breaking the mould. connect activity learning a new language is like… a window on a new world...
TRANSCRIPT
Breaking the mould
Connect activity• Learning a new language is like…
a window on a new world
turning on a light bulb
an uphill struggle
Task
• What do language learners look like in today’s classroom?
Look familiar?
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Task
• What would you like language learners to look like?
3 preconditions 3 preconditions to learningto learning
•Ganas - WIIFMGanas - WIIFM•Belief – I can’t do it Belief – I can’t do it yetyet……•Do something differently – Do something differently – if you always do what you if you always do what you always did, you will always always did, you will always get what you always got.get what you always got.
Learning outcomesContent:By the end of this session we will be able to…•Reflect on what students are learning in languages•Reflect on how the students are learning in our languages classrooms•Walk away with some practical ideas
Process:We will achieve this by…•Looking at and discussing a working(ish) model of a KS3 curriculum•Having a go at a couple of activities modelling theunderlying principles•Having the opportunity to reflect on our own learning
Rationale
• Hard to explain in words so let us try art instead…
• (You or the students can create your own wordle art at www.wordle.net) – great way to create inspiration for writing or just summarising a module)
Think outside la boîte
• ‘Nothing is more dangerous than an idea when it’s the only idea you’ve got.’
• Go for quantity, then quality.• Don’t throw out the baby with the bath water – keep what is good
• Plan for progression
Rationale
•So what is on our playlist?
Compelling Contexts
• What is in your pencil case?• What do your parents do?• How many pets do you have?• Who gives a monkey’s? ( A monkey’s
what?)
• Sky is the limit…
Contexts…
• Evolution not revolution…
Product driven AfL
• Design and Technology – making a clock
• Working towards a product gives huge scope for afl…
• Assessment of learning (AT1 – Level 6)
• Assessment for learning (www/ebi)
• Assessment as learning (PLTS)
Assessment is for learning
L’école francophone?
By the end of this module, you will be able to…
• Compare your school life to the school life of a French speaking student in Rwanda.
• Create a presentation (including visual, text and spoken elements) to be delivered to an audience
Assessing him…AoL – level 5
AT2 and 4
AfL – feedforward (peer/teacher) at each preparotary
stage
AaL – how did you go about
getting information? (independent enquirer)
Thinking levels
•Is your thinking HOT?
1. Remembering: Retrieving, recalling, or recognizing knowledge
from memory. Remembering is when
memory is used to produce definitions, facts,
or lists, or recite or retrieve material.
2. Understanding: Constructing meaning from
different types of functions be they written or graphic
messages activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, and
explaining.
3. Applying: Carrying out or using a procedure through executing, or implementing. Applying related and refers to situations where learned material is used through products like models, presentations, interviews or simulations.
4. Analyzing: Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing he/she can illustrate this mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations.
5. Evaluating: Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation. In the newer taxonomy evaluation comes before creating as it is often a necessary part of the precursory behavior before creating something .
6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way or synthesize parts into something new and different a new form or product. This process is the most difficult mental function in the new taxonomy.
Thinking Thinking Level?Level?
Answers…• Nowt• Me Ma• Yes, what has that got to do with you?• Got pissed with me mates in me room ‘cos me Ma was at work and I have no stable male role model in me life. Then I stayed up until three in the morning on Bebo.
• Morning, what’s that?
FLIPFLIP•Flexible – can be when we need them in the cycle, can take whatever form we need; carousel, IL, whole class “reactive” teacher input, rehearsal, catch up…
FLIPFLIP•Learner-led – learner choice is predominant (although this can be guided). There is choice both in the content and process of the learning
FLIPFLIP•In-time intervention –teacher is able to support and put intervention in place much more frequently; i.e. not having to wait until after an assessment before feeding forward
FLIPFLIP•Personalised –student and teacher able to have real learning conversations as to best learning path to be taken. Teacher can really get to know wants and needs of each student
So how is it working?
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Key messages
Be creative – teach languages through a context that is Interesting to you and the kids
Key messages
Evolution not revolution – keep what you do well and tweakrather than recreate
Key messages
Keep your thinking HOT – when you are giving a task ask yourself where it would fall on Anderson’s Taxonomy
Key messages
Aim for independence – buy dictionaries rather than text books, choice of what and how, give them the mortar and make them find the bricks
• Chris Harte• Cramlington Learning Village• Highburn• Cramlington
• Blog: http://www.chrisharte.typepad.com