Teachers Support Teachers Community(TSTC)25th July 2015

Prayer-- A Prayer for TeachersO Lord,

Grant me your strength, so I will have courage in every situation;

Grant me your love, so I may love others as you love me;

Grant me your wisdom, so I will show others the path to success;

Grant me your mercy, so I will forgive those who have hurt me;

Grant me your peace, so I will find the best in everybody;

Grant me your hope, so I will never give up;

Grant me your joy, so I will be thankful for all my blessings;

And Grant me your grace, so you will always be at my side.

Amen

Agenda Learning Intention

1. Warm Up/ Reflection

2. Sharing Teaching Practice

3. Parking Lot

4. Designing Learning Tasks to Enable

Students to Work More Independently

5. Olympic or not?

6. Reflection

● To be able to share and evaluate

independent learning activities using

auditing tools

● To address skills in a languages learning

context

● To be able to design learning tasks which

enabling students to work more

independently

● To promote students learning outcome

and skill development

Warm UpGradual Release of Responsibility Model

Warm Up

Reflection on TSTC meeting in Term 2- Designing Learning Tasks to Enable Students to Work More Independently

Discussion:

1. What did you commit to do?

2. How did it go?

Sharing Teacher Practices

● 5-10 minutes presentation of

Independent Learning Task

● Parking lot for Q & A

Using RubricsKristofer Sapoetra

Creating ebooks with audio clips

Kelly Ruffell

● verb conjugations

● infinitive verbs

● independently

● eBooks showcasing

● written sentences

● audio clips

● reading

● creating

● scaffolded paragraph

TSTC – Sharing Teacher Practice

Monday 25th July, 2016 A learning task that enables students’ independent work

in the year 3/4 classroom

By Kelly RuffellSt. Macartan’s Primary School

Mornington

LEARNING INTENTIONSTo be able to conjugate regular ‘are’ verbs in the first person singular and plural in the present tense.

To be able to create short, simple sentences using conjugated ‘are’ verbs.

To be able to use ‘are’ verbs in the infinitive.

To showcase student learning in an eBook using the Book Creator app.

SUCCESS CRITERIAHow did I know that students achieved the learning intentions of the lesson?

At the beginning and end of each class I would ask children to give me a sentence using a conjugated verb.

During the lesson I could see what children were typing.

I checked their work at the end of each class either together with students or after class.

Students were always encouraged to refer to the WILF and Rubric:

Did you use the correct subject pronouns? Did you use the correct verb endings?Did you spell words correctly?

PEDAGOGICAL CHOICES

RESOURCES iPadsBook Creator appRubricVocabulary / Grammar cardsWILF VisualeBook template

ASSESSMENT STRATEGIESFormative assessment opportunities:

Some children were not conjugating the verb properly / using incorrect pronouns and I was able to pick this up in time and pull this group of children aside whilst the others were working independently.

Students swapped eBooks towards the end of each class and gave each other feedback, allowing students to reflect and make changes if need be.

ASSESSMENT STRATEGIES continued...Summative Assessment:

The final product (eBook) served as a summative assessment as it contained a snapshot of all grammatical areas covered in the unit (reading, writing and speaking).

Link to eBook:https://drive.google.com/open?id=0B3MSBQlzhPD3VkhKdHhEWEUwUkU

Unit of WeatherYanlong Tai

Sports We LikeJianna Yu

Jianna Yu St Paul’s Chinese

TSSC

Sharing

JULY 25th

Independent Task --- Group Presentation ‘Sports We Like”

Group A --- Year 6

Group B --- Year 6

Group C ---Year 6 (with a native speaker)

Learning Intentions

We are learning to

● Interact with peers to collect personal information on the topic: - Likes and dislikes in statements - Questions and answers

● Organise the information in the target language

● Share the information in group presentation

Success Criteria

● Rubric of expectations provided

● Active participation in the independent tasks

● Ability to use TL to communicate (language)

● Ability to apply prior knowledge (language previously acquired)

Pedagogical Choices (Scaffolding)

Before the task

The studentsLearn the vocab., sentence patterns in listening, reading and speaking activities;

Create own sentences to express likes or dislikes;Participate in a class survey;

Conduct a survey in a group of 4 or 5, and then put the information together.

The facilitatorIntroduce and model the new language;Invite children to express their ideas orally and in writing;Conduct a class survey to model the questions and answers;Provide a survey sheet with question patterns;Provide instructions and rubric for the independent task

Pedagogical Choices

During the Task

The studentsWork together to create a script;Practise their lines;Create visual aids if necessary;Present in class ...

The facilitatorMonitor the groups, listening to their discussion and practice, providing some encouragement, suggestions, modelling or reminders occasionally…

Filming

After the taskWrite a reflection in their blog, with the video uploadedExample blog

Check their blog entryGive comments Give stickers (differentiated)

Extention Complete quizlet online test Assign quizlet online test

Resources

Quizlet study set Teacher created study set. Students can go through the activities on their own

http://yuschineseblog1.global2.vic.edu.au/learning-paths/activities-for-beginners/

Teacher created blog--- with videos and activities on the topic

Sample Sentences for the task Teacher created

Listening task Sample worksheet

Listen and write Sample worksheet

ReflectionWhat went well● Use of Target Language● Open ending task caters for

different abilities● Expectations and

instructions clear● Grouping/ regrouping when

necessary● Preparation time● Handy examples -- hard

copy and online

What could be improved

● More specific requirement for language use, such as no. of sports, no. of structures to cover

● Time for rehearsal● Time for group reflection● More formal rewards●

Board GamesMingjia Su

Independent Task→ Board Games

Resources

● Board game

● Scoring sheet

● Classroom display and signs, help

sheet/cheat sheet

● PPT display of the sentence structure

● Functional classroom language

● Dice and counters

● Extra cards to customise in groups→

differentiation

Learning Intention

We are learning to:1. understand the instructions and participate in

structured independent tasks. 2. interact with peers to:

○ describe people and objects○ exchange personal opinions using simple likes

and dislikes○ recognising that simple statements in Chinese

tend to follow English word order, but that questions do not. Use “ma” structure for yes-or-no questions.

Success criteria (Evidence of learning)

WILF:● Follow the instructions and participate in structured independent tasks

● Use TL and minimum English.

● Describe objects using “de” structure

● Ask questions using “ma” structure for questions.

● Express likes and dislikes in full sentences.

● Being responsible group members.

Pedagogical Choices (Scaffolding)

What do students do? What does the facilitator do?

Before the task

● Students already know about all the objects in the game and are able to describe the objects with its color, i.e., a red rabbit.

● Practice the ask and express preference in pairs and small groups

● Listen to and understand the instructions of the learning task.

● Questions.

● Scaffolding the language structure using PPT, “Subj. + like/dislike + Obj.”

● Invite students to express their preferences in TL

● Explain the rules of the board game clearly, point system.

● Invite 3 students to demonstrate

● Set up expectations● Answer questions/elaborate● Arrange groups (♂ + ♀)

Pedagogical Choices

What do students do? What does the facilitator do?

During the task

● Participate the group work ● 1st round: Practice speaking

and listening when play the game

● Recording the preferences on the worksheet.

● 2nd round: writing

● Monitoring the groups● Give suggestions for

improvement● Assist in some groups● Play it with a student or a

group at a time● Filming (optional)

After the task

● Pack up ● Hand in the workbooks● Discussion and feedback

● Collect and check the score sheet

● Reflection/feedback after the activity

● Correction

Board Game at Grade 3/4 level

Board Game at Grade 1/2 level

Board Game at Grade 1/2 level

Board Game at Grade 5/6 level

Board Game at PREP Level

Reflection

1. Scaffolding, instructional techniques→ move students progressively → greater independence

2. instructions well understood3. Allow sufficient working time4. Resources, score sheet,

help/cheat sheet, display5. Free question6. Grouping7. Modifying a game to work on

different skills

1. Instruction in TL2. Not to write down rules on the

board game design→ easier to differentiate

3. Provide more resource, such as, help sheet, audio, etc.

4. Students perspective→ Skips and traps

5. Rewards/Acknowledgement?6. How to emphasize functional

language, such as, it’s your turn; here you are; I won!

Other Resources

Take a Break

Designing Learning Tasks -- Board Game

● motivating and challenging

● help students to make and sustain the effort of learning

● provide language practice in all skills- speaking, writing, listening & reading

● encourages students to interact and communicate

● create a meaningful context for language use

● motivating ← amusing and interesting

Designing Learning Tasks -- Board Game

1. Modelling2. In language groups (20 min teamwork)

Create a board game involves the whole group, with specific language focus.

● Consider the language for learning (functional Classroom Language to learn): what is the language outcomes?

● How would you construct the groups so that students can play that game on their own?

● How will you keep the whole group engaged (even when it’s not their turn)?

Success Criteria of the Boardgame Design

● Language Outcomes

● Involvement (ALL)

● Resource (support)

● Creation

The Pitch:1. Each group to pitch the game2. Voting

Discussion:To do or not to do Olympics?

Reflection:More of & Less of Cards

Important Dates

Central MLLC

● Term 3 Monday, 12th September● Term 4 Thursday, 24th November

TSTC

● Term 3 Monday, 15th August 4:30-

6:30 pm (MacKillop

College, Werribee)

● Term 4 Friday, 2nd December

(TBA)