Teacher Learning Question || How can I gather data to inform my use of textbook based teaching compared to an ICT Web 2 approach to teaching Italian at Year 9 level? ||
 * Rationale || 1. to develop my understanding of how students learn best
 * Design || **Deciding the process:**
 * concentration on Year nine level as this is often the final year of language study and the time when a majority of students give up either because of a lack of relevance or a lack of challenge.
 * video of a textbook lesson, video of ICT rich lesson, examples of student tasks for each type of lesson, student questionnaire and possibly a collegue's critique
 * written & oral unit tasks
 * link tasks and tests to the material studied and the manner in which they were studied
 * Deciding on the tasks:**
 * A: (text based) **
 * B: (iPad and Web2 based activity) **
 * **Implementation will occur in two stages:A** 1. Introduce and teach the sub-topic of food and celebration meals following the Easter break, concentrating on expressions fro "some of" and "at someone's place" using the set textbook and supplemantary materials, followed by a quiz to see if students have learnt the expressions.
 * Analysis & Reporting ||
 * Analysis || Analyze observations and student task performance. ||
 * Reporting || Report on findings in relation to the proposed questions. ||
 * Evaluation || Evaluate the effectiveness of the two approaches. ||
 * Implications may guide future curriculum changes, reliance on a single textbook or the purchase and use of a variety of technologies. ||
 * Implications may guide future curriculum changes, reliance on a single textbook or the purchase and use of a variety of technologies. ||


 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * iPad || use of relevant apps for the set task. || 3 || 500 || 1500 ||

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 Italian in a principled way for regular classroom interaction |||| I vary my use with each different level. Each of my lessons would vary in percentage of Italian used, instructions always in Italian, daily dialogue in Italian, explanation of grammar in English. |||| Buongiorno, in piedi, ascoltate, silenzio per favore, or Come stai? Cosa hai fatto questo weekend? But passato prossimo is the same as the perfect tense.... |||| I am confident of my capabilities but I am costantly aware of the student pressure to have everything translated. || understanding student fear, keep working on a constant exposure to Italian, students become more accostomed to its use and eventually associate the language with the teacher ||
 * ** 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 |||| not very often, though I refer or set tasks to address this. |||| interviewing grandparents, Italian social clubs |||| I am confident, though find the organizational aspects difficult to organize || bringing people in from the community ||
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * principles of word formation |||| I am comfortable with my knowledge and how to acquire mor |||| I need to revise the material to present to different groups of students |||| work with collegues, revisit texts used in the past and new offerings. ||
 * ** Explicit knowledge of language use ** ||
 * Language
 * recognizing the effect of context on language use and linguistic meaning |||| I belive this to be crucial in gaining a better understanding of the language ||||  |||| use of authentic and accessable texts ||
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * Language
 * awareness of the impact of geography and history on contemporary Italy and Italians ||||  ||||   ||||   ||
 * ** 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): ||