FRENCH IN ROOM 2

A BOUT T HE R ESEARCHER Matthew Trudell Nationality Canadian Currently residing in Hamilton, New Zealand St Andrews Middle School GST number

R ESEARCH C ONTENT 13% 4% 37% 38% SAMS is an inner city school, with a decile rating of 4. There are 156 students made up of 17 distinct ethnicities.

R OOM 2 ’S E THNIC R ANGE

What is Interculturality? This inquiry is also informed by the interculturality principle that states learners should be engaged in genuine social interaction (Newton and Yates). I am a fully registered teacher who is fairly new to New Zealand. I am Canadian and because of my culture, geographical location and my educational up-bringing I lack knowledge in the Māori culture, language and beliefs. Because of this I try to use the methodology of ako. i.e. reciprocity of learning, where the students learn through me and I learn through the students. This methodology thus far has worked fantastically. I have created a learning environment that fosters a belief that not only will the students learn from me but I will also learn from them.

Teaching as Inquiry Cycle The cycle that the class and I used as a model.

Focus Question Does the use of video as a reflective tool for teachers and students impact on students’ learning of an international language, with a focus on speaking? This inquiry is also informed by the interculturality principle that states learners should be engaged in genuine social interaction (Newton & Yates).

Focus Group Name Year GenderEthnicityStudent voice relating to prior Stanine knowledge in other languages/cultures. Marc 7MMāoriSpeaks English at home4 Jean7MMāori Speaks English & Māori at home6 Daisy7FMāori Speaks English & Māori at home6 Lily 7FPakehaSpeaks English at home6 John8MMāori Speaks at English at home6 Frank8MGermanSpeaks German at home7 Tulip8FFijianSpeaks English at home7 Rose8FMāori Speaks English at home7

Focus Groups Personal Goals and Objectives Marc: My personal goals are to be able to say a few sentences in French and to learn more about their culture. Jean: My goal is to be able to ask how old my friends are and to have a small conversation Daisy: My personal goal is to be able to ask my friends questions and to have good pronunciation Lily: My personal goal is to be able to speak many words fluently in French John: My goals are to be able to count to 50 in French Frank: My personal goals are to understand and say French words Tulip: My goals are to be able to ask how old my friends are and what they are doing Rose: My personal goals are to learn more about the French culture and to be able to speak sentences in French.

W HAT TO C HOOSE? Room 2 came up with a few different ICT tools : flip video, audacity, voice thread and voki that we thought would help us show progression in our French spoken language.

F LIP V IDEOS!!!!!!!! After having a discussion, the majority of the student voice decided upon flip videos. They chose to use flips because they thought it would be the most efficient way to show progression.

Not just Flip Videos Even though the main ICT tool chosen was flip videos, we have used a range of other ICT tools to help us along the way,. such as: data projectors, laptops/ PC’s, blogs, vokis, toon doo, prezi, power point.

W HAT P ROGRESSION L OOKS AND S OUNDS L IKE? Student Voice Once the decided ICT tool was chosen, we then had to collaborate on what exactly this progression would look and sound like. Student Voice: The students came up with their own success criteria and we narrowed it down to four categories. 1) Fluency: how the language flows 2) Speed 3)Pronunciation :examples of words that need improvement 4)Confidence

FRENCH RUBRIX PRONUNCIATION (example) FRENCH RUBRICS: Unit 1: Greetings and Titles FRENCH RUBRICS: Unit 1: Greetings and Titles RUBRIX UNIT 1 Greetings/ Titles Needs Work GOOD OUTSTANDING Marc Jean Daisy

Show our Wordle on What they think it is to learn a language.

Answering the Focus Question The next slide shows how we gathered basline data, comparative data (kids videoing, student controlled environment) how the children were involved in self and peer assessment and establishing goals around next steps.

Answering the Focus Question Collecting Data  Baseline data was gathered when the students came in front of the class and had a conversation in French, which was videoed. The students were then given a What’s next? to help them prepare for assessment for and of learning.

Answering the Focus Question Comparative Data: Showed longer, more authentic conversation, student controlled environment i.e. students actually manipulating the tools e.g. flip camera and reflecting on next steps.

Collecting the Data Progression Data: is collected at the end of each unit using flip video. The first unit assessment was teacher conducted, every other unit has been conducted by the students.

Analysing Data The success criteria were co-constructed from the WALTS by the students, each and every student knows what they need to do to achieve success. Once the assessment is completed all students up load their video onto their blog showing progession. Students then complete a self-assessment and set achievable goals for their next assessment. What went well, what do I need to work on, what’s next? …

Students Conducting Self- Assessment Using Flip

Kids Learning Through Games (Ellis principles 7 & 8)

Students Practising their French Language in a dialogue (Ellis 7 & 8).

Showing Progression

Thanks to Room 2

References 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. Intercultural Communicative Teaching and Learning (iCLT) From Section A, 2008 draft report Intercultural Language Learning: Implications for Effective Teaching, Newton et al. available on: OUI! An Introduction to French: Teacher’s Guide & Support Materials. NZ: Ministry of Education. French in the New Zealand Curriculum, NZ: Ministry of Education. (1994) Madden,J. Gilbert, J. IRDPX, The X Factor- A 2000 Adaptation Ministry of Education (2007a). Ka Hikitia - Managing for Success: The Māori Education Strategy 2008 – Wellington, New Zealand: Ministry of Education. Available at Ministry of Education (2007b).The New Zealand Curriculum for English-medium Teaching and Learning in Years Teaching as inquiry, p 36. Wellington, New Zealand: Ministry of Education. Available at Ministry of Education. (2009). Te Aho Arataki Marau (TAAM) Mō Te Ako I Te Reo Māori – Kura Auraki: Curriculum Guidelines For Teaching And Learning Te Reo Māorí in English-medium Schools: Years 1 – 13. Wellington, New Zealand: Learning Media for the Ministry of Education. Prensky, M. Digital Native Digital Immigrants. (2001) From On the Horizon NCB Uni Press Vol 9(5) H. Timperley, A. Wilson, H. Barrar & I. Fung (2007) Teacher professional Learning and Development: Best Evidence Synthesis Iteration. Wellington, New Zealand: Ministry of Education Timperley et al. (2008) A chain of influence. Ki te Autuuroa). Learning Media Edutopia. (2009) Ten Top Tips for Teaching with New Media.

Use of this report Would you be willing for this report to be published on TKI? (The report would be edited to ensure teachers, students and the school were not identified if necessary) Yes Signature