Sean+Pratt


 * [[file:Sean Pratt LOTEHAT DAY 4 PP.pptx]]LOTEHAT Workshop Reflections **

Module 1 || Module one explained the standards designed to reflect the practice of accomplished teachers. Accomplished languages and cultures teaching is reflected through the following dimensions: It was interesting going over theses and the range of thoughts and ideas that each standard brought up - certainly a little overwhelming and hard to fully consume all of the contents in 40 or so minutes. Some standards reminded me of doing my dip Ed; quite theoretical and I found myself attempting to dredge up old ideas and making links between my current practice and textbook theories. In some areas, standards were directly relatable to classroom practice and it was beneficial to make connections between the state of my current classroom and some of the ideas expressed in the standards. Conversley there were other ideas that I had not considered explicitly and it was interesting to judge how such concepts were reflected in my classroom. || Module 3 || This module certainly challenged some of the concepts I had taken for granted in the classroom. I have often regarded the existence of languages as part of the curriculum alongside maths and science as unfortunate. The effect often seeming to be, particularly in the junior years, the acquisition of knowledge as opposed to tools to express oneself, or perhaps a maths type subject as opposed to a humanities subject which it may be seen to become in later years. To this end, behaviourist learning theories seem to be well suited to allowing languages to sit comfortably next to other subjects and ensure measurable progress was achieved. This may be reinforced in some was with the need for differenion. Part of this, the use of tests, particularly when students might otherwise be prioritizng other subjects, a test might be used to ensure due attention was being given to language study. What this seems to result in is a proliferation of tests, explicit teaching and a planned sequence of learning events. At first glance I supposed that my approach to teaching was purely behaviouralist, the result of having to deal with assessment deadlines and reporting, but on further reflection, it has become obvious that consructivist theories are also influential in my classroom. Peer to peer assessment activities often occur sometimes specifically to take the attention away from the teacher and get the student to discuss their work together. In addition, strategies on learning how to learn are often discussed - sometimes in terms of test preparation - to get the students to reflect upon their own learning processes. I have also mapped learning processes for students on flowcharts, however, I have often wondered whether the written production of these processes is necessary beyond year 9. In perhaps a sample of both behaviouralist and consructivist theories, each class is often began with a quiz from the vocabulary list. Although this is a non contextual activity, it allows for differentiation - stronger students do more words - it gets the students writing immediately, which in terms of a script language I feel is very important, and through self correction and result recording, it ensures that the students are reflecting on their level of progress.
 * **Module**
 * & Date** || **Reflections** ||
 * 22/3
 * educational theory and practice
 * language and culture
 * language pedagogy
 * ethics and responsibility
 * professional relationships
 * awareness of wider context
 * advocacy
 * personal characteristics
 * 25/3

The ideas relating to the zone of proximal development simply seemed to express ideas that are essential to a teacher if they are to ensure progress and proper assessment and reporting occurs.

Learners The make up of learners at my current school is generally of a European background. This has manifested itself in the the need for more focus on the acquisition of kanji. In addition, the access these students have to Japan seems limited and the need for more images, culturally specific references and access in general to Japanese culture outside of the classroom is quite evident. To this end, an animation club has been scheduled for lunchtime in the colder months and images,pictures and decorations are intending to be into be purchased in the aim of increasing the profile of the language around the school. In year 7 the challenge to engage both beginners an those students who have previously learned Japanese at primary school has throw up some interesting perspectives in terms of whether differentiation is required or not at this level.

In favour of differentiation The school needs to assure parents that the primary school programme of Japanese LOTE is of merit and their childs needs with be catered for in year 7.

Engage all learners

Q: how do you know your students linguistically, and culturally as young people and as learners? How do you find out about them? Give them a questionaire in the target language if applicable at the beginning of the year.

Q: how do you use the linguistic and cultural diversity that is characteristic of all classrooms in Australia?

Q: in what way these questions a matter of ethics and responsibility?

Q: What does it mean to know your students well?

Q: What kinds of scaffolds do you provide for your students? How effective are they?

Q: How do you manage feedbacks to students? How could you manage this important feedback in your work? A: ||

How can interest increase student engagement. || What data can be gathered to show increased student engagement through the adaption of ICT to allow for differentiation? || The use of ICT to promote performance and communication away from textbooks and traditional study formats. How can I gather data to demonstrate effective use of Ipad and notebook technologies within a differentiated curriculum to teach Japanese and increase student engagement in the subject. || The investigation relating to ICT will occur at the year 7 level and will fall within a broader project of providing education for a wider range of learning styles.The students will be given a series of choices at the consolidation stages of the unit. Activities with notebooks, some use of an I pad in groups and the use by all of Socrates to review the unit and collect feedback
 * Classroom Based Investigation Planner**
 * Focus of Inquiry ||  ||
 * Student Learning Question || How can I use data from my students’ use of technology to address differentiation and
 * Teacher Learning Question || Does the use of ICT in the classroom distract from student learning rather than enhance it?
 * Rationale || What gap is the project addressing?
 * Design || **Deciding the process**

I will provide anecdotal feedback on how the classes using the notebooks activities were engaged. I will also conduct a survey through with the students, asking them how the activities affected their attitudes towards language learning and the content. Initially, I would like to use, Make Dice Lite for some simple Hiragana/katakana review tasks and Socrative for class review activities. Notebooks will be used for storyboards, movie making and making animated features with the language as part of the activities wthin the tic tac toe to provide the students some choice over their learning.

How much support do I provide for the task?
 * Deciding on the tasks** Students will be given a choice of tasks; group, single, ICT, from which they are required to provide evidence of their own language learning through the production and demonstartion of the choosen items.
 * The focus will be on the following Apps on iPad: La Dida, Make Dice Lite and Socrative
 * With La Di Da students will make write a dialogue and transform it into a song which they will then record and show the class. The project may run over the course of consequetive units of work with new verses bng to the song as new structures are learnt.
 * Make Dice Lite will practice their Hiragana and katakana reading skills as well as promoting question and answer practice with pairs.
 * I will use Socrative in order to assess what the students have learned and to review the concepts taught as well as to collect data on the students perspectives of the activities.
 * I will gather anecdotal evidence as to how the students were engaged during the iPad/notebook activities.
 * I will also do a student survey, getting feedback on how they found the activities.
 * I will draw conclusions from the students choices.
 * I am the facilitator of all activities and will be constantly monitoring all tasks to ensure they run smoothly.
 * All of the iPad activities be done in class and shared by the students, as we only have two of them.

Student learning procedures and processes.
 * I will complete my inductive/deductive teacher based presentations to introuce the students to the content.
 * Students will complete any required written work following their own task timeline.
 * They will recieve a tic tac toe task sheet with a hierarchy of tasks to complete.
 * I will create criteria sheets that outlines what is expected of them for their projects.
 * I will request feedback from the students once they have finished the task.
 * Students will use Socrates to peer assess.
 * Students will use Socrates to review the unit.
 * Deciding on the data to be gathered** ||
 * **Implementation** ||
 * Year seven will be addressed because of the differing levels within the one classroom, the ready access to ICT and the need to build a very strong programme in order to promote Japanese at this age group. Within the class, subsets of students will be monitored for improvements in their learning outcomes, and degree to which ICT and the unit overall allowed for all students to be challenged at a level applicable to them.

Surveys in March and June will be used to measure engagement. ||
 * Analysis & Reporting ||
 * Analysis || How did the iPods and notebooks contribute to student learning and also to student engagement? What was the students' response to technology? What evidence is there that it enhanced student learning? ||  ||   ||   ||
 * Reporting ||  ||
 * Evaluation ||  ||
 * Implications ||


 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * || CD Rom Japanese Images ||  ||   ||   ||
 * || I pad || 2 || 1300 ||  ||
 * || App ||  || 25 ||   ||

Eg. confident, unsure, mixed || Possible ways to address gap || General conversation Mode many any ||||  |||| It is an inherent part of the identity of being a non native speaker of the language you teach that there is always the existence of doubt as to the accuracy of your delivery in any such teacher who truly is able to reflect on their teaching performance. Whilst I have grown comfortable in my own identity and ability as a Japanese teacher, I remain aware that there are always aspects of culture that I am unable to intrinsically demonstrate just because of who am, namely not a primary resource. Of course there are advantages of being a non native speaker teacher, but the possible missed chances to access a new learning window for higher end learners in the final years at high school does press at times especially in the context of the VCE race. || Accepting your identity means you must always live with this to some degree. however, this is not to say the challenge to challenge students is ever complete, for example, extra language Aspects that arise in listening and reading tasks must be noted and demonstrated. Post vce level materials could be accessed to allow for sampling of higher level language aspects. || Feature |||| What I know about it ||||  ||||   || 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 ||||  ||
 * **// 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
 * |||| instructions
 * ** Language Use Outside the Classroom ** ||
 * Language Feature |||| everyday to family and colleagues in personal conversation ||||  |||| It's an ongoing enjoyable challenge to use the language you are teaching in a meaningful context outside of the classroom. Whether to my colleagues, family or friends. || Could be facilitated through further study. ||
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * 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
 * 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): ||