Michelle+Heintze


 * LOTEHAT Workshop Reflections **
 * **Module**
 * & Date** || **Reflections** ||
 * **Reflection 1-**


 * Modules 1-3** || 8000 words based on the Professional Standards for Accomplished Teaching of Languages and Cultures, seriously, when I am I going to have time to do that.

My mind raced. As a Languages Teacher I have a responsibility to teach the second language, Indonesian to more than half of the year 7 cohort, and a selection of students across year 8 and 9. I need to ensure these students have a basic understanding of Indonesian grammar concepts and are able to communicate in some way shape or form in the language they are studying. In addition to this I am an advocate of Asian languages and cultures, and constantly find myself promoting Indonesian across the College. I am also preparing for a trip to Malaysia with students, and establishing a sister school relationship with a school in Malaysia. When am I going to have time to write a 8000 word reflection based on my teaching practises? I am just too busy, going above and beyond the job description I have, but I guess this is why I am a Languages Teacher. I love sharing my passion about the Indonesian Language and Culture with my students and the wider school community. It is what I do best.

I calmed a little. It wasn’t going to be that tough, I was a Languages Teacher. This was just another challenge, another hurdle I had to jump to succeed, and show the educational community that Language Teachers are fighters, and they fight to win.

There are 14 Modules in the Professional Standards for Accomplished Teaching of Languages and Cultures,
 * Module 1:** Getting to know the Standards
 * Module 2:** Using the Standards in Professional Learning
 * Module 3:** Learning, Learners and Life Worlds
 * Module 4:** Identifying Language Specific Needs; working with language specific annotations
 * Module 5:** Resources for Language Learning
 * Module 6:** Language Learning and Language Awareness
 * Module 7:** Teacher Talk and Classroom Interaction
 * Module 8:** Assessing Language Learning
 * Module 9:** Developing Relationships and Wider Connections
 * Module 10:** Understanding the Relationship of the Intracultural with the Intercultural
 * Module 11:** Situating Language Assessment Practises
 * Module 12:** Ways of Assessing
 * Module 13:** Considering Evidence of Language Learning
 * Module 14:** Assessment as inquiry in Languages Education


 * What is Languages Advocacy?**

Whether they like it or not, every Language Teacher Is an advocate of the language they teach. They are a promoter of the culture. They inspire positive attitudes amongst their students and the wider school community. They encourage others to share the passion they have, and pass it on to others.

The follow points were raised in a discussion on what Advocacy for Language Teachers looks like and consists of: - Constantly promoting language and language culture within the school - Leadership need to be supportive of languages and language learning - Need to be leaders regarding the promotion of LOTE and languages amongst the school community - Keep fighting the battles and never giving up or in

I need to ensure I am scaffolding lessons for all students, not just the middle band, using rhymes and pictorials clues to ensure students are engaged and catered for.
 * Language Learning:**

Behaviourism as a learning theory is currently how most Indonesian textbooks are written. This learning style separates grammatical concepts, speaking, reading, writing etc. so that students learn the various elements of a language or topic and combine all their learnings to become a LOTE speaker.

Cognitive and Constructivism perspectives use student’s prior knowledge to move students forward at a real-time environment with material that is relevant to their learning.

- Link to prior knowledge - Encourage students to make educated guesses based on the pronunciation of a term or phrase as many Indonesian terms are borrowed from Indonesian - Question students in order to get the desired response, using phrases like “That’s close, but not what I was looking for…” - Seeking clarification of student knowledge and asking students to reflect on terms and phrases in their own terms. - Using patterns for language recognition and use.
 * 5 Generic Ways I scaffold language learning:**

- Investigate other learning and teaching styles for the language classroom, in particular “flip teaching” and how students can be scaffolding to learn with this style of teaching - How can the AVID strategies be integrated into the language classroom? - Complete Year 9 Indonesian Diagnostic Task with Year 9 Indonesian Class. Write similar tasks for Year 8 students.
 * Moving Forward….**

During my investigations into advocacy, I also discovered the following website http://madameshackelford.wikispaces.com/Advocacy+for+World+Languages || - Teachers use their language in particular ways, which are specific to language teaching. - For teachers, this means having to develop specific ways of speaking in the language, which may be different from general language. - Some of the ways of using language in the classroom and common across languages, which some may be language specific. - Having explicit knowledge of a language is not about proficiency, it refers to the ability to articulate what you know and to communicate it to others. - In addition to knowing about the language as a system, teachers need to be able to talk about how language is actually used for communication. - Language Teachers need awareness of the specific meaning and practices of languages use in a particular context. - Teachers need to have explicit knowledge of the culture of the target language and be able to discuss this with students.
 * **Reflection 2: Module 4** || **Notes on the Module**

After recording a lesson with each one of my classes, I have noticed that my level of classroom instruction varies considerably.
 * Moving Forward….**

With my Year 7 classes, I do not use classroom instruction in Indonesian with much frequency. There are a collection of phrases I have students use; //Ada, tidak ada, selamat pagi kelas etc, sampai jumpa, and numbers.//

With my Year 8 classes, there is an expectation that if students wish to go to the toilet or get a drink, they must ask in Indonesian. If they are late to class, if students can apologise for being late, then there are limited consequences. I also use page number and terms such as //tulislah, gamar, dengarkanlah// while giving classroom instructions.

With my Year 9 classes, this also continues, however, there is room for further use on Indonesian within my classroom, especially regarding instructions in Indonesian.

Further analysis will also assist me to strengthen the amount of instruction I use in Indonesian. A checklist will be a good tool for analysing the amount of language instruction given in Indonesian.

While also researching checklists to analyse the use of the target language in language classrooms, I discovered the following article, finding it quite insightful, with several useful displays for a classroom.

Increasing the use of Target Language in the Classroom Available at: [|www.oomroom.ca/resources/knop_article.PDF] [accessed on July 12 2012.]

I also developed a simple survey based on the following points from http://activity-resources.jpf-sydney.org/ar/se3/index.html: How many of the following do you do in the target language?


 * 1. ** Greeting


 * 2. ** Taking roll call


 * 3. ** Giving basic instructions


 * 4. ** Praising/giving feedback


 * 5. ** Scolding/disciplining


 * 6. ** Explaining how to do games, activities


 * 7. ** Presenting new language Chatting/asking questions


 * 8. ** Chatting/asking questions ||
 * **Reflection 3:**

- Resources connect many areas in the standards: - Textbooks offer activities for communication, macro skills, culture and learning to learn. - Vocabulary lists are included as part of textbooks - Is there any authenticity to sources used in textbooks? - Authentic resources are: - By making authentic resources assessable, student motivation to learn the target language can increase. - Continued analysis of authentic resources is required to ensure continued authenticity and continued cultural appropriateness
 * Module 5** || **Notes on the Module: Authenticity**
 * Language and Culture
 * Language Pedagogy
 * Ethics and Responsibility
 * Personal Characteristics
 * Program Standards
 * Photographs
 * Food packaging
 * Maps
 * Various printed texts
 * Souvenirs
 * Advertisements
 * Newspapers
 * Costumes and clothing
 * Real songs
 * Films
 * Games
 * Music
 * Art

- ICT has the potential to significantly change the way out students learn language, learn about language and learn to use language. - ICT can be used to make language learning real and meaningful - ICT is part of our learners’ lives and the world they live in. - ICT needs to be managed well, and needs to have a clearly defined purpose - An ICT plan helps support the implementation of ICT in the LOTE program
 * Notes on the Module: ICT**

The following is a list of the authentic materials in my classroom: - Coca Cola posters - McDonalds menus/ boxes and tray mats - Photos of students (from WMYC) traveling through Malaysia - Photos and souvenirs from trips to Malaysia and Indonesia - “Jamu” - Signs
 * Authentic Materials in My Classroom**

The following is a list of the new authentic material in my classroom: - Posters with various vocabulary topics - Short movies based on real people and places in Indonesia - Items for a cultural discovery box- Authentic items

Module 5 is going to form the basis of my investigation, well in conjunction with the implementation of AVID into the LOTE classroom.As part of my project, I will need to investigate how I use ICT in the classroom. By completing an ICT Plan I will be able to further analyse the use of ICT in the classroom. In addition to this, it will also be necessary to survey students ICT use and competency, with the target group. || - Language awareness is one of the key goals of languages education - Language awareness grows out of experiences with the language. - Teaching language awareness involves: - What would it be like it you had to speak a language that is not your own all the time? How would your life be different?
 * Moving Forward….**
 * **Reflection 4:**
 * Module 6** || **Notes on the Module:**
 * On-going investigations of the language
 * Talking analytically about languages
 * Discovery and exploration involving learners

My view of language, seeing language not just as a tool for communication but as a tool for experimentation and play.
 * Reflection on the Activities…**

The materials provided as part of Handout Two, should be shared with my year 9 classes, and it will encourage them to reflect on what language means to them.

Handout Three, has proven to be a useful activity, asking students to see language not merely as a set of words but as a set of patterns which are all intertwined. This is very similar to how the various programming languages have been constructed.

Handout Four, shows that language must be in context for it to be meaningful.

The type of language we use, and is present in textbooks shapes the learning experiences students have. The analysis of the student workbooks that have been created focusing on the language used, and the experiences students get from the workbooks is necessary as part of the review process.
 * Taking the Module further…**

I should start maintaining a on-going language experiences journal, with commentaries for a specific length of time || Aspects of the Language Pedagogy standards specifically addressed in the module are: - to create a culture of learning - use a range of methodologies for languages and cultures teaching and in their practice.
 * **Reflection 5:**
 * Module 7** || **Notes on the Module:**

Goals for classroom interaction: - promote meaningful communication in the target language - provide metalanguage for talking about the language and culture - engage learners with concepts and processes for language and culture learning - probe learners’ prior learning and interpretations of new concepts about language and culture - engage learners in tasks that deepen their experience and understanding of the target language and culture - promote reflections of language and culture learning and use

The Teacher’s Role - creating a learning culture - eliciting learner interpretations - building on learner contributions - negotiate meaning - providing feedback and promoting reflection

After working through the annotated examples, I have been able to reflect on the language I have used in the classroom.
 * Reflection on the Activities, and Taking it Further…**

It has become apparent that the language I use, only produces specific responses, and to be more effective in the classroom my line of questioning needs to be more open, while stilling guiding and re-framing the question while still acknowledging the responses given by students.

Through further research into AVID questioning and Costa’s 3 levels of questioning, I will be able to change the way I use questions in my classroom.

In addition to this, the development of an essential question and the publication of this question on my whiteboard, will ensure a shared goal by all participants in the class.


 * How the teacher communicates with a class, what questions are asked or not asked, sets the tone for learning. ** ||
 * **Reflection 6:**
 * Modules**
 * 8- 9** || **Notes on the Module:** ||
 * **Reflection 7:**
 * Module 10** || What does it mean to be a teacher of Indonesian in the context of Wodonga Middle Years College, and more my own intra-cultural knowledge and understanding?

- I need to ensure I am immersed in the language of Indonesia further developing my own use of the language. I can do this by:
 * Reading widely in Indonesian, and reading a novel to the students in Indonesian, so they are hearing the language (talking books, could be used as a supplement to this.)
 * Finding native speakers within the Wodonga area to converse with in Indonesian, to ensure I am using current and appropriate language terms
 * Further travel to Indonesia to experience the culture and customs first hand, and share these experiences with the students

- To ensure the students have an understanding of their own culture and understandings I could:
 * Survey students to get them thinking about their own experiences of language
 * Discuss with students how language and culture has shaped my development as an adult and a world traveller
 * Use more language within the classes

- An intercultural person notices differences between English and Indonesian, moving beyond the superficial gestures and habits - Similarities between cultures are important as well, sharing experiences with each other. || - Assessment Tasks are purposeful activities designed for teaching, learning and assessing - Any task can have multiple roles in the classroom - Assessment tasks can be grouped according to the macroskills or reading, writing, speaking and listening. - Assessment has a purpose; of, as and for - Language knowledge tasks: - Language use tasks: - Intercultural Tasks: - Assessment Tasks need to be valid, authentic, reliable and include interaction and practicality - There needs to be room for students to extend beyond the scope of the tasks to demonstrate further knowledge.
 * **Reflection 8:**
 * Modules 11- 12** || **Notes on the Module:**
 * Elicit language knowledge through responses to questions which often focus on discrete points
 * Focuses on features of the target language; grammar, vocabulary
 * Displays how learners are able to analyse language
 * Use real-world situations
 * Focus on a purpose, other than just using language for languages sake
 * The language must be accessible and achievable
 * Emphasise the language learner as a performer
 * Use cultural acceptable behaviours
 * Focus on the interpretation of language within the cultural context
 * Bring the performer and analyser into the relationship

The type of assessment tasks that we have been using as part of the Certificate II in Applied Languages- Indonesian has included many real-life situations with very practical applications for both skill and knowledge.
 * Taking the knowledge further…**

Having to design assessment tasks in this fashion, has opened my eyes to the need to have all assessment tasks like this. Practical assessments are meaningful, and encourage students to apply the learning and skills acquired in class in other situation.

A good assessment task, or tool for assessment, includes room for the student to move beyond the content covered in class, extending the students who need extending. || - Asking students to learn a language is asking students to change their paradigm, this can create conflicts for students in the family environment as well as personally - Different evidence should be collected to allow students to fully demonstrate the skill they have - Making judgements is the process of making inferences - The way we interact with students in the classroom can influence the judgements they make both about the language and the culture we are sharing with them. - If assessment is seen as a process of inquiry, assessment is a plan for future learning - Data from assessment is primarily evidence of student learning - Data from assessment is cyclical.
 * **Reflection 9:**
 * Module 13** || **Notes on the Modules:**

What is assessment? Is assessment the series of judgements that we as teachers make, to place a student on a line, to rank them amongst their peers, comparing them constantly.
 * Taking the Module further…**

Is assessment individual? Allowing students to map the direction they need to travel to further cement the learnings they have made the journey they have taken to go from abstract concepts to real world application.

We know of assessment to be for learning, as learning and of learning, but what does that mean and how does this work in a differentiated classroom?

What is the true purpose of assessment, and who is the audience?

This area needs to be investigated further. ||

**Classroom Based Investigation Planner**
 * Focus of Inquiry || The use of AVID's WICR Strategies for Writing, Inquiry, Collaboration and Inquiry in the World Languages Classroom. ||
 * Student Learning Question || How does the use of AVID's WICR strategies improve student learning and achievement in Year 9 Indonesian? ||
 * Teacher Learning Question || How will the use of AVID's WICR strategies promote a more consistent use of the target language, while encouraging students to think critically about themselves as learners of a language other than English? ||
 * Rationale || AVID is a not-for-profit organisation whose mission is to close the achievement gap by preparing all students for tertiary education. WMYC has been one of the first institutions in Australia to adopt and consequently adapt the US program for use in Australian Schools.

With WMYC being my home school, I see real benefits behind using carefully selected WICR strategies in my classroom to engage students in higher-level thinking and use of the target language. As part of my research I am going to discuss the effectiveness of the selected strategies within my classroom, while also commenting on how these strategies have engaged the students to think about themselves as language learners and promoted the use of more Indonesian within the classroom. ||
 * Design || This research will focus on two units, "Di Rumah Saya" (//At my house...//), and a "Aduh. Saya Sakit" (//Oh... I'm sick.)//.

Students will complete a survey about themselves has language learners prior to the commencement of this topic, and again at the completion of this topic. This survey will be used to determine any personal growth the students have experienced in themselves by the the change of approach to the teaching and learning of Year 9 Indonesian.

Students will also be given a pre-test on the vocabulary, and grammatical concepts to be covered within the unit, so there is a concrete measure of student progress throughout the course to this unit.

As part of this unit, there will also be an explicit focus on AVID's WICR strategies.

In the element Writing, there will be an emphasis on: - Vocabulary Walls/ Flashcards - Learning Logs (to be written in the target language) - Sentence Pyramids - Paragraph planning and organisation

In the element Inquiry, there will be an emphasis on: - Higher-Level Questioning (in both English and the target language) - Costa's 3 Levels of thinking and questioning - Cultural Discovery Boxes (using Realia)

In the element Collaboration, students will be encourage to engage with each other in the target language by: - Think-Pair-Share activities - Jigsaw Readings - Talking Chips Students will be encouraged to collaborate with others through the use of: - Interactive Interviews (Skype will be investigated for practicability in this instance.) - International Photo matching and discussions

In the element Reading, there will be an emphasis on: - Word mapping - Vocabulary Stars - Story mapping - Text processing (Before/ During and After) - Decoding Text structure - Storyboards ||
 * **Implementation** ||
 * This research project will be implemented during Term Two and Three, with the continued implementation of successful strategies in Year 9 Indonesian (Cert II in Languages).

WMYC expects all teachers to be engaging students with AVID strategies, and encouraging higher-level thinking and learning. || Classroom observations of both 'core' AVID classes and my own will take place during the course of the unit, with journal entries supplementing my own research. Student feedback will also be sort regarding the suitability of the selected teaching and learning strategies. ||
 * Analysis & Reporting ||
 * Analysis || Pre and Post Testing data as well as surveys will be analyzed.
 * Reporting || Findings from this research will be written as a 4000-word report as part of the MLTAV LOTEHAT project. In addition to this, copies of this report will also be supplied to the Principal Class at WMYC and WSSC regarding the implications of AVID in the Language classroom. ||
 * Evaluation || As part of the evaluation process, any strategies which were unsuccessful will be documented and changed to ensure these strategies become successful in the future delivery of this topic. All successful strategies will also be applied into other topic covered by the Year 9 Indonesian Curriculum. ||


 * Implications || It is expected that this research will be used to guide the further implementation of AVID's WICR strategies into other Languages classrooms, both at WMYC and other schools delivering student content using the AVID model. ||

(More details to be provided after items are purchased.) ||  ||   || $427 || (More details to be provided after items are purchased.) ||  ||   || $400 || (More details to be provided after items are purchased.) ||  ||   || $200 || - iPad Apps and itunes gift card for use with existing iPads at the college. - purchase of iPad adapter for using iPad with Data Projector - Extension Cords and Power boards for 1-to-1 laptop program - iPod Touch and iPod speaker dock/ Speakers [to be used for listening exercises] ||  ||   || $500 ||
 * Budget Proposal**
 * **Item** || **Application**
 * (how item will be used/how it links to project)** || **Quantity** || **Item Price** || **Total**
 * Price** ||
 * || Various items of Realia- for Cultural Discovery Boxes/ Classroom Displays
 * || InspiredMedia Teaching Resources [DVD's and Student Readers]
 * || LOTE Teaching Aid Charts [loteteach.com]
 * || Miscellaneous Teaching Resources- including

Eg. confident, unsure, mixed || 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 Indonesian in a principle way for regular classroom management/ organisation and instruction and discussing and creating a classroom environment. |||| Consistently |||| * Marking the role
 * Simple classroom instructions in Indonesian
 * Classroom displays
 * Whiteboard instructions |||| confident || Expanding on the language used in Year 9 Indonesian, by including more of the target language in the day to day instruction, going beyond the examples listed on the left. ||
 * ** 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 conversations with other speakers of Indonesian including non-native speakers. |||| Myself- there is much room for improvement

In my classroom- Students are actively encouraged to used Indonesian where possible. |||| - Limited exposure to Indonesian native speakers - Encouraging students to use language to talk amongst themselves |||| Poor || I need to further engage in the Indonesian language, allowing myself to make mistakes, demonstrating the type of learner I want my students to be.

I also need to make further connections with native speakers in the Wodonga Community. || Feature |||| What I know about it |||| What I need to learn about it |||| Possible Ways to Address Gap ||
 * ** Explicit knowledge of the linguistic system ** ||
 * Language
 * |||| Solid understanding of the grammatical features of the language and how they can be applied.

Further practice of object focused sentences structures in the second person are required. |||| Flashcards for both students and teacher to learn and develop this skill, and awareness in Indonesian of this concept. |||| Further study required. || 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 ||
 * ** Explicit knowledge of language use ** ||
 * Language
 * Slang and colloquial language |||| Limited knowledge of the application of less formal language and expressions. |||| Access to native speakers. |||| Develop friendships with Indonesian native speakers and practice this skill. ||
 * ** Attitudes, Values, Cultural & Linguistic Practices ** ||
 * Language
 * Investigation of religion in Indoensia |||| There are many religions and they each influence the spoken and written language in various ways. |||| More exposure to religious practices in Indonesia. |||| Further travel and wider reading. ||
 * ** Personal Professional Learning Program **
 * Ø Goals, objectives & timeline for future learning ||
 * Travel to Indonesia in September for Professional Development and Language practice. ||

SECTION A: Discuss these questions with your table group - xbox - 1-to-1 Laptop Program - CD Player - TV and DVD player - Data projector and Speakers || Along with the development of iPad apps. || 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. Guides to App development. || Data projector cables for iPad. || I am unsure at this stage || J McCulloch 2008
 * ICT PLAN **
 * What ICT resources have you used in your classroom? ||
 * - iPads
 * // 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? ||
 * - programs preloaded on Edustar, plus a range of per-purchased apps used on the iPads. ||
 * What opportunities could you create for your students: to ENGAGE with ICT? to CREATE with ICT? ||
 * Game Making ||
 * How would this enhance your teaching of your language? ||
 * Students will be more motivated through the use of ICT, and their knowledge of the target vocabulary will increase. ||
 * What technology would you like to incorporate into your classroom/lessons? ||
 * Scratch, through the 1-to-1 laptop program
 * What technology do your students prefer? What implications does this have for your teaching? ||
 * Several students want to develop iPad apps, as well as develop computer games. ||
 * What ideas for ICT projects do you currently have? ||
 * Games development and App Development. ||
 * 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):