Presentation on theme: "‘Where Can I Take My Japanese?’"— Presentation transcript:
1 ‘Where Can I Take My Japanese?’ AFMLTA National Conference 2011Nathan LaneLanguages Domain CoordinatorSt Columba’s College, Melbourne
2 Outline of Session What is contemporary learning for the 21st century? About the project: contemporary learning in action in the Japanese classroom
3 What does ‘Contemporary Learning’ mean to you? HandoutDiscussion with the person sitting next to you
4 What is contemporary learning for the 21st century? ‘Continuous learning with clear purpose and connection to the real world is critical to developing the capabilities, dispositions and literacies required to live full lives in diverse communities and deal with issues and change in the twenty-first century’. (Contemporary Learning [LIOW] and The Treasure Within) ‘Learning Centred Schools: Teaching and Learning Framework and Strategy for 2008 to 2012’. Available online: earnCentreSchools/LCS_framework.pdf
5 Contemporary Learning Schema (Developed by the Catholic Education Office Melbourne)
7 Skills for our 21st Century Learners Problem solving and decision makingCreative and critical thinkersCollaboration, communication and negotiationIntellectual curiositySelf starters, self regulating, self evaluatingFlexible learners
8 About the ‘Models of Contemporary Learning’ project This unit developed in conjunction with the Catholic Education Office MelbourneFunding from the National Asian Languages and Studies in Schools Project (NALSSP)Models are available online from Scootle websiteModels cover a range of curriculum areas (primary/secondary) and have been created by teachers across Australia
9 About the Unit A ‘Model of Contemporary Learning’ in that it: Is inquiry basedLinks with the communityDevelops ICT skillsProvides a real/authentic context for learning and developing Japanese skillsHow do you make these links in your languages classroom? Record on the ‘Discussion Sheet’ and discuss with the person sitting next to you.
11 What is inquiry learning? The Victorian Essential Learning Standards (VELS) website defines Inquiry Learning as, ‘a student centred or active learning approach that takes as its starting point the natural process of inquiry, building on this to develop information processing and problem-solving skills. The focus is on 'how we know' rather than 'what we know', with students actively involved in the construction of their own knowledge.’
12 Planning the Inquiry Unit The Integrated Inquiry planning model developed by Kath Murdoch was used in developing the units. The stages in this model include:Tuning inFinding outSorting outGoing furtherReflectionAction
13 Stage of Inquiry: Tuning In Purpose:To engage students in the topicTo gauge student interest and attitudesTo find out what students believe (understandings and misconceptions)To provide opportunities for students to share what they already know and believeTo introduce/clarify languageTo identify gaps in their knowledge and misconceptionsTo assist with teacher planning of the unit
14 MCL Unit: Tuning In Interview students: Why did you choose Japanese? Do you view learning a second language as useful? Why?How do you think you could use your Japanese skills once you finish high school?Think, pair, share: what ways Japanese can be used after high school (eg. careers, in art, animation).Translate key words into Japanese.
15 Stage of Inquiry: Finding Out Purpose:To take students beyond what they already knowTo challenge students’ ideas, beliefs and valuesTo enable the student to use skills (e.g. thinking, communication, cooperation, research skills) and knowledge to collect new information
16 MCL Unit: Finding OutResearch using the Internet to find ways Japanese can be used.Questions for students during Internet research:Are there any common themes emerging through the research (most likely students will identify jobs where Japanese can be used).Group work task: search using the ‘Mycareer’ website/newspapers and put together a poster of current vacancies where the applicant needs to have knowledge of Japanese.Homework task: ‘Is Japan All Around Us?’Discussion of interview protocols (cultural understanding…design and create ‘meishi’-Japanese business card, to hand out during interview).
17 City Experience (3 stages) Discussion prior to city experience:Where would you find elements of Japan in Melbourne?Where do we need to go to find elements of Japan in the city?Refer to interactive map of Melbourne fromStage 1: On the surface, how much is Japan and the Japanese language visible in Melbourne city?Students work in groups and are allocated a part of the city to explore (eg. Collins Street). Students are to walk around their assigned area and photograph evidence of Japan/Japanese language (eg. photographs of Japanese restaurants etc.)Stage 2: City treasure hunt. Read directions to Japanese places around Melbourne and collect information.Stage 3: How is Japanese used in the workplace?Visit a workplace where Japanese is used. Students to interview an employee in Japanese and find out how Japanese is used in the workplace.Record interview and upload onto Wiki as Podcast.Students also telephone/Internet conference with interstate companies such as The Japan Foundation in Sydney.Companies where visits cannot be made are ed the questions and students read the responses.
18 Stage of Inquiry: Sorting Out PurposeTo sort out, organise, represent and present information from the finding out stage of the unitTo provide opportunities for the students to use their preferred ways of learning to demonstrate their learning (knowledge, skills, values)
19 MCL Unit: Sorting OutReturn to class. Students to share photographs of part 1 of the excursion (upload onto Wiki page). Class discussion:How did you find Japanese being used during the walk around your assigned areaHow is Japan/Japanese represented in Melbourne city? (eg. mostly restaurants or language schools).How did the treasure hunt increase your knowledge of the presence of Japan in the city?Listening task: listen to each other’s interview Podcasts (stage 3 of the excursion).Organise notes from interview on a data chart (using simple Japanese sentences).Class discussion:What did we learn about the way Japanese is used in the places visited?
20 Stage of Inquiry: Going Further Purpose:To extend/broaden the unit if appropriateTo allow students to investigate areas of personal interestTo use their preferred learning styleTo present another perspective on or dimension to the topic
21 MCL Unit: Going Further Guest speaker (Asia Literacy Ambassadors Project): Amanda RalphStudents work in groups investigating the way Japanese can be used outside of school and they develop a presentation (their choice of format) in Japanese…multiple investigations.
22 Types of presentations for ‘Going Further’ stage of the Inquiry Create job website in JapaneseCreate a poster/PowerPoint/PhotoStoryWrite a job applicationCreate an anime or other form of artistic presentationDigital portfolioStudents create a job application in Japanese to apply to work at the workplace they visited (letter and resume).Students participate in a mock job interview.Create a website/digital presentation advertising a Japanese sporting or cultural club in MelbourneExamples of presentationsWebsite:AnimationPoster
23 Stage of Inquiry: Reflection Purpose:To provide opportunities for the students to think about their learning-how they learnt what they learnt and whyTo identify changes in skills, knowledge and valuesTo draw conclusions and make connections between ideas
24 MCL Project: Reflection Interview students:How has your thinking of where you can take your Japanese changed from the start of the unit?Where can you take your Japanese in the future?
25 Stage of Inquiry: Action Purpose:To identify what the students have learnt and the implications for personal actionsTo enable students to make choices and apply their ideasTo relate their learning to real life situations
26 MCL Project: ActionCreate Japanese promotion posters for younger students.Expo of student work in the Hall. Audience: Year 9 Japanese class (to encourage them to continue with their Japanese studies).At the conclusion of the unit, the students completed an evaluation
28 How Japanese skills were developed? Speaking/listening: Industry visit interviewsReading: Reading interview questions during interview and reading ed responses from businessesWriting: Appropriate grammatical structures and vocabulary were introduced for students to use in the major assessment task for the unit
29 ConclusionReal inquiry – choosing the topic (and questions, issues or problems), gathering information, analyzing information and presenting findingsDepthing down the learning. That is, developing higher order thinking skills.Increasing student involvement and ownership of their learningCatering for mixed abilities and individual differences. This was achieved by offering a range of assessment of learning tasks (the major assessment task for the unit) loosely based on Gardner’s Multiple Intelligences.Offer opportunities for students to use Japanese in an authentic contextOffer opportunities for reflection on progress throughout the processStudents understand Japanese can be used outside of class in business and leisure. Thus they see a real purpose for learning Japanese.
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