Year 7-10 E-Learning in Languages (ELL) Teacher Reports Does the use of video as a reflective tool for teachers and students impact on students’ learning

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<ul><li><p>Year 7-10 E-Learning in Languages (ELL) Teacher Reports </p><p> Does the use of video as a reflective tool for teachers and students impact on students learning of an international language with a focus on speaking ( Ellis Principles 1,6,7,8 2005) and interculturality Principles 4 and 5? (Newton and Yates 2009)</p></li><li><p>Eleanor FraserSt Andrews Middle SchoolPostal Address or Email Address: Eleanor@sams.school.nzGST number52610321</p></li><li><p>What is the context for your research?</p><p>St Andrews Middle School, HamiltonDecile:4Total no of students 156Class: Year 7+ 8 Gate StudentsIntroduction of Japanese Language Terms 3+4</p></li><li><p>Ethnicities at SAMS</p><p>Chart3</p><p>1413012200010110010</p><p>76310011100100000</p><p>1112201000000000100</p><p>1010200000101101001</p><p>47300000000000100</p><p>94210000000000000</p><p>32000100000000000</p><p>25003000000000000</p><p>NZ Pakeha</p><p>Maori</p><p>Indian</p><p>Filipino</p><p>Korean</p><p>South African</p><p>Taiwanese</p><p>German</p><p>British</p><p>Chinese</p><p>Thai</p><p>Tongan</p><p>Sri Lankan</p><p>Cook Islands Maori</p><p>African American</p><p>Kiribati</p><p>Australian</p><p>Year Level and Gender</p><p>Number of Students</p><p>Ethnicities of Students at SAMS</p><p>Chart6</p><p>60</p><p>59</p><p>12</p><p>6</p><p>3</p><p>3</p><p>3</p><p>2</p><p>2</p><p>1</p><p>1</p><p>1</p><p>1</p><p>1</p><p>1</p><p>1</p><p>1</p><p>Chart1</p><p>19</p><p>2</p><p>Student Access to Internet in Room 7</p><p>Chart2</p><p>17</p><p>1</p><p>2</p><p>1</p><p>1</p><p>1</p><p>Languages Spoken at Home for Students of Room 7</p><p>Sheet1</p><p>Y7 GirlY7 BoyY8 GirlY8 BoyY9 GirlY9 BoyY10 GirlY10 BoyTotal</p><p>NZ Pakeha1471110493260NZ Pakeha60NZ Pakeha6038</p><p>Maori1361210742559Maori59Maori5937</p><p>Indian0322320012Indian12Indian128</p><p>Filipino110001003Filipino3Korean64</p><p>Korean201000036Korean6Filipino32</p><p>South African200000103South African3South African32</p><p>Taiwanese010000001Taiwanese1Tongan32</p><p>British21</p><p>German010000001German1African American21</p><p>British010100002British2Taiwanese10.6</p><p>Chinese100000001Chinese1German10.6</p><p>Thai000100001Thai1Chinese10.6</p><p>Tongan110100003Tongan3Thai10.6</p><p>Sri Lankan100000001Sri Lankan1Sri Lankan10.6</p><p>Cook Islands Maori000100001Cook Islands Maori1Cook Islands Maori10.6</p><p>African American001010002African American2Kiribati10.6</p><p>Kiribati100000001Kiribati1Australian10.6</p><p>Australian000100001Australian115899.8</p><p>Total362127271516610158</p><p>Y7 GirlY7 BoyY8 GirlY8 BoyTotalStudents with access to Internet19</p><p>NZ Pakeha31419Students who go to library to access Internet2</p><p>Maori20226</p><p>Indian01102</p><p>Korean20002English17</p><p>Chinese10001Telegu1</p><p>Thai00011Korean2</p><p>African American00101Thai1</p><p>Australian00011Malayalam1</p><p>23Mandarin1</p><p>Sheet1</p><p>00000000</p><p>00000000</p><p>00000000</p><p>00000000</p><p>NZ Pakeha</p><p>Maori</p><p>Indian</p><p>Korean</p><p>Chinese</p><p>Thai</p><p>African American</p><p>Australian</p><p>Year Level and Gender</p><p>Number of Students</p><p>Ethnicities of Students in Room 7</p><p>Sheet2</p><p>Sheet3</p></li><li><p>Ethnicities of Room 7 students</p><p>Chart4</p><p>32021000</p><p>10100000</p><p>42100010</p><p>12000101</p><p>NZ Pakeha</p><p>Maori</p><p>Indian</p><p>Korean</p><p>Chinese</p><p>Thai</p><p>African American</p><p>Australian</p><p>Year Level and Gender</p><p>Number of Students</p><p>Chart3</p><p>1413012200010110010</p><p>76310011100100000</p><p>1112201000000000100</p><p>1010200000101101001</p><p>47300000000000100</p><p>94210000000000000</p><p>32000100000000000</p><p>25003000000000000</p><p>NZ Pakeha</p><p>Maori</p><p>Indian</p><p>Filipino</p><p>Korean</p><p>South African</p><p>Taiwanese</p><p>German</p><p>British</p><p>Chinese</p><p>Thai</p><p>Tongan</p><p>Sri Lankan</p><p>Cook Islands Maori</p><p>African American</p><p>Kiribati</p><p>Australian</p><p>Year Level and Gender</p><p>Number of Students</p><p>Ethnicities of Students at SAMS</p><p>Chart6</p><p>60</p><p>59</p><p>12</p><p>6</p><p>3</p><p>3</p><p>3</p><p>2</p><p>2</p><p>1</p><p>1</p><p>1</p><p>1</p><p>1</p><p>1</p><p>1</p><p>1</p><p>Ethnicities at SAMS</p><p>Chart1</p><p>19</p><p>2</p><p>Student Access to Internet in Room 7</p><p>Chart2</p><p>17</p><p>1</p><p>2</p><p>1</p><p>1</p><p>1</p><p>Languages Spoken at Home for Students of Room 7</p><p>Sheet1</p><p>Y7 GirlY7 BoyY8 GirlY8 BoyY9 GirlY9 BoyY10 GirlY10 BoyTotal</p><p>NZ Pakeha1471110493260NZ Pakeha60NZ Pakeha6038</p><p>Maori1361210742559Maori59Maori5937</p><p>Indian0322320012Indian12Indian128</p><p>Filipino110001003Filipino3Korean64</p><p>Korean201000036Korean6Filipino32</p><p>South African200000103South African3South African32</p><p>Taiwanese010000001Taiwanese1Tongan32</p><p>British21</p><p>German010000001German1African American21</p><p>British010100002British2Taiwanese10.6</p><p>Chinese100000001Chinese1German10.6</p><p>Thai000100001Thai1Chinese10.6</p><p>Tongan110100003Tongan3Thai10.6</p><p>Sri Lankan100000001Sri Lankan1Sri Lankan10.6</p><p>Cook Islands Maori000100001Cook Islands Maori1Cook Islands Maori10.6</p><p>African American001010002African American2Kiribati10.6</p><p>Kiribati100000001Kiribati1Australian10.6</p><p>Australian000100001Australian115899.8</p><p>Total362127271516610158</p><p>Y7 GirlY7 BoyY8 GirlY8 BoyTotalStudents with access to Internet19</p><p>NZ Pakeha31419Students who go to library to access Internet2</p><p>Maori20226</p><p>Indian01102</p><p>Korean20002English17</p><p>Chinese10001Telegu1</p><p>Thai00011Korean2</p><p>African American00101Thai1</p><p>Australian00011Malayalam1</p><p>23Mandarin1</p><p>Sheet1</p><p>00000000</p><p>00000000</p><p>00000000</p><p>00000000</p><p>NZ Pakeha</p><p>Maori</p><p>Indian</p><p>Korean</p><p>Chinese</p><p>Thai</p><p>African American</p><p>Australian</p><p>Year Level and Gender</p><p>Number of Students</p><p>Ethnicities of Students in Room 7</p><p>Sheet2</p><p>Sheet3</p></li><li><p>Survey results for ICT in Room 717/22 have internet access in homeICT computer programmes Word &amp; Excel 15Games 14 Typing 9Like to improve: Research skills 5 Excel 3 Email 3 Videos &amp; cameras 5Fluency in communicating 19 Knowledge 5 Skills 5Speak fluently 15Cook Japanese food 1 Speak lots of languages 5Why learn Asian Languages 3 </p></li><li><p>Inquiry topic </p><p>What kind of e-learning or use of ICT did you pursue and why did you choose it? Flip Videos used to record students speakingSaved on individual student blogs for easy access and so peers and parents can view their work. Laptop + data projector to allow the students to view and listen to videos and sound. CDs lessons for listening and speaking.</p></li><li><p>How did you use student voice to inform your decision-making?Terms 1 &amp; 2 teacher ran and analysed a survey and discussed ideas with the students and decided to utilise the flip videos.Term 3 &amp; 4 teacher also conducted a survey with the students and identified prior learning procedures around 2nd language learning and self and peer assessment and the use of flip video as the e-learning tool. </p></li><li><p>Inquiry Topicb) What was the improvement in student learning in languages that you wanted to achieve?Communication- to show flow, pronunciation and confidence in speaking in Japanese (principle7)ieThat students are successful at level 1 Speaking see p 42Te Aho Arataki Marau 2009 MOE NZ Communication moved to phrases/questions &amp; answers(principle 8 interaction) which relates specifically to Interculturality principle 5 Engages learners in genuine social interactionCultural appreciation and aspects of both here in NZ and Japan. Principle 4Newton &amp; Yates 2009 MOE NZ Fosters explicit comparisons and connections between languages &amp; cultures.</p><p>b) What was the improvement in student learning in languages that you wanted to achieve?Communication- to show flow, pronunciation and confidence in speaking in Japanese (principle7)ieThat students are successful at level 1 Speaking see p 42Te Aho Arataki Marau 2009 MOE NZ Communication moved to phrases/questions &amp; answers(principle 8 interaction) which relates specifically to Interculturality principle 5 Engages learners in genuine social interactionCultural appreciation and aspects of both here in NZ and Japan. Principle 4Newton &amp; Yates 2009 MOE NZ Fosters explicit comparisons and connections between languages &amp; cultures.</p></li><li><p>Inquiry TopicWhat evidence did you have to decide that this was important for the students in your class?As this is the Gate Class, this programme would extend the students and further develop their language skills in another 2nd language. Evidence of substantial learning in Chinese Terms 1 + 2 As I had prior teaching of Japanese I was keen to introduce Japanese as a 2nd (3rd) Language (as required in the NZ Curriculum.)</p></li><li><p>What research or theoretical base did you use to underpin your decision?For Learning Languages pedagogy:Ellis 2005 For Intercultural Communicative Language Teaching and learning Newton and Yates 2009 MOE and ByramFor e-learning the following :Ten Top Tips for Teaching with new Media 2009-2010 EdutopioPrenskyAlso:Make it Visual tools for sharing photos and Video clips, Use the buddy system Classroom gateway by using online resources</p></li><li><p>What Language Teachers need for intercultural dimension is not more knowledge of other countries and culture but skills in promoting an atmosphere which allow learners to take risks in their thinking and feeling. p 28 inDeveloping the intercultural Dimension in Language Teaching by M Bryam B Gribkova &amp; H Starkby </p></li><li><p>How did you go about answering the focus question?</p><p>-introduced flip videos of students communication in pairs/groups-stored videos in Student Resources folder on computer-students were able to put them into their own blogs-students were able to analyse their oral presentations-view them regularly and determine improvements as they progressed through each unit-parents are able to view their own childs oral presentations </p></li><li><p>Student Achievement Data- Initial video observationSubsequent video observationObservation tools which allow teacher to assess for and of learning and which allows students to self and peer assess against benchmarks eg rubrics co-constructed with students and progressions adapted from TAAM (Te Aho Arataki Marau)Student videos on blogs and their own assessments e.g. What did you do well? What do you need to work on? </p></li><li><p>Step 2 tape example</p></li><li><p>Step 3 tape sample</p></li><li><p>Analysis + strategies used to address needs of Mori &amp; Pasifika students according to Ka Hikitia or the Pasifika Education Plan</p><p>Analysed Level 1 Te Aho Arataki Marau, Mori in English Medium Schools:Listening, Speaking, Reading, Writing, Viewing, Presenting format to determine the levels for Japanese Language.Integrating:- Caring for Mori Students (+ students of other nationalities)Well Managed Learning environmentHigh Learning expectations of Mori students ( + students of other nationalities)High behaviour expectations of Mori students ( + students of other nationalities)Culturally appropriate context using links eg pronunciationCulturally responsive context- identifying links to other languages and cultures.</p><p>Taken from Ka Hikitia - Mori enjoying education success as Mori ( MEESAM)</p></li><li><p>StrategiesA direct example of being culturally responsive is in making the following connection with prior learning from Te Reo Mori:We established that vowel sounds are identical between Japanese/ Mori (see MEESAM handout)</p></li><li><p>What did you find? What have you observed in your students learning?</p><p>Positively awesome attitudes Data that shows a specific impact on the achievement of students: on blogs-visual presentationsQuantitative: words learntQualitative: student voice</p></li><li><p>What is the significance of what you found? </p><p>This inquiry will influence my future teaching:By utilising flip videos in other subjects.By utilising blogs to a greater extent.It reinforces my belief that students will learn through doing, participating and reflecting. </p></li><li><p>What shifts have you observed in your own learning? </p><p>Thinking back to the beginning of this project, how has your own learning shifted / improved in the following areas:Use of e-learning in the context of learning languagesThe importance/increased use of technology Encourages greater engagement of the students- allows them to view their oral and visual learning at school and homeUsing a teaching as inquiry cyclical style of professional learningRevisiting procedures and topics develops further understanding2nd language acquisition researchAcknowledge a shift in 2nd language teaching pedagogies Intercultural language learning and teachingProvides opportunities for students to increase their awareness and understanding of other cultures in relationship to themselvesEngagement with the New Zealand CurriculumThe ELL teaching as inquiry process is based on the NZCInvestigation of Mori Language Curriculum (TAAM)</p></li><li><p>From Te Aho Arataki Marau mo te Ako I Te Reo Mori (TAAM)</p></li><li><p>ReportingHow might you share your findings with a larger audience?Individual blogs students can share with parents and peers Check the number of outside hits from all over the world on the blogsSchool Assembly presentationStaff Meeting presentation- 22nd November</p></li><li><p>References</p><p>Prensky, M (2001) Digital Natives, Digital Immigrants From on the Horizon NCB Uni Press Vol 9 ( 5) Ten Top Tips For Teaching with Media 2009-2010 to be found at EdutopiaEllis, R.(2005) Instructed Second Language Acquisition: Case Studies. Language Skills as a Progression-adapted from Te Aho Arataki Marau mo te Ako I Te Reo Mori </p></li><li><p>Use of this report</p><p>Would you be willing for this report to be published on TKI? (The report would be edited to ensure teachers, students and the school were not identified if necessary)</p><p>Yes</p><p>Signature</p><p>Handout + discuss strategy all teachers can use*</p><p>4 Maori in Gate class?Implications for school?Why no Maori Boys in yr 7 in this class? Maori boy leader***Cultural lng goes on throughout life Byram 2009Learners need not just knowledge &amp; skill in the grammar of a language but also the ability to use the language in socially &amp; culturally appropriate ways**Data collected baseline, progress and endpoint**How data was analysed strategies used to address needs of Maori and Pasifika students underpinned by the Ka Hikitia or the Pasifika Edn Plan**Greater student involvement in peer interaction/self correcting /self regulating/self assessment/increased motivation for improvement + output Increased participationDeveloping language skills to communicate with others </p><p>AS THE NEXT SLIDE SHOWS****</p></li></ul>