Linda+Chen




 * ULOTEHAT Workshop Reflections **

Module 4 || Module4. Language particular languages Chinese new words, how we address the challenge, 8 different language annotations blue paper What is specific way we use in polite form, what is appropriate way to greet? Classroom language use.... How frequently you use Chinese? How do I feel about it. How to address the gap? Challenge. Use gestures, instructions in Chinese for my 5 years old. Languages is about Qualities, expose students to chinese as much as possible, Reflection on languages specific annotations. In on wikispaces, important forms to fill in, search for the PDF. why do you use Chinese in the classroom? What works and what does not work. Final reflection. 4a17 Maybe record the lesson? Would be my data? Look at it, change it, record it again. What works and what not works. May CRT fund goes to school, after you submit the plan and budget details. || Module 5 || module 5: resources Your judgement determine what resources into classroom. Some schools are letting go of the text books, text books are not used in the classroom. Every publisher will push their books to teachers. Authentic resources: rich discussion, show students the traffic light little man signs, students will ask why the signs this way? Why red and blue? Not red and green? There are two things in terms of languages it selves: context and languages culture. Such as food packages, souvenir etc. Such as: design an Chinese menu. would like to focus on refining my skill of scaffolding in teaching mandarine in my classroom. Such as: how do I know my students linguistically and culturally as young people and as learners. I also would like to improve my skills in dialogic scaffolding in classroom. Questioning: using questions to probe learners'thinking, prompting learners to articulate their ideas Dada How to do classroom investigations? || Module 6 || Pd 23/03/2012 module 6 My personal definition what I think is language: it is about communication, relationship to other people, cultural embedded in it, empowerment through language, ability to articulate the understanding. Intercultural connection, Empower young peoples in expressing themselves. Module 6 page 27 task 3: Having the right form of language gives you power. If you don not have right the right language, you don't have power. If my students are able to speak Chinese in an appropriate way, students will impress their sister school mates, treated with friendly manners easily. Tell my students my experiences as immigration in Australia, how speaking English, discuss these issues with my students, multicultural, language is valued, my belief in language learning, how it has empowered me. A great teacher inspired me to learn German, I had vocabularies, grammar, as non background teacher I am confident. Do I discuss it with my students? Or link Chinese communities in Australia. Languages change your a point of view, it built the tolerate in racial differences. Not be racial discrimination. Page 29 task 5: language awareness. Investigating language form UCLA Zulu languages. Review 6.12. 6.11. 6.13. Think about them in my reflections. 6.17 cross culture and intercultural "Learn Chinese to improve your English." Languages teachers always justify why Learn Chinese? Suggestions for investigation: 6.21 Exams the task and materials I use for teaching one particular module of my program. What does this material...... ABC fry' planet word Sunday 930pm || Module 7 || Module 7 Teacher talk and classroom interaction. How much talk Chinese. Talk is learning, frame work to, culture of learning, Task 1 and read handout one Talk about y7 and 8. Year 8 are not engaged, year 7 are focused. GMAT flag is up, German only, English flag is up, English only. Changellge : students are managing 10 minutes only, next week, 15 minutes. How do we broaden them? Section 2 interaction 7.8. 7.9. Goals of classroom interaction: Communication, Learning, Use VOCRE or dragon dictation to do the transcription. Handout 4 Use handout 4 to do my investigation. How was his sentence wrong? How do you measure their improvement ? They would use more chinese In classroom, they understand the instructions more. 7.18. 7.19 Feedback in Chinese. || Module 10 || Module 10 reflection: look at ourselves as teachers in classroom. Something cultural experience we would bring to classroom. Form of survey: my cultural and linguistic world: how would describe your nationality? Why? What language do you use for daily communication? What parts of Australian culture influence in your life. Students sample: picture of puzzles, Chinese flag, great wall of china in poster. Students express their ways of understanding cultureHow do you express your intercultural awareness in classroom and in daily life.? How to influence students, encourage students there are another ways of thinking, describing, expressing themselves. Languages do amazing things to Our brain. How do you deal with issues of identity in your teaching?What messages do your students take away from their experience of language Learning about the relationship between language, cultural and learning? I think language is culture, learning languages, use them in an appropriate culture expect. Intercultural profile for me: i am an Australian Chinese. How do me bring culture perspective into classroom? Grammar lesson: song about Chinese rhythm Students will notice the differences and similarity of languages in the songs.
 * **Module**
 * & Date** || **Reflections** ||
 * 21/03/2012 ||  ||
 * 23/03/2012
 * 23/03/2012
 * 23/03/2012
 * 21/03/2012
 * 23/03/2012
 * 23/03/2012
 * 21/03/2012
 * 21/03/2012
 * 21/03/2012
 * the more targeted language we use in the classroom. The more intercultural understanding we are bring into classroom. An intercultural

Students notice the similarities and differences. Reflect on, identify themselves, exam themselves, self relate to other-intra culture. How you responding to other culture-intercultural. Sean's comments: Asian language is rope learning ? How to bring critical thinkings Into classroom while teaching languages? ||

for my Year 6 Students || I wish to investigate on Year 6 students because most o fstudent in Year 6 have Ipads. I will use "Socrative" to assess students'worksheet on line. Students can login with the classroom number assigned by teacher, the data will be sent to teacher automatically. What data will I gather? ( Students’ survey, what sorts of ICT Do they like to use? I will ask students to fill in the survey or questionaires, then I will record the survey or one student interview) What assessment task will provide data for this inquiry and how will I incorporate technology and online interactive procedures in it? ( Self assessment, peer assessment and teacher assessment.) Because the focus is developmental, the design will include an assessment task incorporating technology and online interactive procedures and accompanying formats for student responses and judging student performance in these tasks. Questions to address in designing the task include: Will I include in the task? How much support do I provide for the task? Hh 1 Educational Vedioe || Students can use Ipad at an individual base to be creative with their task "Evidence-based Teaching NetWork Version" DVD || 1 || $540.00 $463.34 || $540.00 $463.34 || ( About $50 Apps has been paid by Linda's Visa Card ) || 21 || $20 || $420.00 || Quia Order || Students can writing Chinese Characters using Stylus Pen One year order for Educational Subscription for Students Self -assessment Investigation ( Already paid by Linda Chen's Visa Card) || 1 || $20 $49.99 || $20 $49.00 ||
 * Classroom Based Investigation Planner**
 * Focus of Inquiry || Ways of incorporating technology and online interactive procedures in the assessment process
 * Student Learning Question || How can I use data from my students’ use of technology and online interactive procedures to access their language learning? ||
 * Teacher Learning Question || How can I use data from my students’ use of technology and online interactive procedures to inform my teaching practice? ||
 * Rationale || How can I use data from my students’ use of technology and online interactive procedures to inform my teaching practice? ||
 * Design || **Deciding the process**
 * Deciding on the tasks**
 * What will be the assessment focus of the task?
 * On what aspect of the students’ learning?
 * What technology and online interactive procedures
 * How will I include them in the task?
 * How will students interact using the technology and online interactive procedures?
 * What evidence will I gather to reflect students’ learning? How will I record evidence of students’ learning?
 * Who can provide feedback on the task designs before I implement them?
 * When or how will I incorporate the feedback given?
 * Will student be involved?
 * Under what conditions will the students do the task( in class, with resources)
 * How will I explain the task to students?
 * How will I record students’ performance on the task?
 * Will I seek feedback from students after they complete the task?
 * Will I include criteria for judging student responses for the task? How will I develop these criteria?
 * Who will judge the students’ use of language using the technology? Me and my colleague.
 * How will I provide feedback to the students on their performance? I will digitally record them and keep a record of the feedback.
 * Will include students’ self-evaluations and if so when and how? Yes, I will do it in the class by doing the students’ survey in class.
 * Deciding on the data to be gathered**
 * My explanation of the tasks to students, including the criteria for judging performance
 * Student performances on the tasks
 * Marking and feedback, recorded digitally
 * Student evaluation of the experience ( Verbal at the end of the tasks, recorded as teacher notes)
 * Student evaluations of their learning through the four tasks. ||
 * **Implementation** ||
 * Analysis & Reporting ||
 * Analysis ||  ||
 * Reporting ||  ||
 * Evaluation ||  ||
 * Implications ||
 * Implications ||
 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * Ipad 3
 * Itunes Gift Cards || I can download Chinese Teaching Applicationis from Apple Store
 * Stylus Pen for Ipad
 * ||  || Total ||   || $1500.00 ||

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
 * ** 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
 * ** Explicit knowledge of the linguistic system ** ||
 * 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 **would like to focus on refining my skill of scaffolding in teaching mandarine in my classroom.** Such as: how do I know my students linguistically and culturally as young people and as learners. I also would like to improve my skills in dialogic scaffolding in classroom. Questioning: using questions to probe learners'thinking, prompting learners to articulate their ideas **would like to focus on refining my skill of scaffolding in teaching mandarine in my classroom.** Such as: how do I know my students linguistically and culturally as young people and as learners. I also would like to improve my skills in dialogic scaffolding in classroom. Questioning: using questions to probe learners'thinking, prompting learners to articulate their ideas Dada
 * 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): ||