Nunzia+Esposito




 * LOTEHAT Workshop Reflections **

Australian standards language standards recognises highly accomplished teachers and is designed to reflect high levels of achievement. Teachers use them as part of your teaching practice and reflect on their teaching. What is different to a simpler model of teaching that I was taught in my years of study is that it goes beyond just the knowledge and into a more deeper and meaningful side of teaching. The standards involve commitment, respect and engagement, which require one to create a culture of learning in ones whole life inside and outside of their teaching life. When I looked at these standards for the first time in this PD I felt a great sense of pride to know that YES this is what my teaching of language is all about. I am very passionate about my teaching of LOTE Italian in my school. This is because I live and breathe it every day. However my role goes beyond just teaching Italian I am the person in my school who’s role is also to advocate all languages and all cultures and develop that intra as well as the inter cultural awareness within the school environment and community. We teachers now have a framework that helps us as grow in our professionalism, which is something we have never had. It makes me sit back and questions all I do. In my teaching I need to work more on reflecting on my every day practices so that I can to improve, grow and learn, as we are all life long learners. The ways, in which I will better understand the standards and how to use them in my teaching practice, one needs to reflect on the following. When I first started teaching Italian at my school 13 years ago most of the students were from an Anglo Saxon background. We now have quite a mix of cultures from European to Asian from over 52 different backgrounds. Our students are from middle to high socio economic and there is a strong emphasis on academic achievement and getting scholarships to private schools. Therefore parents are very involved in their students learning expect results. All of this has made my teaching of a language much easier as I have students who are very committed and want to learn. I am continually challenging myself with the linguistic ad cultural knowledge of the language I teach. To keep me in good practice I try to write as much as possible in the target language when sending emails to colleagues within Australia and overseas. I am the child of a migrant family who moved to Australia in the 1950s. I was born in Australia with a very strong Italian background and heritage. My parents we hard workers and sacrificed everything for family. I bring this to my classroom everyday. I spoke only Italian at home and learnt English by conversing with other Australian children and school. Immersion is important. I am always trying to challenge myself with new trends, methodologies and technology. I make sure that each year I attend at least two professional development days, which are focused on teaching languages or my target language. One of the recent workshops I took part in was about teaching mixed ability grades, catering for different needs. This has been a challenge however if I really get to know my students it all comes naturally and you become informed to plan. The key is to have open-ended tasks where learners can work at varies levels on the same activity. My challenge here is to take on the feedback and also reflect on how I can better myself as a professional with the limited time I have. My challenge is one of developing my skills in scaffolding and building on the student’s prior knowledge. So that they are successful in using the target language in class. **Ethics and responsibility:** Taking responsibility for learning and teaching of the language and culture. Developing trust and fostering a caring, empathetic learning environment. Giving students the opportunity to make choices and judgements. How do I do this is in my classroom? I always start the year off with establishing an essential agreement with all my grades. This is done through circle time where everyone has the opportunity to contribute to the agreement. My main emphasis is listening and respecting others so that student feels comfortable to take risks in lessons. I also ask the students what gaols they have? What do they want to see happening in the classroom? What do they expect from me as a teacher of Italian. I can tell you that the latter question is a real eye opener. Through this process I develop a clear understanding of what is expected and needed in order to learn best. Each student takes responsibility for their learning and is given the opportunity to make good learning choices. Visual Arts we have the opportunity to work together on whole school events. We also inform each other, reflect and work on teaching practices. However my biggest challenge is being able to collaboratively plan with classroom teachers because of planning timetables and the time factor. I also attend the regional network meetings each term, which is a great way of sharing resources and networking across schools. I am now in the process communicating with Italian teachers overseas to develop and work on our school exchange program.
 * **Module**
 * & Date** || **Reflections** ||
 * 22/3 || **__ Module 1 & 2 __** : **Using the standards in professional learning.**
 * Getting tho know the standards **
 * Educational theory and practice ** : Understanding the culture of my school its policies and connecting with other curriculum areas.
 * Language and culture: ** The use of linguistic and cultural knowledge.
 * Language pedagogy: ** Understanding the learning process and the understanding of teaching and learning. How do I go about teaching? Creating a learning culture. Getting to know my students through informal and formal teaching assessment and evaluation. Giving purpose to what is being taught and making my lessons interesting and relevant. Using technology to support my program. Therefore language Pedagogy is my belief and understanding of how students will best learn and who will they have success in their language learning. It is also about how I plan to best suit my students.
 * Professional relationships: ** Developing links and collaborating with other teachers both within the school and in the wider community and abroad. This is probably one of the most challenging parts of my teaching as language /specialist teacher within a primary school. I am fortunate enough to work with another teacher of Italian two days of the week in which we have time to plan together. As the leader of the specialist team I am also responsible for conducting meetings on a regular basis for the whole specialist team at our school. So as a group of specialists which includes PE, music, drama and
 * Active engagement with wider context: ** connecting in the wider context. Looking at language and culture in the local and global context. As there are so many similarities in the Italian language and culture to that of English and living in Australia. There are also many differences. It is important keep students in touch with what is going on so I do this through cultural events and news sport etc. Our biannual Italian tour is part of this. Again this is also a challenge for me to keep this mind when I am planning. This is an area that I can easily dismiss and forget because of limited time and focus on teaching the target language with only 50 mins a week.

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 * ADVOCAY ** ! Lift profile. Being an advocate for language learning. My role as the language teacher and the coordinator of LOTE in my school, it is vital that I continually reflect on the whole program and how it is implemented. I also need to reflect on my teaching practices and continually challenge myself to make my program relevant and engaging. I do this through cultural days in school activities where I bring in groups musicians speakers and performances. I also organise the Lygon St walk so that all grade 5 students are immersed in intercultural activities to incorporate and celebrate all they have learned. I also organise a whole school Italian day were all students from P-6 are involved in cultural activities. All of these have worked to lift the profile of the language I teach and advocate the relevance and importance of learning another language and about it's culture. In 2001 our Art teacher and myself embarked on our first Italian tour. We opened up this experience to all year 5 and 6 students. It is now imbedded in our program and we organise one biannually. I cannot begin to describe the impact this has had on the whole learning of Italian at our school and has brought relevance and meaning to learning a language. All models connect to the standards

This module looks at the current understandings of the process of learning. It also looks at the current understanding of learning and major shift form behaviourism to cognitive, constructive theories. is when everything is taught separately grammar is separate to speaking. Motivation is external. One needs to examine things as taught through testing and separating skills and based on positive reinforcement. This type of theory is part of my teaching practice when I am explicitly teaching linguistic elements of the language that just need to be taught such as masculine and feminine and verbs. Learning is intra and interpersonal, developmental, building on prior knowledge, interactive, formed through language, developed through feedback, using knowledge in new situations and through self awareness. This is all about getting to know your students. Taking the time to find out about who my students are. I do this in my lessons through circle time, using assessment to inform learning, self-reflections and interactions in the classroom. Scaffolding learning is a way that students get variability and are give the opportunity to understand contexts in language. Remember that learners have their own biographies and the Scaffolding can be grouped according to their function. Scaffolding interactions are an important part of language learning. This is done through questioning and probing learners, prompting learners to articulate ideas, encourage multiple interpretations, challenging opinions and encouraging students to generate questioning. My teaching uses a lot of the conceptual rhymes patterns. I also take the time to discuss language rules and the linguistic elements of the language. In the early years of teaching a lot less explanations are l used. It is more of an immersion program. Lots of interactions are used through speaking and listening activities. In the middle years of teaching I can then work more on prior learning tasks where I can get the students to complete an written task which gives me information about their prior knowledge. It is important that I take time to reflect on what I actually do in class. I really like the task of taking a piece of text and dissecting it to make up profiles and communicating and getting students to interact with each other. My grade five and six students will be writing emails and letters to students in Italy. To do this they need to know names, family, age, numbers, weather and likes/dislikes. So I will have them begin with things they already know and then through questioning discussion and explanations add on, recycle and scaffold their learning until they have come familiar with a text that will be used to communicate with another person, in the target language. As a teacher of a specific language I need to be familiar with how the language works. I need to have a sound understanding and confidence in speaking and using the language. It is also important that I have a sound knowledge of the linguistic system used, as it is different to English. My students need to be exposed to all areas of the target language and its culture. They need to be given exposure to texts, writing, transcripts, stories, songs, rhymes, films and programs which immerse the learner in the language and its culture. As the teachers I am constantly modelling the language with correct intonations and gestures. As a native speaker of Italian I am very comfortable in speaking and conversing in the language as I use it inside and outside the classroom. The main rules I teach students at primary level are definite, indefinite article, masculine, feminine and verbs. As in Italian these change depending on the subject. These rules are also very basic when learning the language at primary level. What are the specific features we need to teach in the language? In order of priority I believe these are vital: It is important for students to know about the country and its culture before they can truly appreciate and have relevance to learning the language. I am constantly challenged with the changes that take place in both the linguistic elements of the language and its culture. I am fortunate to have contacts with teachers, students and family in Italy, which in itself is such a rich resource for me. One of the things that I could do more of is have students exposed to speakers of the language through community. COASIT resource centre is also a available to teachers of Italian and they offer so many programs for both students and teachers. My main concern as a teacher of Italian is my understanding of the grammar and all its rules. I have to work hard at this aspect of my teaching especially when I have to write more complex texts in Italian. This is an area of my teaching that I would like to develop further.
 * Module 3: Learning learners and their life worlds **
 * Cognitive theory ** is when a learner’s intellectual ability is socially and culturally developed. Where new learning is shaped by prior knowledge and there is a deep understanding to what is taught. This theory of learning makes up for a large part of my teaching practice. Shaping my students learning by prior knowledge. This I do through formative assessment and knowing where my students are at by taking time to get to know them. Open ended activities and planning for differences in ability. I also work in a school, which runs and follows the PYP and inquiry is the focal part of learning. Within my LOTE program I tap into classroom inquiries, which connect and are relevant to my teaching of a language and its culture.
 * Characteristics of learning ** :
 * Conceptual: rhymes acronyms, maps, patterns, language to talk about language
 * Dialogic: instruction, explanation, conferencing, discussion, description
 * Diagrammatic: flow charts, sequencing, Ven diagrams, similarities and differences, layout of tasks.
 * Module 4 **
 * Identifying language specific needs: Working with language specific annotations **.
 * Cultural aspects of the country location
 * Cultural celebrations
 * Greetings & introductions
 * Gestures
 * Verbs & adjectives
 * Grammar rules

This module looks at the types of resource we use in our classroom. Texts books and teacher-developed resources. Technology in language learning Authentic resources, texts and people What perspectives are we bringing to the classroom? It is important to choose texts with the following in mind. Within my classrooms I engage the students through texts films, lots of songs and storybooks, which look at the cultural aspects of the language as well as teaching the target language. Materials used need to be informative, relevant and easily used. All materials are chosen according to the year level. Story telling is something I use a lot to model language. As a primary school teacher I have always created my own program according to the needs of our students I do not use textbooks however I may use parts of one to recycle and reinforce a learning intention for the term. This I do through vocab lists, questioning, visual clues and relating what they learn to themselves. It is so important to use simple texts in which the language can be recycled in each lesson. Resources must have relevance and be purposeful for the task and learning of a language. I use a lot of interactive activities, which can be used with both the whole grade and groups of students. Use of realia cookbooks, post cards photos and I also give a lot of myself in my lesson such as my experiences as a child of migrants in the 60s. Students can then make connection with themselves and another culture. I get them to interact and reflect on their experiences. It is vital to use appropriate communication. I have also use the suitcase activity in which I put 5-6 artefacts that make up who I am and as a person and which are important to me in my everyday life. Authenticity of the resources by making sure they promote active construction of learning ideas, knowledge, interaction, reflection and responsibility. Again my challenge in all this is tapping in to authentic resources with the school community and beyond. How do get the students immersed in the target language as much as possible in the short time we have to teach them?? This is where ICTs can be a great help. Module 6 Language and pedagogy and language and culture This module looks at a teachers view of language interactions and the way one communicates and is aware of students identity. I believe that language is all about making interactions and developing relationships. It is a means of expressing ideas and being able to articulate our understandings. I do this in my classroom through pair and group work activities whereby students are immersed in the language through simple interactive activities such as interviews, reading texts, role-plays and simple conversations based on the learning intention. Students are engaged in their learning. My role is to instil a love of learning a language by making their learning purposeful and relevant. Before I start the year I ask the students to reflect on what my purpose is as a teacher? Why am I here? My challenge is to empower them through a wide range of activities and strategies and to make lessons as interactive as possible. Students need to develop a more in depth awareness of the cultural understandings associated with the language and culture. Teaching hand gestures, intonations, which help us to communicate and understand body language and cultural gestures. Teaching them that we can communicate through our body language. Language awareness. Using writing exercises to understand how language works looking at simple grammar rules. Handout 3 problem solving activities getting students to use clues. Cross cultural and inter cultural and provide interactive activities refer to 6.1 slide maintain a journal The importance of classroom talk. This is the most fundamental part of my teaching in the primary years. To immerse and have students interact with each other, to talk and learn. From the moment I pick them up from line to when they leave my class in the 45 -50 mins they are with me I try to immerse them in the language through sing, rhymes, stories and group/pair interactions. Each lesson is then scaffolded and repeated and added to. How often do I talk? How often does the student talk? What are our goals what we want to achieve? My challenge here is to do less talking and let them talk more. How can I do this? This can be done once I have established and modelled enough language that they can start working independently or in groups. Having a set of rotational activities in listening, speaking, reading and writing. Use the target language to follow instructions, ask for things and create an engaging, creative atmosphere that promotes talking to learn. The way in which I create a learning culture in my classroom is to initially start the year or the term establishing relationships and building a safe, caring environment, which fosters purpose and encourages participation. How do I do this? I begin by working on an essential agreement using key words in my target language such as respect, listening, one voice eyes on speaker, be a risk taker show appreciation for each others worked and acknowledge success. One important element is to reflect on what the students have learnt at the end of a session. Eliciting learner interpretation: questioning and allowing students to inquire into…. What makes this language work? Again the use of the target language in questioning: What? How? When? Where? Who? And the big WHY question. Use of open-ended tasks that get the students thinking about the language and cultural norms. What is similar about the English and Italian language what is different? Building learner contributions: connecting learning with prior knowledge is so important to scaffolding and building on what the students already know. As I teach 23 grades across Grades Prep-6, I try to develop units of work, which can be used right across these levels so as I teach each level I scaffold on what they have learnt before and add on. An example of this is when I used students’ profiles for our schools Cultural diversity day. I began with prep being able to say and write ‘Io parlo...’ I speak.. Grade 1&2: adding, my name is I am.... years old. I speak.... Grade 3 &4: add what my background is language I speak ...  Grade 5&6: adding likes dislikes where I live? This is then recycled over and over in interviews, interactions, role-play and filming of these scenarios.
 * Module 5 **
 * Resources for language learning. **
 * Communication
 * Macro skills
 * Culture
 * Learning to learn
 * Language learners and language awareness **
 * Module 7 **
 * Teacher talk interaction **

Use for family unit or daily routines recipes A lot of these apps can be used to create lessons and tutorials. Challenge: How do u use it when u have 1 or 5 I pads: Use interactive white board. This is a tool that can be use for group work activities. It’s a great device for making content and consuming content. This module was an excellent PD on engaging learners and keeping them on task with a multitude of interactive activities. As I use the interactive white board in my lessons more so as a projector. It would be more beneficial to use these ‘apps’ in interactive activities where the students can work independently and be guided by various programs. I would therefore have more time with individual students. If I can get use of a number of I pads students could use this in a group activity.
 * Use of I pad in the language classroom. How we can use this resource. **
 * ** Keeping learners ‘Appy ** ’. Here are some apps that can be used courtesy of Joe dale who presented a workshop on the use of I pads.
 * ‘Line learner app’: Used for dialogues. Learn lines for a play
 * ‘Morfo’: Vocab, introductions, presentation and body parts
 * ‘Foot bubble’: Take photos and make up conversations. Use in Subjects,pronouns creative writing, visually appealing random nature and capacity makes it appealing.
 * ‘Postcard app’: use for emails
 * ‘Book created app’. Add image and texts make cartoons manipulate photo and add texts.
 * ‘I books app’: to find your ready made e book. Make a professional looking book.
 * ‘My story app’: draw pictures make texts record conversation use in all
 * ‘Explain everything app’: This app can be used to manipulate and move texts and record conversations to explain and make tutorials for the students to use independently without teacher support. Booking tickets, asking for things, shopping, ordering at a Restaurant. Use this for group activities and individual learning plans.
 * ‘Educreations’: similar to my story.
 * ‘Quizlets’: make you create own language resources. Draw your own flash cards record and write texts for flash cards. Using Italian and English can record how many they got right.
 * ‘Flashcardlet’: can be downloaded by quiz let will also give resources for different languages look search Flashcard i review
 * ‘Comic life’: Can be downloaded from Edustar. Tap on comics and then make conversations and scenes. Reading comprehension direct speech. Can be used in 1st 3rd person and form of the verb. Io..sono lui e'..si chiama, ho, Io ho. Students are engaged in working on learning conversations and this is another tool to be used in the classroom.
 * U pad app: Can be used to make up to 5 pad always and export through PDF.
 * Use an alupen to type and use iPad more efficiently easier to use this to make quick notes at meetings
 * Bamboo paper app.
 * Qr code black white squares which students can scan to find what words mean around the school

This is about ourselves in our classrooms. Intra cultural is that which we have within and intercultural is how we interact and externalise. Questions I ask myself. What do my students and myself as teacher bring to the classroom. How do I see my culture? How do we use and develop our language abilities? What is my cultural and linguistic world? The use of questioning to become aware of my student’s cultural background is. Where were your parents born? What languages do you use at home? In a visual way describe your nationality. What parts of the Australian culture influence and play a role in your life? How do you express your intercultural awareness? What ideas and values inform our teaching? In my classroom I like to bring a varied and rich range of activities and opportunities for student to look and work on the intercultural through profiles I am…. I speak…. My name is… I live… I like... I belief that students can only truly learn a language when they understand the culture of that country. Students need to know where the country is in relation to where they live? How others live? Geographical features, traditions and way of life. Using immersion where all activities are based on listening, speaking and interacting in the target language. Giving learners as much experience of the language through role-plays, gestures, songs films and videos. Excursions and visiting communities, which immerse the student in the language and culture such as the Italian tour and Lygon St walk. I want them to experience the language through interactions, speaking, modelling pronunciation and intonation in the target language. Teacher can assess and monitor intercultural awareness through the learners’ interest, questions and their recognition of differences and similarities. I make connections in my teaching between the Australian cultural and the Italian through topics such as weather, food cultural practices. My challenges are using target language throughout the lesson and developing a program where I can give students authentic experiences with native speakers, sourcing community groups from that target language. In my lessons I expose my students to a wide range of resources books, storybooks, interactive white board activities and on line language program's. I use visual cues around the room to stimulate conversations for students to refer to. Negotiating meaning is a way in which we as teachers can provide understanding and connections to the learning and we need to understand and be aware when students need support. Reflection and feedback is a great way to get students interacting and engaging in simple conversations with each other. I usually do this through circle time where I give students some modelled language to use which can give constructive feed back. || After listening to other investigation plans. It gave me an understanding of how one can tackle the problem of using effective language activities to assess and inform my teaching. A majority of investigations were based on using ICT ( computers I pads and flip cam). Which shows that this is the era we are in and the path we taking in our teaching. How effective is it ??? How relevant and authentic it is? Are questions we need to keep asking ourselves as we continue to use ICT. I can see that it can be of great value in a language program to extend students reinforce language and keep engagement and interactions high. After reflecting on what others did I realized that I could have narrowed my investigation down slightly and maybe look at just one strand of the language rather than all 4. ||  ||
 * Module 10 ** : **Understanding the interrelationships of the intra cultural with the intercultural.**
 * 21/8 ||  ||
 * Investigation PP reflections:

**Classroom Based Investigation Planner** To develop my skills in using ICT to enhance and encourage the target language. To develop the students skills in using verbs, greetings and simple vocab to converse in the target language. To develop my skills in monitoring and recording student achievement with regards to classroom interactions and the use of the target language. To show progress from the start of the investigation to the end. || Data gathered will be recorded and filmed such as conversations at the beginning of the investigation then at the end. Students to self reflect on the use of language at the beginning of the investigation then at the end. Use of a rubric to assess intonation expression and amount of language used eg one phrase full sentence more the 2 sentences etc. Assessment task will be to write a letter to another student in Italy. Recording conversations and interactions with peers throughout the term, which shows progress in their use of the language. Also taking part in role-plays and Italian day performance. Students are tested on their knowledge of the target language through written exercises, close activities and filming of their interviews. Both the teacher and the students will gather this evidence and information through the use of I pads interactive white board fip cameras. As part of this process both my self and the students will continually reflect after sessions and use this to inform their learning and my teaching. Students to work together to evaluate their work and then I will also give the student feedback on their progress. As the teacher I will need to provide enough modelled target language for them to work independently. Provide students with resources iPads flip cams and recording devices in order to carry out these activities. Students to present their films recordings and written emails to other students and buddy grades. Show case their work at student led conferences. || Step 2: Develop proforma and pieces of modelled writing for the students to become familiar with target language. Develop a series of lesson to teach verbs, introductions and simple conversations. Step 3 record voice expression and intonation of model language to be use on ipads and interactive white board and flip cams. Step 4 Develop proforma for self-evaluation at the beginning of the investigation and again at the end. Use of rubric to cater for mixed ability in classroom. Step 5 Collate all data self reflections to show development, progress and success in the target language for analysis. || students working on various lessons recorded by myself to enhance them using the target language which frees me up to work with others. I also have the use of flip cams in my school so I pads would be a great extra resource || 3 || 537 || 1600 ||
 * Focus of Inquiry || How can students use more target language in classroom interactions.? ||
 * Student Learning Question || How do I encourage and improve my students' use of the the target language in classroom interactions. ||
 * Teacher LearningQuestion || What resources can I use to encourage and improve students use of the target language ||
 * Rationale || Engagement is high but students lack the content to be able to use the target language during classroom interactions.
 * Design || I will be working with grade 5 and 6 students as I can scaffold more target language with them and It is the beginning year level in reporting to VELS through progression points. This level will also be involved in a pen pal program, as a group of these students will be part of our 2012 trip to Italy.
 * **Implementation** ||
 * Step 1: Organsie and communicate with schools in Italy to commence exchange between students.
 * 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** ||
 * 3 ipads || to use in group work activities so I can have a group of

Eg. confident, unsure, mixed || Possible ways to address gap || Creating a learning environment |||| every lesson All the time |||| introductions greetings when I do the role and give simple instructions ascoltiamo ouchhi su di me gambe incrocciate. |||| confident || having the Energy to sustain and keep this up after you have taken your 6th lesson that day || 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 use.
 * ** 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 ||
 * making telephone calls reading and writing emails and letters |||| yes regularly |||| ====emails to teachers in Italy and students. As we have contacts ansister schoold==== |||| good || understanding grammatical rules when I write in formal texts ||
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * features of verb system |||| that it changes according to gender and that it is complex |||| past tense ||||  ||
 * ** Explicit knowledge of language use ** ||
 * Language
 * features of verb systems ||||  ||||   ||||   ||
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * 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 Reflections Module 1/21Australian standards language standards using them as part of your teaching practice.Standards should be developmental.ehance and develop practices. Look at context in which they work. ADVOCAY!!!! Lift profile. Statements of. All models connect to the standards Behaviourist everything separate grammar separate to speaking motivation is external most things a taught through testing and separating skills and based on positive reinfocrcemnet. this type of theory is part of teaching practice especially wh,en we are explicitly teaching linguistic aspects of the language. Module 3 Cognitive is a large part of my teaching practice where learning is shaped by prior knowledge. Use of formative assessment knowing where my students are at by taking time to get to know them. Open ended activities and planning for differences in ability. PYP inquiry used at school the use of learning how to learn. John hatty process of learning Characteristics of learning page 4 refer to learning is formed through language self awareness. Learning standards are a great way for us to reflect on our teaching practice and we want to go from here in our school How will we apply these standards. To our program How do we know our students ????circle time self reflections at the beginning of sessions term etc. Remember that learners have their own biographies 5 ways of scaffolding open activities repetition formative assessment using previous knowledge refer to page 6 My teaching uses a lot of the conceptual rhymes patterns explanations are less used. It is more of an immersion program. In P-2 dialogic Conferncing and discussions refer to page 7 This is a real eye opener to look at what I actually do in class the task of taking a piece of text and dissecting it to make up profiles and communicating and interacting with other students with students in Italy refer to page 9 reflections and investigations. Use module 3part b Module 10 intrhacultral selves Ourselves in our classrooms. What do I bring to my classroom bowl of stars I see my culture my. Love of teaching how we use and develop our language abilities??? my cultural and linguistic world using questions which depict your cultural background. Where were your parents born? What languages do you use at home. what am I not bringing.? Bring in people from different language In a visual way describe your nationality What parts of austrlian culture influence and play a role in your life..? Education theory and practice How do you express your inter cultural awareness module 10 page 3 what ideas and values inform our teaching..? In my class room I like to bring a varied and rich range of activities and opportunities for student to look and work on the intercultural through profiles I am. I speak. My name is. I live I like ..... I belief that students can only truly learn a language when they understand the culture.Which is a significant part of my program where is Italy ? How do they live geographical features what types Itra within myself inter How I externalise. Immersion speaking giving them as much experience of the language role plays gestures songs films videos. Italian tour Lygon st walk. Visit museums. Interactions speaking Pronunciations intonation use of target language. Intercultural person notices differences questions asks can see similarities. Australian curriculum on languages.
 * 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): ||

I make connections between the aust cultural and italian what is similar what is different. Such a weather food cultural practices at a meal how they behave.

**Module 5** Resources for language learning What perspectives are we bringing to the classroom. Engaging through texts films varied lots of songs and storybooks which look at cultural informative relevant and easily used and all materials are chosen according to the year level story telling is something I use a lot to model language.and we create our own program according to the needs of our students I do not use textbooks however I may use parts of one to recycle an reinforce a learning intention for the term. To recycle the language. Resources must have relevance and be purposeful for the task and learning of a language. I use a lot of interactive. Use realia cookbooks Post cards photos and give a lot of myself And my Experiences as a child of migrants in the 60s. so students make connection get them to interact and reflect on their experiences. Using appropriate communication. I use the suitcase activity With all the things that are part of me and important to me in my everyday life.page 5- 7 module 5


 * Keeping learners appy.
 * Used for dialogues. Learn lines for a play line learner app
 * Vocab intro presentation body parts morfo
 * Foot bubble Take photos amd make up conversations
 * Subject pronouns creative writing visually appealing random nature and capacity makes it appealing Make dice lite
 * Bill Atkins photo card publish by email. Postcard app use for emails
 * Book created app. Add image and texts make cartoons manipulate photo and add texts.

I books app to find your ready made e book. Make a professional looking book.

Use for family unit or daily routines recipes


 * My story app: draw pictures make texts record conversation use in all
 * A lot of apps can be used to create lessons and tutorials. Explain everything app this app can be used to manipulate and move texts and record conversations to explain and make tutorials for the students to use independently without teacher support. Booking ticket asking for things shopping ordering at a Restaurant. Use this for group activities and individual learning plans. YouTube Vimeo interactive whiteboard . Export and image export to email
 * Educreations similar to my story.
 * Quizlets make you create own language resources. Draw your own flash cards record and write texts for flash cards. Using Italian and English can record how many thay got right.
 * Flashcardlet can be downloaded by quiz let will also give resources for different languages look search Flashcard i review
 * Comic life Can be downloaded from edustar. Tap on comics and then make conversations and scenes. Reading comprehension direct speech. 1st 3rd person and form of the verb.io ..son lui e'..si chiama. Ha. Io ho. Students are engaged in working on conversations use for tools in classroom.

How do u use it when u have 1 or 5 iPads use interactive white board. Classroom tools can use for group work. Device for making content and consuming content.

This module was an excellent PD on engaging learners and keeping them on task with a multitude of interactive activities. As I use the interactive white board in my lessons as more of projector rarhwrather than using interactive actvities where the students can work independenly an I want to set my self a goal to use the 1 or 2 of the apps to create a pen pal program and get students communicating overseas through this app. I also want to use some of the photo apps and flash cards to introduce and scaffold language for the younger students.
 * U pad app can get u to make up to 5 pad always export PDF . Use an alupen to type and use iPad more efficiently easier to use .use this to make quick notes at meetings
 * Bamboo paper app
 * Notability app which is also used for
 * Qrcode black white squares inigema app to read them convert any web page Russell Tarr Qr code drag onto bookmark copy java script email it to myself go onto webpage add bookmark tap on book icon go to all test press edit press qrcoder qrcoder appears transfer onto ipad devices.use this for question answers use codes around the school which translates texts and words qr voice that will also let you hear Language. Could be used for treasure hunt of words and expressions. Turn mp3 into a qr code using qrvoice.
 * Socrative.com to create an interactive program that teacher can make up for students to use in the classroom can be used for assessment and teacher can have a record of student responses.
 * joedale@talk21.com
 * @joedale

Language and pedagogy and language and culture My view of language interactions and and a way of communicating identity communication. I believe that language is interacting and making interactions with each relationship. Expressing our ideas and being able to articulate our understandings. I do this through pair and group work activities where students immerse in the language through simple interactive activities using interviews. Students are engaged in their learning. My role is to instil a love of learning a language by making the their learning purposeful and relevant. before I start the year I ask the students what my purpose is ? Why am here.? My challenge is empower them through a wide range of activities and strategies and to make lessons as interactive as possible. Students need to develop a more in depth awareness of the cultural understandings associated with the langauge cultural and langauge. Teaching hand gestures and intonations which helps to communicate and understand. Language awareness. Using writing exercises to understand how language works looking at simple grammar rules. Handout 3problem solving activities getting students to use clues and cues to. Cross cultural and inter cultural and provide interactive activities refer to 6.1 slide maintain a journal Module 4 Langauge specific identifying language specific needs what we need as teachers. Who am I as a language teacher using language inside and outside the classroom. What are the specific features we need to teach the language.. How we ,use the langauge in the classroom is different to how we we use it outside. Look at professional standards <span style="-webkit-composition-fill-color: rgba(175,192,227,0.230469); -webkit-composition-frame-color: rgba(77,128,180,0.230469); -webkit-tap-highlight-color: rgba(26,26,26,0.292969);">LOTE film festival opening up P-12 great for group work 'speaking across distances'.