Links Manchester 9th March Handout
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  • 1. 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
  • 2. 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
  • 3. Bloom’sTaxonomy
    Give opinions, assess/ criteria
    Express rules, summarise, create
    Identify patterns and rules
    Predict, infer
    Explain, describe, illustrate
    Information recall: identify, list
  • 4. 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.
  • 5. National Strategies Online Module
    Pre new NC-5 types of ThinkingSkills:
    • Information processingskills
    • 6. Reasoningskills
    • 7. Enquiryskills
    • 8. CreativeThinkingskills
    • 9. Evaluationskills
    P
    R
    I
    C
    E
  • 10. 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.
  • 11. Reasoning Skills
    • Give reasons for opinions and actions
    • 12. Draw inferences and make deductions
    • 13. 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?
    • 14. Il est pour oucontrel’uniforme? Pourquoi?
    • 15. Un livrevert, c’estbien. Comment dit-on “a green plant”?
    • 16. What would you say if you had the complete opposite
    view?
    Any more questions?
  • 17. 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
  • 18. Creative Thinking Skills
    • Develop/ extend ideas
    • 19. 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..
  • 20. 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
  • 21. 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
  • 22. 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)
  • 23. 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)
  • 24. PLTS in the New Secondary National Curriculum
    self manager
    independent enquirer
    creative thinker
    team worker
    reflective learner
    effective participator
  • 25. 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
  • 26. 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
  • 27. 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.
  • 28. Independent EnquirerActivities
    Mysteries
  • 29. 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
  • 30. 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
  • 31. 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...
  • 32. 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
  • 33. 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”.
  • 34. 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
    • 35. Focus on developing students’ skills and independence
    • 36. Introducing Meta-language to talk about learning: mats, display
    • 37. Overlaps with AFL and SEAL
    • 38. Training of support staff
    • 39. http://isabellejones.blogspot.com/2009/10/flip-cramlington-model-for-developing.html
    • 40. 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”
    • 41. Students as Independent learners
    • 42. Cross-curricular support/time dedicated to skills building across the curriculum