Year 7-10 E-Learning in Languages (ELL) Teacher Reports

Report
Year 7-8 e-Learning in Languages (ELL)
Year 7-8 E-Learning in Languages (ELL)
Peachgrove Intermediate
How does teacher and student e-creation and use of
formulaic language (Ellis p1) facilitate improved
student outcomes in self and peer assessment of
spoken language in te reo Māori (Ellis p6,7,8,10)
through e-learning tools e.g video and voki?
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
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Teachers Names:
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Lacreice Petaera
Haylee Webber
Debbie Bell
Manawaroa Teinakore
Sarah Nepe
Helen Te Kiri
Haami Kapoor
School Name:
– Peachgrove Intermediate School
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Postal Address or Email Address:
– P.O. BOX 1344
Waikato Mail Centre
Hamilton
New Zealand
[email protected]
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GST No: 53-740-820
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
Peachgrove Intermediate
Whole School Demographics
• School roll
654
• General classrooms sizes 24 students – 30 students
• 20%
Māori students
• 7%
Somali
• 51%
NZ European
• 45 Different ethnicities
Research Group
• 3 General classes
• 1 GATE class
• 2 Bi-lingual classes
2 Year 7 & 1 Year 8
Year 7
1 Year 7 & 1 Year 8
Teaching Staff
• 2 specialist
• ICT Facilitator
• Computer Technology
• 2 Team Leaders
• 2 Classroom teachers
• 1 Deputy Principal
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
About Peachgrove Intermediate
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Large city Intermediate School
Decile 5
50 Years old
Central City Location
Draws upon 47 different contributing schools
Highly valued by school community
Year 7 & 8 students
Offer full Technology and Arts specialist programmes
2 Computer Suites
• ICT Suite
• Computer Technology Suite
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
Peachgrove Language Studies
• Currently we offer
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2 Bi-lingual classrooms (Year 7 & Year 8)
Afterschool language clubs
Kapa Haka
Taiaha
Cultural Exchange
• Misono, Japan
• New Caledonia
• Why Te Reo Māori?
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Identified in school curriculum as a major focus.
Utilised staff expertise. (2 fluent Māori speakers)
Capitalised on staff personal prior knowledge (Personal background)
Harnessed staff passion for things Māori
Recognised Te Reo Māori as NZ’s official language
Improved student learning outcomes identifies Māori students as a focus
group
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
Why Te Reo Māori?
Teaching & planning is based from the curriculum
guidelines of “Te Aho Arataki Marau”.
The Roopu Reo Rua
• Work at level 3 & 4
• Mainstream classes work levels 1 and 2
Resources (Rauemi)
• Ka Mau Te Wehi
• http://www.wicked.org.nz/
• http://www.learningmedia.co.nz/ngata/
• http://www.tki.org.nz/
• Internal School Resources
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
Inquiry topic
What kind of e-learning or use of ICT did you pursue and why did you
choose it?
ICTs used:
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Dictaphones
Video
Cellphones
Voki
Data projector
Wordle
Powerpoint
Picasa
Internet
Skype
How did you use student voice to inform this decision-making?
a.
Used tools that students had some prior knowledge about
b.
Some teachers co-constructed with students about which new tools they wanted to use
Other factors...
a.
Used tools that teachers had some prior knowledge about or were learning about
b.
Tools were used meet the requirements of the lessons. In particular, Mahi Whakarongo, Mahi Korero
(Ellis Principles 7 & 8)
What research or theoretical base did you use to underpin your decision?
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Prensky, M. Digital Native Digital Immigrants. (2001) From on the Horizon NCB Uni Press Vol 9(5)
“Paying Attention” You Tube video from the Jordan School District
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
Inquiry topic
What was the improvement in student learning in
languages that you wanted to achieve –
Greater use of spoken language influenced by Ellis’ principles 1, 6, 7 & 8
What evidence did you have to decide that this was
important for the students in your class?
Video observations & teacher voice (interviews) showed that most teaching was
directed by the teacher. There was expectation of ‘buy in’ from students. Students
were not hearing sufficient target language in a formulaic sense. And, were not
given deliberate opportunities to practise interaction. Lack of pedagogical
knowledge of Ellis Principle 8 about interaction was obvious.
Ellis’ principles 1, 6, 7 & 8 underpinned our decisions.
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
Inquiry Question - How does teacher and student e-creation
and use of formulaic language (Ellis p1) facilitate improved
student outcomes in self and peer assessment of spoken
language in te reo Māori (Ellis p6,7,8,10) through e-learning
tools e.g video and voki?
Factors:
• RELUCTANCE, BUY IN, ENGAGEMENT
• CONFIDENCE
• PRONUNCIATION DEVELOPMENT
• RISK TAKING
• MOTIVATION THROUGH ICT TOOLS
• LISTENING- SPEAKING- READING- WRITING- VIEWING –PRESENTING
• SELF EVALUATION
• MENTORING
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
How did you go about
answering the focus question?
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Professional Learning Days
Implemented Ellis’ Principles
Observations and Learning Conversations
Cyclic opposed to linear teaching
More Reflective Teaching Practice/Pedagogy
Exposure to more pedagogical content
Sharing
Trialling new ideas with e-learning
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
What did you find? What shifts have you
observed in your students’ learning?
The following slides
summarise the shifts of the
seven participating teachers.
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
Te Reo Māori Leadership
Helen Te Kiri: Deputy Principal
Te Mea Nui:
Being in a position to facilitate effective decision making re school
wide practices
Whakaora:
Revitalise personal energy for Te Reo Māori
Whakamana:
Cool to see students valuing Te Reo Māori
Kotahitanga:
Extending the whanau of who wants Te Reo Māori used and spoken
at kura
Mahitahi:
Pleased to see students actively engaged, enjoying Te Reo Māori
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
Te Reo Māori e-Learning
Haami Kapoor: ICT Facilitator
• Observed Lesson
– The first observed lesson was to establish base line data around my teaching
practice.
– I used my expertise to teach a Māori Waiata using a rhythmic stick pattern
– Extend students by using Garage-band to create beats
• After the observation
– Facilitate ICT and e-Learning to support teachers with Te Reo Māori
• Where to Next
– Create a Māori resource bank on the school’s server
– Create opportunities to use the school website
– Embed Youtube clips to classroom secure webpages (KnowledgeNet)
– e-Portfolios
– Jing
– Placemats
– Instruction Cards
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
What shifts have you observed in your
own learning?
Manawaroa Teinakore: Yr 7 Bi-Lingual
This journey has increased my personal content knowledge of ICT tools to promote
aspects of learning. I have been able to utilise tools such as Voki, Wordle, Skype
and Power point to enhance the tamarikis’ learning.
For example, we were able to Skype a colleague in Christchurch when he was away
to keep up with our daily programme. Student engagement was high during this
process and it was meaningful and relevant.
In terms of ‘inquiry cycle’, my students are able to think critically when researching
topics and have the skills now to do so. The introduction of Te Aho Arataki Marau
has enabled me to have a better understanding of the different modes e.g.
speaking, listening etc It has given me structure in terms of my planning and
therefore my format is more student directed.
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
What shifts have you observed in your
own learning?
Haylee Webber: Yr 7 GATE
My own personal journey has shifted from using pedagogy in the context of
second language learning e.g. using prompts, hands on activities, Te Aho Marau. In
terms of student buy in, making the context relevant to the students, choosing
appropriate topics e.g. myths and legends and using ICT as a tool for learning e.g.
researching ICT sites.
My class unit was Mapping and I started with English and then translated that into
an activity that incorporated te reo and tikanga Māori. The students had to
research appropriate sites to find the Māori equivalents. Students were engaged
in this activity.
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
What shifts have you observed in your
own learning?
Lacreice Petaera: Yr 8 Teacher
Allowing students greater choice to direct their own learning e.g. I
allowed them choose what topics they wished to learn. I facilitated
students to choose their own mentors (tutors).
Students were able to use computers e.g. 10 computers/10 groups.
Students could have a wider variety of topics and overall students’
vocabulary increased because of this variance. Students developed Power
point presentations to help them to speak, listen, read and interact when
presenting to their peers.
Increased knowledge of Te Aho Arataki Marau meant that I could
implement the most appropriate modes during student learning. Second
language learners in the class were able to utilise their prior knowledge
and share their understanding with others e.g. Second Language learners
were often the tuakana during this journey.
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
What is the significance of what you found?
Based on your findings, how might this inquiry into your
practice influence your future teaching?
Deliberate acts of teaching and greater pedagogical content
knowledge has improved student learning in all modes eg. mahi
whakarongo, mahi korero, mahi panui, mahi tuhituhi etc….
A direction and policy is being put into place for Learning
Languages at Peachgrove Intermediate for 2011+
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
Te Reo Maori in 2011
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Every teacher is expected to teach Te Reo Māori for 30 mins or more a
week. 90 mins is ideal.
Learning Te Reo Māori is progressive.
Units of work must be planned –Te Aho Arataki Marau is the source
document, Levels 1 – 2. Ka Mau Te Wehi is a resource or Units of work to
be planned co-operatively.
Speaking Te Reo Māori is the focus.
Work from single words to simple phrases, then to question and answers
Engage learners in genuine interactions.
Fluency and accuracy comes with practice.
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
Reporting
• This report has been compiled as a collaborative effort, a kaupapa
that is a core practice in Te Ao Māori
• Each teacher reflecting on own practices, teachings and related
observations have had the opportunity to share their shifts in teaching
and learning, assessment of and for learning with particular emphasis on
self and peer assessment.
• The report was shared with full staff during a whole school staff PLD
meeting at 8:00am on Wednesday, 10th November 2010.
Outcomes
• Whole school practices and programmes have been reviewed and revised
with recommendations put forward for 2011.
• Ongoing professional support from language advisors to be strongly
encouraged for 2011.
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
References
Please list any references you used during the course of your project and in writing this report
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http://www.teachertube.com/viewVideo.php?video_id=448&title=Pay_Attention
Byram, M., Gribkova, B., & Starkey, H. (2002), Developing the Intercultural Dimension in
Language Teaching. Council of Europe.
Edutopia.org. Ten Top Tips for Teaching with New Media. (2010)
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. Ito, Mizuko; Horst, Heather; Bittani, Matteo; Boyd, Danah; HerrStephenson, Becky; Lange, Patricia; Pascoe, C.J.; Robinson, Laura with Baumer, Sonja; Cody,
Rachel; Mahendran, Dilan; Martinez, Katynka; Perkel, Dan; Sims, Christo; and Tripp, Lisa.
Living and Learning with New Media: Summary of Findings from the Digital Youth Project.
(2008) Building the Field of Digital Media and Learning The John D. and Catherine T.
MacArthur Foundation Nov 2008.
Madden,J. Gilbert, J. IRDPX, The X Factor- A 2000 Adaptation
Newton and Yates (2009), Principles of Intercultural Communicative Language Teaching and
Learning, MOE NZ.
Prensky, M. Digital Native Digital Immigrants. (2001) From on the Horizon NCB Uni Press Vol
9(5)
Peachgrove Intermediate School 2010
Year 7-8 e-Learning in Languages (ELL)
Year 7-8 E-Learning in Languages (ELL)
Peachgrove Intermediate
Peachgrove Intermediate School 2010

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