Hiroyo+Sakamoto


 * LOTEHAT Workshop Reflections **

Resources for language learning || The focus of this module was resources to use in class. Authentic resources should be: More we can offer these types of resources to students, more we can engage them to learn. For example, a worksheet with a list of vocabulary is informative, relevant, easy to use and useful and might not be fun and engaging. The session with Joe Dale was certainly informative and purposeful. I feel more confident in using iPads effectively in classroom || This module game me an opportunity to reflect what I teach in a broader context. Through teaching a language in class, we aim to empower Section 2: language awareness The question 'why learn language/s' is often asked in my class as an introduction however, I have never asked my students to define a language. Asking them what a language is more effective to understand meaning of language learning as it can reflects their daily life. Year 7 students often find challenging to understand word order in Japanese. A specific activity is required to scaffold this || This module gave me an opportunity to understand the aims and types of interaction in classroom and to reflect my own interaction with them. The types of interactions are: with teachers, between studnets and with other resources such as computers The aims of interaction are various. For example, - access various resources - to learn effectively To get students more involved To learn how to learn To recall prior knowledge and deepen understanding in contents The highlight of interaction in language classroom is to be builingual. However it can be also a challenge to balance use of Japansese at the same time maintain student understanding. One suggestion I really liked was use of flags in classroom. Task 2: example of teaching animal counters in year 9 pg25 and 27 This activity was very useful to reflect my interaction with students in classroom. ||
 * **Module**
 * & Date** || **Reflections** ||
 * M1&2 (D1), Using and getting to know the standard || This module gave us general understanding of //Professional standards for accomplished teaching of languages and culture//. The standard should be recognised as the goals that all language teachers aim for rather than criteria we should meet. It consists of eight dimensions and these discuss theory to practice. I was given an opportunity to scaffold Language Pedagogy with my group. The standard sets the common goal and enables language teachers to work cooperatively and empower each other. ||
 * M3 (D1), Learning, learners and their life worlds || The discussion with Pina was very interesting. She was referring to language education for the first generation of Italian immigrants and the priority was to teach verbs and its use in a practical way. This idea recalled what I have learnt in ACTLAN workshop. Ms Goomura, the lecture of the workshop, emphasised the importance of teaching verbs and sentence patterns so that teachers and students can use Japanese more in classroom. She does not teach sentence patterns such as "what is your name?" or "I am from ..." in the first semester. Maths and LOTE are recognised as most sequential subjects. As a Maths and Japanese teacher, I often see the similarity between these two subjects and suffer from them. I have been trying to do something different than being only sequential in both areas as I want students to gain transferable knowledge and skills. What else can I do ||
 * M10 (D1), Understanding the interrelationship of the intracultural with the intercultural || The discussion in this module made me realised how quickly I run into teaching contents with Year 7. Understanding where they come from in the journey of language learning should be the first in the unit. Some ‘who am I profile’ activities suggested in the module were interesting and I would like to do in class. ||
 * M5 (D1),
 * Engaging
 * Informative
 * Relevant
 * culturally appropriate
 * fun
 * easy to use
 * purposeful
 * varied
 * appropriate to class
 * scaffolded
 * logical sequencing and/or pedagogically sound.
 * M6 (D2), Language learning and awareness || Section 1: language learning
 * ** Day 2 – 7 **
 * Module 4: Identifying language specific needs ** || The focus of this module was teacher interaction with students in classroom. It is important that we are aware that studnets learn through talking.
 * ** Day 2 – 8 **
 * Module 7: Teacher talk and classroom interaction ** || The focus of this module was teacher interaction with students in classroom. It is important that we are aware that students learn through talking. This module gave me an opportunity to understand the aims and types of interaction in classroom and to reflect my own interaction with them. The types of interactions are: with teachers, between students and with other resources such as computers. The aims of interaction are various. For example, - access various resources- to learn effectively get students more involved To learn how to learn To recall prior knowledge and deepen understanding in contents The highlight of interaction in language classroom is to be bilingual. However it can be also a challenge to balance use of Japanese at the same time maintain student understanding. One suggestion I really liked was use of flags in classroom. ||


 * Classroom Based Investigation Planner**
 * Focus of Inquiry || **Differentiating instructions and assessment tasks **

//“What range of learning opportunities do I provide so that all students are able to achieve optimum success and recognition for their performance in language and literacy?” //

When I was reading the //Standard//, this question in the Language Pedagogy section strongly drew my attention. I have always wanted to deepen my understanding in differentiation since MYP (Middle School Program in International Baccalaureate) was introduced at my school a few years ago as it is the very important component in MYP curriculum. ||
 * Student Learning Question || * How do my students learn best?
 * What data can I gather from students to show their individual success in learning Japanese? ||
 * Teacher Learning Question || * Do I know how my students learn best?
 * What data can I gather from students to inform and evaluate their individual success in learning Japanese? ||
 * Rationale || to develop:


 * understanding of differentiation
 * understanding how my students learn best
 * differentiated instructions to enhance student learning
 * learning activities using iPads
 * activities for students to display their understanding and reflect what they have learnt ||
 * Design || **Deciding the process: **

I will focus on Year 7 Japanese classes. This is the third year of MYP for this year level and it is necessary to develop differentiated learning activities further. The school has provided iPads to all the Year 7 students this year so developing activities using such great resources is also vital.

Because the focus is differentiation, the design will involve a task/s that enables each student to stretch their capacity in language learning.

<span style="font-family: 'Calibri','sans-serif';">I will:


 * <span style="font-family: 'Calibri','sans-serif';">read and use the following resources to deepen my understanding of differentiation

<span style="font-family: 'calibri','sans-serif';">- Blaz, Deborah (2011). //Differentiated Instruction: A guide for Foreign Language Teachers//. Melbourne, Victoria: Hawker Brownlow Education.

<span style="font-family: 'calibri','sans-serif';">- Gross, M.U.M (2011). Gifted Students in Secondary Schools: Differentiating the Curriculum. Sydney, A Gerric Publication.

<span style="font-family: 'calibri','sans-serif';">- //<span style="font-family: 'Calibri','sans-serif';">“There’s a Pattern Here, Folks!” //


 * <span style="font-family: 'Calibri','sans-serif';">Questions to address in designing the task include: **


 * <span style="font-family: 'Calibri','sans-serif';">Is it open-ended?
 * <span style="font-family: 'Calibri','sans-serif';">Does it have choices that students can make?
 * <span style="font-family: 'Calibri','sans-serif';">Does it
 * <span style="font-family: 'Calibri','sans-serif';">Opportunities for student to reflect their own learning?


 * <span style="font-family: 'Calibri','sans-serif';">Deciding on the data to be gathered: **

Teacher develops the task, assessment and feedback pro forma, and student evaluation pro forma. The teacher seeks feedback and then finalises the design.
 * <span style="font-family: 'Calibri','sans-serif';">Student online survey: Learning style
 * <span style="font-family: 'Calibri','sans-serif';">Student online reflection
 * <span style="font-family: 'Calibri','sans-serif';">Products (student’s work) ||
 * **Implementation** ||
 * Step 1:

Step 2: Teacher explains the task to the students

Step 3: Students complete the task and the teacher marks their performance and provides marks and feedback to the students.

The teacher records and organises all the data in a systematic way in relation to the use of language in technology and inline interactive procedures.

Step 4: Teacher collates, consolidates and organises all the data for analysis. ||
 * Analysis & Reporting ||
 * Analysis || Analyse the full data set ||
 * Reporting || What conclusions did I draw about how my students achieve? ||
 * Evaluation || Reconsider strengths and limitations of the task. What changes would I make? ||
 * Implications ||
 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * Apple VGA adapter || Connecting an ipad and smartboard || 1 || 35 || 1 ||

Eg. confident, unsure, mixed || Possible ways to address gap || Using Japanese first and English second if necess with senior levels. Gestures are key to help their understanding. |||| I feel getting better to use Japanese more in classroom. However I tend to use English when running time. || Having a focus on one or two activities in each lesson to use Japanese. || 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 Japanese in aprincipal way in classroom |||| I use Japanese as much as possible at appropriate leve for each year level |||| Using ACTLAN method with junior levels
 * ** 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
 * Language
 * ** Explicit knowledge of language use ** ||
 * Language
 * Language
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * Language
 * Language
 * Awareness of the impact of georgrahy and history on ways of life ||||  ||||   ||||   ||
 * ** Personal Professional Learning Program **
 * 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): ||