Phase of Development: Early Adolescence

Learning Area Outcomes Curriculum Framework	Strand Statements Outcomes & Standards Framework
Listening & Responding, & Speaking Students comprehend & communicate in the target language through listening & responding, & speaking.
Viewing, Reading & Responding Students view & read a variety of texts in the target language & respond appropriately.
Writing Students write a variety of texts in the target language.
Cultural Understandings Students develop sociolinguistic & sociocultural understandings & apply them in their use of the target language.	Cultural Understandings The System of the Target Language Language Learning Strategies (The last three outcomes describe knowledge and skills which are essential for effective communication, and as such underpin all programs. They are monitored through the other three strands of LOTE)
The System of the Target Language Students apply their knowledge of the system of the target language to assist them to make meaning & create text.
Language Learning Strategies Students acquire a range of skills & strategies to support their ability to make meaning of & express themselves in the target language.

Brief Description Context	Objectives Learning Experiences
Let's Explore! Steps in the Process Modelling and Immersion Immersion - Written Texts Pre-writing Drafting and Proof-reading The PowerPoint Planner Collection of Resources Viewing and Class Feedback Conclusion Assessment & Evaluation Assessment Observation Agreed Criteria Portfolios My Reflection on This Unit Checklist: Viewing, Reading & Responding Checklist: Writing Checklist: Cultural Understandings Checklist: The System of the Target Language Checklist: Language Learning Strategies
Practical Frameworks Negotiation Worksheet	Student Reflection Mechanisms Student Examples

Brief Description

Author:   Joe Millimaci Description:   Fantasy Travel to Italy - PowerPoint Presentation Project Duration:   10 weeks Student Levels in Class: Writing: Working at Levels 3-5 of the Outcomes & Standards Framework Viewing, Reading & Responding: Working at Levels 4-6 of the Outcomes & Standards Framework

Context

The School: John Forrest SHS is a Technology Focus school of approximately 700 students. LOTE Department: Italian - Years 8 to 10 Japanese - Year 8 The LOTE Classroom: 4 MAC Classics with some language software 68cm TV attached to wall Averkey (borrowed from library) Toshiba Laptop Library: 24 computers with Internet Access Class: 16 Year 10 students 2 x 55 minute lessons per week Teacher: Joe Millimaci I have been teaching for 7 years and learned to use a PC in March 1997. I explored the Internet and spoke to people around the world through chat and email and asked millions of questions. I found people the best source of information and help: people on the Internet were more than happy to help; and I also asked questions of friends and students. I also work at SIDE and developed my skills in PowerPoint through my work there.

Objectives (For a description of the place of objectives in an outcomes-based environment, click here.)
	Students will select, use and adapt technological information about Italy, on the Internet.
	Students will apply their knowledge of the system of the Italian language to assist them to make meaning from magazines, classroom wallcharts and Internet sites in Italian, and to create a Powerpoint text.
	Students will use language learning strategies to support their ability to make meaning from magazines, classroom wallcharts and internet sites in Italian, and to express themselves in Italian about a fantasy trip to Italy.
	Students will learn about the Italian culture through reading magazines, classroom wallcharts and internet sites in Italian.
	A checklist linked to the Outcomes and Standards Framework is a useful monitoring tool for this.
	Students will design and create a PowerPoint presentation incorporating language and images of Italy.

Learning Experiences

During this unit students took part in a range of learning experiences. They:
	brainstormed what information was needed and how to locate and obtain it from a range of sources available to them, such as travel brochures and magazines.
	were immersed in the language of travel by reading travel accounts in these sources discussed these sources in groups, then collated and stored relevant information in written form.
	explored and reasoned about the language patterns and structures they found in these texts in order to understand, interpret and make predictions about the language they would need to use in their PowerPoint presentations.
	negotiated the criteria on which the PowerPoint presentations would be assessed.
	created PowerPoint presentations that demonstrated their knowledge of Italian culture and the system of the Italian language.
	shared their PowerPoint presentations with other class members.
	took part in assessment of their own and each other's PowerPoint presentations.

Let's Explore!

My Year 10 Italian class had been working on the topic of travel and had also worked on the past tense. I looked for a scenario that would engage them in 'real' use of the language they had been practising.

In previous years my students have created posters and brochures in Italian on travel, but since I had discovered the wonders of PowerPoint I wanted them to experience these too. Through PowerPoint and the Internet they could find and incorporate beautiful pictures of Italy that would be difficult to find from other sources, or could be reproduced only as black and white photocopies.

Students combined their language skills with their knowledge of the country and its culture to create a colourful presentation about their imaginary travels to Italy. I also wanted them to have the opportunity to explore the Internet for resources, and to manipulate these to create their own PowerPoint presentations, combining their language skills with technology in a meaningful, creative way that involved them with authentic language and a real purpose.

Step 1: Modelling and Immersion - PowerPoint

I found that PowerPoint is a very motivational tool for students. First, I demonstrated to the students some PowerPoint presentations I had created previously. I did this in English since this was the first time students had access to PowerPoint and I felt it would be best not to overload them by using the target language as well. These Year 10 students have not experienced an extensive use of the target language in the classroom. I used the Averkey so the whole class could view the slide shows. I also modelled the process of creating a new PowerPoint presentation, using some Italian, thus allowing students to listen to, read and view the target language, and ask questions as we worked (LRS). While they did this I observed their processes.

for an appropriate checklist. This stage of the process took a whole period. I then immersed the students in a variety of presentations (good and bad) and from this they were able to generate a list of the criteria for a "good" slide show. to see the criteria that we developed as a class.

Step 2: Immersion - Written Texts

This stage incorporated the use of many varied examples of written texts in the TL so that the students could become familiar with, explore and discuss the varying linguistic structures (STL).
I can also use a checklist to explore my students' achievements in the System of the Target Language strand.
We read a large number of travel brochures and magazine articles, and students had access to classroom wallcharts prepared by previous groups of students. They worked in groups and as a whole class. While they did this, I observed their processes.
for an appropriate checklist to support such observation.

In this step it is important that:
	students are immersed in as many different examples as possible.
	realia, such as travel brochures and magazine articles in Italian, are used.
	the examples used challenge students to go beyond the boundaries of their current knowledge of linguistic structures.
	students are reassured that they need not know every word or phrase (LLS).
	they are also encouraged to "guess" creatively and to problem solve - prediction and risk taking are valuable learning strategies (LLS).
	A checklist based on the Outcomes and Standards Framework is a useful monitoring tool for this.

Step 3: Pre-writing

First, I introduced the idea of the fantasy travel account and discussed with the students how they could go about constructing their PowerPoint presentation.

In groups students searched for the language (words and phrases) they would require for their fantasy travel accounts.

Students shared their language findings across groups.

Students practised their language orally and in writing.

Step 4: Drafting and Proof-reading

In preparation for writing we first discussed what we felt were important characteristics of the language we would be using for the presentation. We agreed that the language structures would include the past tense as this was a focus of their learning and one the students would need to explore further in order to communicate effectively (STL). We also agreed that the content would involve elements relating to travel, for example modes of transport, places visited, monuments seen and activities undertaken. I then presented our ideas as a worksheet to ensure we all had the same understandings. Students then wrote a draft of their travels incorporating the new language they had explored together in Step 3 (LLS). While they did this I observed their writing processes.

for an appropriate checklist to support such observation. They then redrafted their writing. The next stage was proof-reading (LLS). They did this either on their own or with a peer.

Step 5: The PowerPoint Planner

The next stage was the storyboard draft, using the PowerPoint Planner.
	to see a copy of the Planner.
	to see examples of students' Power Point presentations.

This Planner is vital for several reasons:

	Without it students tend to become distracted playing with fonts, colours and animation, and waste precious computer time.
	It is difficult to book computers for a class at our school because everyone uses them, so the few opportunities we get need to be maximised. The more preparation students do before they get their hands on a computer, the more chance there is of their completing the assignment on time.
	The use of the Planner helps students to become independent and self-directed learners. They must be responsible for the completion of their assignments, take the necessary steps to ensure their success, and be prepared to accept relevant consequences. The Curriculum Framework and Outcomes and Standards Framework place significant emphasis on students' development of responsibility.
	Students used the fantasy travel writing they had done in Step 4 to prepare their drafts on the PowerPoint Planner.
	They then proof-read their drafts and made any other necessary changes.

Assessment - Observation

Step 6: Collection of Resources through Internet Access & Familiarisation with PowerPoint

Steps 5 and 6 ran concurrently, so that students could have access to the computers when they were ready. I was available to help students as they increased their familiarity with the Internet and PowerPoint learning technologies, but I found that many students were able to help each other. During our first session in the library on the computers I gave students some sites I had found useful for pictures of Italy. I showed them how to cut and paste pictures into their presentations. I endeavoured to foster collaboration and peer tutoring (LLS) and empower my students to become independent self-directed learners. I used several approaches to do this: I strongly encouraged exploration of the program, and group and peer sharing of valuable resources. If students wanted more detailed information on any aspect of PowerPoint I would say, Okay I'm showing Miki how to animate slides. If you are interested come and watch. If students didn't avail themselves of that information and later asked for it I would say, Who would like to show Tenishia how to animate? If someone found a fantastic site they would put the URL on the whiteboard or call out, I've got a great site for photos of Pisa (LRS). Collaborative learning works very well and it actually is a more precise reflection of the way we work in the workplace anyway. Students explored websites and saved relevant images of Italy in their computer folders. While they did this I observed their processes.

for an appropriate checklist.

	Students experimented with Internet technology.
	Students shared useful resources (websites).
	Students assisted each other with computer tasks.
	Students explored aspects of the PowerPoint program.

The students had between 4 and 6 classes to complete their assignments. It wasn't always smooth sailing. Often there would be problems. However, I tried to model problem-solving and creative thinking strategies to combat the difficulties (LLS). For example, some students lost their work in the deep dark depths of The Network. To their credit, however, and aided by some gentle prodding from me, they refused to give up and recommenced their project.

Assessment - Observation

Step 7: Viewing & Class Feedback on PowerPoint Presentations

After the completion of the presentations the whole class watched each individual presentation in the classroom by means of the TV and Averkey.

Students learned some practical technology skills by having their work presented to a real audience:

• It was interesting that some students had not understood the need to use a large enough font until after they viewed their presentation from a classroom rather than the screen in front of them.
• Students love to play with colour. Through the presentation they realised that some fonts and font colours were difficult to read.

some fonts and font colours were difficult to read. They provided each other with constructive criticism, pointed out positive and negative aspects, and made other interesting responses by using the agreed criteria established in Step 1.

I then asked students to write a reflection on their own PowerPoint presentation, summarising what had worked, what hadn't and why, as well as what they had learned generally during the unit. They also had to state what they would do differently next time. This would help them the next time they created a Powerpoint slide show.
Assessment - Use of Agreed Criteria

Conclusion

This type of learning based on the students collaborating to seek for solutions to their needs and then reflecting on what they have learned is valuable because it allows students to be self-directed and responsible learners.

The skills they acquire will assist them not just in the LOTE classroom, but in any learning environment, including workplace situations.

They learn to reflect on their own learning styles and strengths and weaknesses and make suitable adjustments.

Collaborative learning is also extremely beneficial because it is more akin to the real situations students will encounter in the outside world.

Practical Frameworks - Negotiation

Students need to be motivated in their learning and they require some sense of ownership.

As a group (team) we reflected on the language we had been learning. The new feature of language for the Year 10 class - the past tense - would give them greater scope for communicating with others in the Target Language.

We decided we should combine it with a language theme - travel - we had already explored, in order to build on our previous learning.

As a group we brainstormed assignments that would allow us to combine both elements of learning. We agreed on a suitable outcome, developed specific criteria and got to work achieving it.

This negotiation was not always easy but I found that with persistence students developed negotiation skills and learned to appreciate their value.

Practical Frameworks - Worksheet

When we had negotiated what students would do, I presented our ideas as a worksheet to ensure we all had the same understandings.

Student Reflection Mechanisms

As well as the written reflection conducted in Step 7, students completed reflection sheets which we require within the LOTE department at our school:

• Students complete a Student Reflection Sheet at the end of every period for all units. We find this very successful in developing personal responsibility and self-reflection in the students.

• At the end of each semester we extend students' reflection by asking them to complete a checklist of their achievement in the LOTE outcomes and in a range of learning behaviours and attitudes. For student examples of this checklist, click here.

My Reflection on this Unit

Reflection is an integral part of learning. It allows us to improve and grow as teachers and learners. When I reflect on this unit there are a few things I would do differently:

	I would endeavour to have students be even more independent in the process of experimenting with the target language. They could access language programs online in order to discover for themselves the structures and components of certain language points.
	I would not provide them with suggestions of sites, instead allowing them to explore the Net and as a result become discerning learners. A suitable site checklist could be used so that they reflect on how to use the information online efficiently and effectively.
	I would incorporate the Edward de Bono's Six Thinking Hats at the initial planning stage.
	I would have students create their text in a Word document and then cut and paste it into Powerpoint, for ease of editing and to allow safe storage.

Values

Considering this was the first time these students had been invited to share in the decision-making process regarding their learning, I was very happy with their positive attitude and willingness to get involved.

This could only occur in a safe and encouraging environment where creative ideas and risk-taking is valued. I made it clear to my students that we were on a journey of discovery and that mistakes were part and parcel of the learning process.

This was an alien concept to most of them because they had been educated and moulded in the mistakes are bad mentality.

I shared with them the information that great thinkers such as Leonardo Da Vinci revelled in making mistakes because it meant they would continue to learn. At least they were in illustrious company.

I modelled creative thinking and problem-solving techniques and I encouraged collaborative learning and team efforts.

Finally, I let them know that I enjoyed learning with and from them as much as they did with me. The journey continues, but I'm certainly happy that I've been there and done that.

Joe Millimaci