Links Manchester 9th March HandoutPresentation 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/icpjones 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
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 Module Pre new NC-5 types of ThinkingSkills:
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.
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?
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
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
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 princial! 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
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...
Understanding what is unfamiliar comparing/contrasting it with something that is familiar http://www.wordle.net
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)
Develop criteria for judging the value of what they
read, hear and do 2 stars and 1 wish Peer assessment(peer assessed by...) Wikis http://langwitch.wikispaces.com/8qF1 http://langwitch.wikispaces.com/8qF1 (dicussion tab)
PLTS in the New Secondary National Curriculum self manager independent enquirer creative thinker team worker reflective learner effective participator
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
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
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”.
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