Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) Year 7-8 E-Learning in Languages (ELL) Peachgrove Intermediate How does teacher and student e-creation and use of formulaic language (Ellis p1) facilitate improved student outcomes in self and peer assessment of spoken language in te reo Māori (Ellis p6,7,8,10) through e-learning tools e.g video and voki?

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) Teachers Names: – Lacreice Petaera – Haylee Webber – Debbie Bell – Manawaroa Teinakore – Sarah Nepe – Helen Te Kiri – Haami Kapoor School Name: – Peachgrove Intermediate School Postal Address or Address: – P.O. BOX 1344 Waikato Mail Centre Hamilton New Zealand GST No:

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) Peachgrove Intermediate Whole School Demographics School roll 654 General classrooms sizes 24 students – 30 students 20% Māori students 7% Somali 51%NZ European 45 Different ethnicities Research Group 3 General classes 2 Year 7 & 1 Year 8 1 GATE class Year 7 2 Bi-lingual classes1 Year 7 & 1 Year 8 Teaching Staff 2 specialist ICT Facilitator Computer Technology 2 Team Leaders 2 Classroom teachers 1 Deputy Principal

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) About Peachgrove Intermediate Large city Intermediate School Decile 5 50 Years old Central City Location Draws upon 47 different contributing schools Highly valued by school community Year 7 & 8 students Offer full Technology and Arts specialist programmes 2 Computer Suites ICT Suite Computer Technology Suite

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) Peachgrove Language Studies Currently we offer – 2 Bi-lingual classrooms (Year 7 & Year 8) – Afterschool language clubs – Kapa Haka – Taiaha – Cultural Exchange Misono, Japan New Caledonia Why Te Reo Māori? – Identified in school curriculum as a major focus. – Utilised staff expertise. (2 fluent Māori speakers) – Capitalised on staff personal prior knowledge (Personal background) – Harnessed staff passion for things Māori – Recognised Te Reo Māori as NZs official language – Improved student learning outcomes identifies Māori students as a focus group

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) Why Te Reo Māori? Teaching & planning is based from the curriculum guidelines of Te Aho Arataki Marau. The Roopu Reo Rua Work at level 3 & 4 Mainstream classes work levels 1 and 2 Resources (Rauemi) Ka Mau Te Wehi Internal School Resources

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) Inquiry topic What kind of e-learning or use of ICT did you pursue and why did you choose it? ICTs used: a)Dictaphones b)Video c)Cellphones d)Voki e)Data projector f)Wordle g)Powerpoint h)Picasa i)Internet j)Skype How did you use student voice to inform this decision-making? a.Used tools that students had some prior knowledge about b.Some teachers co-constructed with students about which new tools they wanted to use Other factors... a.Used tools that teachers had some prior knowledge about or were learning about b.Tools were used meet the requirements of the lessons. In particular, Mahi Whakarongo, Mahi Korero (Ellis Principles 7 & 8) What research or theoretical base did you use to underpin your decision? Prensky, M. Digital Native Digital Immigrants. (2001) From on the Horizon NCB Uni Press Vol 9(5) Paying Attention You Tube video from the Jordan School District

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) Inquiry topic What was the improvement in student learning in languages that you wanted to achieve – Greater use of spoken language influenced by Ellis principles 1, 6, 7 & 8 What evidence did you have to decide that this was important for the students in your class? Video observations & teacher voice (interviews) showed that most teaching was directed by the teacher. There was expectation of buy in from students. Students were not hearing sufficient target language in a formulaic sense. And, were not given deliberate opportunities to practise interaction. Lack of pedagogical knowledge of Ellis Principle 8 about interaction was obvious. Ellis principles 1, 6, 7 & 8 underpinned our decisions.

Inquiry Question - How does teacher and student e-creation and use of formulaic language (Ellis p1) facilitate improved student outcomes in self and peer assessment of spoken language in te reo Māori (Ellis p6,7,8,10) through e-learning tools e.g video and voki? Factors: RELUCTANCE, BUY IN, ENGAGEMENT CONFIDENCE PRONUNCIATION DEVELOPMENT RISK TAKING MOTIVATION THROUGH ICT TOOLS LISTENING- SPEAKING- READING- WRITING- VIEWING –PRESENTING SELF EVALUATION MENTORING Year 7-8 e-Learning in Languages (ELL) Peachgrove Intermediate School 2010

Year 7-8 e-Learning in Languages (ELL) How did you go about answering the focus question? Professional Learning Days Implemented Ellis Principles Observations and Learning Conversations Cyclic opposed to linear teaching More Reflective Teaching Practice/Pedagogy Exposure to more pedagogical content Sharing Trialling new ideas with e-learning

What did you find? What shifts have you observed in your students learning? Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) The following slides summarise the shifts of the seven participating teachers.

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) Te Reo Māori Leadership Helen Te Kiri: Deputy Principal Te Mea Nui: Being in a position to facilitate effective decision making re school wide practices Whakaora: Revitalise personal energy for Te Reo Māori Whakamana: Cool to see students valuing Te Reo M ā ori Kotahitanga: Extending the whanau of who wants Te Reo M ā ori used and spoken at kura Mahitahi: Pleased to see students actively engaged, enjoying Te Reo M ā ori

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) Te Reo Māori e-Learning Haami Kapoor: ICT Facilitator Observed Lesson – The first observed lesson was to establish base line data around my teaching practice. – I used my expertise to teach a M ā ori Waiata using a rhythmic stick pattern – Extend students by using Garage-band to create beats After the observation – Facilitate ICT and e-Learning to support teachers with Te Reo M ā ori Where to Next – Create a M ā ori resource bank on the schools server – Create opportunities to use the school website – Embed Youtube clips to classroom secure webpages (KnowledgeNet) – e-Portfolios – Jing – Placemats – Instruction Cards

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) What shifts have you observed in your own learning? Manawaroa Teinakore: Yr 7 Bi-Lingual This journey has increased my personal content knowledge of ICT tools to promote aspects of learning. I have been able to utilise tools such as Voki, Wordle, Skype and Power point to enhance the tamarikis learning. For example, we were able to Skype a colleague in Christchurch when he was away to keep up with our daily programme. Student engagement was high during this process and it was meaningful and relevant. In terms of inquiry cycle, my students are able to think critically when researching topics and have the skills now to do so. The introduction of Te Aho Arataki Marau has enabled me to have a better understanding of the different modes e.g. speaking, listening etc It has given me structure in terms of my planning and therefore my format is more student directed.

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) What shifts have you observed in your own learning? Haylee Webber: Yr 7 GATE My own personal journey has shifted from using pedagogy in the context of second language learning e.g. using prompts, hands on activities, Te Aho Marau. In terms of student buy in, making the context relevant to the students, choosing appropriate topics e.g. myths and legends and using ICT as a tool for learning e.g. researching ICT sites. My class unit was Mapping and I started with English and then translated that into an activity that incorporated te reo and tikanga Māori. The students had to research appropriate sites to find the Māori equivalents. Students were engaged in this activity.

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) What shifts have you observed in your own learning? Lacreice Petaera: Yr 8 Teacher Allowing students greater choice to direct their own learning e.g. I allowed them choose what topics they wished to learn. I facilitated students to choose their own mentors (tutors). Students were able to use computers e.g. 10 computers/10 groups. Students could have a wider variety of topics and overall students vocabulary increased because of this variance. Students developed Power point presentations to help them to speak, listen, read and interact when presenting to their peers. Increased knowledge of Te Aho Arataki Marau meant that I could implement the most appropriate modes during student learning. Second language learners in the class were able to utilise their prior knowledge and share their understanding with others e.g. Second Language learners were often the tuakana during this journey.

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) What is the significance of what you found? Based on your findings, how might this inquiry into your practice influence your future teaching? Deliberate acts of teaching and greater pedagogical content knowledge has improved student learning in all modes eg. mahi whakarongo, mahi korero, mahi panui, mahi tuhituhi etc…. A direction and policy is being put into place for Learning Languages at Peachgrove Intermediate for 2011+

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) Te Reo Maori in Every teacher is expected to teach Te Reo Māori for 30 mins or more a week. 90 mins is ideal. 2.Learning Te Reo Māori is progressive. 3.Units of work must be planned –Te Aho Arataki Marau is the source document, Levels 1 – 2. Ka Mau Te Wehi is a resource or Units of work to be planned co-operatively. 4.Speaking Te Reo Māori is the focus. 5.Work from single words to simple phrases, then to question and answers 6.Engage learners in genuine interactions. 7.Fluency and accuracy comes with practice.

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) Reporting This report has been compiled as a collaborative effort, a kaupapa that is a core practice in Te Ao Māori Each teacher reflecting on own practices, teachings and related observations have had the opportunity to share their shifts in teaching and learning, assessment of and for learning with particular emphasis on self and peer assessment. The report was shared with full staff during a whole school staff PLD meeting at 8:00am on Wednesday, 10 th November Outcomes Whole school practices and programmes have been reviewed and revised with recommendations put forward for Ongoing professional support from language advisors to be strongly encouraged for 2011.

References Please list any references you used during the course of your project and in writing this report Byram, M., Gribkova, B., & Starkey, H. (2002), Developing the Intercultural Dimension in Language Teaching. Council of Europe. Edutopia.org. Ten Top Tips for Teaching with New Media. (2010) Ellis, R. (2005). Instructed Second Language Acquisition – a Literature Review. Wellington, New Zealand: Learning Media for the Ministry of Education. Available on Ellis, R., Erlam, R., & Sakui, K. (2005). Principles of effective instructed language learning. NZ: Ministry of Education. Ito, Mizuko; Horst, Heather; Bittani, Matteo; Boyd, Danah; Herr- Stephenson, Becky; Lange, Patricia; Pascoe, C.J.; Robinson, Laura with Baumer, Sonja; Cody, Rachel; Mahendran, Dilan; Martinez, Katynka; Perkel, Dan; Sims, Christo; and Tripp, Lisa. Living and Learning with New Media: Summary of Findings from the Digital Youth Project. (2008) Building the Field of Digital Media and Learning The John D. and Catherine T. MacArthur Foundation Nov Madden,J. Gilbert, J. IRDPX, The X Factor- A 2000 Adaptation Newton and Yates (2009), Principles of Intercultural Communicative Language Teaching and Learning, MOE NZ. Prensky, M. Digital Native Digital Immigrants. (2001) From on the Horizon NCB Uni Press Vol 9(5) Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL)

Peachgrove Intermediate School 2010 Year 7-8 e-Learning in Languages (ELL) Year 7-8 E-Learning in Languages (ELL) Peachgrove Intermediate