rastrick developing student independence in mfl
DESCRIPTION
Ideas to develop independence in MFLTRANSCRIPT
Powerpoint TemplatesPage 1
Powerpoint Templates
Promoting Independent Learning in MFLIsabelle Jones
http://isabellejones.blogspot.comTwitter: @[email protected]
Powerpoint TemplatesPage 2
• Why developing independence is crucial to raising standards in languages
• Barriers and opportunities• Tools to support the development of
independence in languages
Powerpoint TemplatesPage 3
Why independence?Escalator failure.avi
Powerpoint TemplatesPage 4
• Independence, curriculum time and standards of learning & teaching• Better learners, better linguists• Future-proof linguists
Why independence?
Powerpoint TemplatesPage 5
OFSTED Modern Languages Survey Visits Generic grade descriptors and supplementary subject-specific guidance for inspectors on making judgements during visits to schools Subject feedback letters, following survey visits, normally contain separate judgements on:• The achievement of pupils in the subject • The quality of teaching in the subject• The quality of the curriculum in the subject• The quality of leadership and management of the subject• The overall effectiveness of the subject. This guidance is intended only to inform the judgements made by specialist inspectors carrying out subject survey visits. It is not for use on Section 5 whole-school inspections.
Powerpoint TemplatesPage 6
Powerpoint TemplatesPage 7
Powerpoint TemplatesPage 8
Powerpoint TemplatesPage 9
Powerpoint TemplatesPage 10
A few points to consider…
• Factors affecting the way we teach/ students learn• Foreign language learning and teaching-a unique
part of the curriculum?• Limits to student independence• Tools to support the development of students independence (PLTS/SEAL/ ICT-grammar, phonics/AFL)
Powerpoint TemplatesPage 11
Factors affecting Learning and TeachingBarriers and Opportunities
• Observations• Exam pressure• School context, ethos and audience (parents/
students)• Perception of our subject within school by students
and other departments• Teachers’ “default teaching mode” and willingness to innovate/take risks.
Powerpoint TemplatesPage 12
• Cope with a greater degree of unpredictability Student 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 & points of view in a well-organised way. • Give full description and accounts =>proofreading ability, peer assessment & support, memorisation techniques.
AQA GCSE specification-context and purposes
GCSE Skills and Independence
Powerpoint TemplatesPage 13
PLTS in the Secondary National Curriculum
self manager
independent enquirer
creative thinker
reflective learner team worker
effective participator
Powerpoint TemplatesPage 14
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
Powerpoint TemplatesPage 15
How can PLTS help?Students gain in independence 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 (AFL)
Powerpoint TemplatesPage 16
How can PLTS help? Giving students opportunities for independence
Evaluate, judge, defend, criticise, justify, choose
Hypothesise, 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
Powerpoint TemplatesPage 17
SOLO TaxonomyStructures of Observed Learning Outcomes
Developed by Biggs and Collis in 1982
Describes levels of increasing complexity in a student’s understanding of a subject (depth of understanding)
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/
Powerpoint TemplatesPage 18
Powerpoint TemplatesPage 19
SOLO Taxonomy
SOLO 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), New ZealandGCSE/AS/A level
Numberaffect other words too
How gender affectother words:adj, poss…
Patterns
Gender
Powerpoint TemplatesPage 20
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.
Building Learning Power, Guy Claxton
Powerpoint TemplatesPage 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
Powerpoint TemplatesPage 22
Developing Reflective independent learners: Mats
Powerpoint TemplatesPage 23
PLTS and SEAL: Display/ Overlaps
Powerpoint TemplatesPage 24
Carol Dweck
Mindset
Powerpoint TemplatesPage 25
Speaking and Teacher Talk
• Teacher use of the Target Language-a barrier to students’ independent access to language activities?
• Can students practise speaking independently?
Powerpoint TemplatesPage 26
Independence and CreativityArt: 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 films Cultural awareness and identity: celebrate and promote diversity through using pictures,
music, the French & Spanish-speaking world…
Powerpoint TemplatesPage 27
Cross-curricular context: Le masque/ La máscara
Powerpoint TemplatesPage 28
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.
Powerpoint TemplatesPage 29
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!
Powerpoint TemplatesPage 30
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)
Powerpoint TemplatesPage 31
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
Twitter page http://twitter.com/AESG_MFL Blog/ wiki: http://chilternedgemfl.typepad.com/chiltern-edge-mfl/
http://stmichaelsmfl.wikispaces.com/
App list: http://isabellejones.blogspot.co.uk/search?q=iphone+
Powerpoint TemplatesPage 32
AFL and Student IndependenceSelf 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 learning skills training needs to feature highly in the SoWs
Powerpoint TemplatesPage 33
Independence & 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 they don’t know yet…
Powerpoint TemplatesPage 34
http://www.tagxedo.com/artful/b1b08e0632244c74
Powerpoint TemplatesPage 35
• Why developing independence is crucial to raising standards in languages
• Barriers and opportunities• Tools to support the development of
independence in languages
Powerpoint TemplatesPage 36
Action!Developing independent learning skills inthe languages classroom
•PLTS:
•SEAL:
• ICT-grammar, phonics:
• AFL:
Powerpoint TemplatesPage 37
Powerpoint Templates
Promoting Independent Learning in MFLIsabelle Jones
http://isabellejones.blogspot.comTwitter: @[email protected]