LearningLearning

4 July 2005© THE UNIVERSITY OF WAIKATO • TE WHARE WANANGA O WAIKATO 8

The University of Waikato

Private Bag 3105

Hamilton, New Zealand

0800 WAIKATO

www.waikato.ac.nz

Learning LanguagesLearning LanguagesJeanne GilbertJeanne Gilbert

School Support ServicesSchool Support ServicesUniversity of WaikatoUniversity of Waikato

How do we know that our students are learning?

Purpose: toreflect and share ideas about assessment FOR and OF learningfacilitate teachers’ sharing about ‘production’ and how to gather hard datalearn how to benchmark baseline and comparative data against levels and skills i.e. scaffolding from a variety of curriculum docslearn how to transfer anecdotal data into hard datareflect on the value of student voice and teacher reflections

How do we know that our students are learning? Example from St Francis School after

ProfeLL 2 workshop: Maintaining Momentum in French

Léon le caméléon

Brainstorming

and feedback…

Does the use of video as a reflective tool for teachers and students impact on student learning of an international language, with a focus on speaking?

Et voilà Nicole…

Links to NZC and tkiLearning Languages Scaffolding through second tier

curriculum docs

Vital sites for information and resources

http://learning-languages.tki.org.nz/http://seniorsecondary.tki.org.nz/ https://learninglanguageswaikato.wikispaces.com/http://www.learninglanguageswaikato.blogspot.com/

Example of NZC alignment from session 1:ACTIVITY LOG: Let’s Eat out!Reflect and add to your log as you go…

NZC Learning LanguagesProficiency Statement Levels 1+2: students can understand and use familiar and everyday vocabulary. Students can interact in a simple way in supported situations.

In communication students will:receive and produce information produce and respond to questions and requests show social awareness when interacting with others

In language knowledge students will:recognise that the target language is organised in particular waysmake connections with their own language(s)

In cultural knowledge students will:recognise that target culture is organised in particular waysmake connections with known culture(s)

Benchmarking and progressions Listening, speaking, reading, writing,

viewing, presenting/production Accessing Te Aho Arataki Marau, an

aligned doc – for benchmarking and progressions

Go to progressions page on wiki:

Why gather baseline and comparative data?To show shifts in learning – first and last best piece of work and benchmark against one or more skills:What tools?

Teacher observations (SMART transition doc) Student questionnaire / voice Worksheets Video Audio Voki Glogster Comic strips Etc elanguage exemplars

What is tasked based learning?

Task-based language learning (TBLL), also known as task-based language teaching (TBLT) or task-based instruction (TBI) focuses on the use of authentic language and on asking students to do meaningful tasks using the target language. Such tasks can include visiting a doctor, conducting an interview, or calling customer service for help -there is usually unknown information to be discovered. Assessment is primarily based on task outcome (in other words the appropriate completion of tasks) rather than on accuracy of language forms. This makes TBLL especially popular for developing target language fluency and student confidence.

Ask kids how they want to show you what they have learned? Establish the task Co-construct criteria with them e.g.

“your ‘product’ must show the content we have just learned and exemplify 1 or more of the following skills: LSRWVP (and maybe KCs = TRUMP?)”

Students can self or peer assess by benchmarking against one or more of the skills (examples in Nicole’s ELL report)

Student voice – 4 AFL questions

– general and specific What are you learning? What were you learning today?

How will you know when you’ve learned this?

How does your teacher help you? How did your teacher help you today?

Why are you learning this language? Why you learning about x today?

Use of formulaic language – teacher planning/log/reflectionsTeacher Goal to use specific words – record in plan book? – what

words/phrases/Qs+ As?Date achieved Please record data below (at least once a term) to capture growth and shifts.Student use

Anecdotal evidence (what the teacher hears).‘Stories’ become qualitative data, once they are recorded.

Date Students Hard evidence i.e. formulaic language captured on

video/audio/through writingWhat words/phrases/Qs+ As?

Date

Changing anecdotal data into qualitative data:

FantásticoPrimaFēicháng hǎoYatta neMagnifique