Developing a multi phase classroom project using a blend of ICT based and traditional modalities'

1
Developing a multi phase classroom project using
a blend of ICT based and traditional modalities.

• Why develop this sort of project?
• Developing project Aims
• The multiple phases
• Modalities used
• Establishing a time frame
• Funding and how to get it!
• Target learner groups
• Outcomes and feedback
• Linking to VELS

ICT
Community links
Language
Cultural
Building Positive Relationships
2
Why develop this sort of project?

• Enhance the language experience. Make the
  language into something real!
• Provide a range of activities to make L.O.T.E
  more accessible to students with a range of
  learning styles.
• Assist retention. If they enjoy it, they will
  choose it!
• Build positive relationships with students,
  parents and the community.
• Because it is fun!

3
Developing Project Aims

• Be clear about what you want to achieve.
• Break up goals and modalities used to achieve
  them. His will ensure it stays varied and keeps
  moving.
• It is okay to begin big and scale back, go with
  an ideal and work from there.
• Work out a timeline and stick to it. It could
  easily become a life long mission otherwise.
• Know your limitations and use existing resources
  to enhance the new!

4
The Multiple Phases

• The ICT based cultural project. This can be
  enhanced with other audiovisual cultural
  material.
• The cultural experience day Students take part
  in a range cultural activities designed to
  enhance student learning.
• Cultural Evening Students invite parents to a
  special evening of food, cultural performances
  and fundraising.

5
Modalities Used

• Music (both recorded and student performed) and
  audiovisual aids
• Internet web quest culminating in ICT
  presentations.
• Dance and games
• Food
• Fundraising for a culturally appropriate cause.

6
Cross over of aims
ICT
Language
Community links
Building Positive Relationships
Cultural
Assist learners to develop greater awareness And
understanding of the target language culture
Building relationships with students, teachers
and parents.
7
Establishing a time frame

• This is dependant upon your own time constraints.
  We used 7 weeks, with two separate year 7
  classes. Each class had a total of one long
  (1.35hrs) and one short (50 mins) of class time.
• One full day was set aside for the cultural day.
• One full evening of two hours was needed for the
  cultural event.

8
Funding

• Funding can come from a range of sources.
• Students raised funds by selling items and also
  by charging a cover fee for entry to the cultural
  night. These went to the community organisation.
• Students paid for their food and a small fee for
  the cultural day.
• Faculty budget contributed
• Leading Schools Fund and Centre of Excellence
  contributed.

9
Target learner groups and outcomes.

• We chose year 7. It could be done with any year
  level equally as successfully. We chose yr 7 to
  have a more positive impact on retention and to
  encourage them to develop links with their new
  school.
• All students were surveyed at the end of the
  project. Of those responding all enjoyed the
  project and would recommend it. Their was and
  even mix of boys and girls enjoying the
  fundraising and food related activities. A mix
  enjoyed the cultural dancing. The ICT component
  was seen as being more relevant when the other
  modalities were included.

10
Linking to VELS

• Intercultural knowledge and language awareness
• The Intercultural knowledge and language
  awareness dimension develops students knowledge
  of the connections between language and culture,
  and how culture is embedded throughout the
  communication system. Progress through this
  dimension is demonstrated through performance in
  the language being studied.
• Students gain an awareness of the influence of
  culture in the learners own life and first
  language. Different languages and language
  communities organise social relations and
  information in different ways and values differ
  from one community to another. Through cultural
  self-awareness, the ability to rationally discuss
  and compare cultural differences is developed.
  This dimension involves developing curiosity
  about and openness to a variety of values and
  practices, as well as acquiring in-depth
  knowledge of the diverse cultural traditions of
  the source societies.

11
The Indonesian Experience

• An all encompassing classroom journey.
• Michelle Lewis and Julie Graeme
• Berwick Secondary College L.O.T.E Centre of
  Excellence

12
The Indonesian Experience Aims

• To incorporate the current ICT based cultural
  assignment into a more extensive cultural journey
  into Indonesia. The use of kinaesthetic learning
  strategies is hoped to enhance student engagement
  and foster a deeper understanding of Indonesian
  language in relation to its unique culture. By
  drawing from various sensory sources such as
  food, music, movement and visual stimuli we are
  aiming to increase overall enjoyment of a L.O.T.E

13
The Project Overview
The project took place during term two and
involved two year 7 Indonesian classes of mixed
ability and gender. Students first began working
on an ICT based webquest. This can be found on
the BSC Centre of excellence Webpage. This phase
of the project needed complete IT support and
students to have constant Computer and Internet
access.
http//www.bsclotecoe.vic.edu.au/
14
The Webquest.

• http//www.bsclotecoe.vic.edu.au/IndoTasks/Yr7Indo
  Task/index.html
• Students work in groups with each person
  responsible for an area of research. The students
  then combine their tasks and make a finish ICT
  based project which may take the form of Power
  Point or a web page.
• Full version of the following tasks can be viewed
  at the above address.

15
http//www.bsclotecoe.vic.edu.au/StudentWork/BellC
hloe/index.htm
By Chloe Sammi
Indonesia
Home
Rainforests  
Indonesia is a load of islands totaling up to
17,500 and has about the population of 200
million.             Here is a small map.
Dance
Orang-utans  
Religion  
Above The Indonesian Flag
Example of student designed web page.
16
The Cultural day

• Students were divided into 3 groups and 3
  separate activities were run.
• We employed Baguskan to provide dance a drums.
• Julie taught Angklung and Indonesian music both
  traditional and modern. Students choreographed
  their own modern dances.
• Michelle ran an Orangutan awareness activity
  which was part of the community links aim.

17
Strengthening links with Indonesian speaking
community.

• We chose BOS Borneo Orangutan Survival
  Foundation to enhance student awareness of
  environmental concerns facing Indonesia.
• Students watched documentaries about the plight
  of the Orangutan and were motivated to fundraise
  to aid the foundations rehabilitation projects in
  Kalimantan.
• Fund rainsing took the form of selling
  merchandise and the cultural evening cover fee.

18
Cultural Evening

• Students invited parents to attend an evening
  showcasing the multi media presentations, dance
  and music performances they had learned. Students
  also performed role plays in the LOTE and spoke
  about Orangutan conservation.
• Parents were served Indonesian food by students
  and all enjoyed a visual photo story about
  Indonesia.
• A cover charge was levied which went to raise
  funds for BOS.
• In all 323.95 was raised and parent feedback was
  most positive.
• We were exhausted but well pleased!

19
Cultural activity photo gallery
Orangutan Awareness
Dance Performances