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Creating more effective learners at ks3 and ks4
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Creating more effective learners at ks3 and ks4


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  • How do they overlap with plts
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    • 1. Creating More Effective Learnersat KS3 & KS4Isabelle Jones,The Radclyffe Schoolhttp://isabellejones.blogspot.comTwitter: Powerpoint Templates Page 1
    • 2. • Why developing learners’ independence and confidence is crucial to raising standards in languages• Barriers and opportunities• Tools to support the development of learners’ independence and confidence in languages Powerpoint Templates Page 2
    • 3. Why independence?• Independence, curriculum time and standards of learning & teaching• Better learners, better linguists• Future-proof linguists Powerpoint Templates Page 3
    • 4. Factors affecting Learning and Teaching Barriers and Opportunities• Observations• Exam pressure• School context, ethos and audience (parents/ students)• Perception of our subject within school by students and other departments• Teachers’ “default teaching mode” and willingness to innovate/take risks. Powerpoint Templates Page 4
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    • 9. GCSE Skills and Independenceope with a greater degree of unpredictabilitytudent independence: phonic rules, use of dictionaryerb tables.nderstand and use more accurately a widening range ofabulary and structures, including some unfamiliar languagentercultural understanding, inferences from English and/orer known language, use of para-linguistic clues (visuals, tone of e, bold, italics etc…), memorisation techniques. Understand and discuss issues and opinions =>Knowledge of a range of structures, connectives and synonyms, linking ideas & points of view in a well-organised way. Give full description and accounts =>proofreading ability, peer assessment & support, memorisation techniques. Powerpoint Templates Page 9 AQA GCSE specification-context and purposes
    • 10. PLTS in the Secondary National Curriculum self managerindependent enquirer creative thinker reflective learner team worker effective participator Powerpoint Templates Page 10
    • 11. How can PLTS help? • Not a new concept: Personal, Learning + Thinking Skills • Independent learning skills • Learners’ social interactions • Making the link between ideas • Transferring knowledge of patterns • Not a government initiative- focus for good practice Powerpoint Templates Page 11
    • 12. How can PLTS help? Giving students opportunities for independence Bloom’s Taxonomy (1956) Evaluate, judge, defend, criticise, justify, choose Hypothesise, discuss, compare, create, construct Analyse, organise, deduce, contrast, distinguish Manipulate, classify, apply, modify, illustrate, solve Explain, describe, visualise, illustrate, paraphrase Recall, identify, list, name, define, show, recognise Powerpoint TemplatesCognitive Domain Page 12
    • 13. Embedding PLTS the BLP WayBuilding Learning Power, Guy Claxton The 4 Rs • Resilience: absorption, managing distractions noticing, perseverance; • Resourcefulness: questioning, making links, imagining, reasoning, capitalising; • Reflectiveness: planning, revising, distilling, meta-learning; • Reciprocity: interdependence, collaboration, empathy and listening. Powerpoint Templates Page 13
    • 14. SOLO TaxonomyStructures of Observed Learning OutcomesDeveloped by Biggs and Collis in 1982Describes levels of increasing complexity in a student’sunderstanding of a subject (depth of understanding)With the highest level being the extended abstract level, whenstudents can make connections not only within the given areabut also beyond it.Are we allowing our students to make these connections? Powerpoint Templates Page 14
    • 15. SOLO Taxonomy SOLO level Verbs Extended Generalise, predict, evaluate, reflect, Number Abstract hypothesise, theorise, create, prove, affect other plan, justify, argue, compose, prioritise, words too design, construct, perform Relational Sequence, classify, compare and contrast, explain causes, explain effects, How gender affect analyse (part-whole), form an analogy, other words: organise, distinguish, interview, question, adj, poss… relate, apply Multistructural Describe, list, outline, follow an algorithm, Patterns combine Unistructural Define, identify, name, draw, find, label, Gender match, follow a simple procedure Verbs for declarative and functioning knowledge-Common task descriptors for the National Certificate of Educational Achievement (NCEA), New Zealand Powerpoint Templates GCSE/AS/A level Page 15
    • 16. Strategies for developing reflective independent learners • Introducing Meta-language to talk about learning: mats, display • Overlaps with AFL and SEAL: understanding of assessment criteria, different types of motivation… • Focus on developing PLTS as a wholeschool approach • • Powerpoint Templates Page 16
    • 17. Developing Reflective independent learners: Mats Powerpoint Templates Page 17
    • 18. PLTS and SEAL:Display/ Overlaps Powerpoint Templates Page 18
    • 19. Speaking and Teacher Talk • Teacher use of the Target Language • Opportunities for students to speak the language for a real purpose • Safe environment for speaking • Pronunciation and student confidence: for or against choral repetition? • Powerpoint Templates Page 19
    • 20. 1 2 3 4 idée araignée éléphant oublier5 6 7 8 univers cochon cicliste maison9 10 11 12 voiture lapin gymnastique manger13 14 15 16 Powerpoint Templates France menton eau fille Page 20
    • 21. Je ne vais pas gaspiller l’électricité et l’eau. Powerpoint Templates Page 21
    • 22. Independence, Confidence & CreativityArt: colours and descriptions, biographies, use of visualsand 3D “hooks”Music: rhymes, sounds and rhythmDrama: role-play/ puppetsHistory: a new slant on what they are familiar with e.g. ww2Geography: Barcelona, Paris, the environment, fair tradeDance: cultural aspects, use movement to rememberMedia studies: looking at advertising or short films Cultural awareness and identity: celebrate and promote diversity through using pictures, music, the French & Spanish-speaking world… Powerpoint Templates Page 22
    • 23. ICT support for learners: in and out of the classroomOnline dictionary and apps vs paper dictionary Robert-Dixel apps and verb tables themselves to improve accent: audacity/ phone, voki, text-to-speech,FLA or teacher. Opportunities to practise speaking without a public performance Homework or extension work send via Edmodo (free) or Doddle (subscription) Powerpoint Templates Page 23
    • 24. ICT support for learners: in and out of the classroomVLE: homework, consolidation and extension workFacebook page: Departmental/ Faculty page with links promotingLanguagesTwitter page wiki: list: Powerpoint Templates Page 24
    • 25. Powerpoint Templates Page 25
    • 26. AFL and Student IndependenceSelf and peer assessment: proofreading/ developing students’understanding of assessment criteriaUnderstanding criteria: what I am at/ how do I move on(break it down/ beware of oversimplification)Peer assessment: oral/ written feedbackStudent learning skills training needs to feature highly in the SoLs Powerpoint Templates Page 26
    • 27. Templates Page 27
    • 28. • Why developing learners’ independence and confidence is crucial to raising standards in languages• Barriers and opportunities• Tools to support the development of learners’ independence and confidence in languages Powerpoint Templates Page 28
    • 29. Action! 1. PLTS 2. Cross-curricular contexts 3. ICT 4. AFL Powerpoint Templates Page 29
    • 30. Creating More Effective Learnersat KS3 & KS4Isabelle Jones,The Radclyffe Schoolhttp://isabellejones.blogspot.comTwitter: Powerpoint Templates Page 30