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  • Ice breaker - All 4 are past European cities of culture – Krakow, Avignon and Bergen 2000 Bruges 2002 Krakow, Avignon and Bruges centres are all UNESCO world heritage sites Krakow, Avignon and Bruges are all on rivers, Bergen on the coast Could discuss application of this type of exercise – odd one out (with reasons) or joining or what/when/where/who/why etc
  • Do an activity eg match subjects with statements about creativity and discuss, or diamond 9 activity (see resources in separate ppt)
  • Mediterranean diet – healthy lifestyles – PSHE MC Solaar– music Berlin wall – History Science (CLIL) Minaret of the Djingareyber Mosque, Timbuktu, Mali – RE (francophone country) Volcano- geography (CLIL) CLIL approach has led to dramatic increases in speed of learning
  • Apply the same to any language taught, country with which school has a link
  • Collective memory exercise to introduce some vocabulary to describe flags
  • http://anoushig-purcell.blogblogfirst.in/10060711/house-layout/
  • http://www.manchester2002-uk.com/maps/arndale-map.html
  • http://www.nottinghamshire.gov.uk/home/learningandwork/educationandachievement/cpd/cpd-teaching/cpd-teaching-thinkingskills/thinkingskillssubjects/thinkingskillsgeography.htm
  • http://smnyvjk.edu.glogster.com/http-smnyvjkeduglogstercom-lost-from-alerttrue/

Make it real Make it real Presentation Transcript

  • “ Make it real” Motivating learners and unleashing their creativity through the use of authentic resources and active learning strategies. REAL Seminar, Krakow 18 – 21 August 2010 Liz Fotheringham http://lizfotheringham.wordpress.com [email_address]
    • Motivation and Creativity – implications for planning learning and teaching
    • Contexts for creativity
    • Activities for creativity – the 4 skills
    • Developing resources for creativity
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  • http://www.rebus-o-matic.com/index.php
  • Motivation in second language learning is a complex phenomenon. It has been defined in terms of two factors:
    • On the one hand learners’ communicative needs
    • And, on the other, their attitudes towards the second language community
    Lightbown, Patsy/Spada, Nina . 2006 How languages are Learned (3 rd Ed) Oxford: Oxford University Press Motivation is… the driving force that makes us do the things we do. Chambers, Gary (Ed ). 2001 Reflections on motivation . London: CILT
  • Motivation is …. the dynamically changing cumulative arousal in a person that initiates, directs, coordinates, amplifies, terminates, and evaluates the cognitive and motor processes whereby initial wishes and desires are selected, prioritised, operationalised and (successfully or unsuccessfully) acted out. Dörnyei and Otto (1998) (cited in Chambers, Gary (Ed ). 2001 Reflections on motivation . London: CILT)
  • Some thoughts on motivation….
    • Bird from the NORTH 北
    • Flying across the waters (dots)
    • With a stalk ( ) of grass ( )
    • In its mouth 口
    yàn The swallow is remembered as a…
  • MOTIVATION
  • Paul McCartney Krakow Avignon Bruges Bergen
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  • What does the CREATIVE process involve?
    • Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes
    • Exploring and experimenting with ideas, materials, tools and techniques. Taking risks and learning from mistakes
    • Combining understanding, experiences, imagination and reasoning to construct new knowledge
    • Using existing knowledge, skills and understanding for new purposes and in new contexts.
    • Using familiar language for new purposes and in new contexts
    • Using creative approaches to answering questions, solving problems and developing ideas
    • Exploring and experimenting with ideas, materials, technologies and technique
    Art Design and Technology English Languages Mathematics Music Physical Education
    • Exploring and experimenting with techniques, tactics and compositional ideas to produce efficient and effective outcomes
    • Exploring and experimenting with ideas, materials, tools and techniques. Taking risks and learning from mistakes
    • Combining understanding, experiences, imagination and reasoning to construct new knowledge
    • Using existing knowledge, skills and understanding for new purposes and in new contexts.
    • Using familiar language for new purposes and in new contexts
    • Using creative approaches to answering questions, solving problems and developing ideas
    • Exploring and experimenting with ideas, materials, technologies and technique
    English Mathematics Languages Physical Education Art Design and Technology Music PAMMLED What does the CREATIVE process involve?
  • What is creativity?
    • Exploring
    • Risk taking
    • Imagination
    • Experimenting
    • Does not take place in isolation
    • Planned
    • Making mistakes is part of the process
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  • Contexts for creativity
  • www.wordle.net
  • Engaging contexts
    • Engaging contexts stimulate creativity. The Framework has no prescribed content and therefore leaves teachers free to choose contexts likely to motivate learners.
    • Engaging contexts stimulate the imagination, but attempts at creativity will be thwarted unless learners are able to combine the words, phrases and structures they know in new ways and to use them in new contexts.
    From online guidance to using the Framework – national Strategies
  • A compelling (motivating) learning experience……
    • gives learners a sense of autonomy
    • offers opportunities for cooperation and collaboration
    • broadens horizons and raises aspirations
    • is real and relevant
    • has a clear sense of audience and purpose
    • provides contexts that draw together several aspects of learning
    • has clear learning outcomes
    www.qca.org.uk/curriculum
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  • It all started with English lessons in school. One day the teacher told us: “Bring a bowl to class tomorrow as we are going to have a British breakfast.” That turned out to be Cornflakes and a glass of orange juice, which was a shocking concept to my 11 year old self. It wasn’t what we had at home and opened my eyes to the fact that there were people in the world with different habits, obeying different rules. Roland Mouret On being an Anglophile at heart – interview Times Saturday magazine 26.04.08
  • I hated the school topic because I did not find it interesting and I will probably never need it again. I didn’t like the pencil case items because it wasn’t interesting or very relevant to me. I didn’t like doing the time because I had already done it at primary school. I prefer working outside the text book because you have more freedom so it is fun I liked the work on Euro 2008. We got really creative and made posters. I enjoyed doing the work on the Olympics the most. I loved putting my French skills to the test and learning about the mascots. It made me realise how much French I knew. Motivating learning?
  • Meanings that matter
  • 四 八 Sculpture CULTURAL COLLAGE – a few examples Music and dance Superstition Festivals Colours Sports and games Gestures Food Language Art and calligraphy Architecture Religion and philosophy
  • What does it mean to be a European?
    • MFL, RE, history
    • Challenging stereotypes
    • Language development – thinking skills
    • Are stereotypes fair?
    • Impact of the end of the cold war
    • Role of religion on identity
  • How do we overcome barriers
    • History, MFL, music + citizenship
    • Problem solving and independent learning
    • Make the link
    • Barriers East vs west
    • Music – 2 different types of music/ideas
    • MFL – overcoming cultural identity issues through language
    • Drop down day used to produce a tour guide
  • geography history RE Art Science F R E N C H Making links - Working with other subjects/outside the classroom
  • Sports/hobbies Fitness /healthy lifestyles Life in TL countries Sentence building Imperatives Travel and tourism Comparing lifestyles And daily routine Verb tenses: past, present and future Intercultural understanding Climate and geography Skills development Presentation The language of football Role plays and functional language Independent research Inspirational figures Eg Nelson Mandela Identity/ nationalities, Flags and countries Likes and dislikes and opinions Africa - wildlife Advertising Songs and chants World cup in Africa
  • New wine in old bottles!
  • Context/content Boring, dull Interesting and meaningful Low level (easy) High level (difficult)
  • Allemagne : Ballack, blessé, en Sicile avec ses coéquipiers Spanien wirft den Nachbarn raus Ronaldo : "Je suis humain" Nationalmannschaft: Ohne Ballack fahren wir zur WM
  • www.newsmap.jp
  • www.newsmap.jp
  • Activities for creativity
  • Creating Evaluating Analysing Applying Understanding Remembering Evaluation Synthesis Analysis Application Comprehension Knowledge
  • Creating Evaluating Analysing Applying Understanding Remembering compose, construct, create, design, develop, integrate, invent, make, organize, perform, plan, produce, propose, rewrite appraise, argue, assess, choose, conclude, critic, decide, evaluate, judge, justify, predict, prioritize, prove, rank, rate, select, analyze, characterize, classify, compare, contrast, debate, deduce, diagram, differentiate, discriminate, distinguish, examine, outline, relate, research, separate apply, change, choose, compute, dramatize, interview, prepare, produce, role-play, select, show, transfer, use conclude, demonstrate, discuss, explain, generalize, identify, illustrate, interpret, paraphrase, predict, report, restate, review, summarize, tell count, define, describe, draw, find, identify, label, list, match, name, quote, recall, recite, sequence, tell, write
  • Active learning and Super skills
    • Teacher talking to a class
    • Student reading a book
    • Student watching an audio visual presentation
    • Student watching a teacher demonstration
    • Students taking part in a discussion group
    • Students involved in an activity related to what the teacher wants them to learn
    • Students teaching others
    AVERAGE RETENTION RATE
    • 10% of what we read
    • 20% of what we hear
    • 30% of what we see
    • 50% of what we see and hear
    • 70% of what is discussed with others
    • 80% of what we experience personally
    • 90% of what we TEACH to someone else
    WE LEARN Smith, Alistair. Accelerated learning in practice
  • What gets them thinking and talking?
  • Active learning and thinking skills
  • COLLECTIVE MEMORY
    • Collaborative
    • Strategy for memorisation
    • Focuses on attention to detail and accuracy
    • Can be used to introduce a new topic or to review material
    • Kinaesthetic activity
    • Can be one in a sequence of activities culminating in a “creative” outcome, eg. My ideal flag, house, town
  • COLLECTIVE MEMORY
    • A “master” of the material to be memorised (eg annotated map, plan, diagram or even text) is prepared.
    • Pupils work in groups of 3-5, each allocated a number, and are given a “blank” of the material to be memorised.
    • Number 1s from each group come and study the “master” for 10 – 20 seconds, then return to the group and convey what they have memorised. Numbers 2, 3 etc do likewise.
    • Group members discuss strategies employed to complete this task
  • A flag above In the centre On the right On the left At the bottom A vertical band A horizontal band A square At the top below
  • Suisse Côte d'Ivoire Etats-Unis d’Amérique Japon Brésil Angleterre Ghana Honduras Allemagne Chili Slovaquie Danemark Mexique Australie Paraguay Algérie Afrique du Sud Italie République de Corée Argentine
  • http://anoushig-purcell.blogblogfirst.in/10060711/house-layout/
  • http://www.manchester2002-uk.com/maps/arndale-map.html
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  • MYSTERY
    • Collaborative
    • Problem solving
    • Higher order thinking skills
    • Decision making strategies
    • Can be used to introduce a cross curricular topic
    • Reading (for relevant information)
    • Speaking – expressing an opinion with justification
    • Listening – to the views of others
    • Can lead to “follow on” activities
  • MYSTERY
    • Students are given a set of cards, each with a statement of it, and a key question:
    • eg: Where will the Ben and Sophie go on holiday?
    • Students collaborate in groups of 3 or 4 to answer the key question.
    • They need to read the cards carefully to select relevant information and each group needs to negotiate to reach an agreement.
    • There is no right or wrong answer.
    • Groups share their solutions and reasoning thereby allowing other groups to see that there are different ways to approach a “problem”.
  • HOLIDAY DESTINATION?
    • What factors influence people’s decisions as to where they go on holiday?
    • What are the most important things to consider?
    http://www.nottinghamshire.gov.uk/home/learningandwork/educationandachievement/cpd/cpd-teaching/cpd-teaching-thinkingskills/thinkingskillssubjects/thinkingskillsgeography.htm
  • FORTUNE LINE/LIVING GRAPH
    • Gives a purpose for reading
    • Involves sorting and analysing information, and then drawing conclusions from this
    • Higher order thinking skills
    • Can be used as a stimulus for further language work
    • Makes longer texts accessible
  • FORTUNE LINE
    • Students are given a text, broken up into separate statements on cards.
    • Students plot the statements on the two axes of the graph eg sequential axis and “mood” axis.
    • Students compare each other’s graphs and give reasons for their choice of locating a particular statement.
  • FORTUNE LINE
    • Students are given a text, broken up into separate statements on cards.
    • Students plot the statements on the two axes of the graph eg sequential axis and “mood” axis.
    • Students compare each other’s graphs and give reasons for their choice of locating a particular statement.
  • Didier Drogba was born in Abidjan in the Ivory Coast on March 11 th 1978. At the age of 5 he left Africa for Brest in Brittany where his uncle, Michel Goba was a professional football player. His parents didn’t want to send their son to France, but his uncle persuaded them that this would give him a real chance to succeed in life Drogba became homesick and returned to the Ivory coast at the age of 8, where he played football every day in the park. His parents both lost their jobs and three years later they sent him back for a second time to live with his uncle. This time he travelled to different clubs with his uncle who suggested that he should play as a forward. In 1991 his parents arrived in France and lived in Vannes. At that time Drogba’s marks at school weren’t good and his parents banned him from playing football for a year. At the age of 15 he went to live with his parents who had settled in a suburb of Paris. He then began began his career as a junior player at the semi-professional club Levallois where he became the star of the team, scoring 30 goals in two seasons. When he left school at the age of 19 he spent two years as an apprentice at the league two club Le Mans. However, his first two years there were marred by injuries and he was physically struggling to cope with the training and match schedule. The high points of his time at Le Mans however, was the birth of the first of his two sons and the start of his career as a professional footballer.
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    • Text
    • Picture
    • Film
    • Artefact
    • Music and song
    • Drama
    • Realia
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  • http://www.worldometers.info/
  • http://edu.glogster.com/ www.voki.com www.toondoo.com
    • Streaming video – Youtube
    • Music – Itunes
    • Teleconferencing tools – Skype
    • Interactive exercises – Hot Potatoes
    • Interactive whiteboard
    • Create own podcasts – use audacity
    • Start a blog/wiki
    • Use social networks – create closed groups
    • Internet tools – voki/animoto
    • Pupils’ gadgets – mobile phones
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  • And finally, don’t forget….. http://lizfotheringham.wordpress.com