Mariko+Sato

= **My Profile:** = I have been teaching in Victorian government schools for the past seven years. Currently I am the Languages Area Team Leader and Japanese/ CLIL (Content and Language Integrated Learning) specialist teacher at Mount Ridley P-12 College in Craigieburn and the Hume Languages Network leader. My interests include CLIL and ICT in Languages to actively engage students in their language learning, which can assist the students to further develop their language skills. I have been involved in various professional activities such as the CLIL Teacher Training, the Professional Standards Project, the National Asian Language and Studies in Schools Program’s ICT project and the Mentoring for Beginning Teachers of Languages Program. I am currently a JLTAV committee member.

Contact details: Email: sato.mariko.m@edumail.vic.gov.au Phone: (03) 8338 3600 (Mount Ridley P-12 College) = **Project Question:** =
 * How can students-centred interactive activities increase students' engagement and their language skills in Japanese class? **

Target Groups:
 * 1) Mentor's 8EF Japanese class 2011
 * 2) Mentor's 8AB Japanese class 2012
 * 3) Mentee's 8D Japanese class 2012

= **Action Research Project Planner:** = Which area/s of your practice would you like to improve? I would like to further improve my skills and strategies;
 * = ** Stage 1 ANALYSE ** =
 * 1) to assist my students to develop their Japanese language skills that will enable the students to use the language in meaningful contexts,
 * 2) to further improve my students’ engagement in their Japanese language learning,
 * 3) to assist my students to strengthen their metacognitive and reflective skills and
 * 4) to support/ guide my graduate colleague as her mentor and to lead the College’s Languages team in order to further develop and deliver its Languages program

What will be your focus for this project in 2011? Timeline for 2011 Term 1, 2011: Induction day for the mentoring project Term 2 and 3, 2011: Mentee observing/ team-teaching mentor’s class <span style="font-family: Arial,Helvetica,sans-serif;">Term 4, 2011: Mentee teaching some activities/ sessions. Mentor observing mentee to provide feedback <span style="font-family: Arial,Helvetica,sans-serif;">Term 1, 2012: Whole group workshop day for the mentoring project <span style="font-family: Arial,Helvetica,sans-serif;">Term 1 to 3, 2012: Mentee taking own class and observing/ team-teaching mentor’s class. Mentor observing/ team-teaching mentee’s class
 * 1) <span style="font-family: Arial,Helvetica,sans-serif;">developing students-centred activities to further develop students’ Japanese language skills and their engagement in their life-long language learning
 * 2) <span style="font-family: Arial,Helvetica,sans-serif;">developing effective mentoring skills to support and guide beginning teachers of Languages ||
 * = ** Stage 2 - PLAN ** =
 * = ** Stage 2 - PLAN ** =

Budget for Resource Grant <span style="font-family: Arial,Helvetica,sans-serif;">CRT coverage for both the mentor and the mentee’s classes <span style="font-family: Arial,Helvetica,sans-serif;">Purchase of two iPads and an interactive bar || <span style="font-family: Arial,Helvetica,sans-serif;">I have continued to create various students-centred activities to cater for the different abilities, learning styles and interests of my mentee's and my Japanese students. ICT has been incorporated in the majority of these activities and some have been uploaded to the College’s Japanese wiki for students to access in class and outside of their classroom.
 * == ** Stage 3 – ACT ** ==
 * == ** Stage 3 – ACT ** ==

<span style="font-family: Arial,Helvetica,sans-serif;">I have worked closely with my mentee in order to assist her to develop her student behaviour management strategies and improve her knowledge of the Japanese language pedagogy. As a part of the MLTAV mentoring project and VIT mentoring program, I have observed my mentee teaching her 8D target class, team-taught her class and my year 8 classes, held regular formal/ informal mentor - mentee discussions to reflect on her progress and assisted her to plan for her lessons. ||
 * == ** Stage 4 - OBSERVE ** ==
 * == ** Stage 4 - OBSERVE ** ==

<span style="font-family: Arial,Helvetica,sans-serif;">My students responded positively to the various activities provided and the majority of the students were able to complete the activities independently or with their peers. The students indicated that they liked progressing at their own pace however, they still preferred to have some regular teacher guidance. Some parents provided verbal feedback on the College’s Japanese wiki site that enabled their children to catch up on their missed class while they were absent.

<span style="font-family: Arial,Helvetica,sans-serif;">My mentee’s 8D class has been timetabled for me and the College’s director of staff wellbeing and professional learning to make regular observation and provide support in 2012. The main focus for my mentee has been developing her behaviour management skills and creating a supportive teaching - learning environment. || What would you do the same/differently in the future? ||
 * == ** Stage 5 - REFLECT ** ==
 * == ** Stage 5 - REFLECT ** ==