Developing independent

learners

http://sdvaughan.edublogs.org

What is independent

learning?

• Students think, act and react autonomously

• Students develop effective approaches to self-management as a learner

• Students are able to realistically appraise the gaps in their own learning and direct future progress

Burkina Faso Project

• A working example of an independent learning experience.

How did the project run?

• Aims & objectives were outlined to pupils, including assessment criteria set out against NC levels

• Pupils received initial teaching about perfect tense & time phrases

• Pupils make notes based on a structured fact finding mission about Burkina Faso: books, ICT, personal research, guided reading, focused materials

• Pupils use resources to source key verbs and vocabulary for their own writing – relating back to perfect tense teaching

• Pupils evaluate a model against the assessment criteria: this could be in any skill area

• Pupils use Perfect tense knowledge and previous knowledge to construct their own piece of work: A day in the life... or My visit to…

• Pupils Peer and/or self assess their work• Pupils redraft/improve their work• Submit work for final marking or mark with student• Marking sets clear indicators for improvement

What were the benefits?

• Links to PLTS• Skills & processes within language work• Allowed creative outcomes• Group or individual work• Differentiation inherent in task• Intercultural understanding• Cross-curricular opportunities• Ownership

Other ‘Project based’ Ideas• Produce a recipe book for the TL country• The last supper: which 5 people – dead or alive would you

invite for dinner and why?• 5 Men in a balloon: who do you throw and why?• Historical and/controversial events or debate• Fantasy football/WAGS• A day in the life of a famous person• My dream holiday: Give budget, book tickets, book

accommodation etc• Murder mystery story• Board game design/Computer game design

À partir de quand est-on riche ?

http://virtualglobetrotting.com/map/graffiti-mural-2/view/?service=0

Decrivez l’imageVous aimez?Vous n’aimez pas?Pour quoi?

Year 7 Spanish Core Language

yo – Itú – youél/ella – he/sheUsted – you (polite, sing.)nosotros – wevosotros – you (fam.pl.)ellos/ellas – theyUstedes – you (polite, pl.)

tengo I have

tienes you have

tienehe/she/you

have (pol.sing)

tenemos we have

tenéis you have (fam.pl.)

tienen they/you have (pol.pl.)

tener – to have ser – to besoy I am

eres you are

eshe/she is/you are (pol.sing)

somos we are

sois you are (fam.pl.)

son they/you are (pol.pl.)

estoy I am

estás you are

está he/she is/you are (pol.sing)

estamos we are

estáis you are (fam.pl.)

están they/you are (pol.pl.)

estar – to be

Time wordsahora – nowantes – beforedespués – afterhoy – todayayer – yesterdaymañana – tomorrowotra vez - againsiempre – alwaysa menudo – oftena veces – sometimesnunca – neverla semana pasada – last weekla semana que viene – next week

Referring to things

una cosa – a thingesto – thiseso – thatalgo (más) – something (else)otro – (an)othermucho – a lot(un) poco – (a) littlemuy – verytodo – all/everything

Making links

y – ando – ortambién – alsopero – butporque – becausecon – withsin - without

Asking questions¿Por qué? – why?¿Qué? – what?¿Cuándo? – when?¿Dónde? – where?¿Quién? – who?¿Cuánto(s)? – how much/many?¿Cómo? – how?

Referring to placesaquí – hereallí - there

Opinions

Pienso que – I think thatCreo que – I believe thatMe parece que – it seems that..

puedo/puede I can/he,she can

quiero/quiere I want to/he,she wants to…

tengo que/tiene que I have to/he has to…

voy a/va a + verb I’m going to/he is going to…

(no) me (le) gusta I (don’t) like to/he doesn’t like to

me (le) encanta I love to/he loves to…

me (le) gustaría I/he/she would like to…

Pronouns

Saying what you did

fui – I wenthice – I didví – I sawjugué – I playedcomí – I atebebí – I drank

Year 8 Spanish Core Language

hablé I spoke

hablaste you spoke

habló he/she is/you spoke (pol.sing)

hablamos we spoke

hablasteis you spoke (fam.pl.)

hablaraon they/you spoke (pol.pl.)

Time wordsahora – nowantes – beforedespués – afterhoy – todayhoy en día – nowadayshace …años - …years agoayer – yesterdaymañana – tomorrowel año pasado – last weekel año que viene – next week

Making linkstambién – alsono..tampoco – neithersin - without

Asking questions¿Por qué? – why?¿Qué? – what?¿Cuándo? – when?¿Dónde? – where?¿Quién? – who?¿Cuánto(s)? – how much/many?¿Cómo? – how?

aquí – hereallí - there

Sentence building(no) puedo / puede I can(not) / s/he can (not)...

(no) quiero / quiere I (don’t) want to / s/he (doesn’t) want(s)to…

(no) quería I (didn’t) want to / s/he (didn’t) want to...

(no)tengo que/ (no)tiene que I (don’t)have to / s/he has to/ (s/he doesn’t have to..…)

(no) tenía) I (didn’t) have to/ s/he (didn’t) have to..

voy a/va a + verb I’m going to / s/he is going to…

iba a I was going to / s/he was going to ..

(no) me (le) gusta I (don’t) like to / s/he doesn’t like to

me (le) encanta I love to / s/he loves to…

me (le) gustaría I/he/she would like to…

Saying what you did

fui – I wenthice – I didví – I sawcomí – I atebebí – I drank

Presente Pasado (Imperfecto)

soy/es

I am/s/he/it is

era I was/s/he/it was

estoy/está

I am/s/he/it is

estaba I was/s/he/it was

hay there is/there are

había there was/there were

tengo/tiene

I have/s/he/it has

tenía I had/s/he/it had

visité I visited

compré I bought

me alojé I stayed

nadé I swam

pasé I spent

lo pasé bien I had a good time

viajé I travelled

jugué I played

Comparingmás...que – more thanmenos..que – less thantan + adj + como – as.astanto(a,os,as) + noun + como – as many..as

Year 9 Spanish Core Language

(no) puedo / puede I can(not) / s/he can (not)...

(no) quiero / quiere I (don’t) want to / s/he (doesn’t) want(s)to…

(no) quería I (didn’t) want to / s/he (didn’t) want to...

(no)tengo que/ (no)tiene que I (don’t)have to / s/he has to/ (s/he doesn’t have to..…)

(no) tenía) I (didn’t) have to/ s/he (didn’t) have to..

voy a/va a I’m going to / s/he is going to…

iba a I was going to / s/he was going to ..

(no) me (le) gusta I (don’t) like to / s/he doesn’t like to

me (le) encanta I love to / s/he loves to…

me (le) gustaría I/he/she would like to…

tenía pensado I/s/he was planning to..

estaba a punto de I/s/he was about to....

acabo/acaba de I have just / s/he has just....

acabé/acabó de I had just / s/he had just...

antes de/después de before (doing).../after (doing)

Sentence buildingReferring to belonging(s)my mi

your tu

his/her su

your su

our nuestro

your vuestro

their su

your su

me me

te you (singular familiar)

lo (le)* he

la she

lo/la(le)* you (singular formal)

nos us

os you (plural familiar)

los them (masculine)

las them (feminine)

los/las you (plural formal)

Referring to things & people

How to refer to the future

Infinitive +

Yo (I) é

Tú (you – 1 person, fam) ás

él/ ella – he/she á

Usted – you – 1 person polite á

Nosotros - we emos

Vosotros – you pl., fam éis

ellos/ellas - they án

Ustedes – you pl., polite án

no….nada not…at all, nothing, not anything

no sé nada de eso I don’t know anything about that

no…nunca never (not..ever)

no voy nunca al cine I never to go the cinema

no…nadie No-one (not anyone)

no conozco a nadie I don’t know anyone

Expressing negatives

+ ve

rb in

the

INFI

NIT

IVE

form

Transforming a text into.....

• Mind map• Flow diagram• Storyboard• Chart• Key word plan• Venn diagram• Graph

• Bullet points• Conversation• Vocabulary list

Do all of this conversely to turn them into a text

www.oxfam.org.uk/coolplanet/ontheline

Mariam a 12 ans ; son village Sigui-voussé est à une heure de marche du village de Lergho où son école se trouve. Mariam habite avec sa mère Awa et sa petite sœur Sali 9 ans dans une maison d’une pièce. Son père Boureima a sa maison à côté. Mariam est en classe de CM1 à l’école primaire de Lergho. Sa langue maternelle est le Bissa et tous les cours à l’école sont dispensés en Français. ‘’Notre école n’a pas d’uniforme mais j’ai des habits que je porte seulement quand je pars à l’école. Il fait toujours nuit le matin à 6 heures quand nous quittons la maison pour aller à l’école’’.

J’habite dans une maison d’une pièce.

nous quittons la maison pour aller à l’école à 6 heures le matin

Mon père Boureima a sa maison à côté.

A une heure de marche dans le village de Lhergo.

J’habite avec ma mère Awa et ma petite sœur

Comment est ta maison?

A quelle heure tu quittes la maison pour aller à l’école?

Ou habite ton père?

Ou se trouve ton école?

Ou habites-tu?

Description

Famille

Domicile

Ecole

se léve

s’habille

manger rentrée

la pause

école le soir

se couche

autres

Turn a text into……

• Mind map• Flow diagram• Storyboard• Chart• Key word plan• Venn diagram• Graph

• Bullet points• Conversation• Vocabulary list

Do all of this conversely to turn them into a text

L’alcool, le tabac ou les drogues?

L’alcoolLe tabac

Les drogues

Usmar: Pirate

• Parler des professions, des aspects positifs et négatifs d’une profession.

• Écrire un texte créatif sous forme de liste.• Jouer avec les mots, les rimes.• Argumenter, défendre sa position.• Étudier le lexique des professions, des activités.• Discutez les métiers mal vus.• Identifier les plans. YouTube

In our planning...

• How can we make a task more enquiry based?• How can we encourage independent use of

the language? • How can we allow creativity whilst

maintaining academic rigour?• Where can we provide opportunities for

students to understand, evaluate and improve their learning?

http://teachers.ash.org.au/researchskills/dalton.htm#knowledge

As I ride on the winds of changeI spread my wings and embrace the strangeLeaping in and out of mindInfinite possibilities there do I find

by PhxDragonfly