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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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project goals
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
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
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
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
My Chinese Tutor
  • Skyping with Regina
student challenges julie tee
Student Challenges – Julie Tee
  • Using existing challenges and creating your own!
slide10

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
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
The Australia Curriculum: Chinese Language
  • http://www.lls.edu.au/teacherspace//professionallearning?id=18
  • Andrew Scrimgeour
    • A cultural shift?
intercultural language learning introduction
Intercultural Language Learning: Introduction

http://www.lls.edu.au/teacherspace//professionallearning?id=34&sectionid=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
slide14

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
slide15

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
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 november1
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
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…

inquiry as stance
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
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
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 as1
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
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
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
Observing/analysing
  • Analysing evidence critically, collating findings
  • Discussing findings
    • with co-researchers, colleagues
  • Writing a report/presentation
  • Sharing findings with stakeholders and peers
reflecting
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
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
Project research plan template
  • Handout
  • Main sections
    • Planning
    • Acting
    • Observing/analysing
    • Reflecting
project research plan template1
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 template2
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 template3
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 template4
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 template5
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