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    Links Manchester 9th March Handout Links Manchester 9th March Handout Presentation 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:
      • Information processingskills
      • Reasoningskills
      • Enquiryskills
      • CreativeThinkingskills
      • Evaluationskills
      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.
    • Reasoning Skills
      • 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?
    • Enquiry Skills
      • 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
      • Apply imagination
      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...
      • Analogies
      Understanding what is unfamiliar comparing/contrasting it with something that is familiar
      http://www.wordle.net
    • Analogies
      • 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)
    • Evaluation Skills
      • 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
    • ReflectiveLearnersActivities
      • Odd one out
      raison saisonpantaloncouleur
      Gender, phonic pattern, plural, verb, agreement, alphabetical, abstract, linked...
      • Fact or opinion
      On mange mieux en France qu’enAngleterre
      Discute + range les phrases selonleurscatégories
      • 2 stars and 1 wish
      Direct/ Post-it notes/ wallwisherhttp://www.wallwisher.com
    • 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
      • Wikis: Collaborative Writing Task: http://langwitch.wikispaces.com/l%27histoire+sans+fin
    • Team WorkerActivities
      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”.
    • 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 and independence
      • Introducing Meta-language to talk about learning: mats, display
      • Overlaps with AFL and SEAL
      • Training of support staff
      • http://isabellejones.blogspot.com/2009/10/flip-cramlington-model-for-developing.html
      • http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html
    • 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