FRENCH IN ROOM 2

1. FRENCHINROOM2

2. ABOUT THE RESEARCHER Matthew Trudell Nationality Canadian Currently residing in Hamilton, New Zealand St Andrews Middle School matt@sams.school.nz GST number 52610321

3. RESEARCH CONTENT 13% 4% SAMS is an inner city school, with a decile rating of 4. There are 156 students made up of 17 distinct ethnicities. 38% 37%

4. ROOM2’SETHNIC RANGE

5. What is Interculturality? This inquiry is also informed by the interculturality principle that states learners should be engaged in genuine social interaction (Newton and Yates). I am a fully registered teacher who is fairly new to New Zealand. I am Canadian and because of my culture, geographical location and my educational up-bringing I lack knowledge in the Māori culture, language and beliefs. Because of this I try to use the methodology of ako. i.e. reciprocity of learning, where the students learn through me and I learn through the students. This methodology thus far has worked fantastically. I have created a learning environment that fosters a belief that not only will the students learn from me but I will also learn from them.

6. Teaching as Inquiry Cycle The cycle that the class and I used as a model.

7. FocusQuestion • 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? • This inquiry is also informed by the interculturality principle that states learners should be engaged in genuine social interaction (Newton & Yates).

8. Focus Group Name Year GenderEthnicity Student voice relating to prior Stanine knowledge in other languages/cultures. Marc 7 M Māori Speaks English at home 4 Jean 7 M Māori Speaks English & Māori at home 6 Daisy 7 F Māori Speaks English & Māori at home 6 Lily 7 F Pakeha Speaks English at home 6 John 8 M Māori Speaks at English at home 6 Frank 8 M German Speaks German at home 7 Tulip 8 F Fijian Speaks English at home 7 Rose 8 F Māori Speaks English at home 7

9. Focus Groups Personal Goals and Objectives • Marc: My personal goals are to be able to say a few sentences in French and to learn more about their culture. • Jean: My goal is to be able to ask how old my friends are and to have a small conversation • Daisy: My personal goal is to be able to ask my friends questions and to have good pronunciation • Lily: My personal goal is to be able to speak many words fluently in French • John: My goals are to be able to count to 50 in French • Frank: My personal goals are to understand and say French words • Tulip: My goals are to be able to ask how old my friends are and what they are doing • Rose: My personal goals are to learn more about the French culture and to be able to speak sentences in French.

10. WHAT TO CHOOSE? Room 2 came up with a few different ICT tools : flip video, audacity, voice thread and voki that we thought would help us show progression in our French spoken language.

11. FLIP VIDEOS!!!!!!!! After having a discussion, the majority of the student voice decided upon flip videos. They chose to use flips because they thought it would be the most efficient way to show progression.

12. Not justFlipVideos • Even though the main ICT tool chosen was flip videos, we have used a range of other ICT tools to help us along the way,. such as: data projectors, laptops/ PC’s, blogs, vokis, toon doo, prezi, power point.

13. WHAT PROGRESSION LOOKS AND SOUNDS LIKE?Student Voice • Once the decided ICT tool was chosen, we then had to collaborate on what exactly this progression would look and sound like. • Student Voice: The students came up with their own success criteria and we narrowed it down to four categories. 1) Fluency: how the language flows 2) Speed 3)Pronunciation :examples of words that need improvement 4)Confidence

14. FRENCH RUBRIX PRONUNCIATION (example) FRENCH RUBRICS: Unit 1: Greetings and Titles FRENCH RUBRICS: Unit 1: Greetings and Titles

15. Show our Wordle on What they think it is to learn a language.

16. Answering the FocusQuestion • The next slide shows how we gathered basline data, comparative data (kids videoing, student controlled environment) how the children were involved in self and peer assessment and establishing goals around next steps.

17. Answering the FocusQuestion Collecting Data • Baseline data was gathered when the students came in front of the class and had a conversation in French, which was videoed. The students were then given a What’s next? to help them prepare for assessment for and of learning.

18. Answering the Focus Question • Comparative Data: Showed longer , more authentic conversation, student controlled environment i.e. students actually manipulating the tools e.g. flip camera and reflecting on next steps.

19. CollectingtheData • Progression Data: is collected at the end of each unit using flip video. The first unit assessment was teacher conducted, every other unit has been conducted by the students.

20. Analysing Data The success criteria were co-constructed from the WALTS by the students, each and every student knows what they need to do to achieve success. Once the assessment is completed all students up load their video onto their blog showing progession. Students then complete a self-assessment and set achievable goals for their next assessment. What went well, what do I need to work on, what’s next? …

21. Students Conducting Self-Assessment UsingFlip

22. Kids Learning ThroughGames (Ellisprinciples 7 & 8)

23. Students Practisingtheir French Languagein a dialogue (Ellis 7 & 8).

24. Students Practisingtheir French Languagein a dialogue (Ellis 7 & 8).

25. Showing Progression

26. Thanks to Room 2

27. References • Ellis, R. (2005). Instructed Second Language Acquisition – a Literature Review. Wellington, New Zealand: Learning Media for the Ministry of Education. Available on http://www.educationcounts.govt.nz/publications/schooling/5163 • Ellis, R., Erlam, R., & Sakui, K. (2005). Principles of effective instructed language learning. NZ: Ministry of Education. • Intercultural Communicative Teaching and Learning (iCLT) • From Section A, 2008 draft report Intercultural Language Learning: Implications for Effective Teaching, Newton et al. available on: http://secondary.tki.org.nz/learning_languages/french • OUI! An Introduction to French: Teacher’s Guide & Support Materials. NZ: Ministry of Education. • French in the New Zealand Curriculum, NZ: Ministry of Education. (1994) • Madden,J. Gilbert, J. IRDPX, The X Factor- A 2000 Adaptation • Ministry of Education (2007a). Ka Hikitia - Managing for Success: The Māori Education Strategy 2008 – 2012. Wellington,New Zealand: Ministry of Education. Available at http://kahikitia.minedu.givt.nz/default.htm • Ministry of Education(2007b).The New Zealand Curriculum for English-medium Teaching and Learning in Years 1-13. Teaching as inquiry, p 36. Wellington, New Zealand: Ministry of Education. Available at http://nzcurriculum.tki.org.nz • Ministry of Education. (2009). Te Aho Arataki Marau (TAAM) Mō Te Ako I Te Reo Māori – Kura Auraki: Curriculum Guidelines For Teaching And Learning Te Reo Māorí in English-medium Schools: Years 1 – 13.Wellington, New Zealand: Learning Media for the Ministry of Education. • Prensky, M. Digital Native Digital Immigrants. (2001) From On the Horizon NCB Uni Press Vol 9(5) • H. Timperley, A. Wilson, H. Barrar & I. Fung (2007) Teacher professional Learning and Development: Best Evidence Synthesis Iteration. Wellington, New Zealand: Ministry of Education • Timperley et al. (2008) A chain of influence. Ki te Autuuroa). Learning Media • Edutopia. (2009) Ten Top Tips for Teaching with New Media. Retrievable @edutopia.org

28. Use of this report 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) Yes Signature