Links Manchester 9th March Handout


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Links Manchester 9th March Handout

  1. 1. EmbeddingThinkingSkills in your MFL Lessons<br />Isabelle Jones, Head of Languages, The Radclyffe School,<br />Lead Teacher Oldham SLN, North West RSA (ALL) <br />@icjones<br />My Languages Blog<br />PLTS in MFL Wiki<br />
  2. 2. Strategies for embedding Thinking Skills in Schemes of Work<br />Ideas for developing a repertoire of Thinking Skills activities<br />Ideas for using ICT to support the development of Thinking Skills <br />
  3. 3. Bloom’sTaxonomy<br />Give opinions, assess/ criteria<br />Express rules, summarise, create<br />Identify patterns and rules<br />Predict, infer<br />Explain, describe, illustrate<br />Information recall: identify, list<br />
  4. 4. Bloom’s Taxonomy<br />SYNTHESIS<br />Competition: Write excuses why you have not done your homework/why you are late. <br />Using the tourist website for Martinique, invent your own “advertising a holiday destination” practice task. <br />Brainstorm elements of a ghost story/fairy story, research necessary language and write your own story. <br />Poubelle/Basura – from a selection of evidence decide what might have happened to a missing person. <br />
  5. 5. National Strategies Online Module<br />Pre new NC-5 types of ThinkingSkills:<br /><ul><li>Information processingskills
  6. 6. Reasoningskills
  7. 7. Enquiryskills
  8. 8. CreativeThinkingskills
  9. 9. Evaluationskills</li></ul>P<br />R<br />I<br />C<br />E<br />
  10. 10. Information Processing Skills<br /><ul><li>Locate and collect relevant information:</li></ul>Highlight positive adjectives, food suitable for vegetarians,<br />Clothes you could buy as a present for your mother etc...<br />Sort, classify and sequence:<br />By chronological order, gender, similar sounds, students<br />classifynew phrases/ vocabulary and others to guess <br />what the classification is. <br />Compare and contrast:<br />e.g. Comparing example of verb endings/ adjectival <br />Agreements to establish patterns. <br />
  11. 11. Reasoning Skills<br /><ul><li>Give reasons for opinions and actions
  12. 12. Draw inferences and make deductions
  13. 13. Make informed judgements and decisions </li></ul>Teacher’s questions must aim to give students <br />opportunities to express reasons, deductions, <br />judgements and decisions.<br /><ul><li>Pourquoic’est un passé composé?
  14. 14. Il est pour oucontrel’uniforme? Pourquoi?
  15. 15. Un livrevert, c’estbien. Comment dit-on “a green plant”?
  16. 16. What would you say if you had the complete opposite </li></ul>view? <br />Any more questions?<br />
  17. 17. Enquiry Skills<br /><ul><li>Ask relevant questions</li></ul>Students are shown text side-by-side with translation<br />They have 2 minutes to highlight what they understand <br />And think of question about something they don’t <br />Understand.<br /><ul><li>Pose and define problems</li></ul>Show examples of verbs following a specific rule mixed<br />with exceptions-where are the exceptions? Why?<br />CantéBailéComíEscuchéFuiCompramos<br /><ul><li>Plan what to do and how to use a range of resources</li></ul>Planning sheet, mindmaps<br />
  18. 18. Creative Thinking Skills<br /><ul><li>Develop/ extend ideas
  19. 19. Write about it: newspaper article/ letter/presentation </li></ul>to penpal/ blog post/ short play/ poem/ story for young <br />audience.<br /><br /><ul><li>Talk about it: record an interview/ podcast (dialogue,</li></ul>News report, drama...) audio/ video<br /><ul><li>Apply imagination</li></ul>Nightmare holiday/day, Famous for a day: who/what/why,<br />Life Swap (dice), School of the future, My film (dice)<br />Summer/ Winter uniform..<br />
  20. 20. Creative Thinking Skills<br />My Film dice game (can be done in English or TL)<br />Raconte le film commesituétaisdans le role princial! <br />Le role principal<br />1=une petite fille 2=un adolescent 3=une grand-mère<br />4=unetortue 5=une danseuse 6=un chanteur de rock <br />B. L’ événement principal<br />1=un spectacle 2=des vacanceshorribles 3=un cambriolage<br />4=un voyage 5=un concert 6=une course<br />B. Le lieu principal<br />1=l’ école 2=les Bahamas 3=un château hanté<br />4=un bateau de croisière 5=un stade 6=un musée<br />
  21. 21. Creative Thinking Skills<br /><ul><li>Making links: Learners are given a selection of familiar</li></ul>words and asked to make a concept map by adding <br />connecting words between the words already on the list.<br /><ul><li>Making links to other subjects </li></ul>Using music, drama, ICT, history, geography, PSHE...<br /><ul><li>Analogies</li></ul>Understanding what is unfamiliar comparing/contrasting it with something that is familiar<br /><br />
  22. 22. Analogies<br /><ul><li>Create pairs of related words:</li></ul>Père et<br />Chaussures et<br />Mère<br />Pieds<br /><ul><li>Make/guess the analogy:</li></ul>Manger + bois =<br />Maison + douche =<br />Table<br />Salle de bains<br /><ul><li>Use unusual image/ sound associations: </li></ul>Students’ own Equitación (galloping sound) <br />Je suis (I eat sweet)<br />Pink car (voiture is feminine)<br />Blue car (coche is masculine)<br />
  23. 23. Evaluation Skills<br /><ul><li>Develop criteria for judging the value of what they</li></ul>read, hear and do <br />2 stars and 1 wish <br />Peer assessment(peer assessed by...)<br />Wikis<br /> (dicussion tab)<br />
  24. 24. PLTS in the New Secondary National Curriculum<br />self manager<br />independent enquirer<br />creative thinker<br />team worker<br />reflective learner<br />effective participator<br />
  25. 25. Self Manager Activities<br />Sharing strategies to cope with the unknown (reading/ listening): language challenge [document/ recording in a different language/ designed for natives)<br />E.g. L’ hôtel de ville<br />Prepare ICT presentation <br />Presentation about self/ a chosen topic<br />Presentation about another culture<br />Grammar point<br />
  26. 26. Independent EnquirerActivities<br />Links with mathematics<br />data handling<br />making predictions<br />presenting and interpreting data <br />(table/ bar chart/ pie chart/ pictogram<br />Balance of diet<br />Leisure/school activities<br />Spending habits<br />
  27. 27. Independent EnquirerActivities<br />Mysteries<br />Problem solving activity based round a given central question that is open to more than one reasonable answer. <br />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.<br />
  28. 28. Independent EnquirerActivities<br />Mysteries<br />
  29. 29. CreativeThinkersActivities<br />Create your own sandwich, fruit drink, ice cream...<br />Invent mnemonics for particular vocabulary/ grammar rule <br />Poems: recipes, acrostics, calligrams, comparisons<br />Raps & rhythms<br />Songs: “Ne me quitte pas” Je ferai... <br />Rebus<br />
  30. 30. ReflectiveLearnersActivities<br /><ul><li>Odd one out</li></ul>raison saisonpantaloncouleur<br />Gender, phonic pattern, plural, verb, agreement, alphabetical, abstract, linked... <br /><ul><li>Fact or opinion</li></ul>On mange mieux en France qu’enAngleterre<br />Discute + range les phrases selonleurscatégories<br /><ul><li>2 stars and 1 wish</li></ul>Direct/ Post-it notes/ wallwisher<br />
  31. 31. Effective ParticipatorActivities<br />Teach part of the lesson: from initial vocabulary input to re-introducing the past tense for regular –er verbs<br />Get involved in outreach activities: resources for Primary (mini books, recording stories, using video-conferencing), open evening<br />Organising a languages club/ café <br />Involvement in activities to prepare for a trip, exchange, option evening<br />Displays, videos, LAFTA competition... <br />
  32. 32. Team WorkerActivities<br />Running dictation/ collective memory<br />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.<br />Mysteries<br />Living graphs<br /><ul><li>Wikis: Collaborative Writing Task:</li></li></ul><li>Team WorkerActivities<br />Living Graphs<br />
  33. 33. Embedding PLTS the BLP Way<br />“The 6 clusters of qualities are more than<br />Skills that can be trained...<br />The point is to cultivate these qualities into<br />becoming dispositions, or habits of mind...<br />Cultivation of the PLTS should run through <br />the curriculum, life and ethos of the school,<br />like lettering through a stick of rock”. <br />
  34. 34. Embedding PLTS <br /><ul><li>Aiming to deliver a wide variety of tasks in a varied way: impact on</li></ul>resource design and nature of interactions in classroom <br /><ul><li>Opportunities highlighted in SoWs & examples of activities shared
  35. 35. Focus on developing students’ skills and independence
  36. 36. Introducing Meta-language to talk about learning: mats, display
  37. 37. Overlaps with AFL and SEAL
  38. 38. Training of support staff
  39. 39.
  40. 40.</li></li></ul><li>How embedded are your Thinking Skills/ PLTS?<br />*Schemes of Work: <br />mapping out of Thinking Skills lesson opportunities sharing PLTS objectives<br />*Evidence of:<br /><ul><li>Collaborative team work [+Seating arrangement,</li></ul>Display] <br /><ul><li>Students using “meta-language”
  41. 41. Students as Independent learners
  42. 42. Cross-curricular support/time dedicated to skills building across the curriculum </li>
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