Jenny+Armstrong


 * ======**Module**======

**& Date**
|| ======**Reflections**====== ||
 * ======Day One======

__Module 1/ 2 with Kylie__
__Module 3 with Andrew__ __Learning, Learners and their Worlds, Scaffolding__ || ======__Module 1&2 - About the Project__====== The program goals were explained in detail by Kylie and Andrew. We immediately began networking and collaborating with other teachers of languages across Victoria talking about the wikispace and the ICT recources we could use. We began working together to discuss our own general teaching practices with reference to The Professional Standards for Accomplished Teaching and Learning of Languages. We then moved to tables where we could discuss the professional standards in language specific groups.

__Reflections and Investigations.(General)__ __What do I Know About the Individual Learners I Teach and Their Capabilities?__
 * Primary school students learn other languages more easily than older children because their brains are very “language learning fit”. They are still consolidating many concepts in their first language and are able to absorb new concepts with a flexible mind towards grammatical structures. They are also very attuned to accent.
 * Many Primary teachers like to use music as a scaffold for the students. Rather than teaching grammar formally, I often use songs or big print stories to teach grammatical scaffolds.(Bruner, Chomsky's Linguistic Theories)
 * With younger students, I use a lot of action songs. I encourage older students to use songs as a structure to make their own words for songs( the sentence patterns form the grammar).(Bruner, Chomsky's Linguistic Theories)
 * I have also helped the older students to use the haiku form to compose the words to songs.
 * Physical play is often useful to engage students. Playing chasing games to revise vocabulary eg. "hospital tiggy" to revise body parts and doctor, ambulance, help etc.(Chomsky's Linguistic Theories)
 * The use of Japanese traditional and modern visual art forms can engage students in learning about the language and culture.
 * Japanese children’s television, cartoons and advertisements can also provide an authentic avenue to the sound of the language and its culture.(Krashen's Input Hypothesis and Effective Filter Theory- relevance and importance to the learner of what is being taught)
 * Use the students' interests and skills and build on these when designing learning activities.(Krashen, Vygotsky, Chomsky, Badura) For example active students are engaged by physical games to reinforce learning.
 * Students learn best when the activity requires them to work within their Zone of Proximal Development. They need to be challenged, but not to the point of frustration.(Vygotsky's ZPD)
 * Students learn from each other and activities that encourage children to teach each other can help to consolidate the the concepts of the learner and the student who is teaching.(Bandura's Social Learning Theory)
 * I try to include appropriate types of scaffolding to suit the situation- conceptual, dialogic or diagramatic.I choose to vary the types of scaffolding- linguistic, sociocultural and cognitive across a task for the students.
 * ====== I use the web, the JLTAV email list and the JLTAV ning to find culturally and age appropriate resources (scaffolds) ======
 * Scaffolds can be examples and models eg. songs, diagrams. They can be interactive questioning eg. responding to students' comments and ideas with questions to stimulate deeper thinking . Scaffolding can be representation such as using technology to represent learning. Feedback is scaffolding because it relates back to the original goal, it is clear and specific in ways to improve and it is varied in process. Feedback can be oral, written, visual etc.
 * This year, feedback will be a major feature of my classroom organisation because "Goal Setting" is Kananook Primary School's main focus for 2012. I will be taking notice of student feedback and providing as many opportunities as possible for this to happen. I will also need to provide the students with specific, clear and prompt feedback about their learning goals.

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The session with Joe Dale was certainly informative and I do like apple products. Comic Life is not free,but very cheap & good. Comic touch is free. Internet connections can fail and then you need to do things that don't require you to be live on the internet! Our guest speaker learned about the limitations of Australia's internet system. He introduced us to lots of interesting iPad apps. Some of the apps sound a lot like the apps available on Nintendo DSi consoles. He made me realise how important it is in this day and age to at least have a digital projector in my classroom so that the world can open up to them. ====== ||

__ With Andrew __
|| ====== ======

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Examine the taks and materials you use for teaching one particular module of your program.EG. kanji. What does this material show about the views of language you present to students?What aspect do you not include in your teaching?---Maybe “Happy Family Plan” words for family members and DSi presentation of the unit of learning by the students. Awareness of different types of language in different situations: Students must give an example of male or female speech or old people’s / young people’s speech etc. ======

What kinds of interaction are found in your classroom?

 * ====== Asking permission/ giving permission in Japanese ======
 * ====== Cheering on your team in Japanese ======
 * ====== Saying thank you ======
 * ====== Asking to be given things or borrow things ======
 * ====== Dirty looks to each other when they hope the teacher isn’t looking ======

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I probably don’t ask enough questions of them. I ask them questions about cultural things to find out what they know. I ask them what they remember about proir learning. I ask them to read or identify letters and words. I ask linguistic, cultural and sociocultural questions but I should ask more sociocultural ones. I usually ask " meaning of life" type questions in English, but simple questions in Japanese. ======

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In terms of turn taking, I always have 2 student assistants conducting the simple question/ answer section of the class at the start of each lesson. I also encourage students to volunteer to lead classroom cheer-squad chants etc. I give students leadership roles in my classroom and I try to train them for such roles so that all students get a chance to feel confident in a leadership role during the year. ======

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Interaction should flow freely between students and teacher. Students should be able to express how they feel about their learning. They should have the chance to think about their learning and identify their own strengths and weakness. They should be able to set their own goals. ======

Technology Enhanced Language Learning TELL email group info coming.
|| __With Kylie__ __The Interrelationship Between the Intracultural and the Intercultural__ || ====== ======
 * __Module 10__

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In senior classes we discuss how you can be yourself in another language and how you adapt your personality around the limited language you have in your new language. When the students ask me,I explain how I came to learn Japanese. I have listed above some of the many ways I promote intercultural awareness( Japanese children's television, games etc.). As I am a non -native Japanese speaker, it is important for the students to have regular contact with native Japanese speakers. I organise trips to Japanese festivals and visits by Japanese University students to our school on a regular basis so that students can meet with Japanese people. The internet provides a huge pool of opportunities to find learning activities for cultural understanding. For example, via Youtube students can learn so much about Japan- they can see children's programs such as "Pitogara Suwichi". ======

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Watching authenic Japanese children's programs exposes students to the sound of Japanese language without requiring them to stress about composing their own sentences. It can give the students an authentic and age appropriate understanding of Japanese culture.======

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As soon as you open your mouth in the foreign language you are introducing intercultural elements to language learning. We discuss similarities and differences in sentence structures. The same goes for writing in the language. Students discuss how they learned to write in English and how writing in Japanese is viewed as an art. They learn that stroke order and direction is part of spelling in Japanese. Intracultural and intercultural learning are interrelated and plenty of tasks can be designed to help develop the students understanding of their own language and the new language they are learning. Tony Liddicott argues that engagement is vital for learners to really understand language at this level. The more engagement with the target language with activities that are realistc and meaningful to the students the better. ====== || __With Kylie__ __Resources for Language Learning__ || ====== __Resources for language learning__ ======
 * __Module 5__

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At various times in my career I have used commercial courses to teach Japanese (especially when I was starting out I used the NSW SALS satelite course). Now I loosely use Mary Taguchi's"Ohisama" course. This course is actually designed to be used loosely and to call it a "course" is a bit of a stretch actually. I don't like to teach the same thing every year and with composite classes throughout the school I couldn't get away with it anyway. I use my imagination and take in feedback from my students to devise the curriculum. ======

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Native speakers are important and my students get at least one opportunity per year to communicate with an actual Japanese person.(Through Monash University's English Language progam for Japanese university students and visits to Japanese cultural festivals etc.). ======

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To improve “guessing skills” and listening skills, watching authentic Japanese commercials or movies with a vocab list of just some main words is great. Each time students watch something they can aim to increase the words they are able to identify. We sometimes watch short art/craft programs via Youtube or children's science programs such as "Pitagora Suwichi". ======

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I learned today about "flipclassrooms". Flipclassrooms encourage passive learning at home and the application of the learning happens at school. This means that students will have you there to help them as they encounter problems. It flips the learning order of homework and school work. You teach yourself up to a point and then use your teacher to help with the tricky bits. ======

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"Accomplished teachers......are informed and critical users of technology in language teaching and use technology both to support learning and as a basis for learning to communicate using technologies."........"provide a balance between written and spoken language use and receptive and productive capabilities."....."give explicit attention to the development of strategies for learning how to learn." ======

I believe that these standards will be the most relevant to my classroom based investigation.
||
 * ====== Day Two ======

__ With Andrew __
|| ====== __Language views__ ======

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This is a summary of the list provided and contains ideas about language that I already had. I do engage with my students on the topic of what is language as it comes up in class. For example, if a student pronounces desu with the u not silent I will point out that it might make that person sound “cutesy like a kindergarten teacher” but it is not wrong to pronounce it in the right context. I encourage my students to listen out for times in videos etc. when variations of pronunciation occurr. At times I wil need to say," this is a female way to say something males say it this way" etc. Regional ways of saying something are compared when they come up in videos etc. ======

__Teaching and learning for language awareness__

Engaging students with personal questions

Do you feel at home with another language? In class, students devise ways to express themselves using the limited Japanese lanuage they have. I try to think of tasks that will allow them to express their own personalities, but I also help them to realise that the use of another language can have an effect on their personality too. Questions like:

|| Situating language assessment. Our thinking and student thinking about assessment. Ethics and responsibility- making it fair, transparent and properly understood by all parties involved. Kylie spoke of assessment of, for and as learning. emphasis has moved to for learning recently. Assessment of learning has not been enough. The benefits have been shown to be very important. The focus on outcomes has made teachers disconnected with the learning. The shift to the formative gives teachers and students better and faster feedback to reflect on what students are doing.11.9 11.10 scaffolding etc. dynamic pre- designing the assessment may mean you miss some of the things the students learn what do you notice, see the students doing?This makes you think about why you do certain things when you assess. 11.11Formative assessment to design and promote students learning to change what I do. 11.12 Assessment can be subjective and one teacher's assessment could differ from another's opinion.But the most important thing is to raise student achievement. John Hattie did a meta analysis on how people learn best NZ google him Melb. Uni. Most effect on learning self report grades. Rate yourself on how you went when you look at the assessment goal identification and feedback feedback feedback. using a rubric. Strategies to become INDEPENDENT learners. Assessment for learning communicate to the students that the final grade is based on what happens in the formative stages too it is built into the rubric.You can also say what made you think that? Circle time reflecting and decision making. Gallery time when they (students) say something about another student how they helped onother or how much progress they have made in their learning style etc. 11.14 Achieving the very best you personally can is an achievement that should be recongised. Smart students or slow learners need to put in the effort for themselves to improve their learning from whatever stage of learning they are coming from. Sensitive to make sure the students dont feel ikie they are failing at something. Comments need to be encouraging, even towards students filled with bravado because that is after all just a facade they put up to protect themselves. Give the students a model or a point of focus to look at for each class while they work on a long term task. Recognise what a student has done and suggest ways to move further from that. 11.15 The range of student abilities is quite huge and we need to take this into account 11.17 Teach what you think is important in your curriculum. Language specific curriculum may restric what I do. I like the fact that I am answerable mainly to the students rather than the Dept of Ed. compared to teachers of some other subject who are dictated to from above. 11/19 Assessment cycle Judging hw to we make decisions and validate our decicions? 11.20 Expanding Unplanned moments of understanding- inherent Social group meta language to describe what they are learning Documentary evidence with a mark. 11.21 Read the quote lokked at the different ways that students learn language. 11.22 Tasks to evidence classroom interactions and behaviours leading to evidence of learning. 11.23 The meanings, dynamic assessment and puts feedback at the centre with students as the focus. How is a students identity being affected by what they are learning? 11.14 Handout 4 Write it in word and paste it in and also save as you go. 11.25 || THE 4 MACRO SLILLS AND INTERCULTURAL and also work habits, research skills ict skills what does success look like? Planning you assessment and designing tasks12.6 What does success look like Authenticity is tops The task should communicate something as it is a communicative situation How you will give feedback in a timely mannerand guiding the students in the process.. A task should guide them to be independent learners. Needs to match the learning Time availability and timing. Authenticity of task Socio cultural contexts of individual students. 4 macro skills higher order thinking, student and teacher organisational skills rindependent research skills and time management. Building identity.What would a child from Japan think if they were sitting here? 12.7 Purposeful task, used to reinforce, or practise learning or to elicit samples of language as a way of monitoring their learning.Assessment includes monitoring of learning. assessment is bigger than just monitoring learning but summative assessment is not the only form of assessment .12.11 macroskills, speaking, listening, reading writing. Interacting typeas of activity Cognitive reasoning etc. Purposes of assessment Language knwowledge tasks language use tasks tasks for intercultural engagement. 12.12 Bring the performer and analyser into a relationship 12.14 Evaluating an assessment task Are they effective assessment tasks? Does it really assess what you intend to assess? Valid assessment? Range of marks will occur? Or is it a hurdle requirement.? Authenticity? Is it relevant and natural to the learners world. Reliability. Would another teacher get similar results? Interaction Does it actually involve interaction/ Do we have the time & rescources- practical? Will it have A POSITIVE IMPACT ON THE LEARNERS? Push them further and engage them? Washback the effect of the task on the learnerSee rubric. Handout 2 p. 34 Can i make my assessment task more authentic, rliable etc/ at this stage? How tasks are sequenced and locical sequencing. How the tasks relate to each other. Formative and summative. Developmental focus. Build on previos assessment tasks. 12.24 Re think your assessment task.Keep it simple stupid. KISS Tim from the Asia EducATION fOUNDATION they now have a website and TELL email discussion group with 240 subscribers about IPads and apps but other things too. Adminitrative fundamentals of managing ICT ETC. I need help with....The National curriculum will make AEF TELL Technology Enhanced Language Learning even more important and us as languages teachers more respected. ||  || MR palomar The model of models12.6 How does this apply to assessment? Assessment needs to be flexible and there can be more than one correct answer. Teaching is never static and you need to match your assessment to what is happening in the classroom. Why is that model attractive? It is quick and seems to be not subjective.... but is is true? What really counts is what happens despite the models or outside the model.One model will suit one group of students and not another, the context will affect the model too.Alternative paradigms look at the fundamental social interactions. 13.9 summarises this. 13.10 expanding judgements James and Brown 2005-8 13.11 They had not realised how much they knew. Get the students to write some things that they know well in Japanese into their books this will get them to be convinced of thier own ability in Japanese.13.13 Evidence in a range to show different kinds of learning using different types of assessment. 13.14 We decided that the interaction was Ongoing/ on the run. It involved questioning from the teacher, discussion between students/teacher could be conferencing too. It involved active listening and observation of the students by the teacher. The evidence of learning would be when the students were able to identify words that have slightly different meanings in English and French. In this type of assessment the students are partly in charge of the assessment and the teacher is actively listening and guiding it with her questions. The students are guiding the conversation and allowing the students to consolidate their own thinking. The teacher must have the self control to wait and let the students elicit their thoughts. 13.15 Reconsidering the tools for making judgements. Peer review across the student cohort after a lage work is completed.13.6 What if it is all dynamic but in the act of assessing we are in constructs that are formulated and they keep changing as yu go along. Is this still fair? Interpretation of student performance13.9 criteria standards. set in advance or emerge from experience and reflection.Teaching and Learning Languages a Guide.(in schools) and pdf on the net Within a long term perspective.13.23 group discussion p43 ex7 12 13 The criteria too open to a wide range of interpretations. Not student friendly language.13.24,25 The social character of language tests- a spotlight is temporary but focuses on individual things and this was the old way to assess. A whole performance should involve everyong not just the spotlight actor but the whole production including back stage, audience etc.The social character of language tests need to take all the things that make the content happen be assessed too.A performance in isolation is not suffieient to judge the performance. Look at how the whole class got their act together and the teacher is the director. The performance relies on everyone. nEXT DATES 21ST aUGUST. mONASH people will come in August. The new date is 17th August Friday to upload a showcase of your investigation.Save your powerpoint and put it on you page on the project wiki [|www.ASSESSMENTFORLEARNIG.EDU.AU] webssite language specific stuff victorian materials eg. radio advertising Japanese with formative assessment in mind. It is a really good resource. || Michael clynes book 2005 australias languages potential draft of aust curriculum shape paper biggest national document the Melbourne declaration was the basis for aust curriculum vision statement languages 2025 DEECD THE VISION LANGUAGES 2025 aUS vels STILL VALID until aus curric. It is the transition from VELS to Aus curriculum- Ausvels there is no ausvels languages and aust curriculum for languages so stick to VELS deecd has web pages RUMECC has advocacy pages rationale etc. MLTAV CiLT uk RUMACC actfl how can we make languages more valued? in our schools? students and parents are good advocates for languages as well as teachers beyond the school level professional learning community MORNINGTON PENINSULA japanese teachers' network LOTEHAT3 JLTAV nihong victoria email group smr network monash uni japan foudation sydney& Japan obligation to vit get you documentation into vit by September! ACARA draft language document discuss at staff meeting to jolt people into lote awareness || direct quote must be referenced by page.appenices are not in the word count.essays dont mean dot points essay form is essay form. bibliography should be stuff in you actual assignment. it must be essay format and relevant to the criteria reflections on whole life experience is not relevant but the thing I might use in my teaching is relevant. Dont miss out a module but you are encouraged to combine modules for brevity.the most least helpful needs to refer to the workshops and modules not to your own teaching practice.American Psychological Association 6th in WORD in references manages sources new add new things IT WILL DO IT FOR YOU.
 * Day Three || Module 8 needed to be expanded into 11,12,13 & 14. No need to write up any module 8.
 * Module 12 || Criteria what is a good assessment task?12.475 4 dimentions of the standards.12.6 small group task.
 * MODULE 13 || Evidence of language learning Educational theory and practice Language and culture Language and pedagogy Ethics and responsibility
 * Module14 || Assessment as inquiry. 14.3 investigation/inquiry 14.5 Data point collecting data all the way along. mindful of evidence to make an informed assessment of them and our ouwn practice.14.7 How to collect data etc. You may need to elaborate the design. ||
 * Module 9 || Developing relarionships and wider connections
 * Megan Housekeeping || make specific standard needs to be reference. the standard that says...........the standards encourage reflective practice and on going action research relate it specifically to the standards.APA guide is the style of referencing.

reflect critically doesnt mean recount show connections between standards refer to specific standards to show that you are aware of the content of the standards for accomplished teachers. ONnly give ONE example of most/least helpful strategy. LEAST HELPFUL BECAUSE YOU WERE ALREADY DOING IT is ok just provee how you do it. the standard as exemplified in the modules is most/ least helpful do not give multiple examples.the influence might be a change in approach use of new materials adaptation of new materials initiation of new project. PART TWO Explain the exact nature of your investigation and detail the steps involved in a logical and chronological sequence.This part must be clear for marking purposes. Why choose this approach socioeco. student behaviours needs of teacher/ students interests of students etc. DATA Include student surveys in appendix summaries must reflect an analysis of data not just a presentation of results. qualitative and quantitive research are both acceptable results may not be conclusive as research may be ongoing. Examples of real changes in classroom practice stemming from this project. HD 80-100, D 70-79 60-69 IS CREDIT PASS 50-59 STATISTICS CAN BE PART OF THE REPORT OR IN THE APPENDIX AT THE END you can add other stats that the graphs were based on at the end too. http://conference2013.afmlta.asn.au Mentoring Project 2013 with MLTAV contact Tuesday 4th Dec. after 5 with Principal ||  ||

**Classroom Based Investigation Planner**


 * ====== Focus of Inquiry ====== || ====== Ways of incorporating technology to engage senior students in the assessment process. ====== ||
 * ====== Student Learning Question ====== || ======What evidence/data can be gathered through the students' production of animations on Nintendo DSi consoles to provide feedback about their learning of Japanese?(Reading, writing, speaking, listening, sociocultural understandings and independent research skills.)======

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 * ====== Teacher Learning Question ====== || How can I use student feedback/data to inform my teaching and adapt my classroom practices as a result of formative assessment?
 * AND**

|| Students in Years 4,5 &6 will be investigated because this area of the school has the greatest variation in Japanese learning background. I will gather formative data from the students' work in progress.( They will also provide me with feedback and I will provide them with feedback via an assessment rubric). Students will be involved in formative assessment over the period of the task (one term) as well as summative assessment at the completion of the task. The assessment task to provide the data for this inquiry will be the production of individual animations by the students using their own ideas. The animations will be produced on Nintendo DSi consoles using "Flipnote". The students will be inspired by the Japanese film "Happy Family Plan" to present an animated presentation using a politeness phrase learned through watching the movie. Students may devise a song or any other idea they may have for their animated presentations on the topic of "Polite phrases in Japanese". Students will be involved in developing child- friendly VELS dot points for an assessment rubric of the "Flipnote" animations.(Goals for reading/writing, speaking/listening, cultural understanding and learning behaviours). Data can be gathered from the use of Nintendo DSi consoles (formative assessment) and the assessment rubric to show evidence of VELS outcomes as personal goals for student learning I will provide support for the tasks by seeking feedback from the students and providing learning stations/workshops as the needs arise. The students will be given a completion date (end of term) for their work. ||
 * ====== Rationale ====== || What gap is the assessment addressing?
 * To address the huge variability in student backgrounds in Japanese, technology will be used as a tool to engage senior primary students in Japanese learning that is meaningful to them.
 * To give students the scope to learn for themselves, students will be given opportunities to take more initiative to help each other, work cooperatively and find information using technology. The teacher will learn to organise the classroom so that students will be able to find the information they need for themselves.(Learning stations).
 * To involve students in the design of the assessment rubric so that there will be maximum understanding of the expectations for the task and so that students will understand how to give feedback about their learning to the teacher..
 * To use age- appropriate and culturally appropriate technology for primary students (Nintendo is a Japanese company).Using technology to facilitate student centred, personalised learning to bring about higher student engagement. ||
 * ====== Design ====== || **Deciding the process**
 * Deciding on the tasks**
 * **Implementation** ||
 * 1) ====== Teach a module on Family Life in Japan using the Japan Foundation's Happy Family Plan as a basis.(The new digital projector will be necessary for this). ======
 * 2) ====== Design an assessment rubric with the students to assess what they are learning during the unit. Explain that they will be presenting their learning on a Nintendo DSi console Flipnote animation. The assessment rubric will become a representation of students personal goals expressed as "child friendly" VELS dot points. ======
 * 3) Negotiate classroom rules and assign students to be "pack up" monitors for the DSi consoles.
 * 4) ====== Organise the classroom with learning stations/workshops for students to find information for themselves as they need it. ======
 * 5) Observe students at work and assess their work after each class using the rubric. Students will use their work -in -progress as a form of feedback to the teacher and will also fill out the assessment rubric at the end of each class and read the teacher's comments on their rubric at the commencement of each class.
 * 6) Modify learning stations for each new class based on assessment feedback. Students with a particular skill may be asked to conduct a learning workshop when appropriate. Some unfinished student work will displayed via a digital projector for all class members to comment on.
 * 7) Have a final presentation of the students animations when all of them are completed.
 * 1) Have a final presentation of the students animations when all of them are completed.

Through various classroom activities, the students will be encouraged to ask themselves:

 * How can I use technology to represent my learning of Japanese and show that I am working towards achieving my personal goals?
 * ====== How can I work cooperatively, help others and find information for myself? ======
 * ====== How can I show initiative, gather information, and get help when I need it? ======
 * ====== How can I manage my time over the length of the project? ======

How can I organise my classroom so that students will be able to work cooperatively, take initiative to help each other and find information they need for themselves?

 * ====== How can I set up learning stations in the classroom for students to refer to as the need arises? ======
 * ====== How can I remind students of their goals and help them to remain focussed and time efficient? ======
 * ====== How can I modify the learning stations as student needs change during the project? ======
 * ====== How can identify the strengths of students and use these strengths to help the classroom run smoothly? ======
 * ====== How can I identify students with skills who can conduct workshops for others at times? ======
 * ====== What do I need to learn about the technology to assist the students competently? ======

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The main forms of technology will be a newly purchased digital projector along with a class set ot Nintendo DSi consoles trialed in Sept/Oct 2011 with some senior students in the school. Netbooks will also be used by students to access useful websites for learning. The students will make digital presentations of their Japanese learning for a unit about "family ". The senior students will be involved in designing an assessment rubric for their digital presentations. Family words and phrases from the movie "Happy Family Plan" will be displayed around the room. Words for encouragement, dissappointment, enthusiasm etc. will also be displayed. As needed, other information (scaffolding) will be provided, perhaps with the use of the digital projector or netbooks connected to the internet. The classroom will be arranged in such a way that student learning workshops will be accessible to the students as their needs arise. The students will compose a Japanese animation using their own ideas. They may choose to present a family talent quest, a family quiz, a family endurance race or a song- it will be their choice. The students will present their learning as a digital animation created on on a Nintendo DSi console. These digital animations will be shared and presented via a digital projector. At the end of the project, student achievement will be celebrated with a presentation of their animations.====== || What conclusions can I draw about my student's engagement as a result of involving them in designing the assessment rubric? (Using child- friendly VELS criteria). What conclusions can I draw about the use of formative assessment to support my students' learning and to inform my teaching? || What changes would you make or have you made? ||
 * Analysis & Reporting ||
 * ====== Analysis ====== || Analyse the full data set drawing on results from senior students in previous years for comparison. ||
 * ====== Reporting ====== || What conclusions can I draw about my students' ongoing engagement with learning as a result of Web 2.0 technologies?
 * ====== Evaluation ====== || Reconsider strengths and limitations of the task (validation).
 * ====== Implications ====== ||

**Budget Proposal**

 * ======**Item**====== || ======**Application**======

**(how item will be used/how it links to project)**
|| ======**Quantity**====== || ======**Item Price**====== || ======**Total**======

**Price**
|| Freight, handling, cables and installation ||  || ======1======
 * ======Epsom EB-X11 2600 lumen projector====== || ======The projector will be used to project student's work to the class. It will also be used to provide whole class access Web 2.0 tools and information needed by the class when they complete language activities using the Nintendo DSi consoles.====== || ======1====== || ======$799====== ||  ||
 * ======Glikon Universal projector mount plate and projector pole======

1 || ======$450======

$385.27 ||  ||
 * Nintendo DSi consoles with memory cards (4G) || The Nintendo DSi consoles were used by the senior students at Kananook PS for 11 weeks at the end of last year. They proved to be successful in increasing student engagement and provided evidence of improved VELS outcomes. I want to carry out a longer-term study of their impact on student outcomes and on my own teaching style. || 29 || ====== Purchased in 2011 with another NALSSP Grant for ======

a project organised through Deakin University.
||  ||
 * ||  ||   ||   || 1,634.27 ||


 * ======**// 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======

Eg. confident, unsure, mixed
|| ======Possible ways to address gap====== ||
 * ======Plain form======

Translation of Japanese to English
|||| ======I use this in the classroom consistently======

Youtube clips I prpare a vocabulary list of the main words
|||| ======With the prep- year2 students, I use plain form.With year3456 students I use desu/masu and sometimes plain form.======

I always include some listening conprehension activity for each class. Eg. Prep may watch Anpanman, Year six may watch some commercials.
|||| ======I am very confident with primary children's Japanese but======

I feel pretty confident about this task I probably wouldn't if the DVD was an historical drama but this would not have much appeal to my students anyway.
|| ======Have more Japanese native speakers visit the school so that I must get more practice.======

Go to the movies and watch some Japanese movies for adult audiences, or watch SBS.
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 * ======** 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====== ||
 * ======Watching Japanese movies======

Speaking Japanese with other adults
|||| ======I watch the SBS Japanese movies when thy are on.======

I go out to Japanese network functions with Japanese friends
||||  |||| ============ ||   ||
 * ======** Explicit knowledge of the linguistic system **====== ||
 * ======Language======

Feature
|||| ======What I know about it====== |||| ======What I need to learn about it====== |||| ======Possible Ways to Address Gap====== ||
 * ======Kanji====== |||| ======It is fun to write with a paint brush====== |||| ======How to guess the pronunciation better and how to======

use radicals more efficiently
|||| ======Enrol in Kanji dojo or simply do something online====== ||
 * ======** Explicit knowledge of language use **====== ||
 * ======Language======

Feature
|||| ======What I know about it====== |||| ======What I need to learn about it====== |||| ======Possible Ways to Address Gap====== ||
 * ======** Attitudes, Values, Cultural & Linguistic Practices **====== ||
 * ======Language======
 * ======Language======

Feature
|||| ======What I know about it====== |||| ======What I need to learn about it====== |||| ======Possible Ways to Address Gap====== ||
 * ======** 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

 * ====== What ICT resources have you used in your classroom? ====== ||
 * ======// From an intercultural perspective //, how did it promote: ======
 * ======// From an intercultural perspective //, how did it promote: ======

** 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 ideas for ICT projects do you currently have? ====== ||
 * ====== What ideas for ICT projects do you currently have? ====== ||

Set yourself some goals for your use of ICT in your classrooms. Start small and build up, but do challenge yourself.

 * ====== 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): ====== ||