Assessing posts after the third session

On the evening of the third session I logged into the class Google Plus page and assessed student posts.  Six had been completed, with the quality of the pronunciation very good, demonstrating learning intentions having been met for the group of six.

Revisiting the Plus page in the weekend following the session, there are still only the six posts.  This is a little disappointing as it seemed that, with 12 of 16 students having posted last week, I would begin to see higher numbers of student posts.

To make the students more accountable I will organise a second weekly session with the class, albeit a shorter on (10-15 minutes), perhaps two days after the first weekly session.

Third class session 21-5-13

I arrived in class for the third session I was slightly late.  This proved to be positive and reaffirming, as when I got there the class had already started the session without me, all having signed on correctly.

The session with the class ran along the same lines as the first two sessions.  Again I focused on the positives of the students who completed posts (12 of 16 students, plus the class teacher).

It seems apparent that all students are clear on what to do, but there are still the small group of students who haven't yet posted.  I will ensure that I work with this group in the next whole class session, not finishing in the class until all have completed a post.

It has been great to see the class teacher doing posts.  I am sure that this motivates the class, as it shows that she values the programme through her own participation.   

Reflections at the end of the second week

Were the learners successful in completing the tasks assigned?
This week there were 13 posts done by students, significantly more than the previous week.  

Did the activity work like you expected? Were there any outcomes that you did not expect?
I have been very please with the way in which the programme has developed.  students appear very confident with the process of using Google Plus to access information and share their own learning.  

An unexpected outcome has been the class teacher actively taking part in the programme through her own posts to the Google Plus page.  I have also been pleasantly surprised to receive emails form students thanking me for the feedback that I have passed on to them.
 
Were the learners engaged/motivated by the activity?
During the time that I am in class with students they continue to appear to be very motivated by the programme.  This is reflected in their use of mandarin whenever I visit class, for whatever reason, over the course of the week.

I do feel that if a little more time was provided in class, I would receive posts from all students.  However, all students do have access to the Internet at home and should be able to post out of school hours.

Regular use of Mandarin at school

A significant factor that has emerged since the Google Plus Mandarin programme started at St Mary's School has been the use of Mandarin whenever I meet students from the senior class, whether it be when I see them in the playground of if I visit their classroom.  This has been an outcome that I had hoped to achieve, which I believe will be a key factor in the students retaining what they learn through the programme.

The above-mentioned factor highlights the advantage of face to face contact supporting the online aspect of the programme.

A newspaper editorial supporting the theme of my research

Here is an interesting editorial from the New Zealand Herald.  It is very reaffirming to those schools in New Zealand who are implementing Mandarin language programmes for students.  The editorial starts:

'The drums are beating for more children to learn Mandarin. The Prime Minister wants more pupils to consider it. Education expert Wendy Pye goes further. She wants it to be compulsory for all New Zealand primary schools to offer children a chance to learn Mandarin. Compulsion would be a step too far. But it is not difficult to understand why there should be every encouragement for children to learn the language'.

To read the editorial in full, click here.

Reflections on the project so far

Were the learners successful in completing the tasks assigned?
For the first lesson, seven of the 16 students completed their Google Plus video posts.  

Did the activity work like you expected? Were there any outcomes that you did not expect?
Of the seven who posted, I was very happy with the way in which they followed the guidelines set by me to complete their video posts.  In terms of meeting lesson learning intentions, I was very pleased with the quality of the pronunciation of the four Mandarin tones in the video posts.  

Based on the apparent level of motivation I saw in class I was a little surprised and disappointed not to see more of the students completing posts for the first lesson.  During the week I sent out a group email, complimenting those who had done posts and encouraging those who hadn't.  I included the classroom teacher in the group email.  This group email led to only one more post being done.

Were the learners engaged/motivated by the activity?
Through the time I spent with the students in class it appeared that they were all very motivated by the task, particularly when I was working with them.  However, the limited number of posts suggests that their motivation waned once the direct teaching from me stopped.    

More posts for lesson 1

I have checked again for posts on the class Google Plus page.  There are two more, making a total of six of the 16 children in the class.  I have email the class as a whole to recognise the six who have posted, and to remind (gently) the 10 who haven't to post by the time we catch up on Tuesday.

I have also emailed individually the six students who have posted with specific feedback on their pronunciation of the four tones, the focus for lesson 1.