Ililc2 personal learning and thinking skills
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Presentation I gave at the ICT into Languages Conference at The University of Southampton on Saturday 25th February 2012

Presentation I gave at the ICT into Languages Conference at The University of Southampton on Saturday 25th February 2012

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Ililc2 personal learning and thinking skills Presentation Transcript

  • 1. Personal Learning and Thinking Skills for Language Learners Isabelle Jones, The Radclyffe School icpjones@yahoo.co.ukTwitter: @icpjones http://twitter.com/icpjonesMy Languages Blog http://isabellejones.blogspot.comPLTS in MFL Wiki http://pltsinmfl.wikispaces.com
  • 2. Aims:• Find out about PLTS and why they are important skills for language learners• Audit your own practice and look at ways to embed PLTS in your classroom• Widen your repertoire of PLTS activities• Find out about specific ICT tools to support the development of PLTS resources
  • 3. PLTS in the Secondary National Curriculum self manager independent enquirer creative thinker reflective learner team worker effective participator
  • 4. PLTS in the Secondary National Curriculum • Not a new concept: Personal, Learning and 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
  • 5. PLTS in the Secondary National Curriculum Bloom’s Taxonomy (1956) Evaluate, judge, defend, criticise, justify, choose Hypothesize, 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 Identify: Knowledge and Comprehension Cognitive Domain Compare and Contrast: Evaluation and Analysis
  • 6. PLTS in the Secondary National Curriculum Bloom’s Taxonomy (1956) Internalise Naturalisationvalues system Organise ideas Articulation Value ideas Develop precisionRespond to ideas Manipulate Receive ideas ImitateAffective Domain Cognitive Domain Psychomotor Domain
  • 7. PLTS in the Secondary National Curriculum Anderson’s Taxonomy
  • 8. How can PLTS help my language learners?What sort of qualities, skills & attitudes does a GCSEstudent need to have in order to be successful in thespeaking and the writing Controlled Assessment?
  • 9. How can PLTS help my language learners?AQA GCSE specification-context and purposes• Cope with a greater degree of unpredictability Student independence: phonic rules, use of dictionary& verb tables,• Understand and use more accurately a widening range ofvocabulary and structures, including some unfamiliar language=>intercultural understanding, inferences from English and/orother known language, use of para-linguistic clues (visuals, tone ofvoice, 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, memorisationtechniques
  • 10. PRICE Taxonomy: Looking at Thinking Skills activities5 types of Thinking Skills:• Information-Processing skills• Reasoning skills• Inquiry skills• Creative Thinking skills• Evaluation skills
  • 11. PRICE Taxonomy * Inquiry skills * Processing skills* Creative thinking * Reasoning skills * Evaluation skills *A: To locate and collect relevant information; to sort, classify, sequence, compare and contrast; to analyse part/whole relationships; *B: 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; *C: To ask relevant questions; to pose and define problems; to plan what to do and how to research; to predict outcomes and anticipate consequences; *D: To generate and extend ideas; to suggest hypothesis; to look for alternative/innovative outcomes; *E: To judge the value of what they read, hear and do; to have confidence in their judgement.
  • 12. PRICE TaxonomyProcessing 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.
  • 13. Generic PLTS ActivitiesWhat are they? Which PLTS areas can they cover?Which skills do they help develop in students?
  • 14. Creative thinker Self Manager Independent EnquirerEmpathy-makes it Memorisation Kinaesthetic activity to representeasier to remember Highlights logical links different opinionsReading for details/between the lines Reflective learner Self Manager Creative thinkerHelps to remember different Memory Exploring the links betweenopinions and how to justify them Dictionary skills Different items of vocabularyPractical way to introduce higherlevel opinion vocabulary
  • 15. Embedding PLTS the BLP WayBuilding 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”
  • 16. Embedding PLTS the BLP WayThe 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.
  • 17. SOLO TaxonomyStands for Structures of Observed Learning OutcomesDeveloped by Biggs and Collis in 1982Describes levels of increasing complexity in a student’sunderstanding of a subjectWith the highest level being the extended abstract level,when students can make connections not only within thegiven area but also beyond it.Students will also be able to generalise and transfer theprinciples and ideas to another area.Are we allowing our students to make theseconnections? http://hooked-on-thinking.com/
  • 18. SOLO Taxonomy SOLO level Verbs Extended Abstract Generalise, predict, evaluate, reflect, Number affect other hypothesise, theorise, create, prove, plan, words too justify, argue, compose, prioritise, design, construct, perform Relational Sequence, classify, compare and contrast, How gender explain causes, explain effects, analyse (part- affect other words: whole), form an analogy, organise, adj, poss… distinguish, interview, question, 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) GCSE/AS/A level
  • 19. Strategies for Embedding PLTS• Carefully considering the cognitive level of the tasks set (Bloom’s) and possible outcomes (SOLO)• 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.
  • 20. Strategies for Embedding PLTS• Introducing Meta-language to talk about learning: 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
  • 21. Promoting PLTS: Mats
  • 22. Promoting PLTS:Using cross-curricular Thinking Skills tools
  • 23. Promoting PLTS:Using cross-curricular Thinking Skills tools
  • 24. Promoting PLTS: Display
  • 25. Strategies for Embedding PLTS: Display/ Overlaps
  • 26. Strategies for Embedding PLTS: Lesson Objectives Objectifs: Objectifs:• 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 SEAL objectives: Motivation (red) SEAL objectives: Motivation (red) •I monitor and evaluate my own work •I monitor and evaluate my own work •I set challenges and targets for myself and celebrate when II •I set challenges and targets for myself and celebrate when achieve them achieve them
  • 27. Strategies for Embedding PLTS: Lesson ObjectivesVers le succès (Steps to Success):•Developing strategies to start off answers in differentways•Say & understand how timephrases, connectives, comparatives, reasons &opinions can improve your linguistic range•Practise speaking ensuring you do not pronouncesilent lettersVers le progrès (Path to Progress):Be able to develop your speaking answers using arange of structures • Recognise your strengths • Be aware of how you are doing • Learn from mistakes
  • 28. vendredi 3 février Today’s target: Qu’est-ce qu’on va faire? Talking about what you are going to do in the eveningSteps to Success • Revise familiar verbs in the present tense • Use “on va” as an introduction to using the future tense (5c)Path to progress • Understanding future tense (L5) Self awareness Motivation
  • 29. Strategies for Developing PLTS Through Languages Activities•Use mystery pictures: Flickr/ photo apps•Use links between pictures: and, but•Compare pictures : use comparative and justified opinions•Say what happened before•Say what might happen after•Read/Listen to clues to identify one specific picture without actuallysaying the key word (taboo)
  • 30. C’est quelle photo? Pourquoi?1. Ça sent mauvais2. C’est dégoûtant3. Ça donne le cancer4. Ça cause des crises cardiaques5. C’est facile de devenir dépendant physiquement6. C’est trop cher7. C’est du gaspillage8. C’est difficile d’arrêter9. C’est illégal10.C’est dangereux11.C’est mauvais pour le foie12.Ça fait grossir/ ça coupe l’appétit13.C’est mauvais pour la santé
  • 31. Strategies for Developing PLTS Through Languages Activities Le tabac Les Le médicaments cannabis La cocaïne L’ héroïne Le travail Le shopping Le jeu L’alcoolhttp://classtools.net/
  • 32. L’alcool, le tabac ou les drogues? Le tabac L’alcool Les drogues Les drogues
  • 33. 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 Les drogues
  • 34. Independent Enquirer Activities Mysteries: IWB, audio recording Qui va souffrir de problèmes de santé et pourquoi?Je m’appelle Béatrice. Je me fais du souci à cause Je m’appelle Xavier et j’ai quinze ans.J’ai quatorze ans. Je suis des examens et je ne dors pas J’habite dans le nord de la Francestressée parce que je bien pendant la semaine. avec mon grand-père.suis toujours en train Cependant, le weekend, jed’étudier et je ne peux dors pratiquement tout lejamais me relaxer. temps.J’adore faire du sport Mes parents fument et cela Je suis un peu gros et je ne suis pasmais pourtant je bois me préoccupe beaucoup. du tout en forme.trop de café, ce qui n’estpas bon pour la santé.Mes amis boivent trop Il y a deux ans, ma grand- Je devrais faire plus d’exercice etet prennent des mère est morte d’un cancer manger moins. Il faut aussi que jedrogues. Ils essayent de des poumons. mange plus de légumes.m’entraîner à faire celaaussi.Vendredi dernier, nous Avant, je faisais du footing Je dois travailler beaucoupsommes allés au MacDo. tous les jours dans le parc maintenant car j’ai beaucoup avec mon cousin. d’examens à la fin de l’année. Je n’ai pas assez travaillé pendant l’année et maintenant j’ai peur de rater mes Les drogues examens.
  • 35. Independent Enquirer Activities• Intercultural understanding-identify features• Flickr http://www.flickr.com• taggalaxy http://taggalaxy.de/• French Google http://www.google.fr• Spanish Google http://www.google.es Les drogues
  • 36. Independent Enquirer Activities •Names Using Saints’ names/calendar (TFTD) Using most popular names Looking at origin and spelling of foreign nameshttp://www.cafe.rapidus.net/jhuriaux/francophonie.htmlPrénoms et noms Francophones (liens)http://www.journaldesfemmes.com/nom-de-famille/Noms de famille françaishttp://www.les-dictionnaires.com/prenoms.htmlDictionnaire des noms et prénoms en françaishttp://www.guiainfantil.com/servicios/nombres/indice.htmFirst names from Spain and other countrieshttp://www.misapellidos.com/ Spanish Surnames Les drogues
  • 37. Independent Enquirer ActivitiesIntercultural understanding-reflecting on identity and finding out about France… independently«Je viens de là» Grand Corps Maladehttp://www.youtube.com/watch?v=8LXaSFgVxGs«Ma France à moi» Diam’shttp://www.youtube.com/watch?v=PGgraeRov_E&feature=relate d« Tout le monde il est beau » Zaziehttp://www.youtube.com/watch?v=SUnyBqKfAH4&feature=relatedhttp://www.youtube.com/watch?v=SUnyBqKfAH4&feature=related Find songs with repetitive structures and get students to also be more creative with the language... Les drogues
  • 38. Creative Thinkers Activities• What is Creativity anyway? http://www.youtube.com/watch?v=zDZFcDGpL4U 7.36-9.56 Les drogues
  • 39. Creative Thinkers activity:Le masque/ La máscara Les drogues
  • 40. Creative Thinker activity: Le rap J’ai un chat, Hannibal pronunciation Verb paradigms Tu as un animal? Link with phonics Rhymes Swap rhyming words around Elle a un chien. Nous avons des poissonsVous avez des lions? Elles ont deux serpents longs J’ai un lapin. Les drogues
  • 41. Creative Thinker activity: Rap: Trouve la rhyme!1.Find a theme2.Write down 5 key words linked with the theme3.Think of possible rhyming word. Remember suffixes that are the same ornearly the same in both languages e.g. ción/ tion, ism/ isme/ ismo using rhymedictionary/apps4.Fill in the gaps! Les drogues
  • 42. Creative Thinker activity:Le rap: L’École Radclyffe! Les drogues
  • 43. Creative Thinker activities• Poems:*Recipes: «Pour faire un bon ami, il faut + noun…/mettez, ajoutez, finissez avec…»«Para hacer un buen amigo, se necesita + noun…/hay que + infinitive/ toma, mezcla, añade …»*Acrostics: for personal description or description oftown*calligrams: fill in with related words-great way in orout of a topic*comparison poems: rouge comme une pomme,bleu comme le ciel…tan roja como una manzana,tan azul como el cielo… Abstract vocabulary: feelingsrouge comme la colère, bleu comme la peur… Les drogues
  • 44. Creative Thinker 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/ Les drogues
  • 45. Creative Thinker activitiesMaking links: Learners are asked to make aconcept map to remember the structure of theirwriting/ speaking preparation. They also need toconsider the range of the language they have used. http://www.wordle.net/show/wrdl/4207753/le_stage Les drogues
  • 46. Creative Thinker activitiesMemorisation to a tune: Songify Les drogues
  • 47. 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 Linoit http://en.linoit.com/ Les drogues
  • 48. Reflective Learners Activitieshttp://linoit.com/users/stowmarketmfl/canvases/GCSE%20Controlled%20Assessment%20Tips Les drogues Thanks to Jen Turner
  • 49. Reflective Learners Activities2 stars and a wish (direct/ post-it notes/wallwisher) http://www.wallwisher.com http://www.wallwisher.com/wall/wjn8yXcz14 Les drogues
  • 50. 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, trip organisation and preparation.• Organising a languages club/ café• Involvement in activities to prepare for a trip, exchange, option evening• Displays, videos, LAFTA-like competitions competition... Les drogues
  • 51. 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 (ABBA/ Waterloo/ Mamma Mía) Les drogues
  • 52. Aims:• Find out about PLTS and why they are important skills for language learners• Audit your own practice and look at ways to embed PLTS in your classroom• Widen your repertoire of PLTS activities• Find out about specific ICT tools to support the development of PLTS resources
  • 53. Action!Look at the qualities you want to develop inyour students and identify 3 points for action123
  • 54. Personal Learning and Thinking Skills for Language Learners Isabelle Jones, The Radclyffe School icpjones@yahoo.co.ukTwitter: @icpjones http://twitter.com/icpjonesMy Languages Blog http://isabellejones.blogspot.comPLTS in MFL Wiki http://pltsinmfl.wikispaces.com