Bolton Girls 8th March

EmbeddingThinkingSkills in your MFL Lessons
Isabelle Jones, Head of Languages, The Radclyffe School,
Lead Teacher Oldham SLN, North West RSA (ALL)
@icjoneshttp://twitter.com/icpjonesicpjones@yahoo.co.uk
My Languages Blog http://isabellejones.blogspot.com
PLTS in MFL wiki http://pltsinmfl.wikispaces.com/

Strategies for embedding Thinking Skills in Schemes of Work
Ideas for developing a repertoire of Thinking Skills activities
Ideas for using ICT to support the development of Thinking Skills

FromThinkingSkills to PLTS and more…
Using the National Strategies online modules (« Nuggets »)
PLTS in the new Secondary Curriculum
Building Learning Power

Bloom’sTaxonomy
Give opinions, assess/ criteria
Express rules, summarise, create
Identify patterns and rules
Predict, infer
Explain, describe, illustrate
Information recall: identify, list

Bloom’s Taxonomy
SYNTHESIS
Competition: Write excuses why you have not done your homework/why you are late.
Using the tourist website for Martinique, invent your own “advertising a holiday destination” practice task.
Brainstorm elements of a ghost story/fairy story, research necessary language and write your own story.
Poubelle/Basura – from a selection of evidence decide what might have happened to a missing person.

National Strategies Online Modules
Wereat the start of the drive to promoteThinkingSkills.
http://nationalstrategies.standards.dcsf.gov.uk/mfl
Click on CPD => Module11: ThinkingSkills (log-inneeded)

National Strategies Online Module
Pre new NC-5 types of ThinkingSkills:
Information processingskills
Reasoningskills
Enquiryskills
CreativeThinkingskills
Evaluationskills
P
R
I
C
E

Information Processing Skills
Locate and collect relevant information:
Highlight positive adjectives, food suitable for vegetarians,
Clothes you could buy as a present for your mother etc...
Sort, classify and sequence:
By chronological order, gender, similar sounds, students
classifynew phrases/ vocabulary and others to guess
what the classification is.
Compare and contrast:
e.g. Comparing example of verb endings/ adjectival
Agreements to establish patterns.

Reasoning Skills
Give reasons for opinions and actions
Draw inferences and make deductions
Make informed judgements and decisions
Teacher’s questions must aim to give students
opportunities to express reasons, deductions,
judgements and decisions.
Pourquoic’est un passé composé?
Il est pour oucontrel’uniforme? Pourquoi?
Un livrevert, c’estbien. Comment dit-on “a green plant”?
What would you say if you had the complete opposite
view?
Any more questions?

Enquiry Skills
Ask relevant questions
Students are shown text side-by-side with translation
They have 2 minutes to highlight what they understand
And think of question about something they don’t
Understand.
Pose and define problems
Show examples of verbs following a specific rule mixed
with exceptions-where are the exceptions? Why?
CantéBailéComíEscuchéFuiCompramos
Plan what to do and how to use a range of resources
Planning sheet, mindmaps

Enquiry Skills
Plan what to do and how to use a range of resources
Planning sheet, mindmaps

Creative Thinking Skills
Develop/ extend ideas
Write about it: newspaper article/ letter/presentation
to penpal/ blog post/ short play/ poem/ story for young
audience.
http://mfl-storybirds.wikispaces.com/French+Storybirds
Talk about it: record an interview/ podcast (dialogue,
News report, drama...) audio/ video
Apply imagination
Nightmare holiday/day, Famous for a day: who/what/why,
Life Swap (dice), School of the future, My film (dice)
Summer/ Winter uniform..

My Film dice game (can be done in English or TL)
Raconte le film commesituétaisdans le role principal!
Le role principal
1=une petite fille 2=un adolescent 3=une grand-mère
4=unetortue 5=une danseuse 6=un chanteur de rock
B. L’ événement principal
1=un spectacle 2=des vacanceshorribles 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

http://mfl-storybirds.wikispaces.com/French+Storybirds
http://wisdom-soft.com/products/screenhunter_free.htm

Making links: Learners are given a selection of familiar
words and asked to make a concept map by adding
connecting words between the words already on the list.
Making links to other subjects
Using music, drama, ICT, history, geography, PSHE...
Analogies
Understanding what is unfamiliar comparing/contrasting it with something that is familiar

Making links: Learners are given a selection of familiar
words and asked to make a concept map by adding
connecting words between the words already on the list.
http://www.wordle.net/show/wrdl/1751079/Me_gusta

Analogies
Create pairs of related words:
Père et
Chaussures et
Mère
Pieds
Make/guess the analogy:
Manger + bois =
Maison + douche =
Table
Salle de bains
Use unusual image/ sound associations:
Students’ own Equitación (galloping sound)
Je suis (I eat sweet)
Pink car (voiture is feminine)
Blue car (coche is masculine)

Evaluation Skills
Develop criteria for judging the value of what they
read, hear and do
2 stars and 1 wish
Peer assessment(peer assessed by...)
wikis

Evaluation Skills
read, hear and do: wikis http://langwitch.wikispaces.com/8qF1

Evaluation Skills
read, hear and do:
Wikis http://langwitch.wikispaces.com/8qF1

Evaluation Skills
Evaluate Information (Text/Picture)
What is it/sort of text is it?
Who is it aimed at?
How do you know?
What is inside?

PLTS in the New Secondary National Curriculum
self manager
independent enquirer
creative thinker
team worker
reflective learner
effective participator

PLTS in the New Secondary National Curriculum
6 groups of Personal Learning ThinkingSkills:
Self-Manager
Independent Enquirer
CreativeThinker
ReflectiveLearner
Effective Participator
Team Worker

Self Manager Activities
Sharing strategies to cope with the unknown (reading/ listening): language challenge [document/ recording in a different language/ designed for natives)
E.g. L’ hôtel de ville
Prepare ICT presentation
Presentation about self/ a chosen topic
Presentation about another culture
Grammar point

Independent EnquirerActivities
Links with mathematics
data handling
making predictions
presenting and interpreting data
(table/ bar chart/ pie chart/ pictogram
Balance of diet
Leisure/school activities
Spending habits

Mysteries
Problem solving activity based round a given central question that is open to more than one reasonable answer.
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.

Mysteries

CreativeThinkersActivities
Create your own sandwich, fruit drink, ice cream...
Invent mnemonics for particular vocabulary/ grammar rule
Poems: recipes, acrostics, calligrams, comparisons
Raps & rhythms
Songs: “Ne me quitte pas” Je ferai...
Rebus http://www.rebus-o-matic.com/index.php

Create your own sandwich, fruit drink, ice cream...
Invent mnemonics for particular vocabulary/ grammar rule
Je

N’
aime
pas

Poems: Recipes
Pour faire un bon ami, ilfaut:
Deuxcuillères de générosité
Beaucoup de sourires
Ecouter pendant des heures
Partager à la fin

Poems: acrostics and calligrams
nOrd de l’Angleterre
Trop de pLuie
inDustriel
Humide
Ateliers textiles
Il y a un Marché
What other types of words could we use?
Names of people/ pets, favourite place/ holiday/ food/ hobbies/ colour/ music....

Poems: calligrams (word mosaic)
Image Chef: http://www.imagechef.com
How would you use these symbols?
What other symbols might you find useful?

Raps & rhythms
Le Rap
j’ai un chat, Hannibal
j’aides poissons.
elle a un chien.
vousavez des lions?
nous avonsun lapin
ellesontdeux serpents longs
tu as un animal?

Songs/ Poems: Ne Me quitte pas (Jacques Brel)
http://www.youtube.com/watch?v=lfegOxTCuOQ

Rebus : Rebus http://www.rebus-o-matic.com/index.php
Je m’appelle Isabelle
C’estlundi
J’aime les chats blancs

ReflectiveLearnersActivities
Odd one out
raison saisonpantaloncouleur
Gender, phonic pattern, plural, verb, agreement, alphabetical, abstract, linked...
Fact or opinion
On mange mieux en France qu’enAngleterre
Discute + range les phrases selonleurscatégories

Intercultural understanding-identify features

2 stars and a wish (direct/ post-it notes/ wallwisher) http://www.wallwisher.com
http://www.wallwisher.com/wall/wjn8yXcz14

Effective ParticipatorActivities
Teach part of the lesson: from initial vocabulary input to re-introducing the past tense for regular –er verbs
Get involved in outreach activities: resources for Primary (mini books, recording stories, using video-conferencing), open evening
Organising a languages club/ café
Involvement in activities to prepare for a trip, exchange, option evening
Displays, videos, LAFTA competition...

Team WorkerActivities
Running dictation/ collective memory
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.
Mysteries
Living graphs
Wikis

Team WorkerActivities
Living Graphs

Team Worker Activities
Collaborative Writing Task:
Wikis http://langwitch.wikispaces.com/l%27histoire+sans+fin

Furtherideas and examples
Secondary Strategy Leading in Learning materials
http://nationalstrategies.standards.dcsf.gov.uk/node/96254?uc=force_uj
Thinking Through MFL, Mei Lin & Cheryl Macky, Chris Kington Publishing
Curriculum Now! Rachel Hawkes, ALL
PLTS in MFL Wiki http://pltsinmfl.wikispaces.com

Embedding PLTS the BLP Way
BLP?
Building Learning Power
Prof. 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.

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

Embedding PLTS
Aiming to deliver a wide variety of tasks in a varied way: impact on
resource design and nature of interactions in classroom
Opportunities highlighted in SoWs & examples of activities shared
Focus on developing students’ skills and independence
Introducing Meta-language to talk about learning: mats, display
Overlaps with AFL and SEAL
Training of support staff
http://isabellejones.blogspot.com/2009/10/flip-cramlington-model-for-developing.html
http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html

Embedding PLTS

How embedded are your Thinking Skills/ PLTS?
*Schemes of Work:
mapping out of Thinking Skills lesson opportunities sharing PLTS objectives
*Evidence of:
Collaborative team work [+Seating arrangement,
Display]
Students using “meta-language”
Students as Independent learners
Cross-curricular support/time dedicated to skills building across the curriculum

Strategies for embedding Thinking Skills in Schemes of Work
Ideas for developing a repertoire of Thinking Skills activities
Ideas for using ICT to support the development of Thinking Skills
Points for Action?

EmbeddingThinkingSkills in your MFL Lessons
Wiki: PLTS in MFL http://pltsinmfl.wikispaces.com/
Isabelle Jones, Head of Languages, The Radclyffe School,
Lead Teacher Oldham SLN, North West RSA (ALL)
@icjoneshttp://twitter.com/icpjones
My Languages Blog http://isabellejones.blogspot.com

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Bolton Girls 8th March

by Isabelle Jones

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