Lw2012yesyoucan
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slides for the presentation I gave at Language World on Friday 30th March.

slides for the presentation I gave at Language World on Friday 30th March.

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  • Pair work with plts official handout
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Lw2012yesyoucan Presentation Transcript

  • 1. Yes You Can! Creating Confident and Independent Language Learners Isabelle Jones, The Radclyffe SchoolMy Languages Bloghttp://isabellejones.blogspot.comTwitter: @icpjones Free Powerpoint Templates Page 1
  • 2. Aims: Exploring strategies to develop language learners’ confidence and independent learning skills •Using PLTS to develop learners’ confidence when preparing for their speaking and writing Controlled Assessments. •Developing cross-curricular contexts for improving learners’ self image as linguists •Maximising the use of ICT to support learners in and out the classroom •Using Assessment For Learning to improve confidence Free Powerpoint Templates Page 2
  • 3. What sort of qualities, skills andattitudes does a GCSE student need tohave in order to be successful in thespeaking and the writing ControlledAssessment? Free Powerpoint Templates Page 3
  • 4. • Cope with a greater degree of unpredictability⇒Student independence: phonic rules, use of dictionary& verb tables.• Understand and use more accurately a widening range ofvocabulary and structures, including some unfamiliar language=>intercultural understanding, inferences from English and/orother known language, use of para-linguistic clues (visuals, tone ofvoice, bold, italics etc…), memorisation techniques.• Understand and discuss issues and opinions=>Knowledge of a range of structures, connectives and synonyms,linking ideas and points of view in a well-organised way.• Give full description and accounts=>proofreading ability, peer assessment & support, memorisationtechniques. AQA GCSE specification-context and purposes Free Powerpoint Templates Page 4
  • 5. A Juggling Act • Content readability • Length • Range of structures • Accuracy • Pronunciation • Memorisation/ Independence Free Powerpoint Templates Page 5
  • 6. How can PLTS help? • Not a new concept: Personal, Learning + Thinking Skills • Independent learning skills • Learners’ social interactions • Making the link between ideas • Transferring knowledge of patterns • NOT a government initiative-focus for good practice Free Powerpoint Templates Page 6
  • 7. PLTS in the Secondary National Curriculum self manager independent enquirer creative thinker reflective learner team worker effective participator Free Powerpoint Templates Page 7
  • 8. How can PLTS help? Students gain in confidence when: •They have opportunities to access a wide range of learning and teaching styles and to explore what works for them •They are aware of their strengths and they have strategies to deal with their weaknesses •They understand what level of development they are at and how to develop further •They start becoming more independent Free Powerpoint Templates Page 8
  • 9. How can PLTS help?Giving students opportunities for independence Bloom’s Taxonomy (1956) Evaluate, judge, defend, criticise, justify, choose Hypothesize, discuss, compare, create, construct Analyse, organise, deduce, contrast, distinguish Manipulate, classify, apply, modify, illustrate, solve Explain, describe, visualise, illustrate, paraphrase Recall,identify, list, name, define, show, recognise Recall, identify, list, name, define, show, recognise Cognitive Domain Free Powerpoint Templates Page 9
  • 10. How can PLTS help? Bloom’s Taxonomy (1956) Attributes/qualities content skills Internalise Naturalisation values system Organise ideas Articulation Value ideas Develop precision Respond to ideas Manipulate Receive ideas Imitate Free Powerpoint TemplatesAffective Domain Cognitive Domain Psychomotor Domain Page 10
  • 11. Creative thinker Self Manager Reflective learner r Fortu Conc Fact o n e lin e map pt opi nion? es ping Helps to remember differentEmpathy-makes it Memorisation opinions and how to justify themeasier to remember Highlights logical links Practical way to introduce higherReading for details/ level opinion vocabularybetween the lines Independent Enquirer Self Manager Creative thinker Opin ion li corne nes rs g and Kim ’s Sortin cation gam i lassifKinaesthetic activity to represent different opinions e c Memory Exploring the links between Dictionary skills Different items of vocabulary Free Powerpoint Templates Page 11
  • 12. Embedding PLTS the BLP WayBuilding Learning Power, Guy Claxton“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” Free Powerpoint Templates Page 12
  • 13. Embedding PLTS the BLP WayThe 4 Rs• Resilience: absorption, managing distractions, noticing, perseverance;• Resourcefulness: questioning, making links, imagining, reasoning, capitalising;• Reflectiveness: planning, revising, distilling, meta- learning;• Reciprocity: interdependence, collaboration, empathy and listening. Free Powerpoint Templates Page 13
  • 14. Strategies for 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 in an integrated way. Free Powerpoint Templates Page 14
  • 15. SOLO TaxonomyStands for Structures of Observed Learning OutcomesDeveloped by Biggs and Collis in 1982Describes levels of increasing complexity in a student’sunderstanding of a subjectWith the highest level being the extended abstract level,when students can make connections not only withinthe given area but also beyond it.Students will also be able to generalise and transfer theprinciples and ideas to another area in an independentmanner. Are we allowing our students to make these connections? http://pamhook.com/ Free Powerpoint Templates Page 15
  • 16. Free Powerpoint Templates Page 16
  • 17. SOLO TaxonomySOLO level Verbs NumberExtended Abstract Generalise, predict, evaluate, reflect, affect other hypothesise, theorise, create, prove, plan, words too justify, argue, compose, prioritise, design, construct, performRelational Sequence, classify, compare and contrast, How gender explain causes, explain effects, analyse (part- affect other words: whole), form an analogy, organise, adj, poss… distinguish, interview, question, relate, applyMultistructural Describe, list, outline, follow an algorithm, Patterns combineUnistructural Define, identify, name, draw, find, label, Gender match, follow a simple procedure Verbs for declarative and functioning knowledge- Common task descriptorsPowerpoint Templates Educational Achievement (NCEA) Free for the National Certificate of GCSE/AS/A level Page 17
  • 18. Strategies for developing reflective independent learners• Introducing Meta-language to talk about learning: mats, display• Overlaps with AFL and SEAL: understanding of assessment criteria, different types of motivation…• Focus on developing PLTS as a wholeschool approach• http://isabellejones.blogspot.com/2009/10/flip-cramlington-model-for-developing.html• http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html Free Powerpoint Templates Page 18
  • 19. Developing Reflectiveindependent learners: Mats
  • 20. PLTS and SEAL:Display/ Overlaps
  • 21. PLTS/AFL overlaps: Lesson Objectives Objectifs: Objectifs:• Look at the specific skills required to do well the Speaking Controlled Assessment• Identify and use “interesting” phrases to improve the range of the language used SEAL objectives: Motivation (red) •I monitor and evaluate my own work •I set challenges and targets for myself and celebrate when I achieve them Free Powerpoint Templates Page 21
  • 22. PLTS/AFL overlaps: Lesson ObjectivesVers le succès (Steps to Success):•Developing strategies to start off answers in differentways•Say & understand how time phrases, connectives,comparatives, reasons & opinions can improve yourlinguistic range•Practise speaking ensuring you do not pronouncesilent lettersVers le progrès (Path to Progress):Be able to develop your speaking answers using arange of structures • Recognise your strengths • Be aware of how you are doing • Learn from mistakes Free Powerpoint Templates Page 22
  • 23. vendredi 3 février Today’s target: Qu’est-ce qu’on va faire? Talking about what you are going to do in the eveningSteps to Success • Revise familiar verbs in the present tense • Use “on va” as an introduction to using the future tense (5c)Path to progress • Understanding the future tense (L5) Self awareness Motivation Free Powerpoint Templates Page 23
  • 24. Reflective Independent Languages Activities individual pair Small group wholeclass•Use mystery pictures: Flickr/ photo apps: Pinterest•Use authentic pictures Flickr groups / my TES page•Use links between pictures: and, but•Compare pictures : use comparative and justified opinions•Describe what happened before•Describe what might happen after•Read/Listen to clues to identify one specific picture without actuallysaying the key word (taboo) reading writing listening s speaking Free Powerpoint Templates Page 24
  • 25. Free Powerpoint Templates Page 25
  • 26. C’est quelle photo? Pourquoi?1. Ça sent mauvais2. C’est dégoûtant3. Ça donne le cancer4. Ça cause des crises cardiaques5. C’est facile de devenir dépendant physiquement6. C’est trop cher7. C’est du gaspillage8. C’est difficile d’arrêter9. C’est illégal10.C’est dangereux11.C’est mauvais pour le foie 12.Ça fait grossir/ ça coupe l’appétit 13.C’est mauvais pour la santé Free Powerpoint Templates Page 26
  • 27. L’alcool, le tabac ou les drogues? Le tabac L’alcool Les drogues Free Powerpoint Templates Page 27
  • 28. Student-based Languages Activities Le tabac Les Le médicaments cannabis La cocaïne L’ héroïne Le travail Le shopping Le jeu L’alcool http://classtools.net/ Free Powerpoint Templates Page 28
  • 29. 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 Free Powerpoint Templates Page 29
  • 30. Speaking and Teacher Talk• Teacher use of the Target Language• Opportunities for students to speak the language fora real purpose• Safe environment for speaking• Pronunciation and student confidence: for or against choral repetition?• Something to aim for: Group Talkhttp://www.teachfind.com/teachers-tv/mfl-implementing-grou Free Powerpoint Templates Page 30
  • 31. 1 2 3 4 idée araignée éléphant oublier5 6 7 8 univers cochon cicliste maison9 10 11 12 voiture lapin gymnastique manger13 14 15 16 France menton eau fille
  • 32. Je ne vais pas gaspiller l’électricité et l’eau. Free Powerpoint Templates Page 32
  • 33. Cross-curricular contextsArt: colours and descriptions, biographies, use of visualsand 3D “hooks”Music: rhymes, sounds and rhythmDrama: role-play/ puppetsHistory: a new slant on what they are familiar with e.g. ww2Geography: Barcelona, Paris, the environment, fair tradeDance: cultural aspects, use movement to rememberMedia studies: looking at advertising or short filmsCultural awareness and identity: celebrate and promote diversitypictures, music, the French and Spanish-speaking world … Free Powerpoint Templates Page 33
  • 34. Cross-curricular context:Le masque/ La máscara Free Powerpoint Templates Page 34
  • 35. Cross-curricular context: Le rap J’ai un chat, Hannibal pronunciation Verb paradigms Tu as un animal? Link with phonics Rhymes Il a un chien. Swap rhyming words around Elle a un lapin. Nous avons des poissonsVous avez des lions? Ils ont deux serpents longs Free Powerpoint Templates Page 35
  • 36. Cross-curricular context: Rap: Trouve la rime!1.Find a theme2.Write down 5 key words linked with the theme3.Think of possible rhyming word. Remember suffixes that are the same ornearly the same in both languages e.g. ción/ tion, ism/ isme/ ismo using rhymedictionary/apps4.Fill in the gaps! Free Powerpoint Templates Page 36
  • 37. Cross-curricular context:Le rap: L’École Radclyffe!
  • 38. Cross-curricular contextMemorisation to a tune: Songify Avoir.m4a Tener.m4a Free Powerpoint Templates Page 38
  • 39. ICT support for learners: in and out of the classroomOnline dictionary and apps vs paper dictionary http://www.wordreference.com/Le Robert-Dixel http://itunes.apple.com/fr/app/le-robert-dictionnaire-dixel/id324277188?mt=8Verb apps and verb tables http://www.bescherelle.com/http://www.elconjugador.com/enindex.php?newlang=Y&langvalue=enRecording themselves to improve accent: audacity/ phone, voki, text-to-speech,FLA or teacher. http://text-to-speech.imtranslator.net/ http://voki.com/Opportunities to practise speaking without a public performanceHomework or extension work send via Edmodo (free) or My works (subscription) Free Powerpoint Templates Page 39
  • 40. ICT support for learners: in and out of the classroomVLE: homework, consolidation and extension workFacebook page: Departmental/ Faculty page with links promoting languagesBlog/ wiki: http://chilternedgemfl.typepad.com/chiltern-edge-mfl/ http://langwitch.org/stmichaelsmfl/ http://stmichaelsmfl.wikispaces.com/App list: https://docs.google.com/spreadsheet/ccc?key=0AjQhXECgd8S1dHQ1TVVZUlQ4aTdEeW03TWJnN2t6cEE&authkey=CP-j5ZEP Free Powerpoint Templates Page 40
  • 41. AFL and Student IndependenceSelf and peer assessment: proofreading/ developing students’understanding of assessment criteriaUnderstanding criteria: what I am at/ how do I move on(break it down/ beware of oversimplification)Peer assessment: oral/ written feedbackStudent training needs to be included in Schemes of Work Free Powerpoint Templates Page 41
  • 42. Confidence-building activitiesTeach a sophisticated language item to the rest of the classParallel texts: e.g. wikipedia article with questions in the targetlanguage to answer/information to organise from an article in thetarget language.Positive reading: highlight known words and cognatesPredictive listening: use the context to guess what isgoing to be mentioned on the recording.Teach about context: use a check list Show them how much they know already and where they can go to find out more about what Free Powerpoint Templates they don’t know yet… Page 42
  • 43. Aims: Exploring strategies to develop language learners’ confidence and independent learning skills •Using PLTS to develop learners’ confidence when preparing for their speaking and writing Controlled Assessments. •Developing cross-curricular contexts for improving learners’ self image as linguists •Maximising the use of ICT to support learners in and out the classroom •Using Assessment For Learning to improve confidence Free Powerpoint Templates Page 43
  • 44. Action! Developing language learners’ confidence and independent learning skills •PLTS: •Cross-curricular: •ICT in and out of the classroom: •AFL: Free Powerpoint Templates Page 44
  • 45. Yes You Can! Creating Confident and Independent Language Learners Isabelle Jones, The Radclyffe SchoolMy Languages Bloghttp://isabellejones.blogspot.comTwitter: @icpjones Free Powerpoint Templates Page 45