1. LOTEHAT 3 P ROJECT I NVESTIGATION S HOWCASE 2012

2. W HAT I DID : Focus group used was grade 5 and 6 students, as I was able to scaffold more target language with them. It is also the beginning level in reporting to VELS through progression points. Organsie and communicate with schools in Italy to commence a Pen Pal program to commence interaction with overseas students. A groups of 8 students would take part in our 2012 trip to Italy Develop proforma and pieces of modelled writing for the students to become familiar with target language. Develop a series of lesson to teach verbs, introductions and simple conversations. Develop proforma for self-evaluation at the beginning of the investigation and again at the end. Use of a rubric to cater for mixed ability in classroom. record voice expression and intonation of model language to be use on ipads and interactive white board and flip cams. Record conversations and interactions with peers throughout the term, which showed progress in their use of the language. This included a group of students being involved in an Italian day performance. Students were assessed on their knowledge of the target language through written exercises, close activities and filming of their presentations. Both the teacher and the student gathered evidence and information of target language used through rubrics, I pads, interactive white board and flip cameras. Collate all data self reflections to show development, progress and success in the target language for analysis.

3. W HAT I LEARNT : Scaffolding of language is important when increasing use of target language. Students need to be exposed to small amounts of language content at a time. Use of rubrics and self assessment gave students more incentive to achieve goals. ICT is very time consuming need to be prepared with all equipment working. Collecting data is an effective means of informing my teaching and the students learning. The use of I pads gave students more exposure to the language and use of filming ( flip cam) effective means of self assessment. When I immersed the students in listening to the language and using it in role-plays 2-3 times of week they became confident and successful. Data showed a marked improvement in listening and reading skills. Using the target language in authentic situations made it relevant and purposeful Interaction with students overseas is very slow.

4. W HERE TO FROM HERE : Continue to use I pads in interactive and group activities become familiar with Aps that will best suit classroom use. Increase the use of target language in the classroom through immersion. Continue to have students exposed to authentic texts and language for communicating. Keep the pen pal program alive through the Italian tour and emailing. Join e-pals program to give students more opportunities to interact with students overseas. Expose the students to texts and language content that will enable them to continue communicating to students overseas. Make formative assessment and self assessment a non-negotiable part of my program. Become an expert in using I pads and interactive programs through professional development. Create interactions with schools in local network. Make use of Italian community in Melbourne. (Italian clubs) COASIT etc.

5. S TUDENTS WORKING WITH ICT TO INCREASE TARGET LANGUAGE Verbs and questions used in emails Students using educreations App in lessons Interactive whiteboard used to show town and school students would be e-mailing Used line liner App to work on role-play