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Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
Links Manchester 9th March Handout
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Links Manchester 9th March Handout

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  • 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 />@icjoneshttp://twitter.com/icpjones<br />My Languages Blog http://isabellejones.blogspot.com<br />PLTS in MFL Wiki http://pltsinmfl.wikispaces.com<br />
  • 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. 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. 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. National Strategies Online Module<br />Pre new NC-5 types of ThinkingSkills:<br /><ul><li>Information processingskills
  • 6. Reasoningskills
  • 7. Enquiryskills
  • 8. CreativeThinkingskills
  • 9. Evaluationskills</li></ul>P<br />R<br />I<br />C<br />E<br />
  • 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. Reasoning Skills<br /><ul><li>Give reasons for opinions and actions
  • 12. Draw inferences and make deductions
  • 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. 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 </li></ul>view? <br />Any more questions?<br />
  • 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. Creative Thinking Skills<br /><ul><li>Develop/ extend ideas
  • 19. Write about it: newspaper article/ letter/presentation </li></ul>to penpal/ blog post/ short play/ poem/ story for young <br />audience.<br />http://mfl-storybirds.wikispaces.com/French+Storybirds<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. 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. 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 />http://www.wordle.net<br />
  • 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. 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 http://langwitch.wikispaces.com/8qF1<br />http://langwitch.wikispaces.com/8qF1 (dicussion tab)<br />
  • 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. 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. 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. 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. Independent EnquirerActivities<br />Mysteries<br />
  • 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 http://www.rebus-o-matic.com/index.php<br />
  • 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/ wallwisherhttp://www.wallwisher.com<br />
  • 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. 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: http://langwitch.wikispaces.com/l%27histoire+sans+fin</li></li></ul><li>Team WorkerActivities<br />Living Graphs<br />
  • 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. 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. 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</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. Students as Independent learners
  • 42. Cross-curricular support/time dedicated to skills building across the curriculum </li>

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