BEST Cluster Project:Principles of Learning and Teaching in Action

Name Name POLTPOLT SchoolSchool Email addressEmail addressRoslyn Roslyn BrownBrown

1.31.3 Endeavour Endeavour Hills Campus Hills Campus - - EumemmerriEumemmerring College.ng College.

Brown.roslyn.a@edumail..

vic.gov.auvic.gov.au

1. What was the teaching and learning challenge to which you responded? Which PoLT did you address?

Students learn best when :

The learning environment is supportive and productive.

In learning environments that reflect this principle

the teacher uses strategies that promote students’ self-confidence

and willingness to take risks with their learning.

2. What was the focus of the unit of work? i.e. Key Concepts; Understandings; Essential Questions?

The Aim

• To develop students’ confidence to role play in front of their peers.

Key Concepts

• To engage in a dialogue in German, asking and answering the following questions:

•What’s your name?

•Where do you live?

•Do you like Playstation?

3. What could the students already do alone? What did the students already know?

•Several students had a rudimentary knowledge of German from primary school. Otherwise, total unfamiliarity, apart from fairly adequate reading skills.

•Students knew their own name, suburb, and whether or not they liked Playstation.

4. How were the students assisted? eg. scaffolding, modelling, questioning, mind maps etc. Show or list resources used and length of learning sequence.

ScaffoldingTeacher-led*Listening to CD accompanied by photos and scripts in text book*Vocab drills with word cards*Dialogue sentences modelled on whiteboard.

Focus on Participation*Whole class, half class, individual pronunciation practice.*Partner work to compose own dialogue written in exercise books.*Checking of pronunciation and written work by teacher.*Practice run-throughs in pairs.

4. How were the students assisted? eg. scaffolding, modelling, questioning, mind maps etc. Show or list resources used and length of learning sequence.

Resources•Katzensprung 1 Textbook, Workbook, Audio CD •Vocab (word) cards•Hand puppets•Numbers chart•White board & markers

Length of learning sequence•3 weeks •preparation of dialogue – 1 to 1 1/2 periods; •presentation of dialogue – 1 ½ periods (45 -48 minute periods)

5. Review. How successful was the learning sequence? What will the students do next?

Outcomes•All students performed the dialogue with the use of hand puppets, using two desks, one on its side on top of the other, as a puppet theatre. Even the shy ones who had said they would refuse to do a play in front of the others, were willing participants.•Although the pronunciation of some students left much to be desired, all made a fair attempt. Most responded well to the challenge of projecting their voice loud enough to be heard.

What next?•The next section of the unit adds exchanging telephone numbers to the dialogue. This is enhanced by the use of old telephones and a lucky dip to choose participants.

Two students performing, one preparing.

6. Evidence: Attach relevant classroom materials, worksheets, rubrics, surveys, photographs and student work.

“Guten Tag!”

Rapt attention!

Puppets performing, in German!

Wo wohnst du?

?

? ?

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Tschüs!