OC Languages Department TAI 2015

Teaching as Inquiry Sheet 1-Planning

Department: Languages
Inquiry Start Date: Feb 2015   Years 9 through 11 will be the focus of this inquiry
Focus InquiryOur learners priority/goal for this inquiry is: Be supported in vocabulary acquisition through interactive online learning.Be able to better track personal vocabulary acquisition.

Have higher levels of achievement in Senior Listening and Reading externals

Type of data and/or feedback used to inform this priority is: Students have to learn over 1400 words and hundreds of hiragana/kanji.Students currently receive no formal vocabulary acquisition instruction.

Students enjoy competitive learning environments and ability to work at their own pace, at their own level, and have the ability to revise

Results from senior practice examinations 2014Results from student survey on LP use in 2014

Current research on vocabulary acquisition (see below)

Teaching InquiryTeaching strategy(ies) we will use to achieve our goal are: ·   Invest classroom time in overt VLS instruction to maximise learning opportunities from the site(s) selected.·   Create more specific lists from material provided for each topic.

·   Create  student template to use per topic for on Socrative/SurveyMonkey (qualitative data collation)

·   Create tests using LP to use at completion of each topic (quantitative data collation)

Inquiry Feedback loop Ø  Using data to see what % students are struggling with which topics, or which words and develop VLS strategies to address these.Ø  Desired outcome is that all students leave course with a range of acquired vocabulary, not just some.
Type of research/best practise used to identify best strategy for this is: Vocabulary acquisition research undertaken in department (see below)Classroom observation of continued student failure to process phrases through inability to recognize key elements, contributing to perceptions of lack of ability
What PD is required for your department for this strategy to be used? Development of audio components and podcasts and deeper semantic mapping options such as synonyms/opposites/word families with online learning site Education Perfect.Creation of personalised lists and tests

Creation of Language Department Blog

Learning InquiryThe “data” we will use to inform us during and at the end of this inquiry will be:- be specific please Data provided by Education Perfect from weekly tests provides individual student participation, completion and accuracy. Data analysed by teachers to target “challenging” words identified and incorporate these into class activities; identify struggling students and provide alternative VLS.Data from student survey after each unit of work on VLS success.

School and subject score comparison between 2014/2015 for targeted year groups

We will collect (and store) the relevant data from our department  by: Language Department Blog and Google.docs  throughout 2015 scholastic year
The planned length of our inquiry is: One year
Other Comments In order to build on both competitive and individualised learning offered by Education Perfect we propose to :·      involve parents with letter home at course outset to promote vocabulary learning via Education Perfect outside of the classroom

·      have students to track their own progress online on their blogs

·      have a live feed on Ultranet advertising World and National Championships

·      post daily results in school newsletter during these championships

Vocabulary acquisition Research undertaken by department

Laufer&Rozovski,Roitblat 2011 “Incidental Vocabulary Acquisition: the effects of task type, word occurrence and their combination.”

Coady & Huskin1997 “Second Language Acquisition: A Rationale for Pedagogy”

Howard 2012 and Laufer 2006 “Since meaning focused learning does not necessarily lead to a satisfactory vocabulary development, vocabulary instruction should also be incorporated as FFI component.”

Language Learner Strategies Andrew D. Cohen, Ernesto Macato. 2007 Emphasis learner voice or qualitative data: “Through learner voice we gain first-hand insight into learners’ perspectives regarding (a) actual use, (b) preferences for types of VLS and their practical utility, and (c) varying combinations of VLS.” 253 and use of a greater range of strategies to better address differentiation and proficiency levels.

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