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E-Learning Languages Workshop 2 – August 2009. Learning Languages Whakataukī. Ko tōu reo, ko tōku reo, te tuakiri tangata . Tīhei uriuri , tīhei nakonako. Learning Languages Whakataukī. Ko tōu ___, __ tōku ___ te tuakiri _______. Tīhei uri ___, ____ nako ___.
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Noeline Grant Adviser Learning Languages Accent Learning E-Learning Languages Workshop 2 – August 2009
Learning LanguagesWhakataukī Kotōu reo, kotōku reo, tetuakiritangata. Tīheiuriuri, tīheinakonako.
Learning LanguagesWhakataukī Kotōu ___, __ tōku ___ tetuakiri _______. Tīheiuri___, ____ nako___.
Overview of workshop 2 Session 1: Where are we at? What is the evidence telling me? What is my next step? • Each teacher to share where they are at • Share data gathering tools, analysis of evidence and next step Session 2: Making the links to research/ readings • Share findings from readings from workshop 1 and beyond • Link the readings to the projects • Learning how to do APA referencing Session 3: Teacher Inquiry report writing • Write up the first 25% of your project • Peer review another colleague’s work & give feedback
Session 1: Where are we at? Focus Question What is your focus question? On what evidence did you choose this? Inquiry topic What is the improvement you want to achieve? What kind of e-learning tools are you using? Why? Student voice? How are you go about answering the focus question? What are you trying out? How are you gathering & analysing data? What are the results saying? What have you found so far? How is the data so far showing an impact on student achievement? What have been the pitfalls/barriers so far? Next step?
The Role of E-learning Technology can be used as either a tool or an enabler. The important aspect to consider is the impact the technology has on student achievement.
Session 2: Making the links to research/ readings • Identify links to the revised NZC • Share the main findings from selected readings • Identify other research material to support your context • Link the readings to your Inquiry Focus • Familiarise yourself with APA referencing
MoE focus • Alignment to the NZC • Design learning programmes meeting the needs of all learners • Evidence informed inquiry - gather, analyse & use data to inform decisions. • Raising Maori students’ achievement - Ka Hikitea • Raising Pasifika students’ achievement PEP (Pacific Education Plan)
Linking to the revised Curriculum Key competencies • Thinking (metacognitive processes…) • Using language, symbols & texts (making meaning of codes, receive and produce information…) • Managing self (motivation, stick-ability…) • Relating to others (interact effectively…) • Participating and contributing (show social awareness when interacting with others)
Input theoryKrashen S. (1985) • Second language input (i + 1) leads to second language acquisition • Input (+1) is the ONLY requirement for acquisition Krashen, S. (1985) The input hypothesis: issues and implications. Harlow: Longman.
Output TheorySwain M. (2000) • Producing language is vital to second language acquisition • Output promotes noticing of the gap between L1 & L2 • Output allows learners to test their knowledge about the L2 • Output causes the learner to control & reflect on their L2 knowledge Swain, M.(2000) The output hypothesis and beyond: mediating acquisition through collaborative dialogue. In Lantolf, J. (ed) Sociocultural theory and second language learning. Oxford: Oxford University Press, 97 – 114.
Creating culturally-safe schools for Māori students (Macfarlane et al, 2007) 1. Culturally safe schools • Students feel respected and proud of who and what they are as Māori • T learn about Maori preferred ways of learning, whānau wisdom and karakia (acknowledgement, celebration, honouring an individual’s māoriness…) • Support senior students finding out who & what to ask about tikanga Māori 2. Relationships • Appreciate, support, value and encourage each other to share talents • Support S to see themselves as successful learners • Treat S in open & honest manner, giving feedback and making it fun • Build S competency to create & maintain relationships (peer support) • Offer S choice when misbehaviour occurs – tis helps them learn from their mistakes
Creating culturally-safe schools for Māori students (Macfarlane et al, 2007) 3. Restorative practices • Respond to wrongdoing by restoring mana for all affected by the wrong i.e. safety (freedom from harm/threat); accountability (take responsibility to heal the harm to relationships from wrongdoing); competency (learn how to choose to act differently in the future) 4. Relationship-based classrooms • Reciprocal relationships between T & S (ako); encourage role models and mentorship; involve whānau; learning-centred & student-driven learning; t offers individual attention, uses “I”; 5. Culture of care • Providing hospitality to guests; welcoming new students; karakia (meetings) 6. Community • School/classroom becomes a place for everyone; open respect for te reo Māori and tikangaMāori; fosters continuity; buddy/mentor system in place
Session 3Teacher Inquiry report writing • Write up the first 25% of your project • Peer review another colleague’s work & give feedback • Identify your next steps before our next workshop (14th or 16th September)
