Maya+Asano

= **My Profile:** = = = = = = = = =
 * I have been working at Mount Ridley P-12 College **
 * since 2011. I have been interested in the development of strategies to engage **
 * students into Japanese language learning through various activities including **
 * usage of ICTs. **

**Target Group: Yr. 8 Japanese classes**
= **Action Research Project Planner:** = Main focus: team-teaching/group activities 2011: I would like to focus on 8EF groups 2012: I would like to focus on groups of Year 8 classes which my Mentor teacher, Mariko Sato has been teaching, and my class. ||
 * 2011: Year 8EF **
 * 2012: 3 Year 8 classes (8AB, 8D, 8EF, 8IJ) **
 * = ** Stage 1 ANALYSE= ** =
 * = ** Stage 2 - PLAN ** =
 * = ** Stage 2 - PLAN ** =

Term 2 and 3, 2011: Mentee observing/ team-teachingmentor’s class. Learn how to develop student centred learning activities (both non-ICT and ICTs) with the guidance of the mentor Term 4, 2011: Mentee teaching some activities/ sessions. Mentor observing mentee to provide feedback Term 1, 2012: Whole group workshop day for the mentoring project Term 1 to 3, 2012: Mentee taking own class and observing/ team-teaching mentor’s class. Mentor observing/ team-teaching mentee’s class

Budget for Resource Grant CRT coverage for both the mentor and the mentee’s classes <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;"> Purchase of two iPad and an interactive bar || <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Implimenting the plan into action <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">How? <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">1. Grouping students by considering students’ academic abilities and their general behaviour <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">2. Creating materials to engage students (e.g. powerpoint presentation, board games, and worksheets which were further developed by the mentor teacher to ensure the materials were students’ friendly) <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">3. Supervising/ delivering small group activities (team-teaching with Mentor teacher) (e.g. Speaking practise for vocabularies, revising omusubi kororin story with ACTLAN, teaching story line of Omusubi kororin) <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">4. Creating a model for a final product, which was creating the own story by modifying omusubi kororin story. <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">5. Supervising/helping students for create the final products and oral practises <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">6. Meeting with the mentor teacher regularly about class activities and delivery <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">7. implementation of Matrix for team-teaching (Teenage culture/telling likes/dislikes/ activities in a week) <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">8. Helping the mentor teachers to develop materials (Powerpoint presentation, matrix charts for Year7 High and Year 8 Low, worksheets for Year7 High and Year 8 Low by modifying the sample worksheet for Year 8 Hig, Year 8 Standard created by the mentor teacher) <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">9. Supervising/delivering small group activities mainly focus on Year7 High and Year 8 Low <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">10. Organising a cooking session to engage students from cultural approach <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">11. Participating IMPACT project <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">12.Team-teaching with an experienced teacher to develop more student-cantered learning environments || What did you notice? <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">1. ForMount Ridley students, group works which involved physical movements tend to be more engaged. For example, many students seemed enjoying Omusubi ACTLAN. By using their physical parts and a whole body, the students were more likely to participate positively. On the other hands, group activities which only contained paper work (e.g. worksheet) were less engaged to the students from the observation of the matrix chart.
 * == ** Stage 3 – ACT ** ==
 * == ** Stage 3 – ACT ** ==
 * == ** Stage 4 - OBSERVE ** ==
 * == ** Stage 4 - OBSERVE ** ==

<span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">2. ICT/visual and audio tend to have more positive influence on students’ engagements. Activities delivered with PowerPoint presentation, audio features, visual cues are more likely to cater students’ understanding and that increase students’ engagements.

<span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">3. How to group students have impacts on the students’ engagements too. I have been considering the academic abilities of students as well as their general behaviour in the class. Differentiate the students by their academic abilities are essential, yet separating the students who have behaviour issues tend to affect the engagements. For example, when I separated one student Joy from another student Jonson, both of them focused and engaged into learning. When I was talking a small group in the mentor’s class. One girl was separated from her group. Even though the girl seemed disengaged, she participated very actively and engaged into the small group activity most of the session. Therefore, peer pressure should not be underestimated in the classroom.

<span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">4. Giving the individual attention to the students particularly who have behaviour issues can improve a whole class students’ engagement and reduce the amount of the distraction. Once the students engaged into the learning, they are more likely to actively participate into the learning instead of misbehaving. Many of the students like to get the rewards and individual attention from teaching staff and small group activities enable me to give attentions to them.

<span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">5. Teenager/Gender difference: <span style="font-family: "Arial","sans-serif"; font-size: 13.32px;">Some students had hesitation to follow ACTLAN body movements. As ACTLAN were developed to target Primary students, secondary students particularly Year 8 would not particularly engage with it. (Year 7s were more likely to participate well.) Moreover, hands on activities such as creating 3D Arts attracted male students than female students. Even some male students who have constantly misbehaved in the class participate very positively for creating 3D Arts. || What would you do the same/differently in the future? a) Same 1. Implementing group activities for engaging students 2. Considering effective team-teaching by sharing ideas, developing programs/curriculum, and communicating with colleagues and the mentor regularly 3. Implementing activities using ICTs, and audio and visual materials
 * == ** Stage 5 - REFLECT ** ==
 * == ** Stage 5 - REFLECT ** ==

b) Different 1.Considering the delivery of activities for students engagement 2.Creating own materials rather than modifying the mentor teacher’s materials 3.Explicating the activities more clearly to students 4.Differentiate the program more frequently and effectively to cater all students’ abilities, learning, styles, and interests 5.Implement both language base activities as well as cultural base activities. ||