LangSem 2019 - Saturday 22nd June 2019

LangSem 2019 – Saturday 22^nd June 2019

Keynote Speaker - Juliet Kennedy

Book - Colouring in the White Spaces by Ann Milne

-       Identify the white spaces

-       Naming the white spaces

-       Colouring in the white spaces

Education for Social Justice – Paulo Freire

Culturally Sustaining Pedagogies – Django Paris

Translanguaging Concept - Garcia

Formulaic expressions as a base for developing language

Ways to incorporate Te Reo Maori and other languages

-       Whakatauki posters – interacting with these and making meaning

-       Myths and Fairy tales from different languages/cultures

-       Waiata and songs

-       Comparing Maori cultures with other cultures

-       Translating school concepts/values into language

-       Looking after languages

Resources/Activities

-       Bird calls activity

-       Quiz - Can you guess the language being spoken?

-       City soundscape activity

Language Immersion Session - Te Reo Maori

Games

-       Bus stop game – 2 buses – say word/phrase in English and the first person to respond in the language correctly gets to get off the bus. The team whose bus is clear first wins.

Numbers Games

-       Show me… Whakaatuhia mai te… - Whole class then in pairs

-       What’s missing? He aha e ngaro ana?

-       Maths Bingo – 2 dice and game boards

-       What’s your phone number? He aha to nama waea? – Sheet to record phone numbers in partners

-       Dialogue with script and phones – Whole class and then in pairs

-       Do you have the phone number for…? Kei a koe te nama waea mo…? – Sheet with certain numbers. Ask in pairs.

The importance of knowing and understanding the culture.

Task-Based Language Teaching – Nathalie Bourneville

Task – Question for each person – Find out who…

First question to teach is – “How do you say?”

-       The primary focus should be on meaning (semantic – meaning word-level /pragmatic – purposeful meaning)

-       There should be some kind of “gap”

-       After pre-learning vocabulary/phrases - Learners should largely have to rely on their own resources to complete the activity – Not providing the words and vocab all the time for them to read – Getting them to think for themselves. Not reading and repeating

-       There is a clearly defined outcome other than the use of language

Students could:

Interviewing a partner

Introducing a partner to the class

Play a board game with different rules

Types of task:

Ordering and sorting

Listing

Problem solving

Comparing

Sharing personal stories

Creative tasks

FUTURE LEARNING SOLUTIONS – free workshops in schools with a minimum of 3 teachers

Content and Language Integrated Learning

Running different modules – another subject alongside languages – task-based overarching tasks to end units. Co-teaching.

Nadine Malcolm

Food tech and Te Reo – end product Matariki lunch for the staff using natural ingredients

Music and Te Reo – end product writing and performing songs in Te Reo using guitars/ukelele

Danielle Le Heron

Digital technology and French module – end product to create a website in the target language

Drama/Dance and Language – Show/performance in a target language

Anke Richmond

French and PE – end task students give directions for an obstacle course in the target language

Elisa Garrido

Visual Arts/Drama and Language - Choose a Spanish painter – given paper cup and make painter – perform puppet show (introducing/similar to pepeha)

Suzette Ipsen

Fabrics/Textiles and French – Researching iconic structures in France, colours, numbers, technology. End task students market day or finding/locating apron in a pile of aprons by describing to a partner

Jeanne Gilbert

Purposeful – gives students a purpose for learning the language

Rich experience

Professional Development - Gail Loane - Tuesday 22nd January 2019

Developing Authorship in young writers

IB Professional Development - Certificate of Completion

Staff Meeting - Education Council Code and Standards - Tuesday 18th September 2018

Interim professional standards - Linked to pay
In back of position description these have been aligned with the Education Council Standards

6 Standards - Evidence of these shown in PLJ

The Exhibition Online PD - Final Reflections

FINAL REFLECTION:

This course has opened me up to a number of new ideas and ways of thinking about the exhibition process. I have really enjoyed participating in discussions with the other IB educators and looking at the way that they do things in their schools. The activities have encouraged me to look critically at my practice and make improvements to the way that I organise things. As Rebecca has reflected above, this course has refreshed my knowledge and understanding of the 5 essential elements and the role that they play in the exhibition process. It has also encouraged us to look at the different stakeholders perspectives and how we can best involve them in the process. I now recognise the importance of promoting academic honesty with my students and have developed some tools that will help to do this. The timelines, timetables, organisational tools and planners that we have developed over this course are great resources that can be implemented in our classrooms and will aid the exhibition process.

I am leaving this course with a much deeper understanding and a new found motivation to engage in the exhibition process. Thank you to all who have given feedback, shared their work and provided new ways of approaching things!

The Exhibition Online PD - Staging and reporting the exhibition and final reflections

Reflect on your own learning and how it will determine the way you lead the PYP exhibition at your school. Post your reflection when you upload the final version of your planner to the module forum.

I have really enjoyed participating in this course and being able to share strategies and ideas with other IB educators. As Rebecca has mentioned above this course was very timely as we are just beginning the PYP Exhibition process at our school for 2018. I have therefore already been able to implement some of the new resources we have made and share some of the ideas discussed with my other colleagues. My own understanding of the five essential elements of the PYP has been strengthened through our activities, readings and discussions and this has helped me to develop my students understanding. I already feel more organised for this exhibition because of the way we have developed our planners and have put together personal timelines. The readings that we have engaged with have reminded me of the information and support that is out there from other IB educators. This has motivated me to find out more and continue to develop my practice. I have thoroughly enjoyed learning alongside all of you and would like to thank everyone for their contributions.

Before completing the final task for this workshop, we will do some preliminary reflections on some of the concepts, skills and contents that we developed through these four weeks.

In order to do that, you will need to reflect upon:

• three skills you developed during this workshop

• two key concepts

• one attribute of the IB learner profile and

• one action you will be taking as soon as you complete your workshop.

Share any other reflections and comments that you would like your peers to read before we all say goodbye in the conclusions task of the workshop.

• three skills you developed during this workshop

Communication: This is the first online course that I have participated in. I have learnt to communicate my thoughts and ideas clearly with others in this type of forum.

Organisation: I have developed several tools throughout this course to aid with the organisation of our exhibition but have also developed my own ability to be organised and complete all activities during the busy weeks we have currently been having.

Collaboration: Even though our school works very collaboratively already, it has been fantastic to work alongside Hayley and Rebecca (both in different teaching teams from my own) to create a collaborative planner and tools that will benefit our school’s exhibition.

• two key concepts

Form & Function: Throughout this course my understanding of the PYP exhibition process has developed and grown. I understand what each stage is like and have a better grasp on how it all works.

Connection & Perspective: The connections made with others throughout this workshop have had a huge impact on my practice and have encouraged me to look at things through different lenses. I feel I have a new creative way of looking at the exhibition process and hope to share this enthusiasm with my students.

• one attribute of the IB learner profile

Open-minded: Discussing and sharing ideas and strategies with other IB Educators throughout this course has definitely opened my eyes to a whole range of new ideas and ways of doing things. I look forward to implementing many of these in my own school and to continuing to find out more!

• one action you will be taking as soon as you complete your workshop

I will be implementing all of the new knowledge and strategies learnt throughout this course into our school’s PYP exhibition process which we have just begun working through with the students. I am excited to share my new findings with our other colleagues to strengthen our PYP practice.