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Developing students’ Independent Learning Skills in Languages
Isabelle Jones, The Radclyffe School
Twitter: @icpjones
My Languages Blog http://isabellejones.blogspot.com
http://mfloldham.pbworks.com
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Themes• Independent learning and OFSTED outstanding learning• The Radclyffe L-E-A-R-N model and Learning & Teaching languages• Good practice and routines to support students’ independence in the
languages classroom• Resources to support students’ independent learning• Thinking skills and independent learning in MFL• Target-setting and reviewing learning in MFL-sharing good practice,
tips & tricks• Mini-projects
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Independent Learning and OFSTED Outstanding learning
• Outstanding lessons• The work is pitched at a level that is achievable if individual pupils work hard and
try their very best• Pupils with specific learning needs receive support at the time and level it is
required to optimise their learning• The work includes opportunities to develop pupils' skills in reading, writing,
mathematics and ICT, as well as providing opportunities for extending wider skills such as research and co-operative working
• The tasks themselves enthuse pupils so that they persevere when faced with difficult problems and are keen to succeed and to learn more
• The pace of learning is optimised throughout the lesson by the teacher being able to use the time to the best effect in supporting pupils at the time they need such support
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MFL Survey visits• Outstanding“Pupils show exceptional independence in their studies and can
use a range of resources including ICT to develop their language skills and investigate aspects that interest them”
“The precisely targeted support provided but other adults encourages all pupils to develop independence and a desire to use the target language for real communication”
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Areas seen as lacking in last OFSTED subject report
• Target Language and speaking skills• Use of reading materials/ authentic materials• Broader approaches to learning & teaching
and creative use of ICT• Development of independent language
learning skills good enough to support post 16 studies
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Challenges for Languages Teachers
• How do you personalise learning to the extent that each language learner can progress independently to stretch themselves?
• How do you provide feedback/ individualised support within a language lesson?
• How do you develop research skills and co-operative working?
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Back to basics…
With thanks to The Radclyffe’s Independence Group
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Lock onto learningHave high aspirationsSeek out challengeWork towards a goal
with focusUse initiativeTake risksBe self-motivatedIdentify questions to
answerRemember equipmentPlan effectivelyManage time wellRecognise preferred
leaning style
Explore possibilitiesKnow how to approach a
problemAsk questionsGenerate ideasUse resources skilfullyAnalyse and evaluate
informationConsider different
perspectivesMake connectionsQuestion assumptionsBe able to summariseSupport summaries with
evidenceBe flexible
Alone and with others Make decisions, after
considering consequencesTake responsibility for home
learningDevelop effective revision
techniquesUse B4ME ASECommunicate learning in
relevant waysCollaborate with othersReach agreementsUse self-control and show
respectProvide constructive feedbackDevelop communication skills
(reading, writing, oral).Develop discussion, persuasion,
and resolution skills.
Never give upCelebrate being stuckPersevereDevelop a growth
mind setHave confidenceSee challenge as a
learning opportunityAnticipate blockers
and obstaclesRespond positively to
change.Develop strategies
for managing feelings
Reflect on progress
Identify opportunities and steps for improvement
Set and review targets
Continually evaluate performance
Celebrate achievements
Learn from mistakesRespond positively
to criticism
Our Learning Skills and Attitudes: A check list to discuss
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Learn Independently
• What are your top 5 for languages from our whole school list?
• What have you implemented in your classroom to develop your top 5? What are you planning to develop?
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Routines
• Organisers/ pens• Dictionaries: use / buy• Target-setting: more individual involvement• Homework: booklet/ online resources• Experimental use of Social media: Twitter and
Edmodo
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Resources and ideas to develop independent learners
• 1.
• 2.
• 3.
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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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• Cope with a greater degree of unpredictabilityStudent independence: phonic rules, use of dictionary & verb tables. • Understand and use more accurately a widening range ofvocabulary and structures, including some unfamiliar language=>intercultural understanding, inferences from English and/orother known language, use of para-linguistic clues (visuals, tone ofvoice, bold, italics etc…), memorisation techniques. • Understand and discuss issues and opinions=>Knowledge of a range of structures, connectives and synonyms,linking ideas and points of view in a well-organised way. • Give full description and accounts=>proofreading ability, peer assessment & support, memorisationtechniques.
AQA GCSE specification-context and purposes
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A Juggling Act
• Content readability• Length • Range of structures• Accuracy• Pronunciation• Memorisation/ Independence
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PLTS in the Secondary National Curriculum
self manager
independent enquirer
creative thinker
reflective learner team worker
effective participator
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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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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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How can PLTS help? Giving students opportunities for independence
Evaluate, judge, defend, criticise, justify, choose
Hypothesize, discuss, compare, create, construct
Analyse, organise, deduce, contrast, distinguish
Manipulate, classify, apply, modify, illustrate, solve
Explain, describe, visualise, illustrate, paraphrase
Recall, identify, list, name, define, show, recognise
Bloom’s Taxonomy (1956)
Cognitive Domain
Recall, identify, list, name, define, show, recognise
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Bloom’s Taxonomy (1956)
Cognitive DomainAffective Domain Psychomotor Domain
Receive ideas
Respond to ideas
Value ideas
Organise ideas
Internalise values system
Imitate
Manipulate
Develop precision
Articulation
Naturalisation
How can PLTS help?content skillsAttributes/qualities
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SOLO TaxonomyStands 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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SOLO TaxonomySOLO level Verbs
Extended Abstract Generalise, predict, evaluate, reflect, hypothesise, theorise, create, prove, plan, justify, argue, compose, prioritise, design, construct, perform
Relational Sequence, classify, compare and contrast, explain causes, explain effects, analyse (part-whole), form an analogy, organise, distinguish, interview, question, relate, apply
Multistructural Describe, list, outline, follow an algorithm, combine
Unistructural Define, identify, name, draw, find, label, match, follow a simple procedure
Verbs for declarative and functioning knowledge-Common task descriptors for the National Certificate of Educational Achievement (NCEA)
GCSE/AS/A level
Numberaffect other words too
How gender affectother words:adj, poss…
Patterns
Gender
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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
Developing Reflective independent learners: Mats
PLTS and SEAL: Display/ Overlaps
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PLTS/AFL overlaps: Lesson Objectives
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
Objectifs:
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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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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Talking about what you are going to do in the evening
• Revise familiar verbs in the present tense
• Use “on va” as an introduction to using the future tense (5c)
• Understanding the future tense (L5)
Today’s target:
Steps to Success:
Path to progress:
vendredi 3 février
Qu’est-ce qu’on va faire?
Self awarenessMotivation
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Reflective Independent Languages Activities
•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 actuallysaying the key word (taboo)
s
individualpair Small group
wholeclass
writingreading
speaking
listening
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L’alcoolLe tabac
L’alcool, le tabac ou les drogues?
Les drogues
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Le tabac
Le cannabis
Le travail La cocaïne
Les médicaments
Le jeu
L’ héroïne
Le shopping
L’alcool http://classtools.net/
Student-based Languages Activities
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Speaking and Teacher Talk
• Teacher use of the Target Language• Opportunities for students to speak the language for
a real purpose• Safe environment for speaking• Pronunciation and student confidence: for or against
choral repetition?• Something to aim for: Group Talk
http://www.teachfind.com/teachers-tv/mfl-implementing-group-talk-initiative-and-other-strategies
1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
araignée éléphant
idée
oublier
univers cochon cicliste maison
voiture lapin gymnastique manger
France menton eau fille
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Je ne vais pas gaspiller l’électricité et l’eau.
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Cross-curricular contexts
Art: colours and descriptions, biographies, use of visuals and 3D “hooks”Music: rhymes, sounds and rhythm Drama: role-play/ puppetsHistory: a new slant on what they are familiar with e.g. ww2Geography: Barcelona, Paris, the environment, fair tradeDance: cultural aspects, use movement to remember Media studies: looking at advertising or short filmsCultural awareness and identity: celebrate and promote diversitypictures, music, the French and Spanish-speaking world …
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Cross-curricular context: Le masque/ La máscara
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Cross-curricular context: Le rap
J’ai un chat, Hannibal
Tu as un animal?
Il a un chien.
Nous avons des poissons
Vous avez des lions?
Ils ont deux serpents longs
pronunciationVerb paradigmsLink with phonicsRhymesSwap rhyming words around
Elle a un lapin.
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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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Cross-curricular contextMemorisation to a tune: Songify
Avoir.m4aTener.m4a
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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 performanceHomework or extension work send via Edmodo (free) or My works (subscription)
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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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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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Confidence-building activitiesTeach 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 they don’t know yet…
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Mini projects?
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Themes• Independent learning and OFSTED outstanding learning• The Radclyffe L-E-A-R-N model and Learning & Teaching languages• Good practice and routines to support students’ independence in the
languages classroom• Resources to support students’ independent learning• Thinking skills and independent learning in MFL• Target-setting and reviewing learning in MFL-sharing good practice,
tips & tricks• Mini-projects
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Free Powerpoint Templates
Developing students’ Independent Learning Skills in Languages
Isabelle Jones, The Radclyffe School
Twitter: @icpjones
My Languages Blog http://isabellejones.blogspot.com
http://mfloldham.pbworks.com