Learning & Teaching Goal 3 - Post 1

Context: Gaby & Fishy are team teaching Year 10 French.  The whole group comprises 35 students of very diverse abilities, expectation and motivation.  In Term 1 we were allocated rooms in different parts of the school which did not facilitate team teaching.  We attempted to teach the whole group in one classroom, and this was a disaster.    The physical environment was too cramped, and we couldn't even get to individual students.
Since the beginning of Term 2, we were allocated adjoining classrooms.
What we feel we have achieved this term:

• Whole group listening and some speaking tasks have been successful, with some team teaching.  This enables both of us to assess the progress of student learning and address gaps in learning and student misconceptions. 
• With whole group speaking tasks, we have been able to moderate immediately.
• Differentiation of classes for grammar teaching:  The class of students requiring more support is given more repetitive tasks to facilitate memorisation, while the less supported class is given the option of extension material.  (Both classes do the same assessment tasks.)
• Students have the opportunity to swap classes, according their readiness and continued application.
• At PTCs, students reported positively.  The more supported students were pleased not to be pressured by being with the higher achievers, and felt they were gaining confidence together.  The higher achievers were pleased not to be held back with repetition of work they had already learnt, and were able to ask questions leading to deeper teaching and learning.

L & T Goal 1

http://moodle.vermontsc.vic.edu.au/mod/resource/view.php?id=17605

L & T GOAL 1 –Modification of an existing Unit of Work at LEVEL 3

ENGAGE

1.       At the beginning of the unit, use student survey ‘to negotiate learning routines’.  This was also used ‘to determine students’ learning goals based on curriculum standards’.

2.       Use testing and explicit questions about the students’ preparation for the test ‘to assist students to reflect on their personal learning strategies.’  Also discuss with students how they learnt and which strategies are successful and which not.

EXPLORE

1.       Use of listening exercises ‘to draw out students’ misconceptions and to challenge their ideas.   Focussing on homophones, and parts of speech used in context.

2.       In context highlighting misconceptions about ‘false friends’ and cognates.

3.       Regular homework & formative testing adjusted when necessary to maximise learning opportunities and understanding.

EXPLAIN

1.       Differentiation of delivery of content to small groups for extension tasks – teacher focus on assistance to weaker groups.

2.       Draw links between sophisticated English vocabulary and commonly used French vocabulary to increase and refine students’ literacy in both languages.

3.       Range of writing, speaking, listening and reading tasks to allow students to appropriate, manipulate and use expressions and language forms in impromptu conversation and written pieces.

ELABORATE

1.       Languages are coherent due to their inherent rules and principles (and their exceptions.)  The teaching of French lends itself to ‘tasks that require students to manipulate information and ideas to generate rules and principles.’ 

2.       Set up conversational protocols around Q & A exercises eg speed dating, conversational sports (eg the Trollope Cup)

EVALUATE

1.       Students’written  work assessed against standardised criteria and VCE rubrics, made accessible to students on teacher’s blog.  As their competencies increase across the term, students evaluate and redraft previous blog posts to manipulate increasingly complex grammatical constructions.

2.       In speaking tasks, students have the opportunity to evaluate their performance and progress against others in the class. 

3.       During oral presentations, the teacher facilitates discussion about the successful and otherwise aspects of students’ work. 

4.       Students are encouraged to reflect on their learning tasks; in doing this, they are asked to identify future learning goals to improve and extend their core skill development.