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Bolton Girls 8th March
 

Bolton Girls 8th March

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    Bolton Girls 8th March Bolton Girls 8th March Presentation Transcript

    • 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..
    • Creative Thinking Skills
      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
    • Creative Thinking Skills
      http://mfl-storybirds.wikispaces.com/French+Storybirds
      http://wisdom-soft.com/products/screenhunter_free.htm
    • Creative Thinking Skills
      http://mfl-storybirds.wikispaces.com/French+Storybirds
      http://wisdom-soft.com/products/screenhunter_free.htm
    • Creative Thinking Skills
      • 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
    • Creative Thinking Skills
      • 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
      • Develop criteria for judging the value of what they
      read, hear and do: wikis http://langwitch.wikispaces.com/8qF1
    • Evaluation Skills
      • Develop criteria for judging the value of what they
      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
    • Independent EnquirerActivities
      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.
    • Independent EnquirerActivities
      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
    • CreativeThinkersActivities
      Create your own sandwich, fruit drink, ice cream...
      Invent mnemonics for particular vocabulary/ grammar rule
      Je

      N’
      aime
      pas
    • CreativeThinkersActivities
      Poems: Recipes
      Pour faire un bon ami, ilfaut:
      Deuxcuillères de générosité
      Beaucoup de sourires
      Ecouter pendant des heures
      Partager à la fin
    • CreativeThinkersActivities
      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....
    • CreativeThinkersActivities
      Poems: calligrams (word mosaic)
      Image Chef: http://www.imagechef.com
      How would you use these symbols?
      What other symbols might you find useful?
    • CreativeThinkersActivities
      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?
    • CreativeThinkersActivities
      Songs/ Poems: Ne Me quitte pas (Jacques Brel)
      http://www.youtube.com/watch?v=lfegOxTCuOQ
    • CreativeThinkersActivities
      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
    • ReflectiveLearnersActivities
      • Intercultural understanding-identify features
    • ReflectiveLearnersActivities
      • 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
    • Embedding PLTS the BLP Way
      “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.
    • 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
    • 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
    • Embedding PLTS
    • Embedding PLTS
    • 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