Collaborate between Australian and Japanese students to understand the cultural differences through their work and communication

Use of the ICTs and international group work may lead all students to be highly motivated in their learning

Encouraging young Australian and Japanese to keep good relationships

Other purposes

Encourage learning with peers to establish the sense of learning climate and empathy between them

Teach each other in order to have accurate and precise knowledge into learning themselves

Marzano & Pickering,1997

Audience and background

Learning Outcomes

Lesson plan (Authentic scenario authentic products)

- tasks, assessments, resources Links to engagement theory

Summary

Audience: - Year 10 (Australian students)

- Grade 1 (Japanese high school students) Background[Their learning style]<OZ students>

- Visual learner

- Active learner : related to Australian custom & education system (eg. Habits of Mind: Quarry, discussion >> talk in order to solve problems

<Jap students> - Visual learner - Passive learner: related to Japanese custom & education system (eg. Habits of Mind: Listen to others, take notes) >> focus individual study (research analyse in order to solve problems, >> shy to discuss in front of people

Marzano & Peckering, 1997

Audience cont.

[Their learning: multiple intelligence ] - Both Australian(OZ) students and Japanese (Jap) students completed same area at Maths.

<OZ students>

- Students have been learning Japanese since they are primary

students

<Jap students> - Students have been learning English since they are junior

high school students (Y7 in Australia)

LMQ2 – Where does my learner/s need/want to be? Procedural Knowledge (P), Declarative Knowledge (D): My learner will be able to: <the use of ICT> D- Investigate the use of ICT tools (Wiki's, Blog, Youtube and

ClassMarker) P- Utilize the function of each ICT software or program

>> Both Jap & OZ students

<Mathematics> P- Describe the different types of equations with symbols D- Interpret the value of numbers and symbols in order to solve

simultaneous equations and quadratic equations. >> Both Jap & OZ students

Smith & Lynch, 2006, Marzano & Peckering, 1997

<Language: Japanese-OZ students, English- Jap students> D- Read Math technical terms of Japanese P- Write (type) order form in order to create some Math Qs) >> OZ students D- Read Math technical terms of English P- Write (type) order form in order to create some Math Qs) >> Jap students P- Create maths quizzes which is written in Japanese >> OZ students P- Create maths quizzes which is written in English >> Jap

students P- Talk to peers how they felt about the quiz preparation and how it went on Skype (in Jap. & Eng.) >> Both Jap & OZ

students

Smith & Lynch, 2006

Authentic scenario: Australian and Japanese society Task (their goal): “Sugaku” Math Quiz competition! Authentic products: ClassMarker, Wikis, Youtube, Podcast, Wikipedia

1. <ICTs> Students have extra time somewhere at the early of

the term to learn how to use ICT technologies (Wiki's, Blogs, Youtube, Class Marker, e-mail and Skype)

>> (30-40min x 3 lessons) depends on how students interpret the new technologies

2. Make some groups (2OZ & 2Jap students for each group)

>> they will work together all through the term (Online with Wiki's, Blogs, and e-mail)

- Every student is required to discuss or ask Qs with students each other or LMs on Wiki's anything about their project: how to use ICTs, Maths, Jap and Eng.

(should ask Qs: 1. within their group, 2. with other groups, 3. to LMs)

- Students should establish own groups' page on Wiki, also check

and read other groups' page and everyone's page which is

managed by LMs.

>> It will be assessed

** Learning Managers (LMs) (both in Aus and Jap) need to make the group fairly (Mixed level of Maths, Jap and Eng). Also LMs make sure whether every group are on a right track (both F2F & online: checking Wiki's or Blogs)

3. Students have normal face to face class for Maths, Jap (OZ stu), and Eng (Jap stu) at each country (Aus & Jap).

4. Students receive a task (Maths only) every week and complete it in 1W with their group members. (W1-5)

The next week students have to share their answer in the classroom at each country.

>> 1or 2groups demonstrate their formula with explanation in every week

(W2-6 at the beginning of the lesson)

5. Create Math Quizzes using ClassMarker in 1 week and submit (post) it to Wikis' everyone's page (10 Quizzes) >> It will be assessed (W7) (if students want, they can

write feedback for each quiz, but it is not assessed)6. Solve the Maths Quizzes of other groups except their

own Quizzes in 1 week. (W8) >> it will be assessed7. The solution will be posted on Wikis' everyone's page.

Students must take a look it and discuss on Skype, and Wiki's or Blogs. After that, they will receive a feedback form LMs.

7. Duration: 8weeks to 1term

- Communicate (share the idea, teaching students-students of the equation or the use of ICTs, and get to know each other: just chatting) with blog or WIKIs all the time

- 5W to have declarative knowledge (in the Math, Jap and Eng lessons)

< at the last 3Ws> - 1W to make quizzes with group - 1W to solve the quizzes with group - 1W for feedback from students or teachers

Relate: Enhance students knowledge of both language (Japanese & English) and Math and engage them (to be motivated in their learning)

Create: Make math quiz questions using ClassMarker

Donate: Try the "Sugaku" (Math) Quiz Competition within group (2 OZ students & 2 Jap stu) using ClassMarker to answer the question and WIKIs to share and modify the idea. After the submission, provide a feedback from other group and teachers.

- Communicate on Skype with students in another country (Australia-Japan) to share about the Math Quizzes

Kearsley & Shneiderman, 1999

Authentic scenario: Related to real life

Australian and Japanese society

Authentic products: Make human interaction

(Collaboration) ClassMarker, Wikis, Youtube, Podcast, Wikipedia

Links to engagement theory: ~ Collaborative learning is

creative, meaningful and authentic ~

Kearsley, G. & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved August 1, 2009, from

http://home.sprynet.com/~gkearsley/engage.htm

Marzano, R., & Pickering, D. (1997). Dimensions of learning (2nd ed). Aurora, Colorado, the USA: McREL.

Smith, R., Lynch, D., & Knight, B. (2003). LearningManagement: Transitioning teachers for national and international change. Frenches Forest, NSW, Australia: Pearson Education Australia.