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Language Learning Space Evaluation Action Research Project . Kylie Farmer Anne-Marie Morgan. Project Goals. Promote the LLS – lls.edu.au Encourage teachers of Chinese to engage with the resources and materials available on the space
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Language Learning Space Evaluation Action Research Project Kylie Farmer Anne-Marie Morgan
Project Goals • Promote the LLS – lls.edu.au • Encourage teachers of Chinese to engage with the resources and materials available on the space • Gain insights into the diverse ways in which the materials can be used by students and teachers to enhance learning • Use feedback from project participants to inform possible areas of improvement for future development of the LLS • Share findings with other teachers via Webinars • Develop “champions” who are able to advocate for the use of the LLS amongst colleagues
Project Administration • Teacher replacement reimbursement • Will be paid to schools on submission of final report and participation in webinar • Use of 2nd day of teacher release (12 November?) • Preparation of PowerPoint for Video Conference • Writing up of Final Report • Reimbursement of taxis etc • Please use form provided and email to PL@afmlta.asn.au with receipts • Consent forms • Please sign these today and hand to Kylie
Online Collaboration • An online space for everything relating to this project • Resources • Blog • Surveys • llsproject.weebly.com • This is instead of the Scootle Community network we had initially planned to use • It is expected that participants will actively contribute to this space during the project
Accessing the LLS • Go to lls.edu.au • Log in as a teacher using your Scootle Login • You have xx minutes of Discovery • Enjoy! Then….. • Go to our LLS AFMLTA Action Research Project Weeblyllsproject.weebly.com and complete the survey indicating your initial thoughts about the LLS
My Chinese Tutor • Skyping with Regina
Student Challenges – Julie Tee • Using existing challenges and creating your own!
Using Apps Setting Up a Chinese Program Using Games Learner Diversity The Australia Curriculum: Chinese Language Using Story to Teach Chinese Intercultural Language Learning: Introduction Intercultural Language Learning: Classroom Practice Intercultural Language Learning: Assessment Oracy Literacy Teaching Without English Sister Schools Focus on China Across the Curriculum Professional Standards for Language Teachers
Selecting modules • Consider your needs and context • Consider your interests • Explore the modules • Select one or more for current focus • Plan to use others later • logical connections/sequence • Work at own pace • Evaluate the module • Recommend to others
The Australia Curriculum: Chinese Language • http://www.lls.edu.au/teacherspace//professionallearning?id=18 • Andrew Scrimgeour • A cultural shift?
Intercultural Language Learning: Introduction http://www.lls.edu.au/teacherspace//professionallearning?id=34§ionid=16 • Introduction film clip • What is ICLL? • How does it apply to you and your context? • Programming for ICLL • Considering ICLL as a focus for inquiry • Connect with • ICLL: Classroom practice • ICLL: Assessment • Consider sequence of engagement, inquiry, use
Professional Standards for Language Teachers http://www.lls.edu.au/teacherspace//professionallearning?id=250 • Marnie Foster • The importance of professional collaboration • Alignment of standards • AFMLTA • Professional Standards for Accomplished Teaching of Languages and Cultures • Chinese Annotation to above • AITSL • Australian Professional Standards for Teachers
Using Apps http://www.lls.edu.au/teacherspace//professionallearning?id=6 • Mei Lin Chu and using apps and games • Kevin Yang- using iPads
Video Conference – 19 November • We will video conference to share the results of our Action Research Projects on Tuesday 19 November, 4 – 6pm AEST • All project participants are required to participate online and present briefly (5 minutes each) on their Action Research Project. • The presentation template will have 3 slides • What I did • What I found • What next
Video Conference – 19 November • The software we will use is called Blackboard Collaborate • To set up your computer, follow the instructions on the link below: http://www.education.vic.gov.au/school/teachers/support/Pages/vccstart.aspx • When you are ready, enter our test video conference by clicking the link below: https://sas.elluminate.com/m.jnlp?sid=2007026&password=M.DF2B5EA9F003D9EE50D387D09A3B50
Teacher/practitioner inquiry evidence-based practice in education is a discourse that advocates the transformation of educational research into a systematic evidence-based research endeavor, based primarily on findings about what works in studies conducted by academic professional researchers Lily OrlandBarak (2009) ‘academic professional researchers’ are teachers involved in inquiry…
AITSL Convention – Feb 22 2012Fred Brown, Learning Forward, US
Inquiry as ‘stance’ • Pedagogical orientation • Normal part of practice • Informed knowing • Develops agency • Reflexive praxis • Active, leads to change • Community of learners/collaborative communities of practice
Action Research (in education) • Integration of action (implement a plan) with research (understanding of effectiveness of implementation) • Overarching goal is positive educational change • Aims to improve schools, teacher practice, learner outcomes • Often ongoing, usually cyclical • School-centred • Collaborative: teachers, students, parents, community • Change impacts significantly on teachers involved • Records kept of the process and findings (data) • Results published or presented to wider audience
Characterised as • Integrated • part of normal practice • Reflective • alternates between plan implementation and critical reflection • Flexible • methods, data, interpretation refined in light of understanding gained during research process • Active • designed to generate change in small steps • Relevant • meets the needs of teachers and/or students
Characterised as • Cyclical • leads to deeper understanding, meaningful outcomes • Focused • single issue of school/practice investigation/improvement • Collaborative • working together to improve student outcomes • Planned • organisedapproach to answering a question • Learning • simultaneous construction of new knowledge by teachers about their practice (NSW DET 2010)
Planning • Identifying the issue to be explored/changed • Looking elsewhere for information • similar projects, professional reading • Developing questions, research methods • Developing plan related to the specific context • personnel, budget, outside agencies, timelines
Acting • Trialling/enacting the investigation • following your plan • Collecting and compiling evidence • Different forms of ‘data’ and ‘data points’ • Questioning process, making changes as needed • If performing cycle of action
Observing/analysing • Analysing evidence critically, collating findings • Discussing findings • with co-researchers, colleagues • Writing a report/presentation • Sharing findings with stakeholders and peers
Reflecting • Critically evaluating the first cycle of the process • Will there be subsequent cycles? • How will they be different? • Implementing the findings or new strategy • Implementing change • Revisiting the process • Replanning, reusing, reinvestigating, etc
Possible projects • Handout • Working with student challenges • Working with professional learning modules (PLMs) • Other investigation topics • Going further • Priorities • Spread across areas • Provide an indication today of likely area
Project research plan template • Handout • Main sections • Planning • Acting • Observing/analysing • Reflecting
Project research plan template • Planning • Focus of inquiry • Working with … student challenge • Working with LLS materials and My Chinese Tutor • Creating a new challenge • Exploring the ICLL PLMs in relation to my practice • Aims of inquiry • To integrate LLS materials into my regular class practice • To increase use of apps, following recommendations from ‘Using apps’ PLM • To scope a term program incorporating LLS student challenges • To investigate how I might reorient my program to be more interculturally focused • LLS materials working with • Nominate which ones you will be using (if known)
Project research plan template • Planning • Personnel involved • Self and…? other teachers, admin staff, students, community, network • Timeline • Keep to the available time for this project (keep the scope realizable) • Other literature/materials? • Do I need to read more widely, consider other projects (outside LLS)? • Research question (be specific and narrow) (what?) • How did my students respond to working with the … student challenge? • How effective was my assessment item to use with …? • How did the inclusion of… support my usual program? • Research method/processes (how?) • How will I conduct this investigation/process? • Step by step processes (keep simple) • What evidence/data will I collect? At what times? From whom? How will I record this information? (student work, my reflections, classroom observations, test results, student survey, conversations with others)
Project research plan template • Acting • Enacting the investigation • Follow your plan • Focus, timeline, steps, methods • Collection, compiling and considering ‘data’, evidence • ‘Check in’ with project management and colleagues for feedback and advice • Revisit/revise your plan, if time, or if needed • Engage with the project Weebly for • Questions, sharing, advice
Project research plan template • Observing/analysing • Review evidence critically • Did it achieve my aim? What else was needed? What might I do differently? What was missing or especially valuable from the LLS? • Collate (preliminary) findings • Discuss findings • Co-researchers, colleagues, project admin team • Use the project Weebly for feedback
Project research plan template • Reflecting • Share findings with stakeholders and peers • Prepare for teleconference (use presentation template) • What I did, what I found, what next • Present at teleconference • Submit written report (use report template) • Write up of investigation project • Advice to ESA on LLS • Overall reflective comment • Plan further inquiry/practice focus