Developing student independence in mfl


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Developing student independence in mfl

  1. 1. Promoting Independent Learning in MFL by Isabelle Jones, The Radclyffe Schoolhttp://isabellejones.blogspot.comTwitter: @icpjones Powerpoint Page 1
  2. 2. • Why developing independence is crucial to raising standards in languages• Barriers and opportunities• Tools to support the development of independence in languages Powerpoint Templates Page 2
  3. 3. Why independence?• Independence, curriculum time and standards of learning & teaching• Better learners, better linguists• Future-proof linguists Powerpoint Templates Page 3
  4. 4. OFSTED Modern Languages Survey Visits Generic grade descriptors and supplementary subject-specificguidance for inspectors on making judgements during visits to schoolsSubject feedback letters, following survey visits, normally containseparate judgements on:• The achievement of pupils in the subject• The quality of teaching in the subject• The quality of the curriculum in the subject• The quality of leadership and management of the subject• The overall effectiveness of the subject. This guidance is intended only to inform the judgements made by specialist inspectors carrying out subject survey visits. It is not foruse Powerpoint Templates Page 4
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  9. 9. A few points to consider…• Factors affecting the way we teach/ students learn• Foreign language learning and teaching-a unique part of the curriculum?• Limits to student independence• Tools to support the development of students independence (PLTS/SEAL/ ICT-grammar, phonics/AFL) Powerpoint Templates Page 9
  10. 10. Factors affecting Learning and Teaching Barriers and Opportunities• Observations• Exam pressure• School context, ethos and audience (parents/ students)• Perception of our subject within school by students and other departments• Teachers’ “default teaching mode” and willingness to innovate/take risks. Powerpoint Templates Page 10
  11. 11. GCSE Skills and Independence• 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 & points of view in a well-organised way.• Give full description and accounts =>proofreading ability, peer assessment & support, memorisation techniques. Powerpoint Templates Page 11 AQA GCSE specification-context and purposes
  12. 12. PLTS in the Secondary National Curriculum self manager independent enquirer creative thinker reflective learner team worker effective participator Powerpoint Templates Page 12
  13. 13. 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 Powerpoint Templates Page 13
  14. 14. How can PLTS help? Students gain in independence 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 (AFL) Powerpoint Templates Page 14
  15. 15. How can PLTS help?Giving students opportunities for independence Bloom’s Taxonomy (1956) Evaluate, judge, defend, criticise, justify, choose Hypothesise, 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 Powerpoint Templates Cognitive Domain Page 15
  16. 16. SOLO TaxonomyStructures of Observed Learning OutcomesDeveloped by Biggs and Collis in 1982Describes levels of increasing complexity in a student’sunderstanding of a subject (depth of understanding)With the highest level being the extended abstract level, whenstudents can make connections not only within the given area butalso beyond it. Students will also be able to generalise and transfer the principles and ideas to another area in an independent manner. Are we allowing our students to make these connections? Powerpoint Templates Page 16
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  18. 18. SOLO TaxonomySOLO level VerbsExtended Abstract Generalise, predict, evaluate, reflect, Number 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 descriptors for the National Certificate of Educational Achievement (NCEA), New Zealand Powerpoint Templates GCSE/AS/A level Page 18
  19. 19. Embedding PLTS the BLP WayBuilding Learning Power, Guy Claxton The 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. Powerpoint Templates Page 19
  20. 20. Strategies for developingreflective 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 • • Powerpoint Templates Page 20
  21. 21. Developing Reflective independent learners: Mats Powerpoint Templates Page 21
  22. 22. PLTS and SEAL:Display/ Overlaps Powerpoint Templates Page 22
  23. 23. Speaking and Teacher Talk • Teacher use of the Target Language • Opportunities for students to speak the language for a real purpose • Safe environment for speaking • Pronunciation and student confidence: for or against choral repetition? • Something to aim for: Group Talk Powerpoint Templates Page 23
  24. 24. 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
  25. 25. Je ne vais pas gaspiller l’électricité et l’eau. Powerpoint Templates Page 25
  26. 26. Independence and CreativityArt: 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 films Cultural awareness and identity: celebrate and promote diversity through using pictures, music, the French & Spanish-speaking world… Powerpoint Templates Page 26
  27. 27. ICT support for learners: in and out of the classroomOnline dictionary and apps vs paper dictionary Robert-Dixel apps and verb tables themselves to improve accent: audacity/ phone, voki, text-to-speech,FLA or teacher. Opportunities to practise speaking without a public performance Homework or extension work send via Edmodo (free) or Doddle (subscription) Powerpoint Templates Page 27
  28. 28. ICT support for learners: in and out of the classroomVLE: homework, consolidation and extension workFacebook page: Departmental/ Faculty page with links promotingLanguagesTwitter page wiki: list: Powerpoint Templates Page 28
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  30. 30. 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 learning skills training needs to feature highly in the SoWs Powerpoint Templates Page 30
  31. 31. Independence & 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 cognates Predictive listening: use the context to guess what is going 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 they don’t know yet… Powerpoint Templates Page 31
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  33. 33. • Why developing independence is crucial to raising standards in languages• Barriers and opportunities• Tools to support the development of independence in languages Powerpoint Templates Page 33
  34. 34. Action! Developing independent learning skills in the languages classroom •PLTS: •SEAL: • ICT-grammar, phonics: • AFL: Powerpoint Templates Page 34
  35. 35. Promoting Independent Learning in MFL by Isabelle Jones, The Radclyffe Schoolhttp://isabellejones.blogspot.comTwitter: @icpjones Powerpoint Page 35