Language Learning Space Evaluation Action Research Project

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Language Learning Space Evaluation Action Research Project Kylie Farmer Anne-Marie Morgan

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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 - PowerPoint PPT Presentation

Transcript of Language Learning Space Evaluation Action Research Project

Page 1: Language Learning Space Evaluation  Action Research Project

Language Learning Space Evaluation Action Research Project

Kylie FarmerAnne-Marie Morgan

Page 2: Language Learning Space Evaluation  Action Research Project

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

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Project TimelineDate Key Phases of ProjectFriday 6 September

Introduction Phase-Workshop in Melbourne

Implementation Phase -Implement Action Research Projects-Collaborate/reflect/comment on the Weebly-Support from Project Team to assist with any concerns/queries around project implementation-Phone/Skype call from Project Team in late October to “check-in” on project implementation

Tuesday 12 November

Finalise videoconference PowerPoint presentation- email to [email protected]

Tuesday 19 November

Reflection Phase - Submit written report: email to [email protected] Video conference: 4 – 6pm (AEST)

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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

[email protected] with receipts• Consent forms

▫Please sign these today and hand to Kylie

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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

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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 Weebly llsproject.weebly.com and complete the survey indicating your initial thoughts about the LLS

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My Chinese Tutor•Skyping with Regina

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Student Challenges – Julie Tee•Using existing challenges and creating

your own!

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Professional Learning Modules

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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

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Intercultural Language Learning: Introduction

•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

http://www.lls.edu.au/teacherspace//professionallearning?id=34&sectionid=16

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Professional Standards for Language Teachershttp://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

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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

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Teacher/practitioner inquiryevidence-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…

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AITSL Convention – Feb 22 2012Fred Brown, Learning Forward, US

Standards based PL

Changes in educator

knowledge, skills and

dispositions

Changes in educator practice

Changes in student results

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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

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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

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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

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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▫ organised approach to answering a question

• Learning▫ simultaneous construction of new knowledge by

teachers about their practice (NSW DET 2010)

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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

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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

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Observing/analysing•Analysing evidence critically, collating

findings•Discussing findings

▫with co-researchers, colleagues•Writing a report/presentation•Sharing findings with stakeholders and

peers

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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

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Connecting to AITSL

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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

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Project research plan template•Handout•Main sections

▫Planning▫Acting▫Observing/analysing▫Reflecting

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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)

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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)

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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

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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

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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