EDU413 sem 1 2023 Task 3: Video Action Plan
EDU413 sem 1 2023 Task 3: Video Action Plan
Due Friday week 10 before midnight, worth 50%, 7-10 mins
Key Question: What I have I learned about Languages education in Australian schools and what can I do to change the status quo and make a difference?
Using the 2 key frameworks of this course(Byrams model of the qualities of an intercultural person; Liddicoat & Scarino model of the 4 stages people go through when they have an intercultural encounter)create an explicit, action plan in video format, addressing key learnings from the course to guide your future practice. Make mention of these 2 frameworks throughout the video when appropriate. You will need to develop a script as 7 minutes is a long time, which might form the basis of your slides that accompany the video. We will not be marking that script so it does not need to be submitted. You will need to provide a talking head, that is your face, a voice over is not enough. You may want to provide a web link as well.
Compulsory inclusions
Introduction: Identify the purpose of the video. Then, describe how your perspectives have changed regarding benefits of Language learning, noting the plurilingual context of Australia, the dangers of the monolingual mindset; reflect on your own experiences of learning an additional Language
Summarise the benefits:
that you consider the most significant
surprised you.
changed the way you think about Languages.
Identify the strengths and weaknesses.
challenges of the current system, including curriculum, situation in schools and related policy.
Reflection:
Identify your own weaknesses in your own readiness to support Languages and then identify professional development opportunities you might participate in
(e.g., Asia Education Foundation, learning an additional Language online, Duolingo, travel etc).
Explain explicitly to break down the monolingual mindset.
through curriculum delivery,
embedding relevant General Capabilities and Cross Curricular Priorities appropriately.
use of resources.
classroom culture (embracing diversity);
how you will influence your school community - explain how you will support languages at your school (e.g., model a plurilingual mindset; by supporting Languages and your Languages specialists). Justify this by using the 2 frameworks.
Concluding:
statements as to why Languages should be embraced and linking to reflective, changed perspectives, and recommendations
Key Authors/Readings
Mike Byram (1997). Teaching and Assessing Intercultural Communicative Competence., Multilingual Matters.
Mike Byram (2008). From Foreign Language Education to Education for Intercultural Citizenship: Essays and reflections. Multilingual Matters.
Anthony Liddicoat and Angela Scarino (2013). Intercultural Language Teaching and Learning. Wiley Blackwell.
Wagner, D. Perugini,M. Byram (2018). Teaching Intercultural Competence Across the Age Range. Multilingual Matters,
Criteria
Knowledge and understanding of the benefits of learning an additional Language and of plurilingualism; strengths and weaknesses of the (language) education system, and challenges faced by stakeholders.
Reflects on personal experiences (SPE and other) to articulate a valid Action Plan that includes PD opportunities, curriculum planning and advocacy.
Applies literature including theoretical framework(s) to justify a valid Action Plan
Oral communication skills
Purpose Create and upload a 7 minute video, reflecting on what you have learned, and articulate new understandings through a valid action plan to inform future practice.
Knowledge and understanding of
the benefits of learning an additional Language and of plurilingualism; strengths and weaknesses of the (language) education system, and challenges faced by stakeholders Reflects on personal experiences (SPE and other) to articulate a valid Action Plan that includes PD opportunities, curriculum planning and advocacy.
Applies literature including theoretical framework(s) to justify a valid Action Plan Oral communication skills 139944160849Explains in detail: a variety of benefits of learning an additional language; a variety of strengths and weaknesses of the system, a variety of challenges for different stakeholders, and multiple benefits of plurilingualism.
00Explains in detail: a variety of benefits of learning an additional language; a variety of strengths and weaknesses of the system, a variety of challenges for different stakeholders, and multiple benefits of plurilingualism.
10530428871Articulates a wide range of multidisciplinary solutions across PD, school culture and analyses a wide range of changed perspectives as a result of literature informed personal reflection.
00Articulates a wide range of multidisciplinary solutions across PD, school culture and analyses a wide range of changed perspectives as a result of literature informed personal reflection.
127276160545Presents using academic English with a consistent academic tone throughout in a cohesive manner, connecting ideas, consistently adheres to APA conventions.
00Presents using academic English with a consistent academic tone throughout in a cohesive manner, connecting ideas, consistently adheres to APA conventions.
HD
106349-8780Applies a wide range of literature including frequent use of theoretical framework(s) to specifically align with varied aspects of the Action Plan
00Applies a wide range of literature including frequent use of theoretical framework(s) to specifically align with varied aspects of the Action Plan
143179451347Presents using academic English with minimal errors and a broad range of context specific vocabulary; writes using a logical sequence; consistently applies APA conventions with minor errors.
00Presents using academic English with minimal errors and a broad range of context specific vocabulary; writes using a logical sequence; consistently applies APA conventions with minor errors.
DN
2196482538Describes a variety of benefits of learning an additional language; a variety of strengths and weaknesses of the system, challenges for different stakeholders, and multiple benefits of plurilingualism.
00Describes a variety of benefits of learning an additional language; a variety of strengths and weaknesses of the system, challenges for different stakeholders, and multiple benefits of plurilingualism.
8890230505Reflects to explain an Action Plan that is characterized by a variety of PD opportunities, curriculum planning from multiple Learning Areas and explains a range of changed perspectives from reflection.
00Reflects to explain an Action Plan that is characterized by a variety of PD opportunities, curriculum planning from multiple Learning Areas and explains a range of changed perspectives from reflection.
50690154802Applies a range of literature including consistent use of theoretical framework(s) to enhance the Action Plan
00Applies a range of literature including consistent use of theoretical framework(s) to enhance the Action Plan
CR
-13834626222900-275336029972000 35199728606700 190153526276500 750637961Identifies the key benefits of learning an additional Language; fundamental strengths and weaknesses of the system, major challenges, and key aspects of plurilingualism.
00Identifies the key benefits of learning an additional Language; fundamental strengths and weaknesses of the system, major challenges, and key aspects of plurilingualism.
1245212590Reflects to create a valid Action Plan that identifies likely PD opportunities, valid curriculum planning, drawing on key personal experiences, describing related changed perspectives to language learning and plurilingualism
00Reflects to create a valid Action Plan that identifies likely PD opportunities, valid curriculum planning, drawing on key personal experiences, describing related changed perspectives to language learning and plurilingualism
66592-19216Applies key literature including fundamental use of theoretical framework(s) to articulate and justify a valid Action Plan
00Applies key literature including fundamental use of theoretical framework(s) to articulate and justify a valid Action Plan
127275243177Presents using fundamental academic English with minor errors.; organises information in a coherent manner with a recognisable introduction and conclusion; frequently applies key APA conventions.
00Presents using fundamental academic English with minor errors.; organises information in a coherent manner with a recognisable introduction and conclusion; frequently applies key APA conventions.
P
138175355942Identifies isolated benefits of learning an additional language; isolated strengths and/or weaknesses of the system, unlikely challenges
00Identifies isolated benefits of learning an additional language; isolated strengths and/or weaknesses of the system, unlikely challenges
8890173990Creates a fragmented and invalid Action Plan that is characterized by: unlikely or invalid PD opportunities and/or tokenistic curriculum planning, and/or supported by anecdotal personal experiences and/or unrelated changed perspectives
00Creates a fragmented and invalid Action Plan that is characterized by: unlikely or invalid PD opportunities and/or tokenistic curriculum planning, and/or supported by anecdotal personal experiences and/or unrelated changed perspectives
-485417-118438600162008183460Cites isolated literature and/or aspects of frameworks when discussing their Action Plan
00Cites isolated literature and/or aspects of frameworks when discussing their Action Plan
Presents with a variety of errors
that impede communication, consistently applies APA conventions incorrectly; writes using an incoherent structure
F
4049395336613500Feedback40493953366135004049395336613500
On-balance judgment HD DN CR PASS FAIL
Explanatory notes of this Continua model of a Guide to making judgments
This is a nested model which means only discriminating, discernible or threshold qualities are described at each standard-there is no repetition and hence it is less cluttered encouraging assessors to focus only on the threshold quality
There is no necessity to write a descriptor for every standard in every criterion. Hence, one criterion might have 5 descriptors and another may have two. Most tasks would necessitate three standards, probably the A, the C(pass level) and either D or E (failure)
The poles describe regions of quality for each criterion so a tick can be placed anywhere along the continuum
There are no quantitative marks only qualitative behaviours
Numerical references are avoided as these are not qualitative
The focus(s) of the assessment is identified in the purpose statement
An on-balance judgment is required after all ticks have been placed in each pole corresponding to each criterion
The relative importance of each criterion is identified in the sequence beginning at the left of the model
The positioning of the criteria at the top of the model encourages assessors to focus on these first before considering the standard descriptors. There are two boxes. The very top box can be used to insert the generic criteria, not specific to the task. The second box directly underneath is used to insert the task specific criterion.
The standards descriptors describe observable qualities and avoid subjective words (like very) to distinguish between standards,
The positioning of the standards (HD, D, C, P, N) to the right of the model is deliberate and encourages assessors to first make judgments about quality in each criterion before making a final on-balance judgment
Additional text boxes can be copied and placed in this document as required
