This document discusses strategies for developing language learners' confidence and independent learning skills. It aims to use Personal Learning and Thinking Skills (PLTS) to boost learners' confidence in speaking and writing assessments. Other goals include developing cross-curricular contexts to improve self-image as linguists, maximizing ICT use to support learning inside and outside the classroom, and using assessment for learning to enhance confidence. Specific strategies proposed are providing opportunities for student independence, understanding abilities and room for growth, and cultivating reflective, resourceful, resilient, and reciprocal qualities as habits of mind.
The document discusses strategies for developing language learners' confidence and independent learning skills. It explores using personal, learning, and thinking skills (PLTS) to boost learners' confidence in speaking and writing assessments. Embedding PLTS throughout the curriculum can help learners become more self-managed, reflective, and able to think creatively and independently. Providing varied tasks and opportunities for students to apply different skills autonomously is important for cultivating these qualities.
Ililc2 personal learning and thinking skillsIsabelle Jones
This document provides information about personal learning and thinking skills (PLTS) for language learners. It discusses how PLTS can help language learners develop important skills for exams like speaking assessments. It describes frameworks like Bloom's Taxonomy that identify different cognitive levels. It also provides examples of strategies for embedding PLTS into language teaching, such as using objectives, displays, and activities that develop skills like independent inquiry, creative thinking, and reflection. Specific activity examples involve using pictures, songs, poems and other media to promote skills in a fun, engaging way.
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.
Personal learning and thinking skills in the mfl classroom newIsabelle Jones
The document discusses strategies for embedding Personal Learning and Thinking Skills (PLTS) in language teaching. It provides examples of activities that develop different PLTS, such as independent enquiry, creative thinking, reflective learning, effective participation, and teamwork. It also discusses assessing current practice, developing a meta-language around learning, and taking a whole-school approach to cultivating PLTS.
Werneth High School thinking skills 17 marchIsabelle Jones
The document discusses strategies for embedding personal learning and thinking skills (PLTS) in the languages classroom. It provides examples of activities that can develop different thinking skills, such as independent enquiry, creative thinking, reflective learning, effective participation, and teamwork. It also discusses tools like Bloom's Taxonomy, PRICE Taxonomy, concept mapping, and the Building Learning Power approach that can help integrate PLTS. The document aims to help teachers audit their practice and consider new approaches for promoting PLTS.
ALL PLTS event Manchester Grammar 11th Dec10Isabelle Jones
The document discusses strategies for integrating Personal Learning and Thinking Skills (PLTS) into the modern languages classroom. It provides examples of classroom activities that develop different PLTS areas like independent enquiry, creative thinking, teamwork and more. The document also discusses approaches for embedding PLTS throughout the curriculum, classroom displays, and lesson planning to promote student independence, collaboration and reflection.
The document outlines plans for vertical collaborative teams. The key objectives are to determine guidelines for how collaborative time is used, continue developing instruction plans using learning from previous meetings, and review expectations and provide feedback. Teams will participate in sharing, develop core plans, and review feedback. Future meetings will focus on developing instruction units and formative assessments aligned with learning outcomes. District PD in January and February will support these goals for different subject areas.
The document discusses strategies for developing language learners' confidence and independent learning skills. It explores using personal, learning, and thinking skills (PLTS) to boost learners' confidence in speaking and writing assessments. Embedding PLTS throughout the curriculum can help learners become more self-managed, reflective, and able to think creatively and independently. Providing varied tasks and opportunities for students to apply different skills autonomously is important for cultivating these qualities.
Ililc2 personal learning and thinking skillsIsabelle Jones
This document provides information about personal learning and thinking skills (PLTS) for language learners. It discusses how PLTS can help language learners develop important skills for exams like speaking assessments. It describes frameworks like Bloom's Taxonomy that identify different cognitive levels. It also provides examples of strategies for embedding PLTS into language teaching, such as using objectives, displays, and activities that develop skills like independent inquiry, creative thinking, and reflection. Specific activity examples involve using pictures, songs, poems and other media to promote skills in a fun, engaging way.
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.
Personal learning and thinking skills in the mfl classroom newIsabelle Jones
The document discusses strategies for embedding Personal Learning and Thinking Skills (PLTS) in language teaching. It provides examples of activities that develop different PLTS, such as independent enquiry, creative thinking, reflective learning, effective participation, and teamwork. It also discusses assessing current practice, developing a meta-language around learning, and taking a whole-school approach to cultivating PLTS.
Werneth High School thinking skills 17 marchIsabelle Jones
The document discusses strategies for embedding personal learning and thinking skills (PLTS) in the languages classroom. It provides examples of activities that can develop different thinking skills, such as independent enquiry, creative thinking, reflective learning, effective participation, and teamwork. It also discusses tools like Bloom's Taxonomy, PRICE Taxonomy, concept mapping, and the Building Learning Power approach that can help integrate PLTS. The document aims to help teachers audit their practice and consider new approaches for promoting PLTS.
ALL PLTS event Manchester Grammar 11th Dec10Isabelle Jones
The document discusses strategies for integrating Personal Learning and Thinking Skills (PLTS) into the modern languages classroom. It provides examples of classroom activities that develop different PLTS areas like independent enquiry, creative thinking, teamwork and more. The document also discusses approaches for embedding PLTS throughout the curriculum, classroom displays, and lesson planning to promote student independence, collaboration and reflection.
The document outlines plans for vertical collaborative teams. The key objectives are to determine guidelines for how collaborative time is used, continue developing instruction plans using learning from previous meetings, and review expectations and provide feedback. Teams will participate in sharing, develop core plans, and review feedback. Future meetings will focus on developing instruction units and formative assessments aligned with learning outcomes. District PD in January and February will support these goals for different subject areas.
Every instructional designer wants to create innovative, effective, engaging designs. But sometimes it's difficult to know where to begin when faced with a design dilemma. With the Great ID Challenge, you can get a glimpse into some of some of the ways other instructional designers come up with creative, out-of-the-box designs.
For each single challenge, four expert instructional designers share mockups of their ideas as well as the steps they took to create their design. Check out these different instructional design approaches as presented by leading instructional designers at our Great ID Challenge, presented at the eLearning Guild's Devlearn conference.
The document provides information about supporting student creativity in a learner-centered classroom. It discusses:
1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction.
2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option.
3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
This document provides tips for conducting asynchronous and synchronous online assessment. It discusses establishing clear criteria and objectives, building a learning community, considering quality of participation, and dealing with ambiguity. It notes both benefits and difficulties of synchronous assessment, emphasizing that it should be student-focused and based on constructivism. The document concludes by outlining activities to conclude an online course, such as parting gifts where students share what they learned, and reflecting on the most important thing learned.
The document discusses the use of ePortfolios and reflective storytelling to support deep learning. It describes how ePortfolios can help students develop an understanding of themselves as lifelong learners by supporting metacognition, reflection on experiences, and goal setting. Reflective storytelling through digital storytelling and writing is presented as a key component of ePortfolios, as it allows students to construct meaning from their learning experiences and showcase their growth over time. Implementing ePortfolios requires considering their purpose, appropriate tools, and ensuring the process supports reflection and identity development.
At lecture for fresh(wo)men on learning theories, learning theories and language learning, using Twitter for language learning, building a personal learning environment in 10 minutes, building a personal learning environment in 10 seconds, Artificial Intelligence for learning support.
In this version, there are problems with the images. Please use the pdf version for online viewing
http://www.slideshare.net/ullrich/sjtu221107-176532
The ppt download is better for the animations, though.
Curriculum integration and the naf curriculumNAFCareerAcads
This session will explain how to use the NAF curriculum as the foundation for curriculum
integration in your academy. Participants will learn what constitutes a good integration
project while practicing a sample curriculum mapping activity using NAF literacy
strategies. Participants will come away with tangible ideas for use during common
planning time while learning about the varying degrees of integration.
Workshop competency based assignments toon rekkerstoonrekkers
This document discusses generating competency-based assignments in a structured way using simple tools. It introduces concepts for successful self-organized learning that was held in February 2011 in Rybnik, Poland. The document discusses what a competency is using an oil change as an example. It also discusses how students learn and different ways of positioning learning, including conceptual/guided learning versus integrated/self-organized learning. The document provides design rules and tools for creating competency-based case studies and various forms an assignment can take, from guided to non-guided learning. It includes a hands-on example of designing materials for a mock election of Mr. Bean as President of the EU.
Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
The document provides information about an introductory design thinking workshop for educators called "What is Design?". It includes details about the workshop such as its duration, objectives, and facilitation by a design educator. It also provides several recommendations for educators to continue integrating design thinking into their classrooms after the workshop, such as designing additional prototypes using the same challenge or exploring design-based lesson plans from the Cooper-Hewitt's online resource center. Appendices include background on the OXO peeler design process and a sample design challenge activity.
This document describes a literature circle unit that incorporates modern technology like podcasts to make discussions of books more authentic and engaging for students. Students are assigned roles like discussion leader or illustrator and discuss books in small groups. They then collaborate to create a podcast sharing their understanding of the book, practicing skills like collaboration, critical thinking, and use of digital tools that are important for school and careers. The goal is to prepare students for the digital world while still promoting meaningful discussion of literature.
Learning Dispositions and Transferable Competences: pedagogy, modelling and l...Ruth Deakin Crick
This document discusses learning dispositions and transferable competencies in pedagogy, modeling, and learning analytics. It summarizes that:
1) Learning dispositions matter for developing intentional learners and can be modeled as "Learning Power" which comprises seven dimensions that indicate effective lifelong learning.
2) A learning analytics platform called the Learning Warehouse hosts apps, pools learner data, generates real-time analytics reports, and manages permissions for different stakeholders including learners, educators, and researchers.
3) Validating learning analytics requires considering different "truth paradigms" depending on whether the analysis is for individuals, groups, or systems-wide and must be interdisciplinary and methodologically plural.
Creating more effective learners at ks3 and ks4Isabelle Jones
The document discusses developing learner independence and confidence in language learning. It argues that independence allows for better use of curriculum time and improved learning standards. Several tools are presented to support independence, including developing personal learning and thinking skills (PLTS), using cross-curricular contexts, integrating information and communication technology (ICT), and implementing assessment for learning (AFL). The goal is to create future-proof language learners through empowering them to take control of their own education.
Rastrick developing student independence in mflIsabelle Jones
This Powerpoint presentation discusses promoting independence in foreign language learning. It addresses why developing independence is crucial, potential barriers and opportunities, and tools to support independence. Specific tools and strategies mentioned include using personal learning and thinking skills, self-assessment, peer teaching, parallel texts in the target language, and highlighting known words to build confidence. The goal is to create future-proof learners who can better understand and use the target language independently.
The document discusses the Powerful Learning Process (PLP) used at Red Beach School to promote deep learning and thinking. It provides context on how the PLP was developed and embedded in the school's vision and teaching practices. Key aspects of the PLP include using a learning hub to reflect on and make sense of new information, embedding different thinking skills and strategies, and supporting learners' development through student self-assessment and teacher pedagogy.
ntended Outcomes:
- Identify the PALSI scheme’s intended learning outcomes
- Describe the expectation of a PALSI Leader
- Develop a systematic approach to manage each PALSI session
- Identify the logistics and related requirements
Activities:
- Lecture
- Q&A
The document discusses culturally mediated instruction which incorporates diverse ways of learning and encourages multicultural viewpoints. The curriculum should be integrated, transdisciplinary, meaningful, and student-centered. It promotes inquiry-based learning, diversifying grouping, connecting to students' lives, creating a shared learning environment, encouraging real conversations, ensuring a safe environment, and developing independent thinking.
The document discusses the Powerful Learning Process (PLP) developed by Red Beach School in New Zealand to promote deep learning and thinking. It provides context on how the PLP fits into the school's vision and curriculum. Key aspects of the PLP include embedding thinking at different levels, using a "hub" to deepen understanding, and supporting learners' development through progression models and pedagogical understanding.
The document discusses various topics related to learning theories and how people learn. It defines learning as a persisting change in human performance or potential that results from experience, according to Driscoll. It introduces four stages of learning: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. Other topics covered include the double helix model of learning, factors that impact learning, facilitating and inhibiting learner-centeredness, the purpose of learning theories, and trends in modern learning such as the decreasing half-life of knowledge.
This document discusses critical thinking skills and their importance for students. It defines critical thinking as an active cognitive process used to identify assumptions, explore alternatives, and make decisions. The document outlines Bloom's taxonomy of cognitive domains - knowledge, comprehension, application, analysis, synthesis, and evaluation. It provides examples of how to develop these skills through activities that encourage logical thinking, reasoning, creative thinking, analysis, synthesis, and evaluation. The document emphasizes developing these skills is important for students to become independent thinkers who can make evidence-based decisions.
Every instructional designer wants to create innovative, effective, engaging designs. But sometimes it's difficult to know where to begin when faced with a design dilemma. With the Great ID Challenge, you can get a glimpse into some of some of the ways other instructional designers come up with creative, out-of-the-box designs.
For each single challenge, four expert instructional designers share mockups of their ideas as well as the steps they took to create their design. Check out these different instructional design approaches as presented by leading instructional designers at our Great ID Challenge, presented at the eLearning Guild's Devlearn conference.
The document provides information about supporting student creativity in a learner-centered classroom. It discusses:
1) What a learner-centered classroom is and how it focuses on student needs, interests, and facilitates knowledge construction.
2) Definitions of creative thinking as generating multiple solutions to problems and selecting the best option.
3) Ways to encourage creative thinking such as providing student choice, teaching life skills like perseverance, and incorporating divergent, convergent, critical and inductive thinking approaches.
The document outlines a workshop presentation by Gráinne Conole on learning design and open educational resources. It discusses frameworks for conceptualizing learning design using mediating artifacts and affordances, and tools for mapping learning activities and designing courses. The presentation also covers emerging issues around open educational resources, massive open online courses, and the future of online learning.
This document provides tips for conducting asynchronous and synchronous online assessment. It discusses establishing clear criteria and objectives, building a learning community, considering quality of participation, and dealing with ambiguity. It notes both benefits and difficulties of synchronous assessment, emphasizing that it should be student-focused and based on constructivism. The document concludes by outlining activities to conclude an online course, such as parting gifts where students share what they learned, and reflecting on the most important thing learned.
The document discusses the use of ePortfolios and reflective storytelling to support deep learning. It describes how ePortfolios can help students develop an understanding of themselves as lifelong learners by supporting metacognition, reflection on experiences, and goal setting. Reflective storytelling through digital storytelling and writing is presented as a key component of ePortfolios, as it allows students to construct meaning from their learning experiences and showcase their growth over time. Implementing ePortfolios requires considering their purpose, appropriate tools, and ensuring the process supports reflection and identity development.
At lecture for fresh(wo)men on learning theories, learning theories and language learning, using Twitter for language learning, building a personal learning environment in 10 minutes, building a personal learning environment in 10 seconds, Artificial Intelligence for learning support.
In this version, there are problems with the images. Please use the pdf version for online viewing
http://www.slideshare.net/ullrich/sjtu221107-176532
The ppt download is better for the animations, though.
Curriculum integration and the naf curriculumNAFCareerAcads
This session will explain how to use the NAF curriculum as the foundation for curriculum
integration in your academy. Participants will learn what constitutes a good integration
project while practicing a sample curriculum mapping activity using NAF literacy
strategies. Participants will come away with tangible ideas for use during common
planning time while learning about the varying degrees of integration.
Workshop competency based assignments toon rekkerstoonrekkers
This document discusses generating competency-based assignments in a structured way using simple tools. It introduces concepts for successful self-organized learning that was held in February 2011 in Rybnik, Poland. The document discusses what a competency is using an oil change as an example. It also discusses how students learn and different ways of positioning learning, including conceptual/guided learning versus integrated/self-organized learning. The document provides design rules and tools for creating competency-based case studies and various forms an assignment can take, from guided to non-guided learning. It includes a hands-on example of designing materials for a mock election of Mr. Bean as President of the EU.
Audio available at: http://snd.sc/ZxALBT
The LRMI is to the Dewey Decimal System as a motorcycle is to a bicycle—designed for a new era to change the very nature of where we can go with instructional resources and how we get there. Platforms and technologies that take advantage of this new tagging standard will drive the future of personalized learning. The Learning Resource Metadata Initiative enables the use of rich, education-specific metadata that not just describes a resource but how it can be used to support learning. You'll learn from those who are evolving this initiative, including both producers and consumers of LRMI metadata, how it connects to big data initiatives like the Shared Learning Collaborative and the Learning Registry, and how it works with other existing and emerging education data standards. Whether you’re an educator, platform developer, or publisher—or you’re like billions of others who search the internet—you’ll benefit from this close-up look at the engine that will drive 21st Century learning.
The document provides information about an introductory design thinking workshop for educators called "What is Design?". It includes details about the workshop such as its duration, objectives, and facilitation by a design educator. It also provides several recommendations for educators to continue integrating design thinking into their classrooms after the workshop, such as designing additional prototypes using the same challenge or exploring design-based lesson plans from the Cooper-Hewitt's online resource center. Appendices include background on the OXO peeler design process and a sample design challenge activity.
This document describes a literature circle unit that incorporates modern technology like podcasts to make discussions of books more authentic and engaging for students. Students are assigned roles like discussion leader or illustrator and discuss books in small groups. They then collaborate to create a podcast sharing their understanding of the book, practicing skills like collaboration, critical thinking, and use of digital tools that are important for school and careers. The goal is to prepare students for the digital world while still promoting meaningful discussion of literature.
Learning Dispositions and Transferable Competences: pedagogy, modelling and l...Ruth Deakin Crick
This document discusses learning dispositions and transferable competencies in pedagogy, modeling, and learning analytics. It summarizes that:
1) Learning dispositions matter for developing intentional learners and can be modeled as "Learning Power" which comprises seven dimensions that indicate effective lifelong learning.
2) A learning analytics platform called the Learning Warehouse hosts apps, pools learner data, generates real-time analytics reports, and manages permissions for different stakeholders including learners, educators, and researchers.
3) Validating learning analytics requires considering different "truth paradigms" depending on whether the analysis is for individuals, groups, or systems-wide and must be interdisciplinary and methodologically plural.
Creating more effective learners at ks3 and ks4Isabelle Jones
The document discusses developing learner independence and confidence in language learning. It argues that independence allows for better use of curriculum time and improved learning standards. Several tools are presented to support independence, including developing personal learning and thinking skills (PLTS), using cross-curricular contexts, integrating information and communication technology (ICT), and implementing assessment for learning (AFL). The goal is to create future-proof language learners through empowering them to take control of their own education.
Rastrick developing student independence in mflIsabelle Jones
This Powerpoint presentation discusses promoting independence in foreign language learning. It addresses why developing independence is crucial, potential barriers and opportunities, and tools to support independence. Specific tools and strategies mentioned include using personal learning and thinking skills, self-assessment, peer teaching, parallel texts in the target language, and highlighting known words to build confidence. The goal is to create future-proof learners who can better understand and use the target language independently.
The document discusses the Powerful Learning Process (PLP) used at Red Beach School to promote deep learning and thinking. It provides context on how the PLP was developed and embedded in the school's vision and teaching practices. Key aspects of the PLP include using a learning hub to reflect on and make sense of new information, embedding different thinking skills and strategies, and supporting learners' development through student self-assessment and teacher pedagogy.
ntended Outcomes:
- Identify the PALSI scheme’s intended learning outcomes
- Describe the expectation of a PALSI Leader
- Develop a systematic approach to manage each PALSI session
- Identify the logistics and related requirements
Activities:
- Lecture
- Q&A
The document discusses culturally mediated instruction which incorporates diverse ways of learning and encourages multicultural viewpoints. The curriculum should be integrated, transdisciplinary, meaningful, and student-centered. It promotes inquiry-based learning, diversifying grouping, connecting to students' lives, creating a shared learning environment, encouraging real conversations, ensuring a safe environment, and developing independent thinking.
The document discusses the Powerful Learning Process (PLP) developed by Red Beach School in New Zealand to promote deep learning and thinking. It provides context on how the PLP fits into the school's vision and curriculum. Key aspects of the PLP include embedding thinking at different levels, using a "hub" to deepen understanding, and supporting learners' development through progression models and pedagogical understanding.
The document discusses various topics related to learning theories and how people learn. It defines learning as a persisting change in human performance or potential that results from experience, according to Driscoll. It introduces four stages of learning: unconscious incompetence, conscious incompetence, conscious competence, and unconscious competence. Other topics covered include the double helix model of learning, factors that impact learning, facilitating and inhibiting learner-centeredness, the purpose of learning theories, and trends in modern learning such as the decreasing half-life of knowledge.
This document discusses critical thinking skills and their importance for students. It defines critical thinking as an active cognitive process used to identify assumptions, explore alternatives, and make decisions. The document outlines Bloom's taxonomy of cognitive domains - knowledge, comprehension, application, analysis, synthesis, and evaluation. It provides examples of how to develop these skills through activities that encourage logical thinking, reasoning, creative thinking, analysis, synthesis, and evaluation. The document emphasizes developing these skills is important for students to become independent thinkers who can make evidence-based decisions.
The document outlines an upcoming university course on teaching and learning strategies for adolescents, including topics such as 21st century learning, cooperative learning models, differentiation, reflective practice, and quality curriculum design. The course will utilize various interactive teaching methods and assessments to introduce pre-service teachers to current approaches for engaging and supporting adolescent learners.
Intended Outcomes:
identify the PALSI scheme's intended outcomes and adjust their expectation
identify the demand and expectation of university learning
explain the importance of active and reflective learning
describe how learning skills, will and self regulation interplay with each other and affect learning outcomes
develop appropriate expectation and attitude for peer assisted learning
Activities:
Lecture
Past PALSI Students & Leaders experience sharing
This document discusses human thinking and thinking skills. It begins by outlining Bloom's original taxonomy of cognitive levels and a revised taxonomy. The dimensions of thinking are described, including domain knowledge, critical thinking, creative thinking, and metacognition. Bloom's revised taxonomy has six levels that are more flexible and overlap, considering convergent and divergent thinking as well as emotion. Complexity and difficulty of thinking are also addressed. The document concludes by reviewing other thinking skills programs, including Habits of Mind, Understanding by Design, and Webb's Depth of Knowledge model.
This document discusses having students create video resumes to develop job skills. Video resumes allow students to showcase their talents and experiences in a creative format. Creating a video resume requires higher-order thinking as students must design, plan and synthesize information to effectively present themselves. It can help students improve English speaking skills and give them experience with real-world tasks. Teachers can use video resumes to assess students' vocabulary, pronunciation, and presentation abilities. The project encourages creative thinking and introduces students to important job search skills.
The document outlines an agenda for a professional development session focused on effective teaching strategies for 21st century learners. It discusses defining components of effective teaching, identifying the needs of modern students, describing instructional shifts in common core standards, and developing questions to promote critical thinking. Activities are included to engage participants in applying the concepts to their own practice.
This document discusses the revised Bloom's taxonomy, which is a classification of levels of thinking and cognitive skills. It was revised to change noun categories to verbs to better reflect thinking as an active process. The categories were also reorganized, with knowledge changed to remembering and comprehension to understanding. Questioning techniques are discussed for each level of thinking. The revised taxonomy is intended to help with writing learning objectives, planning curriculum, and aligning objectives, activities and assessments. It provides a systematic framework for thinking and learning.
1) Understanding by Design (UbD) is a framework for designing curriculum that focuses on student understanding and backward design.
2) UbD involves identifying desired results, determining acceptable evidence, and planning learning experiences.
3) The goal is for students to develop enduring understandings of key concepts and be able to apply, analyze, and synthesize content.
Leveraging Capabilities to become a Learning OrganisationJNTU
This document discusses how organizations can become learning organizations by leveraging knowledge. It defines a learning organization as one where people continually expand their capacity to achieve desired results through new patterns of thinking and learning together. The document outlines that learning organizations encourage continuous learning, information sharing, and seeing the big picture. It also discusses how tacit and explicit knowledge differ and examines why knowledge sharing can be challenging. Finally, it provides recommendations for building a learning organization at the individual, team, and organizational levels.
Phillip Schlechty argues that true school reform requires transformation, not just surface-level changes. Transformation involves fundamentally changing the culture and structure of schools, including altering beliefs, values, relationships and rules within the system. This level of change allows schools to achieve things they have never done before and adopt radically new approaches. Schlechty claims schools need transformation, not just reform, in order to develop visions for 21st century learning.
“The aim of this session is to enhance your reflection in preparation for the assignment by sharing your evaluations and responding to others. You will present your three extended, reflective lesson evaluations, focusing on your pedagogical issue or question and making explicit links to theory and research. You should draw on a wide range of reading that will reflect your knowledge and understanding of the curriculum area, of teaching and learning issues and of reflective practice.”
No Travel No Problem-Bringing Languages Alive during a PandemicIsabelle Jones
This document provides suggestions for teaching foreign languages during a pandemic when travel is difficult. It proposes using online tools to virtually explore target language countries, cultures, and people. This includes using webcams, videos, and maps to learn about places and what is happening now. It also suggests challenging perceptions by comparing expectations to realities. Live exchanges and asynchronous audio/video can facilitate interaction with native speakers. The goal is to bring target language studies alive through digital means since physical travel is not possible.
Music, Rhythm & Grammar discusses how music can boost long-term memory and explores the connection between music and language learning. It provides links to tools like Spotify playlists, free rap beats, voice recording apps, and lyric and language learning apps that can help incorporate music and rhythm into language education.
This document discusses using music and technology to support language learning. It provides examples of tools like playlists on YouTube and Spotify that use melody, rhythm and lyrics to help learn vocabulary. Other sections discuss how music can boost long-term memory and support recall. A variety of apps and websites are presented that can help discover new artists and songs, translate lyrics, and engage with online language communities through social media.
This PowerPoint presentation discusses developing language learners' independence through creative grammar instruction. It covers teaching grammar concepts like gender, plurals, adjectives and verb conjugation using literature, music and ICT. Various translation activities for KS3 are proposed, including translating sentences, gap fills, and musical translation. The presentation emphasizes motivating students and helping them apply grammar concepts independently in their speaking and writing.
This PowerPoint presentation discusses creative ways to teach grammar through speaking and writing activities. It provides many examples of activities that playfully engage with the sounds, words, and structures of the target language. These include poems, songs, word games, translations, and using digital tools. The goal is to make grammar learning more engaging for students by moving beyond traditional methods and incorporating creativity.
Literature for ALL LW2017 Nottingham-March 2017Isabelle Jones
This PowerPoint presentation discusses using literature to teach foreign languages to all students. It begins by defining literature and examining the benefits of using it, such as engagement and motivation. Some challenges of using literature, such as adapting texts and cultural references, are also outlined. The presentation provides many examples of poems, stories and songs in French and Spanish that could be used, as well as activities like recitation, translation and discussion. It emphasizes making literature accessible for all students.
This document discusses translation in language learning from key stage 2 through 5. It addresses translating into both the first language (L1) and second language (L2), exploring issues of literacy, vocabulary and grammar development, and cultural understanding. A range of tools and approaches for translation are presented, including the use of online resources, literature, news articles, social media posts and songs. Benefits and challenges of different translation activities are considered.
This document discusses using technology to motivate language learning in the classroom. It provides examples of using online resources and tools to build vocabulary, link receptive and productive skills through grammatical deconstruction and reconstruction, encourage advanced reading and listening to increase independence, and manipulate the language through grammatical application and creativity. Specific websites and apps are recommended for activities like collecting vocabulary, practicing verbs and sentences, reading texts, listening to songs and dialogues, creating poems and songs, and keeping up with other language teachers through social media groups.
This PowerPoint document discusses strategies for teaching languages at Key Stage 3 (KS3) in light of upcoming changes to the curriculum. It provides ideas for using literature, music, and digital tools to teach grammar creatively. Some key points discussed include the gradual implementation of the KS2 curriculum, the end of levels and controlled assessments, and developing independent language learning skills. Various techniques are presented for teaching sentence structure, vocabulary, pronunciation and translation through activities involving words, songs, pictures and movement.
The document provides guidance for using songs to teach grammar in the classroom. It includes a mental checklist for selecting appropriate songs that considers themes, language level, and cultural relevance. It also discusses strategies for musical translation, such as comparing lyrics to transcripts and translations. Resources for finding suitable songs, activities, and online tools are recommended to support grammar instruction through popular music.
This document provides a list of online resources to help motivate language learners through differentiation, including links to download presentation slides, audio editing software, text-to-speech tools, photo sharing sites with images for teaching languages, tag clouds and word art generators, graphic organizers, mind mapping software, and tools to support differentiated activities. It was written by Isabelle Jones, Head of Languages at Alderley Edge School for Girls.
This Powerpoint presentation discusses differentiation strategies for language learners. It defines differentiation as planning instruction that takes into account all learners' needs to help them make progress. The presentation provides examples of differentiating instruction based on learners' abilities, learning styles, prior knowledge and experiences. Specific strategies are suggested for differentiating the skills of listening, speaking, reading and writing. The presentation emphasizes that differentiation should be integral to effective teaching and aims to motivate all language learners.
This document outlines strategies for developing speaking skills in the foreign language classroom through the use of target language, structured speaking activities, and technology. It establishes the importance of effective target language use and considers a range of activities to enhance speaking, such as role plays, interviews, and debates. It also evaluates how information and communication technologies, like online tools and recording software, can be used to motivate students and develop oral proficiency. Sample speaking activities are provided along with examples of how technology could enhance activities. The document provides resources for teachers to plan targeted speaking practice and assess student progress.
This document provides an A-Z list of ICT tools that can be used to support the development of oracy skills in the foreign language classroom. It lists over 50 websites and applications that allow students to record and edit audio/video, create multimedia projects, record voice memos, make animations and talking images, develop presentations and stories, and more. Many of the tools listed are available as both websites and mobile applications, allowing students to complete projects both in the classroom and on the go.
This document provides resources for supporting English as an Additional Language (EAL) students in the modern foreign language classroom. It lists details of a training session on this topic, along with links to websites, blogs, and organizations that offer strategies, tools, and information. These include the National Association for Language Development in the Curriculum, the British Council EAL project, text-to-speech and visual search software, graphic organizers, and articles on educating EAL students. Additional documents are available at a Dropbox link.
2014 supporting the eal students in the mfl classroomIsabelle Jones
This document discusses strategies for supporting English as an Additional Language (EAL) students in the foreign language classroom. It begins by identifying the most common EAL issues teachers encounter, such as different proficiency levels and linguistic backgrounds among EAL learners. It then suggests practical strategies like using peer support and teaching assistants, as well as emphasizing that EAL students may have strengths in areas like bilingualism. The document also aims to dispel common myths around EAL learners and language acquisition, noting that it can take 5-7 years to develop academic language proficiency.
This document provides ideas and strategies for teaching grammar creatively using art, music, visuals and playfulness with language. It discusses using poems, word clouds, calligrams, haikus, kennings and creative writing exercises. Specific ideas include using themes from art or holidays to teach grammar concepts, exploring the sounds and structures of language through songs, tongue twisters and jokes, and encouraging visualization, storytelling and multimedia presentations to make grammar learning more engaging. The document emphasizes finding authentic resources, being playful with word meanings and order, and focusing activities on recycling topic-specific language.
The document provides resources for engaging language learning, including music videos, podcasts, websites with word origins, idioms, tongue twisters, jokes and more. It also lists tools for creating word clouds, recording audio, script writing, subtitling and using social media to support foreign language learning. The document aims to share ideas and materials for motivating students to improve language skills outside the classroom.
This document provides a list of resources for using rap music and literature to teach languages including:
- Links to music videos that could be used
- Websites listing the origins of words and common phrases
- Rhyming dictionaries, word cloud generators, and text-to-speech software
- Apps and websites for creative writing, script development, and subtitling
- Links to Twitter feeds and Pinterest boards with additional teaching materials
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
Philippine Edukasyong Pantahanan at Pangkabuhayan (EPP) CurriculumMJDuyan
(𝐓𝐋𝐄 𝟏𝟎𝟎) (𝐋𝐞𝐬𝐬𝐨𝐧 𝟏)-𝐏𝐫𝐞𝐥𝐢𝐦𝐬
𝐃𝐢𝐬𝐜𝐮𝐬𝐬 𝐭𝐡𝐞 𝐄𝐏𝐏 𝐂𝐮𝐫𝐫𝐢𝐜𝐮𝐥𝐮𝐦 𝐢𝐧 𝐭𝐡𝐞 𝐏𝐡𝐢𝐥𝐢𝐩𝐩𝐢𝐧𝐞𝐬:
- Understand the goals and objectives of the Edukasyong Pantahanan at Pangkabuhayan (EPP) curriculum, recognizing its importance in fostering practical life skills and values among students. Students will also be able to identify the key components and subjects covered, such as agriculture, home economics, industrial arts, and information and communication technology.
𝐄𝐱𝐩𝐥𝐚𝐢𝐧 𝐭𝐡𝐞 𝐍𝐚𝐭𝐮𝐫𝐞 𝐚𝐧𝐝 𝐒𝐜𝐨𝐩𝐞 𝐨𝐟 𝐚𝐧 𝐄𝐧𝐭𝐫𝐞𝐩𝐫𝐞𝐧𝐞𝐮𝐫:
-Define entrepreneurship, distinguishing it from general business activities by emphasizing its focus on innovation, risk-taking, and value creation. Students will describe the characteristics and traits of successful entrepreneurs, including their roles and responsibilities, and discuss the broader economic and social impacts of entrepreneurial activities on both local and global scales.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Communicating effectively and consistently with students can help them feel at ease during their learning experience and provide the instructor with a communication trail to track the course's progress. This workshop will take you through constructing an engaging course container to facilitate effective communication.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
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
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Walmart Business+ and Spark Good for Nonprofits.pdfTechSoup
"Learn about all the ways Walmart supports nonprofit organizations.
You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
Walmart Business + (https://business.walmart.com/plus) is a new shopping experience for nonprofits, schools, and local business customers that connects an exclusive online shopping experience to stores. Benefits include free delivery and shipping, a 'Spend Analytics” feature, special discounts, deals and tax-exempt shopping.
Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
Spark Good (walmart.com/sparkgood) is a charitable platform that enables nonprofits to receive donations directly from customers and associates.
Answers about how you can do more with Walmart!"
1. Yes You Can!
Creating Confident and Independent
Language Learners
Isabelle Jones, The Radclyffe School
My Languages Blog
http://isabellejones.blogspot.com
Twitter: @icpjones
Free Powerpoint Templates
Page 1
2. Aims:
Exploring strategies to develop language learners’
confidence and independent learning skills
•Using PLTS to develop learners’ confidence when
preparing for their speaking and writing Controlled
Assessments.
•Developing cross-curricular contexts for
improving learners’ self image as linguists
•Maximising the use of ICT to support learners in
and out the classroom
•Using Assessment For Learning to improve
confidence
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Page 2
6. What sort of qualities, skills and
attitudes does a GCSE student need to
have in order to be successful in the
speaking and the writing Controlled
Assessment?
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Page 6
7. Cope with a greater degree of unpredictability
⇒Student independence: phonic rules, use of dictionary
& verb tables.
Understand and use more accurately a widening range of
vocabulary and structures, including some unfamiliar language
=>intercultural understanding, inferences from English and/or
other known language, use of para-linguistic clues (visuals, tone of
voice, bold, italics etc…), memorisation techniques.
Understand and discuss issues and opinions
=>Knowledge of a range of structures, connectives and synonyms,
nking ideas and points of view in a well-organised way.
Give full description and accounts
=>proofreading ability, peer assessment & support, memorisation
echniques.
AQA GCSE specification-context and purposes
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Page 7
8. A Juggling Act
• Content readability
• Length
• Range of structures
• Accuracy
• Pronunciation
• Memorisation/ Independence
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9. 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
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10. PLTS in the Secondary National Curriculum
self manager
independent enquirer
creative thinker
reflective learner team worker
effective participator
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Page 10
11. How can PLTS help?
Students gain in confidence 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
•They start becoming more independent
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13. How can PLTS help?
Bloom’s Taxonomy (1956)
Attributes/qualities content skills
Internalise
Naturalisation
values system
Organise ideas Articulation
Value ideas Develop precision
Respond to ideas Manipulate
Receive ideas Imitate
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Affective Domain Cognitive Domain Psychomotor Domain
Page 13
14. Creative thinker Self Manager Reflective learner
r
Fortu Conc Fact o
ne l i
nes e
map pt opi nion?
ping
Helps to remember different
Empathy-makes it Memorisation opinions and how to justify them
easier to remember Highlights logical links Practical way to introduce higher
Reading for details/
level opinion vocabulary
between the lines
Independent Enquirer Self Manager Creative thinker
Opin
ion li
corne nes
rs g and
Kim
’s Sortin cation
gam i
lassif
Kinaesthetic activity to represent
different opinions e c
Memory Exploring the links between
Dictionary skills Different items of vocabulary
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Page 14
15. Embedding PLTS
the BLP Way
Building Learning Power, Guy Claxton
“The 6 clusters of qualities are more than Skills that
can be trained... The point is to cultivate these
qualities into becoming dispositions, or habits of
mind... Cultivation of the PLTS should run through
the curriculum, life and ethos of the school, like
lettering through a stick of rock”
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Page 15
16. Embedding PLTS
the BLP Way
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.
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Page 16
17. SOLO Taxonomy
Stands for Structures of Observed Learning Outcomes
Developed by Biggs and Collis in 1982
Describes levels of increasing complexity in a student’s
understanding of a subject
With the highest level being the extended abstract level,
when students can make connections not only within
the given area but also 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?
http://pamhook.com/
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Page 17
19. SOLO Taxonomy
SOLO level Verbs
Extended Abstract Generalise, predict, evaluate, reflect, Number
affect other
hypothesise, theorise, create, prove, plan, words too
justify, argue, compose, prioritise, design,
construct, perform
Relational 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, apply
Multistructural Describe, list, outline, follow an algorithm, Patterns
combine
Unistructural Define, identify, name, draw, find, label, Gender
match, follow a simple procedure
Verbs for declarative and functioning knowledge-
Common task descriptorsPowerpoint Templates Educational Achievement (NCEA)
Free for the National Certificate of
GCSE/AS/A level
Page 19
20. Strategies for Embedding
PLTS
• Aiming to deliver a wide variety of tasks in
a varied way: impact on resource design and
nature of interactions in classroom;
• Opportunities highlighted in SoWs &
examples of activities shared;
• Focus on developing students’ skills and
independence in an integrated way.
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Page 20
21. Strategies for developing
reflective 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
• http://isabellejones.blogspot.com/2009/10/flip-cramlington-model-for-developing.html
• http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html
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Page 21
24. PLTS/AFL overlaps:
Lesson Objectives
Objectifs:
Objectifs:
• Look at the specific skills required to do well the Speaking Controlled Assessment
• Identify and use “interesting” phrases to improve the range of the language used
SEAL objectives: Motivation (red)
•I monitor and evaluate my own work
•I set challenges and targets for myself and celebrate
when I achieve them
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Page 24
25. PLTS/AFL overlaps:
Lesson Objectives
Vers le succès (Steps to Success):
•Developing strategies to start off answers in different
ways
•Say & understand how time phrases, connectives,
comparatives, reasons & opinions can improve your
linguistic range
•Practise speaking ensuring you do not pronounce
silent letters
Vers le progrès (Path to Progress):
Be able to develop your speaking answers using a
range of structures
• Recognise your strengths
• Be aware of how you are doing
• Learn from mistakes
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Page 25
26. vendredi 3 février
Today’s target:
Qu’est-ce qu’on va faire?
Talking about what you are going to do in
the evening
Steps to Success • Revise familiar verbs in the present tense
• Use “on va” as an introduction to using the
future tense (5c)
Path to progress • Understanding the future tense (L5)
Self awareness
Motivation
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Page 26
27. Reflective Independent
Languages Activities
individual
pair Small group
wholeclass
•Use mystery pictures: Flickr/ photo apps: Pinterest
•Use authentic pictures Flickr groups / my TES page
•Use links between pictures: and, but
•Compare pictures : use comparative and justified opinions
•Describe what happened before
•Describe what might happen after
•Read/Listen to clues to identify one specific picture without actually
saying the key word (taboo)
reading
writing
listening
s speaking
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29. C’est quelle photo? Pourquoi?
1. Ça sent mauvais
2. C’est dégoûtant
3. Ça donne le cancer
4. Ça cause des crises cardiaques
5. C’est facile de devenir dépendant physiquement
6. C’est trop cher
7. C’est du gaspillage
8. C’est difficile d’arrêter
9. C’est illégal
10.C’est dangereux
11.C’est mauvais pour le foie
12.Ça fait grossir/ ça coupe l’appétit
13.C’est mauvais pour la santé
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Page 29
30. L’alcool, le tabac ou les drogues?
Le tabac
L’alcool
Les drogues
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Page 30
31. Student-based Languages
Activities
Le
tabac
Les Le
médicaments cannabis
La cocaïne
L’ héroïne Le travail
Le shopping Le jeu
L’alcool http://classtools.net/
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Page 31
32. How embedded are your
Thinking Skills/ PLTS?
*Schemes of Work:
mapping out of Thinking Skills lesson opportunities
sharing PLTS objectives
*Evidence of:
• Collaborative team work [+Seating arrangement,
Display]
• Students using “meta-language”
• Students as Independent learners
• Cross-curricular support/time dedicated to skills
building across the curriculum
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Page 32
33. Speaking and Teacher Talk
•Teacher use of the Target Language
•Opportunities for students to speak the language for
a
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Page 33
34. 1 2 3 4
idée
araignée éléphant oublier
5 6 7 8
univers cochon cicliste maison
9 10 11 12
voiture lapin gymnastique manger
13 14 15 16
France menton eau fille
35. Je ne vais pas gaspiller
l’électricité et l’eau.
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Page 35
36. Cross-curricular contexts
Art: colours and descriptions, biographies, use of visuals
and 3D “hooks”
Music: rhymes, sounds and rhythm
Drama: role-play/ puppets
History: a new slant on what they are familiar with e.g. ww2
Geography: Barcelona, Paris, the environment, fair trade
Dance: cultural aspects, use movement to remember
Media studies: looking at advertising or short films
Cultural awareness and identity: celebrate and promote diversity
pictures, music, the French and Spanish-speaking world …
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Page 36
38. Cross-curricular context:
Le rap
J’ai un chat, Hannibal pronunciation
Verb paradigms
Tu as un animal? Link with phonics
Rhymes
Il a un chien. Swap rhyming words around
Elle a un lapin.
Nous avons des poissons
Vous avez des lions?
Ils ont deux serpents longs
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Page 38
39. Cross-curricular context:
Rap: Trouve la rime!
1.Find a theme
2.Write down 5 key words linked with the theme
3.Think of possible rhyming word. Remember suffixes that are the same or
nearly the same in both languages e.g. ción/ tion, ism/ isme/ ismo using rhyme
dictionary/apps
4.Fill in the gaps!
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Page 39
42. ICT support for learners: in
and out of the classroom
Online dictionary and apps vs paper dictionary http://www.wordreference.com/
Le Robert-Dixel http://itunes.apple.com/fr/app/le-robert-dictionnaire-dixel/id324277188?mt=8
Verb apps and verb tables http://www.bescherelle.com/
http://www.elconjugador.com/enindex.php?newlang=Y&langvalue=en
Recording themselves to improve accent: audacity/ phone, voki, text-to-speech,
FLA or teacher. http://text-to-speech.imtranslator.net/ http://voki.com/
Opportunities to practise speaking without a public performance
Homework or extension work send via Edmodo (free) or Doddle (subscription)
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Page 42
43. ICT support for learners: in
and out of the classroom
VLE: homework, consolidation and extension work
Facebook page: Departmental/ Faculty page with links promoting languages
Blog/ wiki: http://chilternedgemfl.typepad.com/chiltern-edge-mfl/
http://langwitch.org/stmichaelsmfl/
http://stmichaelsmfl.wikispaces.com/
App list: https://docs.google.com/spreadsheet/ccc?key=0AjQhXECgd8S1dHQ1TVVZUlQ4aTdEeW03TWJnN2t6cEE&authkey=CP-j5ZEP
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Page 43
44. AFL and Student Independence
Self and peer assessment: proofreading/ developing students’
understanding of assessment criteria
Understanding criteria: what I am at/ how do I move on
(break it down/ beware of oversimplification)
Peer assessment: oral/ written feedback
Student training needs to be included in Schemes of Work
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Page 44
45. Confidence-building activities
Teach a sophisticated language item to the rest of the class
Parallel texts: e.g. wikipedia article with questions in the target
language to answer/information to organise from an article in the
target 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
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they don’t know yet… Page 45
46. Aims:
Exploring strategies to develop language learners’
confidence and independent learning skills
•Using PLTS to develop learners’ confidence when
preparing for their speaking and writing Controlled
Assessments.
•Developing cross-curricular contexts for
improving learners’ self image as linguists
•Maximising the use of ICT to support learners in
and out the classroom
•Using Assessment For Learning to improve
confidence
Free Powerpoint Templates
Page 46
47. Action!
Developing language learners’ confidence
and independent learning skills
•PLTS:
•Cross-curricular:
•ICT in and out of the classroom:
•AFL:
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Page 47
48. Yes You Can!
Creating Confident and Independent
Language Learners
Isabelle Jones, The Radclyffe School
My Languages Blog
http://isabellejones.blogspot.com
Twitter: @icpjones
Free Powerpoint Templates
Page 48