Spontaneous talk ideas


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A presentation given to promote discussion of how to encourage spontaneous use of language in MFL lessons.

Published in: Education, Technology
  • hi Chris
    Long time no see. Hope everything is well with the family. thanks for sharing this - can you explain how spontaneous talk pupil bingo works? Looks like fun!
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  • Thanks chris for this slideshare. some really great ideas in here and group talkk is being in used in my school. love the idea of a cardboard tv at the front, or the twisting the wquestiona round to say what did you not do this weekend. I really want to create spontaneous pupil tl inmy classroom. thanks for the push in the right direction. R gibsson, pgce student,york
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  • Thank you for a super presentation. For me learning a language has always been about learning to formulate ideas and communicate them orally. However, this is the one aspect that is not always done well or indeed encouraged in the classroom in my experience. Pupils often lack confidence precisely because they are not speaking in TL enough and not trained in flexible communication skills !

    I can't wait to put some of your ideas into practice - loved the group work project !

    Marianna Roupas
    MFL PGCE Trainee, University of York.
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  • Thanks very much for the slideshow. I think that these ideas could be used very successfully with pupils who would otherwise be very quiet in class. It is also good to see a method that works well in closing the gap between boys' and girls' results at GCSE. You have also touched upon the important issue of enjoyment for GCSE pupils, which seems to be lacking in many classrooms. Hopefully this will encourage them to pursue languages beyond GCSE!

    MFL PGCE Trainee, University of York
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  • Thank you for the powerpoint. I especially found useful the ideas, such as group talk, reading images, word precision.
    Natallia Watson
    MFL PGCE Trainee
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  • with thanks to Rachel Hawkes
  • Year 8 Talking frame
  • Spontaneous talk ideas

    1. 1. Chris Fuller<br />Talking about spontaneity<br />www.chrisfuller.typepad.com<br />@chrisfullerisms<br />Chrisfullerinspain@hotmail.com<br />
    2. 2. OfSTED<br />“Across all phases speaking is the least well developed of all the skills. Students’ inability to be able to say what they want to say in a new language has a negative impact on their confidence and enthusiasm.”<br />OFSTED,<br /> “The Changing Landscape of Languages”, July 2008<br />
    3. 3. Who am I?<br />Spanish teacher<br />Former SSAT Lead Practitioner<br />Educational consultant for creativity<br />Looking forward to getting back into the classroom<br />A learner<br />
    4. 4. ©Rachel Hawkes<br />
    5. 5. Thinking about our “speakers”<br />how would you describe your speakers<br />- in only 7 words<br />
    6. 6. Creating a spontaneous environment<br />
    7. 7. Creating the space<br />How many people can pupils talk to EASILY in your current room?<br /><ul><li> table layout
    8. 8. performing opportunities?</li></li></ul><li>
    9. 9. Wall support<br />What is going to provide reassurance to our pupils? <br /><ul><li> grammar?
    10. 10. hesitation words
    11. 11. opinions
    12. 12. what do we think about errors?</li></li></ul><li>Props<br />other ideas?<br /><ul><li> cardboard TV?
    13. 13. wigs?
    14. 14. masks?</li></li></ul><li>Rewards<br />How do we reward our pupils who are prepared to embrace spontaneity?<br /><ul><li> stickers
    15. 15. pupil elected teacher of the lesson
    16. 16. postcards home?</li></li></ul><li>No right answer<br />
    17. 17. Thinking of the task<br />Can you be creative when you can only achieve a right / wrong answer?<br /><ul><li> open ended, not transactional
    18. 18. need for room to debate / present arguments</li></li></ul><li>Language of Speculation<br />What do our pupils want to be able to express?<br /><ul><li> argumentative attitudes
    19. 19. can be colloquial
    20. 20. developing during the years
    21. 21. needs planning into SoW
    22. 22. the art of circumlocution</li></li></ul><li>The <br />“Group Talk” model<br />
    23. 23. What is “Group Talk”?<br />At Wildern School, the sustained use of Group Talk has brought about improved learning outcomes and examination results. Pupil results have clearly risen in the GCSE speaking component. Most significantly, Group Talk has raised the achievement of ‘middle boys’ whose ability to improvise oral responses compensates for a lack of revision. Wildern School’s GCSE results in MFL show boys performing equally as well as girls.<br />Greg Horton, Wildern School<br />
    24. 24. What is “Group Talk”?<br />The Group Talk project was born out of dissatisfaction with traditional formulaic speaking activities, and the need to engage learners through a more dynamic and spontaneous use of language. In a Group Talk environment, pupils sit around tables and interact within small groups. Conversations are prompted by a given stimulus and then sustained through opinion, conjecture and debate. Pupils learn how to agree or, better still, disagree with the views of their peers. ‘Ni hablar!’ ‘Du spinnst!’ ‘Turigoles!’ is the language of Group Talk at its animated best.<br />www.teachers.tv<br />
    25. 25. What is “Group Talk”?<br /><ul><li> only the target language is spoken
    26. 26. interaction between a small group of pupils 
    27. 27. tasks demand opinion, conjecture and debate
    28. 28. responses are spontaneous
    29. 29. there is no set finishing time</li></li></ul><li>“Group Talk” support<br />©Wildern School<br />
    30. 30. (Deutsch) ist cool.<br />Ich mag (Deutsch).<br />Was denkst du?<br />Ja,<br />das stimmt.<br />Nein, das<br />stimmt nicht.<br />X<br /><br />X<br />X<br />Du spinnst!<br />Ich denke …<br />©Wildern School<br />
    31. 31. <br />¡Yo también!¡Yo tampoco!<br />¿Qué piensas?<br />¡(No) me gusta! <br />X<br />¿Por qué?<br />¿Por qué?<br /><br />¡Sí, es verdad!¡No, no es verdad!<br />X<br />Porque...<br />Porque...<br />Prefiero.. porque<br />Pienso que... porque<br />..es mejor que....es peor que....es más..que....es menos..que.<br /><br />Sí, tienes razón<br />No, no tienes razón<br />¡Ni hablar! ¡Qué va! <br />(no) estoy de acuerdo<br />¿Qué piensas?<br />X<br />Gracias @ Greg Horton<br />
    32. 32. For more details of Wildern School’s fantastic Group Talk project, watch www.teachers.tv ‘s video:<br /> “MFL- Implementing the Group Talk Initiative and Other Strategies”.<br />
    33. 33. No wrong answers<br />
    34. 34. Mysteries<br />
    35. 35. Sort through the cards + build up the case for each argument.<br /><ul><li>¿España?
    36. 36. ¿El extranjero?</li></ul>Your answer must be based on the information given. FIND YOUR EVIDENCE! Write down your conclusions in full in English. <br />©Neil Jones<br />
    37. 37. ©Neil Jones<br />
    38. 38. Las Islas Canarias<br />Las Islas Canarias forman parte del Estado Español.<br />©Neil Jones<br />
    39. 39. Reading Images<br />Who?Where?<br />Why?<br />What has just happened?What is about to happen?<br />Why?<br />
    40. 40. ©Rachel Hawkes<br /> ¿Quéva a pasarahora?<br />¿Dóndeestamos?<br /> ¿Quéacaba de pasar?<br />¿Qué o quién hay en la foto?<br />¿Qué no se puedever?<br />¿Cuándo se hizo la foto?<br />¿Qué se puedever?<br />
    41. 41. Odd One Out<br />
    42. 42.
    43. 43. ©Rachel Hawkes<br />
    44. 44. Living graphs<br />© MFL Sunderland Resources<br />
    45. 45. What’s the question?<br />1999<br />David<br />Netball<br />
    46. 46. Twist the question round<br />What did you not do last weekend?<br />
    47. 47. Word precision<br />What is your ideal classroom like?<br />ANSWER IN ONLY 7 WORDS!<br />
    48. 48. Pupil bingo<br />years 10 / 11? Important not to let the fun disappear!<br />idea from Chris Harte, Cramlington Learning Village<br />
    49. 49. ICT<br />
    50. 50. Young people come to classrooms with a range of digital technology experiences, and just as we seek to build on other types of knowledge skills and experience, so too the literacy practitioner needs to understand what learners bring, and do not bring, to the classroom.<br />Julia Davies and Guy Merchant, <br />University of Sheffield,<br />“Negotiating the Blogosphere: Educational Possibilities”, 2009<br />
    51. 51. Podcasting<br />Podcasting<br />Digital audio recording<br /> - role of editing in the learning process<br /> - posted online<br /> - commenting facilitates AfL<br />
    52. 52. Podcasting<br />Podcasting uses<br /><ul><li> create guides
    53. 53. audio descriptions
    54. 54. create their own listening exercises
    55. 55. peer grammar guides
    56. 56. MFL radio station?</li></li></ul><li>Audacity<br />What you’ll need<br />A microphone<br />Audacity<br />Lame FE<br />
    57. 57. iTunes<br />Feeling bold?<br />
    58. 58. Easispeak microphones<br />www.easi-speak.org.uk<br />
    59. 59. Flip cameras<br />
    60. 60. Flashmeeting<br />http://flashmeeting.e2bn.net/<br /><ul><li> safe
    61. 61. free
    62. 62. share URLs / chat
    63. 63. easy voting options</li></li></ul><li>Skype<br />Potential speaking homework<br /> + practises key skill<br /> - can be put onto blog / wiki<br />
    64. 64. Voki<br />www.voki.com<br />
    65. 65. Incredible Communication Tasks:<br />speaking<br />www.voki.com<br />
    66. 66. Voki<br />www.voki.com<br />
    67. 67. Voki<br />www.voki.com<br />
    68. 68. Some crowdsourced ideas<br />
    69. 69. Do they want to speak? Yes.<br />www.chrisfuller.typepad.com<br />@chrisfullerisms<br />Chrisfullerinspain@hotmail.com<br />