This document discusses strategies for promoting independent learning in modern foreign languages (MFL). It introduces several activities that can be used for consolidation, introducing vocabulary, review, and starters. These include Quiz Quiz Trade, Tarsia, Showdown, Infinite Scrabble, Fan 'n' Pick, Lingo Bingo, Jot Write, and Haiku. Examples are provided for how some of these activities work and their benefits. Contact information is also provided for the author's blog and Twitter account for more resources.
This document summarizes a community project to promote ultimate frisbee in schools. The project involved:
1) Hosting a morning ultimate frisbee camp for 124 kids from 21 schools to teach skills and have them play matches.
2) Training 24 local youth instructors to help run the camp and continue coaching.
3) Seeing more interest in frisbee from schools afterwards, with 10 frisbees sold and a community team now practicing regularly.
4) The organizers want to expand to doing more school orientation workshops, weekly camps, and inter-school tournaments to continue promoting the sport.
On Friday 20th November over 120 delegates joined the Norfolk Chamber for a morning of learning from and connecting with Norfolk Schools at Holiday Inn Norwich North. Delegates heard from seven different schools with the main focus being upon Simon Fox, Principal at Flegg High School and the Young Chamber Executive Committee from Aylsham High School.
The document discusses promoting independent learning in modern foreign languages (MFL). It argues that developing student independence is crucial to raising standards in MFL. Some barriers to independence include exam pressure and teachers' default teaching modes. The document provides tools and strategies to support independence, such as using personal, learning and thinking skills (PLTS), self-assessment and feedback (AFL), and metacognitive approaches like learning taxonomies. It emphasizes developing resilience, resourcefulness, reflectiveness and reciprocity in students.
Motivating teachers to attempt innovation final presentationMaria Sachpazian
This document discusses motivating teachers to innovate through continuous professional development (CPD). It argues that schools should help teachers develop to support both the teachers and the longevity of the school. The financial crisis has led to lower pay and frustration for teachers, discouraging development. To inspire teachers, schools need a clear vision that engages teachers and focuses on student outcomes. CPD should be an ongoing process that helps teachers engage with pedagogy and improve their teaching. Making CPD a regular part of the school culture through goal setting, sharing ideas, observation and feedback can empower teachers and support the vision and growth of the school.
With mushrooming Engineering colleges spread over entire country produces around 18 Lakhs engineer every year . But gap between what is coming out from colleges and those desired must be bridged and action initiated
The document outlines an workshop on how to motivate teachers. The workshop aims to share experiences, discuss collaboration and best practices. It encourages participation and sharing. Several questions are posed to prompt discussion on motivating and engaging teachers. Resources on 21st century education and teaching are shared, highlighting the need for student-centered learning and engaging teachers in their own professional development. The workshop promotes collaboration through eTwinning projects to motivate teachers.
This document discusses affective teaching and learning. It emphasizes that teachers should focus on students' beliefs, attitudes, and motivation. After an unsuccessful class, teachers should reflect rather than blame students. The document provides ideas to make learning more affective, such as involving movement, emotions, and cognitive activities. It stresses varying activities, challenging students, and explicitly discussing learning goals and benefits. Teachers should create a safe environment where students feel comfortable making mistakes and learning from them. The overall focus is on developing students' self-beliefs, beliefs about learning, and positive attitudes.
Presentation at the HEA-funded workshop 'Using active and experiential Learning to improve student employability in Business and Marketing'.
This workshop was aimed at colleagues seeking ideas and advice about incorporating active and experiential learning into the marketing curriculum or wishing to improve upon current practice. The workshop identified various approaches which enable students to gain valuable employability skills and considered the benefits and disadvantages of these approaches.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/NanSOJ
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
This document summarizes a community project to promote ultimate frisbee in schools. The project involved:
1) Hosting a morning ultimate frisbee camp for 124 kids from 21 schools to teach skills and have them play matches.
2) Training 24 local youth instructors to help run the camp and continue coaching.
3) Seeing more interest in frisbee from schools afterwards, with 10 frisbees sold and a community team now practicing regularly.
4) The organizers want to expand to doing more school orientation workshops, weekly camps, and inter-school tournaments to continue promoting the sport.
On Friday 20th November over 120 delegates joined the Norfolk Chamber for a morning of learning from and connecting with Norfolk Schools at Holiday Inn Norwich North. Delegates heard from seven different schools with the main focus being upon Simon Fox, Principal at Flegg High School and the Young Chamber Executive Committee from Aylsham High School.
The document discusses promoting independent learning in modern foreign languages (MFL). It argues that developing student independence is crucial to raising standards in MFL. Some barriers to independence include exam pressure and teachers' default teaching modes. The document provides tools and strategies to support independence, such as using personal, learning and thinking skills (PLTS), self-assessment and feedback (AFL), and metacognitive approaches like learning taxonomies. It emphasizes developing resilience, resourcefulness, reflectiveness and reciprocity in students.
Motivating teachers to attempt innovation final presentationMaria Sachpazian
This document discusses motivating teachers to innovate through continuous professional development (CPD). It argues that schools should help teachers develop to support both the teachers and the longevity of the school. The financial crisis has led to lower pay and frustration for teachers, discouraging development. To inspire teachers, schools need a clear vision that engages teachers and focuses on student outcomes. CPD should be an ongoing process that helps teachers engage with pedagogy and improve their teaching. Making CPD a regular part of the school culture through goal setting, sharing ideas, observation and feedback can empower teachers and support the vision and growth of the school.
With mushrooming Engineering colleges spread over entire country produces around 18 Lakhs engineer every year . But gap between what is coming out from colleges and those desired must be bridged and action initiated
The document outlines an workshop on how to motivate teachers. The workshop aims to share experiences, discuss collaboration and best practices. It encourages participation and sharing. Several questions are posed to prompt discussion on motivating and engaging teachers. Resources on 21st century education and teaching are shared, highlighting the need for student-centered learning and engaging teachers in their own professional development. The workshop promotes collaboration through eTwinning projects to motivate teachers.
This document discusses affective teaching and learning. It emphasizes that teachers should focus on students' beliefs, attitudes, and motivation. After an unsuccessful class, teachers should reflect rather than blame students. The document provides ideas to make learning more affective, such as involving movement, emotions, and cognitive activities. It stresses varying activities, challenging students, and explicitly discussing learning goals and benefits. Teachers should create a safe environment where students feel comfortable making mistakes and learning from them. The overall focus is on developing students' self-beliefs, beliefs about learning, and positive attitudes.
Presentation at the HEA-funded workshop 'Using active and experiential Learning to improve student employability in Business and Marketing'.
This workshop was aimed at colleagues seeking ideas and advice about incorporating active and experiential learning into the marketing curriculum or wishing to improve upon current practice. The workshop identified various approaches which enable students to gain valuable employability skills and considered the benefits and disadvantages of these approaches.
This presentation is part of a related blog post that provides an overview of the event: http://bit.ly/NanSOJ
For further details of the HEA's work on active and experiential learning in the Social Sciences, please see: http://bit.ly/17NwgKX
This document provides an overview of a pedagogical leadership handbook for principals. It discusses the role of the principal in leading learning at the school. The handbook contains 4 parts: 1) understanding the meaning of school leadership, 2) a pedagogical leadership framework, 3) how to write an annual pedagogical plan, and 4) tools and resources for principals. It emphasizes that the principal's role is to influence, direct, empower and work with others including teachers, students, and parents to improve student learning outcomes. It also provides examples of how to develop a shared vision, SMART goals, and a personal vision statement to guide the principal's leadership.
Mentorship Virtual Training for Biomedical Engineers outlines a session on mentoring concepts and best practices. The document discusses mentoring as an intentional, nurturing relationship that supports career development and psychosocial growth. It describes the phases of mentoring, including preparing, negotiating, enabling, and coming to closure. Process skills like asking questions, reformulating statements, and providing feedback are reviewed. The document also covers mentoring approaches, potential problems, and ethics. The overall goal is to discuss how mentoring can enhance learning and maximize potential for both mentors and mentees.
This document discusses challenges to learning and training in both classroom and corporate settings. It defines learning and training as communication processes involving transferring content to learners who then retain and apply what they've learned. For optimal learning, learners must approach with open minds and strong desires to learn. Effective teaching methods involve participative and experiential learning like lectures. Assessments are important to measure learning. The document also discusses concepts like mental models, systemic thinking and personal mastery from Peter Senge's Fifth Discipline as important for shared learning.
5 Creative Ways to make Online Trainings InteractiveRaptivity
The document discusses challenges with online trainings such as lack of engagement and disconnect between trainers and learners. It proposes interactivity as a solution, noting how interactivity can bridge gaps and create an experiential learning process. Five creative ways to make online trainings interactive are presented: character dialogs, interactive eBooks, role-based simulations, explorative learning, and game-based learning. Each approach is described as engaging learners and promoting retention of knowledge.
The document outlines 8 principles of effective teaching: 1) Expect the best by challenging students and avoiding labels, 2) Model and scaffold learning by modeling excellent examples, 3) Build effective relationships through knowing students and praising effort, 4) Make learning relevant by using real-world contexts, 5) Know your subject and stay up to date, 6) Personalize teaching by identifying individual strengths and weaknesses, 7) Provide feedback to track progress and set targets for improvement, 8) Nurture a positive learning environment that allows students to be proud of their work. These 8 principles aim to promote excellence in teaching and learning.
These are notes on the learning and training process as experienced by the author in the corporate setting, and in the classroom. He has taught in the graduate school of business for more than 10 years, and recruiting and training staff and officers for more than 30 years.
This document provides advice and insights on leadership for librarians. It discusses where leadership can be learned, defining leadership as seeing improvements that need to be made and actively working to achieve them. It notes that everyone can lead and discusses lies people tell themselves that prevent them from leading. The document also covers followership, future-driven leadership training, recent research on leadership in libraries, insights into effective leadership, and things that don't help leadership. It concludes with 28 key tips for leadership.
Differentiation for Higher Level StudentsBobby Dodd
This document discusses methods for differentiating instruction for higher-level learners. It defines differentiation as responding to learners' needs and outlines several key principles, including focusing on essentials, respecting student differences, and modifying content, process and products. The document provides strategies for differentiating content, process and products, and assessing student readiness, interests and learning styles to better target instruction. A variety of specific differentiation strategies are presented, such as tiered activities, learning centers, compacting content, independent projects and mentorships.
Social media for instr supervision ncmsaDerek McCoy
This document discusses how social media and Web 2.0 tools can be used to improve instructional supervision in schools. It provides an overview of instructional supervision, which aims to promote teacher development and growth. The document then showcases several social media tools like Twitter, blogs, Diigo, YouTube, and LiveBinder that can help with communication, collaboration, sharing resources and best practices, professional development, and instructional supervision efforts. It provides examples of how each tool can be used and lessons learned from using the tools to enhance instructional supervision.
This document discusses modernizing the curriculum for teaching writing at Rutherford Primary School. It advocates for student-centered learning and assessment for learning principles. Key points include:
- Encouraging collaboration, risk-taking, and integrating different approaches like peer assessment and e-learning.
- Using assessment tools like e-asTTle to identify 64 students below writing standards to provide targeted support.
- Brainstorming solutions like cross-school collaboration, mixed-ability groupings, research partnerships, and reconfiguring learning spaces to better meet student needs.
- Taking an inquiry approach and reflecting on practices to continually improve teaching and learning.
This document discusses modernizing the curriculum for teaching writing at Rutherford Primary School. It advocates for student-centered learning and assessment for learning principles. Key points include:
- Encouraging collaboration, risk-taking, and integrating different approaches like peer assessment and e-learning.
- Using assessment tools like e-asTTle to identify 64 students below writing standards to provide targeted support.
- Brainstorming solutions like cross-school collaboration, research partnerships, and reconfiguring learning spaces to meet all students' needs.
- The document argues that changing external factors like national standards and research on best practices require wholesale changes to practices with a focus on student achievement and well-being.
- Mentors should be professional representatives of the university, maintain confidentiality, and set a positive example through their attitude and communications.
- Mentors are expected to commit regular time to communicate with their mentees at least 5 times, ask questions, share experiences and lessons learned, and provide a supportive relationship.
- Part of being a guide is sharing useful contacts, information about university processes, and helping mentees learn to navigate the system. Mentors should also encourage participation in activities, goal setting, and empower mentees to share their own successes.
This document provides 5 tips for improving professional practice as a teacher or leader:
1. Be ready and able to inquire into your own practice through preparation and positioning yourself and others for growth.
2. Use action research with a systematic process of collecting and analyzing data, researching best practices, planning actions, and reflecting on results to gain evidence to support changes or affirm existing practices.
3. Implement structures like clear expectations, professional staff meetings, in-class support, and appraisal goals to support teacher/leader inquiry.
4. Seek evidence of learning and effectiveness such as improved achievement and reaction to student/staff voice to determine if goals were achieved.
5. Take action by implementing changes
Keynote presentation for HEA employability conference: 'Enhancing employability through enterprise education' held at Kings College London on 29th May 2014.
Based on think piece document of the same name by Colin Mason, University of Glasgow. Found at:
http://www.enhancementthemes.ac.uk/flexible-learning/enterprise-and-entrepreneurship
This document discusses personal development trends in business, including a focus on leadership skills, public speaking, mentorship, and diversity. It also notes benefits of public speaking and reciprocal mentorship such as developing skills, confidence, and career guidance. Additionally, it outlines trends in corporate social responsibility and sustainability education, specifically the inclusion of related courses in higher education and use of experiential learning techniques. Top fields of study are listed as business, law, and sports/events. Benefits mentioned include developing a unique value proposition, good reputation, competitive advantage, and potential volunteers.
The document outlines the agenda for a team building exercise for a school. It includes discussions on developing a shared vision and goals, creating an effective learning environment, focusing on teaching and learning, setting high expectations, providing positive reinforcement, monitoring student progress, encouraging partnerships between home and school, and committing to continuous professional development. The overall aim is to work as a team to improve student outcomes and create a successful school.
This document outlines the values of AirCamp, an organization that aims to promote language learning and cultural understanding. Their core values are: being curious, empathetic, building bonds and communities, breaking down barriers, opening windows to the world, deconstructing prejudice and stereotypes, and making things better. They believe these values will help achieve their mission when embodied in their programs, technology use, and treatment of colleagues and students.
'Becoming a succesful leader and manager' by Barbara Allan CILIP ARLG Eastern
This document provides an overview of a presentation on management and leadership given by Professor Barbara Allan, Dean of Westminster Business School. The presentation discusses definitions of management and leadership, characteristics of effective managers and leaders, different leadership styles, and lessons learned from Allan's career journey working in various roles within academic libraries, the private sector, and business schools. It emphasizes the importance of communication, developing social capital through networks and mentors, learning from experiences, and maintaining work-life balance.
This document discusses using social media and information communication technologies (ICT) tools to support teaching and learning modern foreign languages. It introduces five ICT tools - word clouds, sticky notes, talking avatars, cartoons, and mind maps - and provides examples of how each could be used, such as introducing vocabulary, analyzing texts, and collaborating on ideas. Web links are included to access the tools. The document concludes by recommending sharing student work through blogs and wikis and providing contact information for the presenter.
The document discusses using social media and ICT tools to enhance language teaching. It provides links to 11 digital tools such as Wordle for creating word clouds and Wallwisher for collaborative note-taking. These tools can be used to introduce topics, practice vocabulary, analyze texts, create presentations without notes, and more. The document also discusses using blogs and wikis to share student work and international collaboration.
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This document provides an overview of a pedagogical leadership handbook for principals. It discusses the role of the principal in leading learning at the school. The handbook contains 4 parts: 1) understanding the meaning of school leadership, 2) a pedagogical leadership framework, 3) how to write an annual pedagogical plan, and 4) tools and resources for principals. It emphasizes that the principal's role is to influence, direct, empower and work with others including teachers, students, and parents to improve student learning outcomes. It also provides examples of how to develop a shared vision, SMART goals, and a personal vision statement to guide the principal's leadership.
Mentorship Virtual Training for Biomedical Engineers outlines a session on mentoring concepts and best practices. The document discusses mentoring as an intentional, nurturing relationship that supports career development and psychosocial growth. It describes the phases of mentoring, including preparing, negotiating, enabling, and coming to closure. Process skills like asking questions, reformulating statements, and providing feedback are reviewed. The document also covers mentoring approaches, potential problems, and ethics. The overall goal is to discuss how mentoring can enhance learning and maximize potential for both mentors and mentees.
This document discusses challenges to learning and training in both classroom and corporate settings. It defines learning and training as communication processes involving transferring content to learners who then retain and apply what they've learned. For optimal learning, learners must approach with open minds and strong desires to learn. Effective teaching methods involve participative and experiential learning like lectures. Assessments are important to measure learning. The document also discusses concepts like mental models, systemic thinking and personal mastery from Peter Senge's Fifth Discipline as important for shared learning.
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The document discusses challenges with online trainings such as lack of engagement and disconnect between trainers and learners. It proposes interactivity as a solution, noting how interactivity can bridge gaps and create an experiential learning process. Five creative ways to make online trainings interactive are presented: character dialogs, interactive eBooks, role-based simulations, explorative learning, and game-based learning. Each approach is described as engaging learners and promoting retention of knowledge.
The document outlines 8 principles of effective teaching: 1) Expect the best by challenging students and avoiding labels, 2) Model and scaffold learning by modeling excellent examples, 3) Build effective relationships through knowing students and praising effort, 4) Make learning relevant by using real-world contexts, 5) Know your subject and stay up to date, 6) Personalize teaching by identifying individual strengths and weaknesses, 7) Provide feedback to track progress and set targets for improvement, 8) Nurture a positive learning environment that allows students to be proud of their work. These 8 principles aim to promote excellence in teaching and learning.
These are notes on the learning and training process as experienced by the author in the corporate setting, and in the classroom. He has taught in the graduate school of business for more than 10 years, and recruiting and training staff and officers for more than 30 years.
This document provides advice and insights on leadership for librarians. It discusses where leadership can be learned, defining leadership as seeing improvements that need to be made and actively working to achieve them. It notes that everyone can lead and discusses lies people tell themselves that prevent them from leading. The document also covers followership, future-driven leadership training, recent research on leadership in libraries, insights into effective leadership, and things that don't help leadership. It concludes with 28 key tips for leadership.
Differentiation for Higher Level StudentsBobby Dodd
This document discusses methods for differentiating instruction for higher-level learners. It defines differentiation as responding to learners' needs and outlines several key principles, including focusing on essentials, respecting student differences, and modifying content, process and products. The document provides strategies for differentiating content, process and products, and assessing student readiness, interests and learning styles to better target instruction. A variety of specific differentiation strategies are presented, such as tiered activities, learning centers, compacting content, independent projects and mentorships.
Social media for instr supervision ncmsaDerek McCoy
This document discusses how social media and Web 2.0 tools can be used to improve instructional supervision in schools. It provides an overview of instructional supervision, which aims to promote teacher development and growth. The document then showcases several social media tools like Twitter, blogs, Diigo, YouTube, and LiveBinder that can help with communication, collaboration, sharing resources and best practices, professional development, and instructional supervision efforts. It provides examples of how each tool can be used and lessons learned from using the tools to enhance instructional supervision.
This document discusses modernizing the curriculum for teaching writing at Rutherford Primary School. It advocates for student-centered learning and assessment for learning principles. Key points include:
- Encouraging collaboration, risk-taking, and integrating different approaches like peer assessment and e-learning.
- Using assessment tools like e-asTTle to identify 64 students below writing standards to provide targeted support.
- Brainstorming solutions like cross-school collaboration, mixed-ability groupings, research partnerships, and reconfiguring learning spaces to better meet student needs.
- Taking an inquiry approach and reflecting on practices to continually improve teaching and learning.
This document discusses modernizing the curriculum for teaching writing at Rutherford Primary School. It advocates for student-centered learning and assessment for learning principles. Key points include:
- Encouraging collaboration, risk-taking, and integrating different approaches like peer assessment and e-learning.
- Using assessment tools like e-asTTle to identify 64 students below writing standards to provide targeted support.
- Brainstorming solutions like cross-school collaboration, research partnerships, and reconfiguring learning spaces to meet all students' needs.
- The document argues that changing external factors like national standards and research on best practices require wholesale changes to practices with a focus on student achievement and well-being.
- Mentors should be professional representatives of the university, maintain confidentiality, and set a positive example through their attitude and communications.
- Mentors are expected to commit regular time to communicate with their mentees at least 5 times, ask questions, share experiences and lessons learned, and provide a supportive relationship.
- Part of being a guide is sharing useful contacts, information about university processes, and helping mentees learn to navigate the system. Mentors should also encourage participation in activities, goal setting, and empower mentees to share their own successes.
This document provides 5 tips for improving professional practice as a teacher or leader:
1. Be ready and able to inquire into your own practice through preparation and positioning yourself and others for growth.
2. Use action research with a systematic process of collecting and analyzing data, researching best practices, planning actions, and reflecting on results to gain evidence to support changes or affirm existing practices.
3. Implement structures like clear expectations, professional staff meetings, in-class support, and appraisal goals to support teacher/leader inquiry.
4. Seek evidence of learning and effectiveness such as improved achievement and reaction to student/staff voice to determine if goals were achieved.
5. Take action by implementing changes
Keynote presentation for HEA employability conference: 'Enhancing employability through enterprise education' held at Kings College London on 29th May 2014.
Based on think piece document of the same name by Colin Mason, University of Glasgow. Found at:
http://www.enhancementthemes.ac.uk/flexible-learning/enterprise-and-entrepreneurship
This document discusses personal development trends in business, including a focus on leadership skills, public speaking, mentorship, and diversity. It also notes benefits of public speaking and reciprocal mentorship such as developing skills, confidence, and career guidance. Additionally, it outlines trends in corporate social responsibility and sustainability education, specifically the inclusion of related courses in higher education and use of experiential learning techniques. Top fields of study are listed as business, law, and sports/events. Benefits mentioned include developing a unique value proposition, good reputation, competitive advantage, and potential volunteers.
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This document discusses international collaboration opportunities for schools. It describes the UK International School Award which recognizes international work in schools. It also describes eTwinning, an online platform that enables teachers and students from 32 European countries to collaborate on curriculum projects. The document provides suggestions for getting started with eTwinning, including registering, finding partners, and project ideas that have worked like blogging and wiki projects.
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How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
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core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
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The utilization of land is impacted by human needs and environmental factors. In countries
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to significant land degradation, adversely affecting the region's land cover.
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accelerated due to factors such as agriculture and urbanization. Information regarding land use and
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providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
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1. Strategies to help MFL learners become more independent
Promoting independent
learning in MFL
2. Helena Butterfield
Curriculum Leader of MFL
St. Michael’s Catholic Academy, Billingham
eTwinning Ambassador
MFL blogger http://www.langwitch.co.uk
Twitter: @langwitch
About me
3. Objectives today
• To look at a number of activities that I use to promote
independent
• To see some practical examples of how I have used these in the
past
• To reflect on our own practice and how we could incorporate
these activities into lessons
6. • Stand up – hand up – pair up
• Greet one another in the TL
• Ask the question on the card / show the TL phrase on the card
• Coach your partner to help them work out the answer /
translate
• Tip – Tip – Try again
• Partner repeats
• Swap cards
• Praise
• Move off – hand up – pair up
How it works
7. • Download from here:
http://www.mmlsoft.com/index.php/products/tarsia
• Great for…
• Jigsaws
• Dominoes
• Follow me cards
Tarsia
Point out that all activities are in the booklet provided and available as downloads / links from the blog
I hope to ensure that as many pupils are involved in their learning as possible – base on PIES principle
Positive Interdependence
Individual Accountability
Equal Participations
Simultaneous Participation
Starting off with some of my favourite “go to” activities / tool box
Maybe old favourites of yours maybe new to you
Please feel free to share any ways that you use these activities as well
Describe how they it works
Use booklet as demonstration
Talk through examples in booklet – explain which I’ve used as starters / consolidation / introduction of vocab
Differentiation ideas – different coloured cards / create your own card / come do English into TL
Create your own versions – but must make sure that they are accurate
Move round to music instead of S-H-P
Do in 2 circles – internal / external
Use of TL / teaching each other languages / active / differentiation happens as pupils work out how to support their partner
Gets a lot of different language used very quickly
How does it fit into PIES? Rely on others to complete the activity / they have to take part in order for others to success / equal participation by taking turns / simultaneous participation all working together
Intro – talk about tarsia and jigsaws – point towards Clare and Lightbulb Languages for premade one and a beginners guide to using tarsia
Why use tarsia rather than just a domino template? Table with meanings that can be exploited
Depends on how you want to use it and number in class.
KS4 smaller classes – whole class activity do it twice, time them. Ask they why we might do it twice? Ask them which LLS they are using when they do this activity
As they complete write down mispronounced words on the board to bring up at the end
Larger classes not practical to do as whole class activity so split into groups and compete against each other as they do it. Maybe send one of each team to time the other so no cheating. Again they like to do it twice, to see if they improve.
As an aside – when I do a Tarsia jigsaw, I tell each pupil in the group to take 4/3 pieces of jigsaw and they are only allowed to touch those pieces, this helps ensure that everyone is included in the activity (PIES)
Showdown is a team activity which has pupils working together, learning from and teaching one another. This is how it works:Each team member has a mini whiteboard and pen, one of the team is the "Showdown Captain" who is identified by a little name label(fear not this role changes on each round!).The captain chooses a question from a set of cards. I chose the vey uninspiring "translate a sentence into French".Once chosen, all team members write their own answers on their MWB, without showing their team.When all are done, the captain says "showdown", then all show their answers and they must discuss them to reach a consensus.When they are happy they all agree, the Showdown Captain, leads the team in a "unique" team celebration.Captain hands the role over to the next person to their left and all is repeated.I let them refer to books but it depends on how you want to use it, the class, etc...Also, as I'm trying to cut down on paper used, rather then drawing "card" I put 12 phrases on the board and give dice, the captain rolled the dice instead of drawing the card. It still worked as well as drawing a card.
Allocate a topic (this week mine have been descriptions and holidays-not at the same time, combined with connectives/opinions) and it works like this; pupil 1 starts in the middle of the square by writing a word in the TL, pupil 2 then writes another word that has to connect in some way to the first word and so on. Points are scored when a word goes through one of the squares with a number in it and that square can earn points every time a word goes through it. You can make is as easy or hard as you want by allowing words horizontally, vertically, diagonally and sometimes backwards. I then had double point scores for letters that had accents on. The games could have lasted the whole lesson, if I'd allowed it!I didn't know how competitive my pupils could get!My next task is to work out how it can be less wasteful on paper, maybe laminate grids and use mini whiteboard pens...Little update on how I'm using Infinite Scrabble to ensure more engagement (although there's already lots there!). I give rewards not only to the winner in each pair / trio and have also started to reward the highest scoring team a reward as well, so not only are they playing against each other but also against the others in the class. Who know that there could be scores of over 100!
Demonstrate how this activity works – it’s the only way to see how it works
I always presume that activities I do to practice vocabulary are old hat and everyone already knows about them. Therefore I often don't tell people about activities I do, or don't expain them.
Lingo Bingo is one such activity. I know that many people do play this game in their classrooms already (because otherwise how would I know about it), however I also know many others have never heard of it before or struggled to understand my garbled tweets trying to fit an explanation in to 140 characters on Twitter the other day. I'm also pretty sure that it could be use in subjects other than Languages.
Anyway, for those of you who don't know how to play it here it is:
Give out plain paper - it doesn't have to be plain.
Pupils split the paper in half and draw a 6 / 8 / 9 square grid on each piece of paper - I'm thinking of making a ready made grid and sticking it in the back of pupils books or even laminating it, in order to save paper.
Number each box (1-6, 1-8, 1-9 depending on number of squares) on each grid but make sure there is still enough space to write in the squares.
Now put one of the grids to one side so that you are just working with 1 grid.
On the grid you are working with write 6 / 8 / 9 phrases - 1 in each box. I do it in TL but could also be in English, depending on skills you want to practise. This week I worked with connectives other than et and mais and opinions other than A mon avis.
Tear / cut up that grid so that you have 6 /8 / 9 little cards with individual phrases / words on them now.
With me so far?
Good ;-) they can place that card onto the corresponding number on their grid. The aim is to get 3 or even more touching squares for a full house. They can then swap
Now pupils work in pairs 1 partner will say a number (in the TL of course) and the other partner asks "Comment dit-on ....en anglais" (or similar). If they get it right and then move round the classroom playing other class members ad infinitum...
The nice thing about this activity is that pupils get to experience a wide range of vocabulary and structures, including ones they wouldn't never have thought of using before. In addition, they can differentiate for one another. Allowing use of books if they feel their partner needs support or removing and hiding books, if they are feeling very mean! They get very competitive and are much stricter than I am! They can even switch and ask for the TL phrases as extension.
Of course at the end of the lesson you're left with lots of little bits of paper so don't forget to remind them to put them into the recycling as they leave...
Give each group a collection of paper / post its / scrap paper
Pupils all write their words at the same time AND say the words out loud and place their pieces of paper in the centre.
From this they could then categorise the words / peer assess – proof read / find the odd ones out / find meanings / create sentences / etc…
Great for starters particularly at higher levels – we did as starter on World Poetry Day Y10 on descriptions and Y11 on holidays
For lower levels, you could use for creativity
What were they doing all the time?
Grammar
Focus on pronunciation – really made they think about it (we did in German and they often forgot that they “e” on the end of words is pronounced in German) / determination to get it right
Drafting and redrafting
And finally….
A lovely website that I came across through @valleseco (Clare Seccombe) Lightbulb languages.
Me and my department wouldn’t be without it now for starters in particular
Rally Robin: Ask a question, give 5-7 seconds thinking time, pupils take it in turns to give their answers
Round Robin: Same as above but in a group of 4
Can have their go either by turn taking or by allocating time – use a timer on your board – you could do this for speaking practice / spontaneous talk
All write round robin same as above but you say it and write it down at the same time….
So now we’re going to use the rally / round robin to feedback to one another. Which activities do you think you could use this week in your lessons and how? We’re going to take turns by having an allotted time to talk …30 seconds per person. I’ll say swap when it’s time to move onto the next person.