Spontaneous talk slideshare

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  • with thanks to Rachel Hawkes
  • Year 8 Talking frame
  • Spontaneous talk slideshare

    1. 1. Chris Fuller Talking about spontaneity www.chrisfuller.typepad.com @chrisfullerisms Chrisfullerinspain@hotmail.com
    2. 2. “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.” OFSTED, “The Changing Landscape of Languages”, July 2008 OfSTED
    3. 3. Who am I? Spanish teacher Former SSAT Lead Practitioner Educational consultant for creativity Looking forward to getting back into the classroom A learner
    4. 4. NEW GCSE Assessment criteria (speaking component - Edexcel) Communicates comprehensive and detailed information related to chosen stimulus Interacts very well Speaks very confidently and with spontaneity. Frequently takes initiative and develops elaborate responses. No difficulty in expressing and explaining a range of ideas and points of view. Very little or no hesitation. Able to deal with unpredictable elements without difficulty. 16-18 Communicates detailed and relevant information related to chosen visual/topic/stimulus. Interacts well. Speaks confidently. Takes initiative and develops more elaborate responses. Has little difficulty expressing and explaining ideas and points of view. Little hesitation and little or no prompting necessary. Able to deal with unpredictable elements with some success. 12-15 Communicates relevant information related to the chosen stimulus but with some obvious omissions. Some interaction. Able to participate in familiar, straightforward discussion and conversation, but experiences problems with more complex question forms. Conveys opinions, but rarely expands. Some hesitation Able to deal with some unpredictable elements. 8-11 Limited communication related to chosen visual/topic/stimulus. Some coherence in unambiguous presentation of simple information and opinions, but responses very limited. Very hesitant and reliant on teacher-examiner prompting. Able to deal with isolated unpredictable elements. 4-7 Minimal description of chosen stimulus. Conveys little relevant information in minimal responses (mainly one word) Largely disjointed and unconnected ideas. Very limited comprehension of basic questions. Wholly-reliant on teacher-examiner prompting.. 1-3 ©Rachel Hawkes
    5. 5. Thinking about our “speakers”
    6. 6. Creating a spontaneous environment
    7. 7. Creating the space How many people can pupils talk to EASILY in your current room? • table layout • performing opportunities?
    8. 8. Table support Extending the transition • phonics sheets • alphabet sheets • dictionaries • mini whiteboards
    9. 9. Wall support What is going to provide reassurance to our pupils? • grammar? • hesitation words • opinions • what do we think about errors?
    10. 10. Props other ideas? • cardboard TV? • wigs? • masks?
    11. 11. Rewards How do we reward our pupils who are prepared to embrace spontaneity? • stickers • pupil elected teacher of the lesson • postcards home?
    12. 12. No right answer
    13. 13. Thinking of the task Can you be creative when you can only achieve a right / wrong answer? • open ended, not transactional • need for room to debate / present arguments
    14. 14. Language of Speculation What do our pupils want to be able to express? • argumentative attitudes • can be colloquial • developing during the years • needs planning into SoW • the art of circumlocution
    15. 15. The “Group Talk” model
    16. 16. What is “Group Talk”? 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. Greg Horton, Wildern School
    17. 17. What is “Group Talk”? 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!’ ‘Tu rigoles!’ is the language of Group Talk at its animated best.
    18. 18. What is “Group Talk”? • only the target language is spoken • interaction between a small group of pupils • tasks demand opinion, conjecture and debate • responses are spontaneous • there is no set finishing time
    19. 19. “Group Talk” support ©Wildern School
    20. 20. (Deutsch) ist cool. Ich mag (Deutsch). Was denkst du? Ja, das stimmt. Nein, das stimmt nicht. Ich denke …  X XX Du spinnst! ©Wildern School
    21. 21. ¿Qué piensas? ¡Yo también! ¡Yo tampoco! ¿Por qué? ¿Por qué? Porque... Porque... ¡Sí, es verdad! ¡No, no es verdad! Pienso que... porque Prefiero.. porque  X ..es mejor que.. ..es peor que.. ..es más..que.. ..es menos..que. ¿Qué piensas? Sí, tienes razón No, no tienes razón ¡Ni hablar! ¡Qué va! (no) estoy de acuerdo ¡(No) me gusta!  X X Gracias @ Greg Horton
    22. 22. “Group Talk” in action For more details see www.teachers.tv
    23. 23. No wrong answers
    24. 24. Mysteries
    25. 25. Sort through the cards + build up the case for each argument. •¿España? •¿El extranjero? Your answer must be based on the information given. FIND YOUR EVIDENCE! Write down your conclusions in full in English. ©Neil Jones
    26. 26. ©Neil Jones
    27. 27. Las Islas Canarias Las Islas Canarias forman parte del Estado Español. ©Neil Jones
    28. 28. Reading Images Who? Where? Why? What has just happened? What is about to happen? Why?
    29. 29. ¿Dónde estamos? ¿Qué o quién hay en la foto? ¿Qué se puede ver? ¿Qué no se puede ver? ¿Cuándo se hizo la foto? ¿Qué acaba de pasar? ¿Qué va a pasar ahora? ©Rachel Hawk
    30. 30. Odd One Out
    31. 31. Pienso que/Creo que I think that La excepción/el intruso es.. the exception is porque.. because/for es femenino/masculino It’s feminine/masculine es la única cosa que It’s the only thing that es la única cosa que It’s the ony word that un verbo – un adjetivo – un sustantivo a verb - an adjective - a noun …….tiene que ver con…. ……..has to do with/is all about…….. por ejemplo …tiene que ver con los deportes e.g. …….has to do with sport por ejemplo for example …….es diferente …….is different termina con… ends with.. empieza con… starts with es un tipo de... it’s a sort of (el) hidrato de carbono (la) carne (la)grasa (la)fruta y (las)verduras (la) proteína alto en colestero alto en azúcar bajo en fibra alto en calorías rico en vitaminas una fuente de calcio (el)dulce ©Rachel Hawkes
    32. 32. Living graphs © MFL Sunderland Resources
    33. 33. What’s the question? 1999
    34. 34. What’s the question? 1999DavidNetball
    35. 35. Twist the question round What did you not do last weekend?
    36. 36. Word precision What is your ideal classroom like? ANSWER IN ONLY 7 WORDS!
    37. 37. Pupil bingo I agree I disagree an opinion criticise someone else answer a question negative perfect but justified argument conditional furthermore extended sentence however imperfect make a suggestion years 10 / 11? Important not to let the fun disappear!
    38. 38. ICT
    39. 39. 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. Julia Davies and Guy Merchant, University of Sheffield, “Negotiating the Blogosphere: Educational Possibilities”, 2009
    40. 40. Podcasting Digital audio recording - role of editing in the learning process - posted online - commenting facilitates AfL Podcasting
    41. 41. Podcasting uses - create guides - audio descriptions - create their own listening exercises - peer grammar guides - MFL radio station? Podcasting
    42. 42. What you’ll need 1) A microphone 2) Audacity (free) 3) Lame FE (free) Audacity
    43. 43. Feeling bold? Select 5 podcasts a month to go on iTunes - remarkably motivating iTunes
    44. 44. Easispeak microphones www.easi-speak.org.uk
    45. 45. Flip cameras
    46. 46. http://flashmeeting.e2bn.net/ - safe - free - share URLs / chat - easy voting options Flashmeeting
    47. 47. Potential speaking homework + practises key skill - can be put onto blog / wiki Skype
    48. 48. Some crowdsourced ideas
    49. 49. Chris Fuller Do they want to speak? www.chrisfuller.typepad.com @chrisfullerisms Chrisfullerinspain@hotmail.com

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