Simone+Tynan

= **My Profile:** = = = = **Action Research Project Planner:** = Which area/s of your practice would you like to improve
 * = ** Stage 1 ** – ** ANALYSE **=

After quite a bit of discussion, Jennifer and I decided that looking at improving Student Engagement was important.

What will be your focus for this project in 2011?

As Jennifer's school is single sex college it was easy to refine the focus to being about 'engaging boys'. Within this, the demographic was further refined to boys in years 11 and 12. The focus is to give the boys an alternative 'reason' for studying vocabulary.

It was decided that by incorporating some competitive element into the class in the form of vocab computer games with high scores, students might enjoy revising their vocab.

Ideas of how to do this included: Timeline for 2011
 * having a leader board for weekly quizzes.
 * small prizes for regular class competitions ||
 * = ** Stage 2 - PLAN ** =
 * = ** Stage 2 - PLAN ** =
 * Decide on what aspects of the students' learning we are going to focus on.
 * Surveying students on their preferred learning style to get an idea and understanding of what methods students like learning in and altering classes to suit their needs.
 * Look at more authentic texts and resources to help show students a more authentic and upadated culture of Japan.
 * Building on connections of students' experiences in Japan and fostering a relationship between what they experienced and what is learnt in the classroom.
 * Decorating language classroom with Japanese themes to create a more authentic feel when students enter Japanese classes
 * Develop further ICT skills so they can be utilised in the classroom more effectively.
 * Collegiate visit with mentor

** How: **
 Listening, Reading : Engaging students through use of ICT.

 Writing: make their own games
==== Introduce some ‘competition’ in the class where boys can compete with each other in a ‘fun’ environment with set goals (eg learning vocabulary) ====

Budget for Resource Grant || What did you do? || What did you notice? || What would you do the same/differently in the future? ||
 * == ** Stage 3 – ACT ** ==
 * == ** Stage 3 – ACT ** ==
 * == ** Stage 4 - OBSERVE ** ==
 * == ** Stage 4 - OBSERVE ** ==
 * == ** Stage 5 - REFLECT ** ==
 * == ** Stage 5 - REFLECT ** ==