Gosforth oct2011
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Gosforth oct2011

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This is a copy of the powerpoint I used for my training session at Gosforth School on PLTS and writing & speaking assessment for the new GCSE (ALL NE French Day)

This is a copy of the powerpoint I used for my training session at Gosforth School on PLTS and writing & speaking assessment for the new GCSE (ALL NE French Day)

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  • Perso intro: experience as hof , translator/interpreter, trainer for Links-social media (twitter/ blog), ALL RSA and exec council, plts wiki
  • Anderson’s taxonomy
  • Personal Learning/ Thinking Skills
  • Pocket guide
  • Think of activities you have done recently that promoted these
  • Think of activities you have done recently that promoted these
  • Pair work with plts official handout
  • Pair work with plts official handout
  • Mention website and publications
  • How do they overlap with plts
  • Give handout on gender
  • Pass mats around-give fair assessment simplified sheet zoe duff
  • How would you use the hats with a topic like healthy eating?
  • Show original
  • Introduce seal as a subject focus
  • Pair discussion
  • More about Wordle
  • Creative partnership
  • Give handout on gender
  • Perso intro: experience as hof , translator/interpreter, trainer for Links-social media (twitter/ blog), ALL RSA and exec council, plts wiki

Gosforth oct2011 Gosforth oct2011 Presentation Transcript

  • Powerpoint Templates Using Personal, Learning & Thinking Skills To prepare for the New GCSE Speaking & Writing Controlled Assessments Isabelle Jones, Head of Languages, The Radclyffe School, Oldham Twitter: @icpjones http://twitter.com/icpjones My Languages Blog http://isabellejones.blogspot.com PLTS in MFL Wiki http://pltsinmfl.wikispaces.com
  • You will...
    • Look at the qualities, skills and attitudes we want to develop in our students.
    • Consider strategies for embedding PLTS in our daily practice with a view to prepare students for their speaking and writing Controlled Assessments
    • Find out what ICT tools can support the development of PLTS-based resources
  • What sort of qualities, skills & attitudes does a New GCSE student need to have in order to be successful in the speaking and the writing Controlled Assessment?
    • Cope with a greater degree of unpredictability
    • Student independence: phonic rules, use of dictionary
    • & verb tables,
    • Understand and use more accurately a widening range of
    • vocabulary and structures, including some unfamiliar language
    • =>intercultural understanding, inferences from English and/or
    • other known language, use of para-linguistic clues (visuals, tone of
    • voice, bold, italics etc…), memorisation techniques
    • Understand and discuss issues and opinions
    • =>Knowledge of a range of structures, connectives and synonyms,
    • linking ideas and points of view in a well-organised way
    • Give full description and accounts
    • =>proofreading ability, peer assessment & support, memorisation
    • techniques
    AQA GCSE specification-context and purposes
  • A Juggling Act
    • Content length
    • Range of structures
    • Accuracy
    • Pronunciation
    • Memorisation/ Independence
    • 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
    How can PLTS help?
  • Bloom’s Taxonomy Give opinions, assess/ criteria Express rules, summarise, create Identify patterns and rules Predict, infer Explain, describe, illustrate Information recall: identify, list
  •  
  • PLTS in the Secondary National Curriculum independent e nquirer c reative thinker r eflective learner e ffective participator t eam worker s elf manager
  • PRICE Taxonomy
    • 5 types of Thinking Skills :
    • Information- P rocessing skills
    • R easoning skills
    • I nquiry skills
    • C reative Thinking skills
    • E valuation skills
  • PRICE Taxonomy 1. Which is which? 2. Can you think of a language activity to illustrate each strand?
      • To locate and collect relevant information; to sort,
      • classify, sequence, compare and contrast; to analyse
      • part/whole relationships
      • To give reasons for opinions and actions; to make deductions; to use precise language to explain what they think; to make judgments and decisions and explain why
      • To ask relevant questions; to pose and define problems; to plan what to do and how to research; to predict outcomes and anticipate consequences
      • To generate and extend ideas; to suggest hypothesis; to look for alternative/innovative outcomes.
      • To judge the value of what they read, hear and do; to have confidence in their judgement
    • Processing skills
    • Reasoning skills
    • Inquiry skills
    • Creative thinking
    • Evaluation skills
    • Processing skills
      • To locate and collect relevant information; to sort,
      • classify, sequence, compare and contrast; to analyse
      • part/whole relationships
    • Reasoning skills
      • To give reasons for opinions and actions; to make deductions; to use precise language to explain what they think; to make judgments and decisions and explain why
    • Inquiry skills
      • To ask relevant questions; to pose and define problems; to plan what to do and how to research; to predict outcomes and anticipate consequences
    • Creative thinking skills
      • To generate and extend ideas; to suggest hypothesis; to look for alternative/innovative outcomes.
    • Evaluation skills
      • To judge the value of what they read, hear and do; to have confidence in their judgement
  • Concept mapping Fact or opinion? Fortune lines Kim’s game Opinion lines corners Sorting and classification What are they? Which PLTS areas can they cover? How do they assist in the preparation of the speaking and writing Controlled Assessment?
  • Concept mapping Fact or opinion? Fortune lines Kim’s game Opinion lines corners Sorting and classification Empathy-makes it easier to remember Reading for details/ between the lines Memorisation Highlights logical links Kinaesthetic activity to represent different opinions Helps to remember different opinions and how to justify them Practical way to introduce higher level opinion vocabulary Memory Dictionary skills Exploring the links between Different items of vocabulary Creative thinker Self Manager Independent Enquirer Reflective learner Self Manager Creative thinker
  • 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”
  • 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.
  • 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. Are we allowing our students to make these connections? http://hooked-on-thinking.com/
  •  
  • Strategies for 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 in an integrated way and student independence.
  • Strategies for Embedding PLTS
    • Introducing Meta-language to talk about learning: mats, display
    • Overlaps with AFL and SEAL: understanding of assessment criteria, motivation…
    • Training of support staff like FLAs
    • Focus on developing PLTS as a wholeschool approach
    • http://isabellejones.blogspot.com/2009/10/flip-cramlington-model-for-developing.html
    • http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html
  • 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: Display/ Overlaps
  • Strategies for Embedding PLTS: Lesson Objectives
    • Look at the specific skills required to do well the Speaking Controlled Assessment
    • Identify and use “interesting” phrases to improve the range of the language used
    Objectifs :
    • SEAL objectives: Motivation (red)
    • I monitor and evaluate my own work
    • I set challenges and targets for myself and celebrate when I achieve them
  • Strategies for Embedding PLTS: Lesson Objectives
    • Vers le succès (Steps to Success) :
    • Developing strategies to start off answers in different ways
    • Say & understand how time phrases, connectives, comparatives, reasons & opinions can improve your linguistic range
    • Practise speaking ensuring you do not pronounce silent letters
    • Vers le progrès (Path to Progress) :
    • Be able to develop your speaking answers using a range of structures
    • Recognise your strengths
    • Be aware of how you are doing
    • Learn from mistakes
  • Strategies for Developing PLTS Through Languages Activities
    • Use mystery pictures
    • Use links between pictures: and, but
    • Compare pictures : use comparative, because
    • Say what happened before
    • Say what might happen after
    • Read/Listen to clues to identify one specific
    • picture
  •  
  • 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.
  • http://classtools.net/
  • 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
  • L’alcool Le tabac Les drogues L’alcool, le tabac ou les drogues?
  • 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
  • Independent Enquirer Activities Mysteries: IWB, audio recording
  • Independent Enquirer Activities
    • Intercultural understanding-identify features
    • Flickr http://www.flickr.com
    • taggalaaxy http://taggalaxy.de/
    • French Google http://www.google.fr
    • Spanish Google http://www.google.es
  • Creative Thinkers Activities
    • What is Creativity anyway?
    http://www.youtube.com/watch?v=zDZFcDGpL4U
  • Independent Enquirer Activities Intercultural understanding-reflecting on identity and finding out about France http://www.youtube.com/watch?v=8LXaSFgVxGs Find songs with repetitive structures And get students to also be more Creative with the language... Je viens de là où...
  • Creative Thinkers Activities
    • Poems: recipes, acrostics, calligrams, comparisons
    • Song-Stromae “Alors on danse” [Lyrics world app]
    • Transfer structure: Stromae_on_danse : Qui dit...
    • Rebus http://www.rebus-o-matic.com/index.php
    • Rebus Malin iphone
  • Creative Thinkers Activities Stromae-Alors on danse... http://www.youtube.com/watch?v=7pKrVB5f2W0 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
  • Creative Thinkers Activities Poems: calligrams (word mosaic) Image Chef: http://www.imagechef.com How would you use these symbols? What other symbols might you find useful? Tagsxedo (creative word clouds) http://www.tagxedo.com/
  • Creative Thinkers Activities Making links: Learners are asked to make a concept map to remember the structure of their writing/ speaking preparation. They also need to consider the range of the language they have used. http://www.wordle.net/show/wrdl/4207753/le_stage
  • Reflective Learners Activities Fact or opinion “ On mange mieux en France qu’en Angleterre” Discute et range les phrases selon leurs catégories 2 stars and 1 wish Direct Post-it notes Wallwisher http://www.wallwisher.com
  • Reflective Learners Activities http://linoit.com/users/stowmarketmfl/canvases/GCSE%20Controlled%20Assessment%20Tips Thanks to Jen Turner
  • Reflective Learners Activities 2 stars and a wish (direct/ post-it notes/ wallwisher) http://www.wallwisher.com http://www.wallwisher.com/wall/wjn8yXcz14
  • Edmodo http://www.edmodo.com/home
  • Effective Participator Activities- Reinforcing themes you are working on
    • 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 Worker Activities
    • 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
    • Discussing personalised memorisation
    • strategies
  • You will...
    • Look at the qualities, skills and attitude we want to develop in our students.
    • Consider strategies for embedding PLTS in our daily practice with a view to prepare students for their speaking and writing Controlled Assessments
    • Find out what ICT tools can support the development of PLTS-based resources
  • Action! Look at the qualities you want to develop in your students and identify 3 points for action 1 2 3
    • Cope with a greater degree of unpredictability
    • Student independence: phonic rules, use of dictionary
    • & verb tables,
    • Understand and use more accurately a widening range of
    • vocabulary and structures, including some unfamiliar language
    • =>intercultural understanding, inferences from English and/or
    • other known language, use of para-linguistic clues (visuals, tone of
    • voice, bold, italics etc…), memorisation techniques
    • Understand and discuss issues and opinions
    • =>Knowledge of a range of structures, connectives and synonyms,
    • linking ideas and points of view in a well-organised way
    • Give full description and accounts
    • =>proofreading ability, peer assessment & support, memorisation
    • techniques
    AQA GCSE specification-context and purposes
  • Powerpoint Templates Using Personal, Learning & Thinking Skills To prepare for the New GCSE Speaking & Writing Controlled Assessments Isabelle Jones, Head of Languages, The Radclyffe School, Oldham Twitter: @icpjones http://twitter.com/icpjones My Languages Blog http://isabellejones.blogspot.com PLTS in MFL Wiki http://pltsinmfl.wikispaces.com