Disaggregating Data

TiLLYSaLLY

WiLLY

MiLLY

Teaching as Inquiry - question

• How does the use of a variety of ICT tools incorporated with other non-ICT learning activities enhance student confidence and achievement in speaking Japanese?

XXX school is a decile 8, full primary, urban Catholic School in

Hamilton. There are 362 students and 26 ethnicities represented

within the school – our school flags represent this diversity…

Ethnicities

New Zealand European

Maori

European

African

Latin American

Pasifika

Korean

Filipino

Australian

Chinese

Sri Lankan

Japanese

68%13%

5%

4%

3%

Room 3 Japanese Class

0

2

4

6

8

10

12

14

16

Samoa

n

Filipino

Cambodian

Mao

ri

NZ Eur

opea

n

Icela

ndic

Tongan

Congole

se

Ethnicity

Nu

mb

er o

f S

tud

ents

Year 8 Girls

Year 7 Boys

Year 8 Boys

Year 7 Girls

Name Year Gender EthnicityStudent voice relating to prior knowledge in other languages and cultures.

Personal Goal

Learning Style / Stanine

Kenji 8 Male Samoan “My mum and dad speak Samoan fluently but I can only speak and understand parts of it.”

To learn as much Japanese as I can.

Kinesthetic

5

Daisuke 7 Male New Zealander “I have family in Croatia and have travelled around Europe for a month.”

To introduce myself to a Japanese person and tell them my interests.

Kinesthetic 7

Takashi 7 Male Māori “I am a quarter Māori. My mum can speak quite a lot of French.”

To have a conversation in Japanese when meeting someone for the first time.

Visual9

Yuko 7 Female Congolese “I can speak French fluently, and have a basic conversation in Swahili, Lingala and Kikongo.”

To introduce myself and tell people what I like and don’t like and say good bye politely.

Auditory4

Aki 7 Female Icelandic “My Dad speaks fluent Icelandic and I can understand parts of it.”

To be able to talk about myself in Japanese.

Kinesthetic

6

Noriko 8 Female New Zealander “I don’t speak any other languages. I would like to travel overseas one day.”

To introduce myself to a Japanese person and tell them a bit about myself.

Visual7

Teaching as Inquiry - question

• How does increased target language input via podcasts lead to increased confidence in speaking and an improvement in pronunciation?

The focus group was a Year 10 French group taught by SC.There are 31 students in the class with the following ethnic composition.

Other

NZ European

South East Asian

Indian

Other European

Maori

Chinese

Composition of focus group by ethnicity.

Class disaggregated data indicates that there is one Māori student and one Tongan student. They were involved either in the focus group or the control group and this allowed me to consider Ako and links to Ka Hikitia as part of the project.

Teaching as Inquiry - question

• How does an increased awareness of second language learning pedagogy (PCK) and the incorporation of relevant second language learning methodologies into PowerPoint improve student learning outcomes?

Context10 Spanish Class

Teaching as Inquiry - question

• How does providing students with opportunities for enhancing output through creating their own educational videos improve their speaking ability?

Demographics for Yr11 Spanish

Ethnicity Gender

Target GroupStudent Gender Ethnicity Languages

Spoken at Home

Prior Spanish Learning

Prior Achievement Level

1 Female South East Asian

Pilipino Spanish and English

1 year High

2 Male NZ European English 2 years Low

3 Male Indian English 4 years Medium

4 Female Other European

English & Afrikaans

2 years High

5 Female Maori English 3 years Medium

6 Female NZ European English 2 years Low

What do you need to know?

• YOU = The teachers at your table, are organising and leading a cultural / sporting educational tour to an overseas country.

• What information do you need to know about each other?

• Show this in a user-friendly way.

What do you need to know?

• What information do you need to know about your students?

• Why?

• What data needs recording?• How?