Great to see so far!
Click to go to website.
This is Jenai Lee's e-portfolio and below is my learning journey blog. I focus on teaching Indonesian and Mandarin as a second language in Australia.
This scope and sequence format is far more useable than the original content based outline. It is far more user friendly to cater for all the range of different schools we have.
Great to see so far! Click to go to website.
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As a graduate teacher, I absolutely love experimenting with all the different learning pedagogies out there, and I strongly believe that completely sticking to one type of pedagogy does not work for me. Instead, taking the parts that do work for me and having a blended approach ensures that I am catering for a range of students' interests and strengths. These are some long term goals and the few skills I will be focusing on for the next few years. I have rationalised each of these strategies, because I want to ensure that I am maximising these methods for the benefit of students: 1. Cooperative Learning Strategies
2. Peer Assessment and Feedback
3. More use of Gesture Method The "gesture method" was originally developed for Spanish and French, and there is no explicit curriculum developed for students in Indonesian. However, I have attempted at applying this theory to what I can for simple language that can assist students to remember, e.g. Spreading my arms wide for "besar"/big. Without me prompting in English the term, students are able to recall the term in Indonesian without the need to "language switch" because they are internalising the language item through visual association, thus bypassing the usual habit of interpreting back to English vice versa in their minds to make comprehensible output. "Language switching" or constant interpreting of language impedes students from utilising language at maximum efficiency. Although I have very limited vocabulary to apply the gesture method to, it acts as a very strong supportive teaching strategy in assisting the students with learning difficulties and also the kinaesthetic and visual learners. From my informal questioning during class, I have observed that it has significantly improved the results and retention of language in my students. The biggest difference is I now notice that many students are unable to respond when I ask "Apa artinya… big?", whereas if I ask; "Apa artinya …" then gesture symbol for big, the response is far quicker and students are more able to see a visible pattern in sentences and grammar when I am asking them questions in class. For improvement:
Other Pedagogies to Consider: TPRS (Teaching Proficiency through Reading and Storytelling) - most students absolutely loved the story telling, however without experiencing this kind of pedagogy myself, I am having difficulty working out what aspects are useful for teaching and what are not. Project Based Learning - some kids loved the autonomy of writing their own story, were very excited at the beginning, however most needed scaffolding and became very confused. I am curious at the retention of knowledge for the students, considering how easy it is to simply Google Translate something they don't know. Gamification - the use of gaming language and process to engage students as independent learners. Useful for multi-levelling the classroom, and encouraging students to engage at home. |
Jenai LeeA keen bean languages teacher forever a thirsty learner, looking for ways to engage students in a different culture! Working at Tranby College, Baldivis, Western Australia. Categories
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November 2022
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