Jenny+Lynd


 * [[file:LOTEHAT Dat 4 PowerPoint Presentation JLynd.pptx]]LOTEHAT Workshop Reflections **

22/3 || __**The Professional standards**__ Fantastic- never seen them before. []
 * **Module**
 * & Date** || **Reflections** ||
 * 1,2

Accomplished languages and cultures teaching is reflected through the following dimensions: * educational theory and practice 'These standards recognise that accomplished language teaching can only occur in an appropriate and supportive teaching context and so the standards document includes not only standards for accomplished teaching, but also programs standards, which the profession believes are necessary for accomplished teaching to occur.' The following questions are ones I probably don't think about enough. It is very easy to slip into habits and it is important to reflect on the whys and wherefores of what one does in the classroom every day: //How do you decide on which methodology to use in your daily teaching? What factors influence your decisions? How do you adapt your teaching to your// //learners and to the material you are teaching? How do you explain your reasons for using a particular pedagogical approach in your teaching?// Great to have the opportunity to spend time reflecting on what it is to be a highly accomplished languages teacher.
 * language and culture
 * language pedagogy
 * ethics and responsibility
 * professional relationships
 * awareness of wider context
 * advocacy
 * personal characteristics

I will add the standards to the documentation for my performance review – the ADVOCACY standard gives me a name for the ‘other’ column I have already put into my review documentation for the year – this has been a huge part of my role in my school since I have been there.

I can use these standards to help me explain what I am doing and I will use them as a basis for meetings – I believe they will help guide my team of teachers to improve their practise and reflect on what they are doing well. They will also help me to crystalize my thoughts. || 22/3 || __**Learning, learners and their life worlds**__ 23/3 || __**Identifying language specific needs**__ || 22/3 || __**Authentic resources**__ Types- fims, penfriend letters, songs, ads, video clips (You tube), radio, newspaper articles, magazines, photos of sign posts etc, menus. Text books - should we abandon these and just use realia? is this practical given our contexts? Will we go crazy? //**Apps Joe Dale**// If you only have one I Pad and a projector, you can connect to the projector. 4 I pads – rotate through groups Devices for creating content not just consuming it. Need to back everything up – in the paid form can back it up as a PDF. Alupen Can add voice recording. Can create QR codes and put up around the school – treasure hunts, messages. Can Russel Tarr QR coder – will go to web page. Drag bookmarklet onto bookmarks bar on browser. Right click, Click properties. Copy Java script, email to self, go to webpage and tapped arrow o add bookmark, give it a name. Then tap on Book and go to all. Bookmarks bar. Edit. Delete address already there, then paste it in. Kids can scan QR code to get a link. Can label classrooms. Can check how often the code has been scanned. – snapvu (or similar) [] [] [] [] || 23/3 || **Language learning and language awareness** //Personal view of language – own definition// Languages to me are a constant source of pleasure and fascination. I love to learn them and I love to learn ABOUT them. I love the way speaking a new language lets you be something other than your everyday self – how you can submerge yourself and be another person. Language and identity are inextricably linked. My first language is English – imperialist and queen-like. My second is French – imperialist and Napoleonic. My third is Italian – operatic and localised. I have smatterings of Czech (small yet feisty and complex like the country), Cantonese (idiosyncratic ‘dialect’), Indonesian (manufactured and new)…… it’s like having a family of slightly crazy relatives. My husband’s first language is Ga – a small, specialised and endangered Ghanaian language – so he speaks several other West African languages as well as English because he has to. Culture is expressed through language, and the language you are speaking CREATES culture. My husband’s family all have different surnames according to family birth order – Tetteh, Tett, Tettey…. There are words in some languages that don’t exist in others because they define things that are culture and geography specific. Statements about language Handouts 3,4 UCLA language materials project [] I know I do ‘language awareness’ activities randomly, but I haven’t planned their incorporation into my classroom in any systematic way. This is something I am fascinated by, so I know I would enjoy doing it more systematically – I like the idea of developing a more structured approach. || 23/3 || __**Teacher talk and classroom interaction**__ When do the students get to practise if we do all the talking? Signal language to be used – French flag/English 10 minutes per lesson … stretch it out. Types of interaction – s-s, t-s, s-t, t-t etc. //What are we trying to achieve through classroom interaction?// Possible investigation: increasing use of target language – record and rerecord in 6 months – analyse time given to language.., Media often provides transcripts ready-made. Software available to produce transcripts. Can then analyse the features of interaction. Use peer observation – can base an investigation on this or can interpret a transcript. || 22/3 || __**Enculturation**__ Keeping our knowledge of the country (countries) current – thank god for the internet. My cultural and Linguistic world – survey. Teacher does it too and shares – see questions 9 and 10 – represent visually. The 3rd place – you don’t become French from learning French, but you occupy the 3rd place – in between. The idea that you have to ‘look’ like you speak the language. When I lived in Prague and had a Zambian boyfriend who spoke fluent Czech, Czech people refused to speak to him – they would look at me and I assumed I could speak Czech, even though my Czech was very limited. Same thing in Hong Kong – I had a Singaporean friend with an ‘Asian face’ but no knowledge of any Asian languages – but HK people would always speak Chinese to her, never try to speak it to me. Kids at my school still have issues with that – they are very interested in each other’s ‘nash’ and the language which goes with it. I always explain that I am from a strictly monolingual background – this is especially important for the small number of English-only speakers in my school – I am a role model. The ability to deal with ambiguity. The willingness to see things in different ways. Not making sweeping assumptions, generalisations, stereotyping. I try to speak French as much as possible with the other French teachers in my school who are comfortable doing this. I also speak French to the Mauritian kids in my classes. This gives the kids the opportunity to see and hear it as a real means of communication – it’s a positive thing all round. The presence of a Mauritian community in my school has tended to skew other students’ ideas of learning French in the past – there has been a tendency to see it as belonging to those students. Australian Curriculum shape paper on inter and intra cultural understanding Investigation ideas: Profile school using the ethnographic interview questionnaire, to better understand inter- and intra-cultural context. || 25/5 || __**Assessment**__ This is an important set of modules which closely relates to my research topic. The idea of assessment processes being DYNAMIC is essential to what I have been doing. The pupil’s learning is essential and it feeds the structure of the processes. John Hattie – studies of how people learn best –currently at Melbourne Uni (from NZ). Effect sizes – most effective – self-report grades most effective. [] John Hatty – student self-report grades. What are our criteria? What are we aiming for? Then self assess. Learning goals. Student ownership. Student inout into rubric- into the criteria. [] Develop rubrics with small groups Test the rubrics on past pieces of work (anonymous) so the kids can test them out Investing time in teaching them to be self-critical. Give them a guide to use to be self-critical – give them a model to focus on. Angela Scarino says curriculum not everything …. How do we interpret VELS? As a minimum? ACARA looking at different curricula for different languages. The assessment cycles – being creative in gathering information … how do we judge … how do we validate? Are we being fair and reasonable? I love the idea of inquiry as ‘open, critical, dialogic’ – Delandshere 2002 Valuing the unexpected, different ways of demonstrating knowledge. Not all assessment pre-planned. Not limited to that. Moss – evidence-based evaluation Students at the centre This all fits in well with the assessment mapping that we are being required to do in my school this year – will give me a focus for this. Assessment rainbow – interesting discussions. What are your students learning? How do they interpret/figure things out? What do the mean when they interact? How do they use their language(s)? How are they participating in activities? What positions are they enacting in relation to each other and the learning material? What identifies are they are they developing?
 * 3
 * As a co-ordinator in a very multicultural school, I am aware of how important it is for my staff to know more about the linguistic and cultural backgrounds of our students in order to engage with them both individually and as groups. I think we need to formalise our knowledge and I plan to design a survey to use with our students so we know more about them.
 * I need to consider the cultural backgrounds of my staff as well, as their own learning experiences have a big impact on their interactions with students
 * diagnostic task for Year 9. 10/VCE students – useful information – would like to design something similar.
 * Where our priorities lie shapes the way we teach – very important thought.
 * Scaffolding – something that requires reflection so we don’t always do it the same ways. We tend to use the means which we used when we were taught - I can see the differences between teachers who have come from different educational backgrounds in their classroom practices. I think it is important that we all be aware of this as it can colour our teaching more than our knowledge of good practice. ||
 * 4
 * 5
 * Book creator** – creating an e book – launch into I books**Photocard** – makes postcards including audio note
 * Fotobabble** – can email to teacher – one pic only
 * Sonic pics** – up to 3 pics
 * Line learner** – used for actors to learn lines – would be good for VCE exam practice
 * Make Dice Lite**
 * MY STORY -** Picture story with words and speech
 * Explain everything** – you can do a whole lot of stuff and record what you are doing. Voice, actions etc. Can do a ‘Flip classroom’ - Students do passive learning at home – in class, active learning, discussion, using it. Can do it from you tube, for example. Can use Vimeo – prerecording from the interactive whiteboard.
 * Educreations** similar to above – has a website, can find lessons
 * A+ Flashcard Pro** can import froms quizlet – quizlet allows you to create vocab exercises. Can create in sets. Make flashcards with voice … can check what you know too
 * Flashcardlet** – can download sets that have already been made
 * Ireview**
 * Upad or UPad lite**
 * Notability**
 * Easy QR/I-nigma –** can create a QR code for an address or text
 * Slideshare-Joedale** []
 * QR Treasure hunt** []
 * QR Voice.net –** text up to 100 characters, select language – will read and computerised voice in the language you have chosen
 * Socrative –** website m.socrative.com t.socrative.com to set up lecturer – lots of great things!!! Multiple choice, short answer, true false ….or can create quizzes - free. Really fantastic! Can see quiz results etc. This will be a great part of a laptop programme - easy way to involve many students
 * 6
 * Task 1**
 * Communication
 * Culture-bearing
 * Human
 * Task 2**
 * Task 5**
 * Language awareness**
 * Pictures
 * context ,
 * cultural perspective,
 * prior knowledge of other languages.
 * exploring, discovering, using strategies.
 * problem-solving
 * cross-cultural AND intercultural perspectives.
 * engaging students with language awareness.
 * 7
 * Students see language as an authentic means of communication
 * Ss feel THEY can communicate
 * SS feel they can understand even if they don’t understand every word
 * Less reliance on first language
 * Demonstrating by modelling
 * Use of transcripts**
 * 10
 * 11
 * 11
 * __Reflection on my own assessment practices:__**

Washback/backwash – a problem inherent in fixed assessment practices - eg NAPLAN, HK exam system. Teaching TO the assessment task – how do we stop this happening? Digital portfolios not a task, but a means of collecting information. How do we keep the tasks open-ended and fluid so they don’t control the teaching? || 25/5 || **Evaluating assessment tasks** – what group – year level and abilities, what theme, open-ended, adapting from text book, differentiation – start with the basics and add, need to take time to design rubrics, time -authenticity - sense of purpose -how to give feedback Engaging for students 4 macro skills; organisation; intercultural; building identity; (what would a child from …. Think about what we are doing now?) -Ways of grouping tasks – useful and interesting. Looking at things from different directions – depending on point of view the task will look different. Criteria for judging assessment tasks being given to students: List of criteria from notes for assessing the tasks – authenticity, impact, reliability, interaction, construct validity Use the list of criteria to help me refine my own assessment tasks…. How can I be sure it does all the things it should How tasks follow each other and relate to each other. Balancing over different assessment tasks. My own research: I need to look at -the range of tasks incorporated in the portfolios -the connections between them that give a coherent view of the learning taking place. -what I am assessing? Language use, language knowledge, ICK – plus other things which are being assessed and need to be assessed for VELS – IT, thinking etc Use the rubric for assessment mapping/audit being doen at school – ask teachers to analyse assessment tasks that they currently do using the rubric. || 25/5 || __**Considering evidence of Learning**__**__Section 1: Expanding evidence of language learning__** Quote Mr Palomar: assessment as a foregone conclusion. Quick and efficient approach to models in assessing students’ learning; if not in the models is it still useful? What happens outside the models is interesting. Can you erase the models completely? Like Prescriptive versus descriptive grammar. Alternative paradigm assessment – interpretive practice – social, relationships etc – apply to digital portfolios Add self and cultural identity to the digital portfolios? DP creating a vision of them as a user/learner of French. Dynamic. Sources and nature of evidence – confusing – not sure what the point of this was Change standards and criteria as we go. Interactive, social, interpretation Do we set the criteria in advance or do they emerge upon reflection? Criteria/standards as processes. Scarino Liddicoat – Teaching and Learning Languages – a Guide How do we make our own judgements? Language always needs somebody else or pointless. What is excluded by spotlight?
 * 12
 * __Section 1: Tasks and assessment__**
 * Planning – what do you see as important considerations when selecting or designing assessment tasks?**
 * 1) The nature of the group
 * 2) Time availability
 * 3) Self-, Peer- or teacher assessment? Who are the expert parties?
 * 4) Differentiation
 * What sorts of language and intercultural capabilities is it important to focus on in assessment?**
 * __Section 2 : Evaluating assessment tasks__**
 * Appropriate to the level
 * Allow for differentiation
 * Validity and fairness – criteria need to fit the purpose
 * Elicits the knowledge desired
 * Task complexity
 * Sequencing of tasks.**
 * 13
 * __Section 2 Reconsidering tools to support making judgements__**
 * __The social character of language tests__** performance part of a larger activity. Not just about the person in the ‘spotlight’. What about all the other elements? Context.

phone number and time and date for a call to discuss ||
 * __Section 3:Problematising judgements in the interests of fairness__** ||
 * || itmadesimple.com

-survey of year 7 class using survey monkey -polling of same class using more open ended questions using polleverywhere.com -OneNote - introduced to students as an effective means of compiling their digital portfolio. All students have ready access to it on their laptops, it allows them to include video clips, audio and written word easily in a format that is easy to master - Edustar - students shown a variety of materials/ software they can access through Edustar - again, readily accessible to all my students
 * Classroom Based Investigation Planner**
 * Focus of Inquiry || Digital portfolios - incorporating laptops into the year 7 assessment process ||
 * Student Learning Question || What assessment tasks can be incorporated into digital portfolios to ensure students are engaging with language and culture through IT? ||
 * Teacher Learning Question || How can I create an assessment regime for my 'team' which ensures integration of laptops into the year 7 French classrooms? ||
 * Rationale || **What gap is this addressing?**
 * integrating laptops into learning and teaching
 * aligning VELS with assessment tasks
 * assessment mapping ||
 * Design || **Deciding the process:**
 * Deciding the tasks:**
 * Deciding on the data to be gathered**: ||
 * **Implementation** ||
 * **Background work**

I have decided to keep the structure of the digital portfolios quite open. I want the students to have ownership and to develop a variety of skills without limiting their imaginations because of my own technical limitations.

I intend to have the students tutoring each other as they gain mastery of different aspects of the software.

assessment map?
 * post-data?**

Assessment of/as/for ipods/webcams/flip cameras? CRT? Ipad? Different task types ||
 * Analysis & Reporting ||
 * Analysis ||  ||
 * Reporting ||  ||
 * Evaluation ||  ||
 * Implications ||

All items are to provide classes with a variety of tools to select from in creating digital portfolios. || **Quantity** || **Item Price** || **Total**
 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)**
 * Price** ||
 * SD cards || For recording images to use in photo stories such as those using Comic Life. || 5 || 20 || 100 ||
 * point and shoot digital cameras || as above || 5 || 90 || 450 ||
 * storage containers || To store the 'digital portfolio kits' - 5 sets || 5 || 20 || 100 ||
 * 8GB USBs || To aid with storage of portfolios and materials transfer || 20 || 15 || 300 ||
 * desktop computer microphones || For recording spoken elements such as reading aloud, dialogues. || 10 || 10 || 100 ||
 * headphones || To help with editing,listening activities etc || 25 || 20 || 300 ||
 * web cams || For filming elements for the digital portfolios. || 5 || 30 || 150 ||

Eg. confident, unsure, mixed || Possible ways to address gap || Senior levels - instructions re task completion |||| I am a confident user, but perhaps I don't perservere enough in class because of the feelings of time-pressure. Always a sense of urgency. || Prepare my students more to expect it - give them more time to acclimate || I chat often with French-speaking friends via Facebook |||| Very good, although there are occasional gaps in my work-specific, IT specific etc vocab - tendency to 'mix codes' || Take time to build up my work-specific vocab - need to actually look words up, read French school-based materials on the net, etc || 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 French in a principled way etc |||| Depends on the level of students - more at higher levels, especially with Mauritain-background students |||| Junior levels - always start lesson in French, greetings, roll etc
 * ** 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 ||
 * Engaging in casual conversation |||| Very often |||| I usually speak with my French-teacher colleagues in French at work.
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * Phonetic system |||| I studied French phonetics as part of my Dip. FLE from Montpellier |||| I need to revise what I know in order to be able to explain clearly to students |||| Time ||
 * ** Explicit knowledge of language use ** ||
 * 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): ||