Rationale

Treffinger's model for increasing self-directedness provides a suitable basis for planning for this Year 9 mixed ability class. Step 1, the initial teacher-directed step (command style), is the period where students receive their key input of new grammar structures and drills and guided activities. Suffering severely myself from the 'fear of letting go of control' syndrome, I can understand most teachers' concerns about having to help all their students achieve the outcomes. It is at this stage that talented students suffer if they are held back at an 'average pace'. It is here, however, that some element of curriculum compacting (Reis, Burns & Renzulli, 1993) can be incorporated. If able students indicate in tests conducted during this period that they have already mastered material, from their own self-directed learning, they are free to progress to Step 2. The talented student I have identified is not yet ready for 'pretesting' so I will use 'compacting' to test her 'out' of core work more quickly than other students. If she responds well to self-directed learning and as a result works on ahead of the class, 'pretesting' may become necessary in future units.

Step 2 introduces the first self-directed step (task style). The teacher provides students with a variety of activities from which they make a selection. By using contracts the teacher can encourage all students to select activities geared to their own level. At this stage elements of Bloom's taxonomy can be applied and this is especially important in a language classroom where students need to be able to see how they transfer to real life situations the rules they have been practising, but need a safe framework in which to take that risk with the language.

Once the student has had solid grammatical input from her/his teacher in Step 1, and been encouraged to use this information more creatively in Step 2, Treffinger prescribes two further stages. In Step 3 the student assumes a more active role, negotiating details of goals, learning activities and evaluation. Finally in Step 4, when students have become more self-directed learners, they are able to conduct this process autonomously, with the teacher still available to provide help when needed. Ideally, more time should become available for self-directed activities as students become accustomed to the program.

While core work ensures that students develop ability in all four macroskill areas, the use of sociocultural questions within this taxonomy will help students to gain a more realistic insight into Japan and its culture. Marriott et al. (1993) expect that in the near future Australia will be calling more for an education that encompasses sociocultural understanding, rather than traditional language teaching.

 

Step 1 Teacher-directed step (command style)

Objectives:

• Students will be able to ask other students how they spend their free time and answer accordingly, hima na toki nani o shimasu ka;

• Students will be able to comment on other students' ability, ~ ga joozu / heta desu ne;

• Students will be able to respond accordingly to praise, soo dewa arimasen / aa soo desu ka, doomo arigatoo;

• Students will be able to describe their own talents, ~ ga tokui / nigate desu;

• Students will be able to describe where events happen, doko de kaimashita ka;

• Students will be able to give fuller self introduction, including their school year, hobbies and special talents.

 

Methods:

During this step it is essential that students develop the skills for later work. This core work can be conducted for about two-thirds of the lesson, with the final third spent in freer activities in preparation for Step 2. Encourage students to check their progress against the evaluation sheets (Kimono Level 2, Teacher's Manual, 1991, p.61). Students deemed ready by the teacher may take a test an any time through the work and either proceed with Step 2, or watch selected videos or work on the Japanese computer.

 

Activities:

Pair practice and drill: New structures, pp.4-6.

Listening and writing activities from workbook.

Listening comprehension, using cartoons with no balloons.

Reading practice matching pictures and balloons.

 

Step 2 First self-directed step (task style)

Based on Bloom's taxonomy.

Students make a selection from the following activities. They can commence activities for which the teacher feels they have covered adequate core work, while core work is still being presented. Students are to select topics with guidance from the teacher. Higher ability students are encouraged to select activities from section B (application and analysis based) or section C (synthesis and evaluation based).

Contracts are handed out and a time frame for when the work is to be finished is negotiated between teacher and students. The students become responsible for their own learning.

 

Instructions:

Please choose 3 topics from Section A, or 2 topics from Section B, or 1 topic from Section C. If you wish to try topics from different sections, please discuss this with me. Once you have thought about what topics are most appealing to you and which you think you can successfully achieve, fill out the contract sheet (see Services Directorate, NSW Dept of Education, 1989, p.14). By signing the contract you are agreeing to complete the work thoughtfully and on time. While you are working I will provide support and resources as you need them. Please think about any special resources you may need and discuss this with me before you sign the contract. Good luck and I hope you enjoy the work. GANBATTE KUDASAI!

Topic Choice:

Section A (10 points each)

• Complete Worksheets A, B, C (see me for the sheets).

• Make a snakes and ladders game, as we played previously in class, but you must make the cards with questions using the language we have studied so far.

• Read the article about Mr Tanaka and his dislike of English words. Make a memory game with cards using pictures and the katakana equivalents.

 

Section B (15 points each)

• Do you have a camera? Make a picture album or large poster of your friends. For each photo write an introduction that person would make about themselves.

• Conduct a survey on your classmates' interests and abilities. How many sports people do we have? How many musicians? Present your findings in a chart (in Japanese) and include a tape with at least 3 recorded interviews of your conversations.

• Review the kanji we have learnt so far. Practice writing with shodo brushes. At the end of the unit, instruct the rest of the class in stroke order and how to write. You might want to make a written exercise to quiz them, too.

 

Section C (30 points)

• Write and illustrate your own cartoon. You can make up any new story, but think carefully about the language that you know and keep within these limits. Present your cartoon to the class at the end of the unit.

• Can you encourage everyone in the class to remember their self-introductions? Using the video camera, make a short program, with credits, (in Japanese, of course) to show to the class at the end of this unit. Take care to ensure the sound is top quality.

• Make up a panel of two to three people and debate the differences between learning French/German and Japanese, and what you think is the best way to study Japanese effectively. You might find useful all the sections called 'ganbare' in Kimono 1 & 2.

 

Step 3 Second self-directed step (peer partner style)

At this stage students may devise activities which they wish to attempt. The teacher may give input, but ideally students 'assume a more active role, participating in decisions about their learning activities, goals and evaluation'. The teacher may discuss with the students skill areas where they are still weak and recommend that they focus their attention there and suggest possible activities. But ultimately the student should be feeling inspired by some of the activities attempted in the previous section.

 

Step 4 Self-directed style (independent learner)

Because of time limitations this level may not be achieved, but students who quickly complete the work within the time frame of their contract may proceed to this stage. At this stage students plan, carry out and evaluate their own activity, most likely within their own time. This could be establishing an ongoing penpal relationship, becoming an expert origami craftsman, taking a course in ikebana (if a teacher is available), hosting Japanese students to a homestay, practising Japanese cooking, leading an activity on Japanese Day, studying about a period of Japanese history, illustrating a book with pictures and translations of haiku, competing in essay or speech competitions sponsored by the Japan Foundation, or reading Japanese novels and giving a book review to the class.

References

Burnham, S. & Sedundry, M. (1991) Kimono (Japanese textbook), Level 2. CIS Educational, Victoria.

Marriott, H., Neustupny, J.V. & Spence-Brown, R. (1993) Unlocking Australia's Language Potential: Profiles of 9 Key Languages in Australia, Vol 7, Japanese. National Languages and Literacy Institute of Australia Ltd.

Reis, S.M., Burns, D.E. & Renzulli, J.S. (1993) Curriculum Compacting. Hawker Brownlow Education, Melbourne.

Services Directorate, NSW Department of Education (1989) The Module Bank: Modern Languages and the Talented Child. Government Printer, Sydney.

©TalentEd is located at the School of Curriculum Studies, University of New England, Armidale, Australia.

This page updated: 23 January 2006 Webmaker: Howard Smith. hsmith4@une.edu.au