Professional Learning Goals

• Increased collaboration between teachers from linked secondary and elementary schools (feeder schools) to strengthen Professional Learning Community
• Learned about using receptive language and inquiry-based learning to increase success of communication with students in French
• Became more familiar with resources such as those available at Curriculum Services Canada, OMLTA (Ontario Modern Language Teachers’ Association) and Hamilton-Wentworth District School Board
• Developed two tools for Assessment for Learning with language production (speaking)
• Increased effective use of technology by teachers and students for success in communication in FSL
• Assessed student achievement in meeting the expectations of revised curriculum

Activities and Resources

• Presentation and facilitation of information/discussion sessions to learn more about Assessment for Learning and the Inquiry-Based Approach
• Accessed and discussed digital/print/personnel resources to support planning, instruction and assessment/evaluation
• Accessed expertise of consultants and other teachers
• Collaborative development of a tool and lesson strategies using Assessment for Learning  to share with other FSL teachers
• Used technology available within our schools to provide a 21st century learning experience
• Discussed successes, challenges and next steps at each meeting and each participant did a personal reflection at the end of the project
• Sharing learning with teachers – participated in a regional ministry project, planned a workshop, article in Professional Subject associations, social/professional networks and media
• We created a Google Drive folder for the group to collaborate during and beyond the project and shared materials with each other there. We also kept minutes for each meeting to remind ourselves of our far-reaching, creative discussions.
• We shared our experiences with technology and use of our e-learning platform – Desire to Learn also called “the HUB” – which in the secondary school is very important in delivery of our blended learning approach. Our entire secondary school is 1:1 iPad while the elementary schools are not 1:1, but are incorporating shared devices. We discussed apps, strategies, tasks and problem-solving.

Unexpected Challenges

We were fortunate to not have any major challenges. It is difficult to get six French teachers together, especially for elementary FSL teachers as there are very few substitute teachers who can do French and the emphasis on oral communication means that it is difficult to leave quiet, easy seat work for the students.

The leader of our group (me) did have some frustrations in finding the right person and process with the school board to set up the account for paying for release time, but it was resolved at the eleventh hour.

Enhancing Student Learning and Development

• Receptive language skills (listening and reading) build a base for productive language (speaking and writing). We worked on intentionally connecting the four strands to increase effective communication for students. 
• Lessons that are inquiry-based should affect/increase student interest and engagement. We focused on tasks that have practical application to real-life situations.
• We provided opportunities for differentiation and problem-solving for student interests and skills, including considerations of the IEP for students with special needs and students with concerns with mental health, especially for those with anxiety
• Communication in a second language was enriched
• Assessment enhanced student and teacher understanding of learning to learn, self-aware and self-directed learning, level of achievement of curriculum expectations, and led to development of next steps for purposeful instruction

Sharing

• Workshop in HWDSB to share process and lesson – after school or PD Day or board mini-conference
• Oral report of project at a staff meeting
• Posting assessment tools created in shared space in HWDSB (Google Drive or OneDrive) with link available to teachers in other boards – posted on Twitter and through Facebook Ontario French Teachers group, perhaps in Teach Ontario and through final report to OTF
• Article for Ontario Modern Language Teachers Association digital magazine “Communication”

Project Evaluation

Our project was a success. We developed better understanding of the joys and challenges of teaching Core French in elementary and secondary schools and this contributes to better transitioning for students as they change schools. Each of the participants valued the time spent together discussing our teaching similarities and differences – this was a highlight of our project. We shared strategies that we have found successful with specific students and can work better as a team. Using a common rubric for speaking tasks and eventually using the self-assessment portfolio tool being developed for board-level will contribute to a more seamless transition between schools. Students enjoyed trying our tools as we developed them and gave us useful feedback. Being asked to join a Regional Ministry of Education CEFR project was affirmation that our team is on track with provincial curriculum implementation. Discussions about use of technology and iPads was very useful for all of us and was reassuring for the elementary teachers that their students will adjust well from some shared devices to each student using an iPad daily in most classes. All teachers on the team expressed an interest in continuing our work together next year, perhaps focusing more on reading and writing, or on listening and on continuing to explore effective use of high-yield strategies and incorporating technology to transform education.