Integrating PLTS into the Modern Languages Classroom  Isabelle Jones,  Head of Languages, The Radclyffe School, Oldham @ic...
<ul><li>Strategies for embedding PLTS in your daily practice </li></ul><ul><li>Audit your own practice  </li></ul><ul><li>...
<ul><li>Not a new concept:  </li></ul><ul><li>Personal Learning + Thinking Skills </li></ul><ul><li>Independent learning s...
National Strategies Online Modules <ul><li>Were at the start of the drive to promote Thinking Skills. </li></ul><ul><li>ht...
Bloom’s Taxonomy Give opinions, assess/ criteria Express rules, summarise, create Identify patterns and rules Predict, inf...
PRICE Taxonomy <ul><li>5 types of Thinking Skills : </li></ul><ul><li>Information-processing skills </li></ul><ul><li>Reas...
 
PLTS in the Secondary National Curriculum independent  e nquirer c reative thinker r eflective learner e ffective particip...
PLTS in the Secondary National Curriculum <ul><li>6 groups of Personal Learning Thinking Skills : </li></ul><ul><li>Self-M...
Embedding PLTS the BLP Way  Building Learning Power, Guy Claxton  “ The 6 clusters of qualities are more than Skills that ...
Embedding PLTS the BLP Way  The 4 Rs Resilience: absorption, managing distractions,  noticing, perseverance Resourcefulnes...
 
Examples of languages activities  <ul><li>Which PLTS area is it? </li></ul><ul><li>Are there any overlaps? </li></ul>
Audit and barriers  Which PLTS areas do I find are the easiest to integrate in my practice? Can you give examples of activ...
Audit and barriers  What is creativity?
Strategies for Embedding PLTS  <ul><li>Aiming to deliver a wide variety of tasks in a varied way: impact on </li></ul><ul>...
Promoting PLTS: Mats
Promoting PLTS:  Using cross-curricular Thinking Skills tools
Promoting PLTS:  Using cross-curricular Thinking Skills tools
Promoting PLTS: Display
Strategies for Embedding PLTS: Overlaps
Strategies for Embedding PLTS: Overlaps
Strategies for Embedding PLTS: Overlaps  C’ était comment?
Strategies for Embedding PLTS:  Lesson Objectives  Healthy Livingprep objectives.pptx
Write/ be prepared to say in French 7 things you do to keep healthy
Garder la forme  Objectifs :  <ul><li>SEAL objectives: Motivation (red) </li></ul><ul><li>I monitor and evaluate my own wo...
Vers le succès (Steps to Success) : Developing strategies to start off answers in different ways  F/H Say & understand how...
Showing off your PLTS- example of a lesson with PLTS-integrated activities  Wed20Oct-Les addictions.ppt
 
La dépendance  Objectif :  <ul><li>SEAL objectives: Empathy (green) </li></ul><ul><li>I understand others’ point of view &...
Vers le succès (Steps to Success) : Be able to say, understand and compare different types of  addictions  F How to say an...
Le tabac Le cannabis L’alcool L’héroïne Le jeu Le shopping La cocaïne Le travail Les médicaments
Points forts et Points faibles L’alcool : C’est relaxant mais c’est cher Le jeu Le tabac La drogue Plus … que  (more … tha...
Diamond Nine activity2.notebook
Diamond nine cards.doc
Pourquoi les addictions? 1. Pour échapper à la ----------- 2. Pour se révolter contre ses -------------- 3. Pour faire com...
Pourquoi les addictions? 1. Pour échapper  à  la  réalité. 2. Pour se révolter contre ses  parents. 3. Pour faire comme le...
Pourquoi pas?   1. Parce que ça sent mauvais 2. Parce que c’est dégoûtant 3. Parce que ça donne le cancer 4. Parce que ça...
L’alcool, le tabac ou les drogues? L’alcool Le tabac Les drogues
Et toi, qu’est-ce que tu penses … de l’alcool du tabac de la drogue Minimum 10 words Use: Je pense que c’est… Parce que …
La dépendance  Objectif :  <ul><li>SEAL objectives: Empathy (green) </li></ul><ul><li>I understand others’ point of view &...
Vers le succès (Steps to Success) : Be able to say, understand and compare different types of addictions  F How to say and...
Showing off your PLTS- example of a lesson with PLTS-integrated activities  DLP20Oct2010-Detailed Lesson Plan
Full document To be included On the plts wiki
Showing off your PLTS <ul><li>KS3 or KS4 lesson on healthy eating </li></ul><ul><li>What would  you do to “show off your P...
How embedded are your Thinking Skills/ PLTS? <ul><li>* Schemes of Work :  </li></ul><ul><li>mapping out of Thinking Skills...
Typical PLTS-focused MFL activities <ul><li>Thinking through Modern Foreign Languages </li></ul><ul><li>Mei Lin and Cheryl...
Self Manager Activities <ul><li>Sharing strategies to cope with the unknown (reading/ listening):  language challenge [doc...
Independent Enquirer Activities <ul><li>Links with mathematics </li></ul><ul><ul><li>data handling </li></ul></ul><ul><ul>...
Independent Enquirer Activities <ul><li>Mysteries </li></ul><ul><li>Problem solving activity based round a given central q...
Independent Enquirer Activities <ul><li>Mysteries </li></ul>
Independent Enquirers <ul><li>Intercultural understanding-identify features </li></ul>
Independent Enquirers <ul><li>Intercultural understanding-reflecting on identity </li></ul>http://www.youtube.com/watch?v=...
Creative Thinkers Activities <ul><li>Create your own sandwich, smoothie, ice cream... </li></ul><ul><li>Invent mnemonics f...
Creative Thinker Activities <ul><li>http://www.youtube.com/watch?v=7pKrVB5f2W0   </li></ul>Stromae-Alors on danse... Struc...
Creative Thinkers Activities <ul><li>Create your own sandwich, fruit drink, ice cream... </li></ul><ul><li>Invent mnemonic...
Creative Thinkers Activities <ul><li>Poems: calligrams (word mosaic) </li></ul><ul><li>Image Chef:  http://www.imagechef.c...
Creative Thinkers Activities <ul><li>Raps & rhythms </li></ul>j’ai un chat, Hannibal tu as un animal? elle a un chien. nou...
Creative Thinkers Activities <ul><li>Songs/ Poems: Ne Me quitte pas (Jacques Brel) </li></ul><ul><li>http://www.youtube.co...
Creative Thinkers Activities <ul><li>Rebus :  Rebus  http://www.rebus-o-matic.com/index.php   </li></ul>Je m’appelle Isabe...
Creative Thinking Skills My Film dice game (can be done in English or TL) <ul><li>Le role principal </li></ul><ul><li>1=un...
Creative Thinking Skills <ul><li>Making links:  Learners are given a selection of familiar </li></ul><ul><li>words and ask...
Creative Thinking Skills <ul><li>Making links:  Learners are given a selection of familiar </li></ul><ul><li>words and ask...
Reflective Learners Activities <ul><li>Odd one out </li></ul><ul><li>raison saison pantalon couleur </li></ul><ul><li>Gend...
Odd One Out - Model Plays an  individual Sport Only blond person Only woman Professional Sportsmen Not brilliant at their ...
¡Pilla al intruso! Rachel Hawkes desayunar comer merendar cenamos descansar leche pan zumo té café queso jamón mermelada f...
<ul><li>Fact or opinion </li></ul><ul><li>“ On mange mieux en France qu’en Angleterre” </li></ul><ul><li>Discute + range l...
Reflective Learners Activities <ul><li>2 stars and a wish (direct/ post-it notes/ wallwisher)  http://www.wallwisher.com  ...
Effective Participator Activities <ul><li>Teach part of the lesson : from initial vocabulary input to re-introducing the p...
Team Worker Activities <ul><li>Running dictation/ collective memory </li></ul><ul><li>Students work together to create or ...
Team Worker Activities Living Graphs
Team Worker Activities <ul><li>Collaborative Writing Task:  </li></ul><ul><li>Wikis  http://langwitch.wikispaces.com/l%27h...
Widening your repertoire: <ul><li>SYNTHESIS </li></ul><ul><li>Competition: Write excuses why you have not done your homewo...
Information-Processing Skills <ul><li>Locate and collect relevant information: </li></ul><ul><li>Highlight positive adject...
Reasoning Skills <ul><li>Give reasons for opinions and actions </li></ul><ul><li>Draw inferences and make deductions </li>...
Enquiry Skills <ul><li>Ask relevant questions </li></ul><ul><li>Students are shown text side-by-side with translation </li...
Enquiry Skills <ul><li>Plan what to do and how to use a range of resources </li></ul><ul><li>Planning sheet, mindmaps </li...
Analogies Mère Pieds Table Salle de bains
Evaluation Skills <ul><li>Develop criteria for judging the value of what they </li></ul><ul><li>read, hear and do  </li></...
Evaluation Skills <ul><li>Evaluate Information (Text/Picture) </li></ul><ul><li>What is it/sort of text is it? </li></ul><...
Further ideas and examples <ul><ul><li>Secondary Strategy Leading in Learning materials  </li></ul></ul><ul><ul><li>http:/...
SOLO Taxonomy Stands for  S tructures of  O bserved  L earning  O utcomes  Developed by Biggs and Collis in 1982 Describes...
<ul><li>Strategies for embedding PLTS in your daily practice </li></ul><ul><li>Audit your own practice  </li></ul><ul><li>...
Integrating PLTS into the Modern Languages Classroom  Isabelle Jones,  Head of Languages, The Radclyffe School, Oldham @ic...
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All manchester PLTS Event 11th Dec10

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Presentation from my PLTS event for ALL Manchester at Manchester Grammar School on Sarurday 11th DEcember 2010

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  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • Embedding Thinking Skills in your MFL Lessons 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • Embedding Thinking Skills in your MFL Lessons 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • Embedding Thinking Skills in your MFL Lessons 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • Embedding Thinking Skills in your MFL Lessons 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • Embedding Thinking Skills in your MFL Lessons 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • 09/03/2010 Isabelle Jones, North West RSA, http://isabellejones.blogspot.com, Twitter: icpjones, Wiki: http://pltsinmfl.wikispaces.com Embedding Thinking Skills in your MFL Lessons
  • All manchester PLTS Event 11th Dec10

    1. 1. Integrating PLTS into the Modern Languages Classroom Isabelle Jones, Head of Languages, The Radclyffe School, Oldham @icpjones http://twitter.com/icpjones My Languages Blog http://isabellejones.blogspot.com PLTS in MFL Wiki http://pltsinmfl.wikispaces.com
    2. 2. <ul><li>Strategies for embedding PLTS in your daily practice </li></ul><ul><li>Audit your own practice </li></ul><ul><li>Promoting PLTS in your classroom </li></ul><ul><li>Widen your repertoire of Thinking Skills activities </li></ul><ul><li>ICT tools to support the development of Thinking </li></ul><ul><li>Skills resources </li></ul>
    3. 3. <ul><li>Not a new concept: </li></ul><ul><li>Personal Learning + Thinking Skills </li></ul><ul><li>Independent learning skills </li></ul><ul><li>Learners’ social interactions </li></ul><ul><li>Making the link/ transfer knowledge </li></ul><ul><li>NOT a government initiative-focus for good practice </li></ul>Are PLTS here to stay?
    4. 4. National Strategies Online Modules <ul><li>Were at the start of the drive to promote Thinking Skills. </li></ul><ul><li>http://nationalstrategies.standards.dcsf.gov.uk/mfl </li></ul><ul><li>Click on CPD => Module11: Thinking Skills (log-in needed) </li></ul>
    5. 5. Bloom’s Taxonomy Give opinions, assess/ criteria Express rules, summarise, create Identify patterns and rules Predict, infer Explain, describe, illustrate Information recall: identify, list
    6. 6. PRICE Taxonomy <ul><li>5 types of Thinking Skills : </li></ul><ul><li>Information-processing skills </li></ul><ul><li>Reasoning skills </li></ul><ul><li>Enquiry skills </li></ul><ul><li>Creative Thinking skills </li></ul><ul><li>Evaluation skills </li></ul>P R I C E
    7. 8. PLTS in the Secondary National Curriculum independent e nquirer c reative thinker r eflective learner e ffective participator t eam worker s elf manager
    8. 9. PLTS in the Secondary National Curriculum <ul><li>6 groups of Personal Learning Thinking Skills : </li></ul><ul><li>Self-Manager </li></ul><ul><li>Independent Enquirer </li></ul><ul><li>Creative Thinker </li></ul><ul><li>Reflective Learner </li></ul><ul><li>Effective Participator </li></ul><ul><li>Team Worker </li></ul>
    9. 10. Embedding PLTS the BLP Way Building Learning Power, Guy Claxton “ The 6 clusters of qualities are more than Skills that can be trained... The point is to cultivate these qualities into becoming dispositions, or habits of mind... Cultivation of the PLTS should run through the curriculum, life and ethos of the school, like lettering through a stick of rock”.
    10. 11. Embedding PLTS the BLP Way The 4 Rs Resilience: absorption, managing distractions, noticing, perseverance Resourcefulness: questioning, making links, imagining, reasoning, capitalising Reflectiveness: planning, revising, distilling, meta-learning Reciprocity: interdependance, collaboration, empathy and listening
    11. 13. Examples of languages activities <ul><li>Which PLTS area is it? </li></ul><ul><li>Are there any overlaps? </li></ul>
    12. 14. Audit and barriers Which PLTS areas do I find are the easiest to integrate in my practice? Can you give examples of activities? Which PLTS areas do you think are the most difficult to integrate? Why?
    13. 15. Audit and barriers What is creativity?
    14. 16. Strategies for Embedding PLTS <ul><li>Aiming to deliver a wide variety of tasks in a varied way: impact on </li></ul><ul><li>resource design and nature of interactions in classroom </li></ul><ul><li>Opportunities highlighted in SoWs & examples of activities shared </li></ul><ul><li>Focus on developing students’ skills and independence </li></ul><ul><li>Introducing Meta-language to talk about learning: mats, display </li></ul><ul><li>Overlaps with AFL and SEAL </li></ul><ul><li>Training of support staff like FLAs </li></ul><ul><li>Focus on developing skills wholeschool approach </li></ul><ul><li>http://isabellejones.blogspot.com/2009/10/flip-cramlington-model-for-developing.html </li></ul><ul><li>http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html </li></ul>
    15. 17. Promoting PLTS: Mats
    16. 18. Promoting PLTS: Using cross-curricular Thinking Skills tools
    17. 19. Promoting PLTS: Using cross-curricular Thinking Skills tools
    18. 20. Promoting PLTS: Display
    19. 21. Strategies for Embedding PLTS: Overlaps
    20. 22. Strategies for Embedding PLTS: Overlaps
    21. 23. Strategies for Embedding PLTS: Overlaps C’ était comment?
    22. 24. Strategies for Embedding PLTS: Lesson Objectives Healthy Livingprep objectives.pptx
    23. 25. Write/ be prepared to say in French 7 things you do to keep healthy
    24. 26. Garder la forme Objectifs : <ul><li>SEAL objectives: Motivation (red) </li></ul><ul><li>I monitor and evaluate my own work </li></ul><ul><li>I set challenges and targets for myself and celebrate when I achieve them </li></ul><ul><li>Look at the specific skills required to do well the Speaking Controlled Assessment (CA) </li></ul><ul><li>Revise key phrases and how to identify and use “interesting” phrases to improve </li></ul><ul><li>the range of the language used </li></ul>
    25. 27. Vers le succès (Steps to Success) : Developing strategies to start off answers in different ways F/H Say & understand how time phrases, connectives, comparatives, reasons & opinions can improve your linguistic range H Practise speaking ensuring you do not pronounce silent letters F/H Vers le progrès (Path to Progress) : Be able to develop your speaking answers using a range of structures H <ul><li>Recognise your strengths </li></ul><ul><li>Be aware of how you are doing </li></ul><ul><li>Learn from mistakes </li></ul>
    26. 28. Showing off your PLTS- example of a lesson with PLTS-integrated activities Wed20Oct-Les addictions.ppt
    27. 30. La dépendance Objectif : <ul><li>SEAL objectives: Empathy (green) </li></ul><ul><li>I understand others’ point of view & pay attention to them </li></ul><ul><li>I value other people’s beliefs and cultures </li></ul>
    28. 31. Vers le succès (Steps to Success) : Be able to say, understand and compare different types of addictions F How to say and understand reasons why young people are attracted to these addictions F/H How to understand and give opinions on different types of addictions F/H Vers le progrès (Path to Progress) : Be able to develop opinions using a range of structures H
    29. 32. Le tabac Le cannabis L’alcool L’héroïne Le jeu Le shopping La cocaïne Le travail Les médicaments
    30. 33. Points forts et Points faibles L’alcool : C’est relaxant mais c’est cher Le jeu Le tabac La drogue Plus … que (more … than) Moins … que (less … than) Aussi … que (as… as) L’alcool : C’est plus relaxant que le jeu mais c’est aussi cher que le tabac
    31. 34. Diamond Nine activity2.notebook
    32. 35. Diamond nine cards.doc
    33. 36. Pourquoi les addictions? 1. Pour échapper à la ----------- 2. Pour se révolter contre ses -------------- 3. Pour faire comme les ------------- 4. Pour ------------------ 5. Pour ------------- comment c’est. 6. Pour se ----------------- : c’est déstressant. 7. Pour se donner ---------------- réalité parents copains expérimenter relaxer confiance
    34. 37. Pourquoi les addictions? 1. Pour échapper à la réalité. 2. Pour se révolter contre ses parents. 3. Pour faire comme les copains. 4. Pour experimenter. 5. Pour voir comment c’est. 6. Pour se relaxer: c’est déstressant. 7. Pour se donner confiance.
    35. 38. Pourquoi pas?  1. Parce que ça sent mauvais 2. Parce que c’est dégoûtant 3. Parce que ça donne le cancer 4. Parce que ça cause des crises cardiaques 5. Parce que c’est facile de devenir dépendant 6. Parce que c’est trop cher 7. Parce que c’est du gaspillage 8. Parce que c’est difficile d’arrêter 9. Parce que c’est illégal 10.Parce que c’est dangereux 11.Parce que c’est mauvais pour le foie 12.Parce que ça fait grossir/ ça coupe l’appétit 13.Parce ce que c’est mauvais pour la santé
    36. 39. L’alcool, le tabac ou les drogues? L’alcool Le tabac Les drogues
    37. 40. Et toi, qu’est-ce que tu penses … de l’alcool du tabac de la drogue Minimum 10 words Use: Je pense que c’est… Parce que …
    38. 41. La dépendance Objectif : <ul><li>SEAL objectives: Empathy (green) </li></ul><ul><li>I understand others’ point of view & pay attention to them </li></ul><ul><li>I value other people’s beliefs and cultures </li></ul>
    39. 42. Vers le succès (Steps to Success) : Be able to say, understand and compare different types of addictions F How to say and understand reasons why young people are attracted to these addictions F/H How to understand and give opinions on different types of addictions F/H Vers le progrès (Path to Progress) : Be able to develop opinions using a range of structures H What areas of PLTS have been used in the lesson?
    40. 43. Showing off your PLTS- example of a lesson with PLTS-integrated activities DLP20Oct2010-Detailed Lesson Plan
    41. 44. Full document To be included On the plts wiki
    42. 45. Showing off your PLTS <ul><li>KS3 or KS4 lesson on healthy eating </li></ul><ul><li>What would you do to “show off your PLTS”? </li></ul><ul><li>Classroom set-up </li></ul><ul><li>Activities </li></ul><ul><li>Resources (including ICT if relevant) </li></ul>
    43. 46. How embedded are your Thinking Skills/ PLTS? <ul><li>* Schemes of Work : </li></ul><ul><li>mapping out of Thinking Skills lesson opportunities sharing PLTS objectives </li></ul><ul><li>* Evidence of : </li></ul><ul><li>Collaborative team work [+Seating arrangement, </li></ul><ul><li>Display] </li></ul><ul><li>Students using “meta-language” </li></ul><ul><li>Students as Independent learners </li></ul><ul><li>Cross-curricular support/time dedicated to skills building across the curriculum </li></ul>
    44. 47. Typical PLTS-focused MFL activities <ul><li>Thinking through Modern Foreign Languages </li></ul><ul><li>Mei Lin and Cheryl Mackay, </li></ul><ul><li>Chris Kington Publishing </li></ul>
    45. 48. Self Manager Activities <ul><li>Sharing strategies to cope with the unknown (reading/ listening): language challenge [document/ recording in a different language/ designed for natives) </li></ul><ul><li>E.g. L’ hôtel de ville </li></ul><ul><li>Prepare ICT presentation </li></ul><ul><ul><li>Presentation about self/ a chosen topic </li></ul></ul><ul><ul><li>Presentation about another culture </li></ul></ul><ul><ul><li>Grammar point </li></ul></ul>
    46. 49. Independent Enquirer Activities <ul><li>Links with mathematics </li></ul><ul><ul><li>data handling </li></ul></ul><ul><ul><li>making predictions </li></ul></ul><ul><ul><li>presenting and interpreting data </li></ul></ul><ul><ul><li>(table/ bar chart/ pie chart/ pictogram </li></ul></ul><ul><ul><li>Balance of diet </li></ul></ul><ul><ul><li>Leisure/school activities </li></ul></ul><ul><ul><li>Spending habits </li></ul></ul>
    47. 50. Independent Enquirer Activities <ul><li>Mysteries </li></ul><ul><li>Problem solving activity based round a given central question that is open to more than one reasonable answer. </li></ul><ul><li>The information or 'clues' needed to answer the question are presented on separate slips of paper that your students will analyse, sort, sequence and link. </li></ul>
    48. 51. Independent Enquirer Activities <ul><li>Mysteries </li></ul>
    49. 52. Independent Enquirers <ul><li>Intercultural understanding-identify features </li></ul>
    50. 53. Independent Enquirers <ul><li>Intercultural understanding-reflecting on identity </li></ul>http://www.youtube.com/watch?v=8LXaSFgVxGs Je viens de la où... Find songs with repetitive structures And get students to be more Creative with the language...
    51. 54. Creative Thinkers Activities <ul><li>Create your own sandwich, smoothie, ice cream... </li></ul><ul><li>Invent mnemonics for particular vocabulary/ grammar rule </li></ul><ul><li>Poems: recipes, acrostics, calligrams, comparisons </li></ul><ul><li>Raps & rhythms </li></ul><ul><li>Song: “Ne me quitte pas” Je ferai/ je ferais... </li></ul><ul><li>Song-Stromae “Alors on danse” [Lyrics world app] </li></ul><ul><li>Transfer structure: Stromae_on_danse : Qui dit... </li></ul><ul><li>Rebus http://www.rebus-o-matic.com/index.php </li></ul><ul><li>Rebus Malin iphone </li></ul>
    52. 55. Creative Thinker Activities <ul><li>http://www.youtube.com/watch?v=7pKrVB5f2W0 </li></ul>Stromae-Alors on danse... Structure suggested for students own poem/ song (complete) examples of student’s responses Qui dit amour dit … haine/ famille Qui dit parents dit… bagarres/ problèmes Qui dit enfants dit … futur/larmes Qui dit vacances dit … rire/ désastre Qui dit études dit … travail/ennui Oui dit travail dit … argent/ennui Qui dit copains dit ... amusement/bavarder
    53. 56. Creative Thinkers Activities <ul><li>Create your own sandwich, fruit drink, ice cream... </li></ul><ul><li>Invent mnemonics for particular vocabulary/ grammar rule </li></ul>Je  N’ pas aime
    54. 57. Creative Thinkers Activities <ul><li>Poems: calligrams (word mosaic) </li></ul><ul><li>Image Chef: http://www.imagechef.com </li></ul>How would you use these symbols? What other symbols might you find useful?
    55. 58. Creative Thinkers Activities <ul><li>Raps & rhythms </li></ul>j’ai un chat, Hannibal tu as un animal? elle a un chien. nous avons un lapin vous avez des lions? elles ont deux serpents longs j’ai des poissons. Le Rap
    56. 59. Creative Thinkers Activities <ul><li>Songs/ Poems: Ne Me quitte pas (Jacques Brel) </li></ul><ul><li>http://www.youtube.com/watch?v=lfegOxTCuOQ </li></ul>
    57. 60. Creative Thinkers Activities <ul><li>Rebus : Rebus http://www.rebus-o-matic.com/index.php </li></ul>Je m’appelle Isabelle C’est lundi J’aime les chats blancs
    58. 61. Creative Thinking Skills My Film dice game (can be done in English or TL) <ul><li>Le role principal </li></ul><ul><li>1=une petite fille 2=un adolescent 3=une grand-mère </li></ul><ul><li>4=une tortue 5=une danseuse 6=un chanteur de rock </li></ul>B. L’ événement principal 1=un spectacle 2=des vacances horribles 3=un cambriolage 4=un voyage 5=un concert 6=une course B. Le lieu principal 1=l’ école 2=les Bahamas 3=un château hanté 4=un bateau de croisière 5=un stade 6=un musée Raconte le film comme si tu étais dans le role princial! Fruit machine http://classtools.net/ fruit_machine.htm
    59. 62. Creative Thinking Skills <ul><li>Making links: Learners are given a selection of familiar </li></ul><ul><li>words and asked to make a concept map by adding </li></ul><ul><li>connecting words between the words already on the list. </li></ul><ul><li>The links can also be made from a series of pictures </li></ul><ul><li>Making links to other subjects </li></ul><ul><li>Using music, drama, ICT, history, geography, PSHE... </li></ul><ul><li>Analogies </li></ul><ul><li>Understanding what is unfamiliar comparing/contrasting it with something that is familiar </li></ul><ul><li>Verbal tennis </li></ul><ul><li>Can be used to revise vocabulary on a given topic or </li></ul><ul><li>to tell a short story one word at a time. </li></ul>http://www.wordle.net http://www.tagxedo.com/ http://taggalaxy.de/ http://www.screenpresso.com/ http://wisdom-soft.com/products/screenhunter_free.htm
    60. 63. Creative Thinking Skills <ul><li>Making links: Learners are given a selection of familiar </li></ul><ul><li>words and asked to make a concept map by adding </li></ul><ul><li>connecting words between the words already on the list. </li></ul>http://www.wordle.net/show/wrdl/1751079/Me_gusta
    61. 64. Reflective Learners Activities <ul><li>Odd one out </li></ul><ul><li>raison saison pantalon couleur </li></ul><ul><li>Gender, phonic pattern, plural, verb, agreement, alphabetical, abstract, linked... </li></ul><ul><li>Can be done with words or pictures </li></ul><ul><li>Can teach Target Language for justifying oinions </li></ul>
    62. 65. Odd One Out - Model Plays an individual Sport Only blond person Only woman Professional Sportsmen Not brilliant at their chosen careers! Married Couple British Celebrities With thanks to Chris Harte for his original idea
    63. 66. ¡Pilla al intruso! Rachel Hawkes desayunar comer merendar cenamos descansar leche pan zumo té café queso jamón mermelada fruta golosinas despierta desayuna energía come cena agua tostadas cereales queso uvas frutas verduras hortalizas cereales dulces
    64. 67. <ul><li>Fact or opinion </li></ul><ul><li>“ On mange mieux en France qu’en Angleterre” </li></ul><ul><li>Discute + range les phrases selon leurs catégories </li></ul><ul><li>2 stars and 1 wish </li></ul><ul><li>Direct/ Post-it notes/ wallwisher http://www.wallwisher.com </li></ul>
    65. 68. Reflective Learners Activities <ul><li>2 stars and a wish (direct/ post-it notes/ wallwisher) http://www.wallwisher.com </li></ul>http://www.wallwisher.com/wall/wjn8yXcz14
    66. 69. Effective Participator Activities <ul><li>Teach part of the lesson : from initial vocabulary input to re-introducing the past tense for regular –er verbs </li></ul><ul><li>Get involved in outreach activities: resources for Primary (mini books, recording stories, using video-conferencing), open evening </li></ul><ul><li>Organising a languages club / café </li></ul><ul><li>Involvement in activities to prepare for a trip, exchange, option evening </li></ul><ul><li>Displays, videos, LAFTA competition... </li></ul>
    67. 70. Team Worker Activities <ul><li>Running dictation/ collective memory </li></ul><ul><li>Students work together to create or re-create a text or a visual image in the form of a map, picture or diagram. Each student look at stimulus for a short period of time (e.g. 10 seconds) before returning to reproduce the original. </li></ul><ul><li>Mysteries </li></ul><ul><li>Living graphs </li></ul><ul><li>Wikis: Collaborative Writing Task: http://langwitch.wikispaces.com/l%27histoire+sans+fin </li></ul>
    68. 71. Team Worker Activities Living Graphs
    69. 72. Team Worker Activities <ul><li>Collaborative Writing Task: </li></ul><ul><li>Wikis http://langwitch.wikispaces.com/l%27histoire+sans+fin </li></ul>
    70. 73. Widening your repertoire: <ul><li>SYNTHESIS </li></ul><ul><li>Competition: Write excuses why you have not done your homework/why you are late. </li></ul><ul><li>Brainstorm elements of a ghost story/fairy story, research necessary language and write your own story. </li></ul><ul><li>Poubelle/Basura/Enquête – from a selection of evidence decide what might have happened to a missing person/ somebody from the past. </li></ul>
    71. 74. Information-Processing Skills <ul><li>Locate and collect relevant information: </li></ul><ul><li>Highlight positive adjectives, food suitable for vegetarians, </li></ul><ul><li>Clothes you could buy as a present for your mother etc... </li></ul><ul><li>Sort, classify and sequence: </li></ul><ul><li>By chronological order, gender, similar sounds, students </li></ul><ul><li>classify new phrases/ vocabulary and others to guess </li></ul><ul><li>what the classification is. </li></ul><ul><li>Compare and contrast: </li></ul><ul><li>e.g. Comparing example of verb endings/ adjectival </li></ul><ul><li>Agreements to establish patterns. </li></ul>
    72. 75. Reasoning Skills <ul><li>Give reasons for opinions and actions </li></ul><ul><li>Draw inferences and make deductions </li></ul><ul><li>Make informed judgements and decisions </li></ul><ul><li>Teacher’s questions must aim to give students </li></ul><ul><li>opportunities to express reasons, deductions, </li></ul><ul><li>judgements and decisions. </li></ul><ul><li>Pourquoi c’est un passé composé? </li></ul><ul><li>Il est pour ou contre l’uniforme? Pourquoi? </li></ul><ul><li>Un livre vert, c’est bien. Comment dit-on “a green plant”? </li></ul><ul><li>What would you say if you had the complete opposite </li></ul><ul><li>view? </li></ul>Any more questions?
    73. 76. Enquiry Skills <ul><li>Ask relevant questions </li></ul><ul><li>Students are shown text side-by-side with translation </li></ul><ul><li>They have 2 minutes to highlight what they understand </li></ul><ul><li>And think of question about something they don’t </li></ul><ul><li>Understand. </li></ul><ul><li>Pose and define problems </li></ul><ul><li>Show examples of verbs following a specific rule mixed </li></ul><ul><li>with exceptions-where are the exceptions? Why? </li></ul><ul><li>Canté Bailé Comí Escuché Fui Compramos </li></ul><ul><li>Plan what to do and how to use a range of resources </li></ul><ul><li>Planning sheet, mindmaps </li></ul>
    74. 77. Enquiry Skills <ul><li>Plan what to do and how to use a range of resources </li></ul><ul><li>Planning sheet, mindmaps </li></ul>
    75. 78. Analogies Mère Pieds Table Salle de bains
    76. 79. Evaluation Skills <ul><li>Develop criteria for judging the value of what they </li></ul><ul><li>read, hear and do </li></ul><ul><li>2 stars and 1 wish </li></ul><ul><li>Peer assessment (peer assessed by...) </li></ul><ul><li>Look a your AFL good practice e.g. Feely gauge </li></ul><ul><li>Wikis http://langwitch.wikispaces.com/8qF1 </li></ul><ul><li>http://langwitch.wikispaces.com/8qF1 (dicussion tab) </li></ul>
    77. 80. Evaluation Skills <ul><li>Evaluate Information (Text/Picture) </li></ul><ul><li>What is it/sort of text is it? </li></ul><ul><li>Who is it aimed at? </li></ul><ul><li>How do you know? </li></ul><ul><li>What is inside? </li></ul>
    78. 81. Further ideas and examples <ul><ul><li>Secondary Strategy Leading in Learning materials </li></ul></ul><ul><ul><li>http://nationalstrategies.standards.dcsf.gov.uk/node/96254?uc=force_uj </li></ul></ul><ul><ul><li>Thinking Through MFL, Mei Lin & Cheryl Macky, Chris Kington Publishing </li></ul></ul><ul><ul><li>Curriculum Now! Rachel Hawkes, ALL </li></ul></ul><ul><ul><li>PLTS in MFL Wiki http://pltsinmfl.wikispaces.com </li></ul></ul>
    79. 82. SOLO Taxonomy Stands for S tructures of O bserved L earning O utcomes Developed by Biggs and Collis in 1982 Describes levels of increasing complexity in a student’s understanding of a subject With the highest level being the extended abstract level , when students can make connections not only within the given area but also beyond it. Students will also be able to generalise and transfer the principles and ideas to another area. Chris Harte, Head of Languages at Cramlington Learning Village has applied the taxonomy to language-learning (see his example applied to learning about gender On the plts wiki) Are we allowing our students to make these connections?
    80. 83. <ul><li>Strategies for embedding PLTS in your daily practice </li></ul><ul><li>Audit your own practice </li></ul><ul><li>Promoting PLTS in your classroom </li></ul><ul><li>Widen your repertoire of Thinking Skills activities </li></ul><ul><li>ICT tools to support the development of Thinking </li></ul><ul><li>Skills resources </li></ul>
    81. 84. Integrating PLTS into the Modern Languages Classroom Isabelle Jones, Head of Languages, The Radclyffe School, Oldham @icpjones http://twitter.com/icpjones My Languages Blog http://isabellejones.blogspot.com PLTS in MFL Wiki http://pltsinmfl.wikispaces.com
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