Personal learning and thinking skills in the mfl classroom new


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Personal learning and thinking skills in the mfl classroom new

  1. 1. Isabelle Jones, Head of Languages, The Radclyffe School, Oldham Twitter: @icpjones My Languages Blog PLTS in MFL Wiki Personal Learning & Thinking Skills in the Languages Classroom
  2. 2. <ul><li>Look at strategies for embedding PLTS in your daily practice </li></ul><ul><li>Audit your own practice </li></ul><ul><li>Consider different approaches to promote PLTS in your classroom </li></ul><ul><li>Widen your repertoire of Thinking Skills activities </li></ul><ul><li>Find out what ICT tools can support the development of PLTS resources </li></ul> You will...
  3. 3. <ul><li>Not a new concept: </li></ul><ul><li>Personal Learning + Thinking Skills </li></ul><ul><li>Independent learning skills </li></ul><ul><li>Learners’ social interactions </li></ul><ul><li>Making the link/ transfer knowledge </li></ul><ul><li>NOT a government initiative-focus for good practice </li></ul> Are PLTS here to stay?
  4. 4. National Strategies Online Modules <ul><li>Were at the start of the </li></ul><ul><li>drive to promote/ relaunch Thinking Skills. </li></ul><ul><li> </li></ul><ul><li>Click on CPD => Module11: Thinking Skills (log-in needed) </li></ul>
  5. 5. Bloom’s Taxonomy Give opinions, assess/ criteria Express rules, summarise, create Identify patterns and rules Predict, infer Explain, describe, illustrate Information recall: identify, list
  6. 6. PRICE Taxonomy <ul><li>5 types of Thinking Skills : </li></ul><ul><li>Information- P rocessing skills </li></ul><ul><li>R easoning skills </li></ul><ul><li>Enqu I ry skills </li></ul><ul><li>C reative Thinking skills </li></ul><ul><li>E valuation skills </li></ul>
  7. 7. PLTS in the Secondary National Curriculum independent e nquirer c reative thinker r eflective learner e ffective participator t eam worker s elf manager
  8. 8. <ul><li>Building Learning Power, Guy Claxton </li></ul><ul><li>“ 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” </li></ul>Embedding PLTS the BLP Way
  9. 9. <ul><li>The 4 Rs </li></ul><ul><li>Resilience: absorption, managing distractions, noticing, perseverance; </li></ul><ul><li>Resourcefulness: questioning, making links, imagining, reasoning, capitalising; </li></ul><ul><li>Reflectiveness: planning, revising, distilling, meta-learning; </li></ul><ul><li>Reciprocity: interdependance, collaboration, empathy and listening. </li></ul>Embedding PLTS the BLP Way
  10. 10. <ul><li>Which PLTS areas do I find are the easiest to integrate in my practice? </li></ul><ul><li>Can you give examples of activities? </li></ul><ul><li>Which PLTS areas do you think are </li></ul><ul><li>the most difficult to integrate? </li></ul><ul><li>Why? </li></ul>Audit your own practice
  11. 11. <ul><li>Aiming to deliver a wide variety of tasks in </li></ul><ul><li>a varied way: impact on resource design and nature of interactions in classroom; </li></ul><ul><li>Opportunities highlighted in SoWs & examples of activities shared; </li></ul><ul><li>Focus on developing students’ skills and independence. </li></ul>Strategies for Embedding PLTS
  12. 12. <ul><li>Introducing Meta-language to talk about learning: mats, display </li></ul><ul><li>Overlaps with AFL and SEAL </li></ul><ul><li>Training of support staff like FLAs </li></ul><ul><li>Focus on developing PLTS as a wholeschool approach </li></ul><ul><li> </li></ul><ul><li> </li></ul>Strategies for Embedding PLTS
  13. 13. Promoting PLTS: Mats
  14. 14. Promoting PLTS: Using cross-curricular Thinking Skills tools
  15. 15. Promoting PLTS: Using cross-curricular Thinking Skills tools
  16. 16. Strategies for Embedding PLTS: Overlaps
  17. 17. Strategies for Embedding PLTS: Overlaps
  18. 18. Strategies for Embedding PLTS: Lesson Objectives <ul><li>Look at the specific skills required to do well the Speaking Controlled Assessment </li></ul><ul><li>Identify and use “interesting” phrases to improve the range of the language used </li></ul>Objectifs : <ul><li>SEAL objectives: Motivation (red) </li></ul><ul><li>I monitor and evaluate my own work </li></ul><ul><li>I set challenges and targets for myself and celebrate when I achieve them </li></ul>
  19. 19. Strategies for Embedding PLTS: Lesson Objectives <ul><li>Vers le succès (Steps to Success) : </li></ul><ul><li>Developing strategies to start off answers in different ways </li></ul><ul><li>Say & understand how time phrases, connectives, comparatives, reasons & opinions can improve your linguistic range </li></ul><ul><li>Practise speaking ensuring you do not pronounce silent letters </li></ul><ul><li>Vers le progrès (Path to Progress) : </li></ul><ul><li>Be able to develop your speaking answers using a range of structures </li></ul><ul><li>Recognise your strengths </li></ul><ul><li>Be aware of how you are doing </li></ul><ul><li>Learn from mistakes </li></ul>
  20. 20. Strategies for Developing PLTS through languages activities Use mystery pictures Use links between pictures: and, but Compare pictures : use comprative, because Say what happened before Say what might happen after Read/Listen to clues to identify one specific picture
  21. 22. Points forts et Points faibles L’alcool : C’est relaxant mais c’est cher Le jeu Le tabac La drogue Plus … que (more … than) Moins … que (less … than) Aussi … que (as… as) L’alcool : C’est plus relaxant que le jeu mais c’est aussi cher que le tabac
  22. 23. Diamond nine cards.doc
  23. 24. Pourquoi pas?  1. Parce que ça sent mauvais 2. Parce que c’est dégoûtant 3. Parce que ça donne le cancer 4. Parce que ça cause des crises cardiaques 5. Parce que c’est facile de devenir dépendant 6. Parce que c’est trop cher 7. Parce que c’est du gaspillage 8. Parce que c’est difficile d’arrêter 9. Parce que c’est illégal 10.Parce que c’est dangereux 11.Parce que c’est mauvais pour le foie 12.Parce que ça fait grossir/ ça coupe l’appétit 13.Parce ce que c’est mauvais pour la santé
  24. 25. L’alcool, le tabac ou les drogues? L’alcool Le tabac Les drogues
  25. 26. Showing off your PLTS <ul><li>KS3 or KS4 lesson on healthy eating </li></ul><ul><li>What would you do to “show off your PLTS”? </li></ul><ul><li>Classroom set-up </li></ul><ul><li>Activities </li></ul><ul><li>Resources (including ICT if relevant) </li></ul>
  26. 27. How embedded are your Thinking Skills/ PLTS? <ul><li>* Schemes of Work : </li></ul><ul><li>mapping out of Thinking Skills lesson opportunities sharing PLTS objectives </li></ul><ul><li>* Evidence of : </li></ul><ul><li>Collaborative team work [+Seating arrangement, Display] </li></ul><ul><li>Students using “meta-language” </li></ul><ul><li>Students as Independent learners </li></ul><ul><li>Cross-curricular support/time dedicated to skills building across the curriculum </li></ul>
  27. 28. Independent Enquirer Activities Mysteries: IWB, audio recording
  28. 29. Independent Enquirer Activities <ul><li>Intercultural understanding-identify features </li></ul><ul><li>Flickr </li></ul><ul><li>taggalaaxy </li></ul><ul><li>French Google </li></ul><ul><li>Spanish Google </li></ul>
  29. 30. Independent Enquirer Activities Intercultural understanding-reflecting on identity and finding out about France Find songs with repetitive structures And get students to also be more Creative with the language... Je viens de là où...
  30. 31. <ul><li>Poems: recipes, acrostics, calligrams, comparisons </li></ul><ul><li>Song-Stromae “Alors on danse” [Lyrics world app] </li></ul><ul><li>Transfer structure: Stromae_on_danse : Qui dit... </li></ul><ul><li>Rebus </li></ul><ul><li>Rebus Malin iphone </li></ul>Creative Thinkers Activities
  31. 32. Creative Thinkers Activities Stromae-Alors on danse... Structure suggested for students’ own poem/ song (complete) examples of student’s responses Qui dit amour dit … haine/ famille Qui dit parents dit… bagarres/problèmes Qui dit enfants dit … futur/larmes Qui dit vacances dit … rire/ désastre Qui dit études dit … travail/ennui Oui dit travail dit … argent/ennui Qui dit copains dit ... amusement/bavarder
  32. 33. Creative Thinkers Activities Poems: calligrams (word mosaic) Image Chef: How would you use these symbols? What other symbols might you find useful? Tagsxedo (creative word clouds)
  33. 34. Creative Thinkers Activities Rebus-o-matic : Je m’appelle Isabelle C’est lundi J’aime les chats blancs
  34. 35. Creative Thinkers Activities 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.
  35. 36. ¡Pilla al intruso! Rachel Hawkes desayunar comer merendar cenamos descansar leche pan zumo té café queso jamón mermelada fruta golosinas despierta desayuna energía come cena agua tostadas cereales queso uvas frutas verduras hortalizas cereales dulces
  36. 37. Reflective Learners Activities Fact or opinion “ On mange mieux en France qu’en Angleterre” Discute et range les phrases selon leurs catégories 2 stars and 1 wish Direct Post-it notes Wallwisher
  37. 38. Reflective Learners Activities 2 stars and a wish (direct/ post-it notes/ wallwisher)
  38. 39. <ul><li>Get involved in outreach activities: resources for Primary (mini books, recording stories, using video-conferencing), open evening </li></ul><ul><li>Organising a languages club/ café </li></ul><ul><li>Involvement in activities to prepare for a trip, exchange, option evening </li></ul><ul><li>Displays, videos, LAFTA competition... </li></ul>Effective Participator Activities
  39. 40. <ul><li>Running dictation/ collective memory </li></ul><ul><li>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 </li></ul><ul><li>Wikis: Collaborative Writing Task: </li></ul>Team Worker Activities
  40. 41. Team Worker Activities <ul><li>Collaborative Writing Task: </li></ul><ul><li>Wikis </li></ul><ul><li> </li></ul>
  41. 42. SOLO Taxonomy Stands for S tructures of O bserved L earning O utcomes Developed by Biggs and Collis in 1982 Describes levels of increasing complexity in a student’s understanding of a subject With the highest level being the extended abstract level , when students can make connections not only within the given area but also beyond it. Students will also be able to generalise and transfer the principles and ideas to another area. Are we allowing our students to make these connections?
  42. 43. <ul><li>More ideas for strategies to embed PLTS in your daily practice </li></ul><ul><li>Reflected on your own practice </li></ul><ul><li>Considered different approaches to promote PLTS in your classroom </li></ul><ul><li>A wider repertoire of Thinking Skills activities </li></ul><ul><li>Found out what ICT tools can support the development of PLTS resources </li></ul> You should have ...
  43. 44. Isabelle Jones, Head of Languages, The Radclyffe School, Oldham Twitter: @icpjones My Languages Blog PLTS in MFL Wiki Personal Learning & Thinking Skills in the Languages Classroom