Yes You Can

Free Powerpoint TemplatesPage 1

Free Powerpoint Templates

Yes You Can! Creating Confident and Independent

Language LearnersIsabelle Jones, The Radclyffe School

Twitter: @icpjones

My Languages Blog http://isabellejones.blogspot.com

http://www.powerpointstyles.com/


http://isabellejones.blogspot.com/


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



http://www.flickr.com/photos/26782864@N00/3016549999chttp://www.flickr.com/photos/75771006@N00/2405041838

photos/26782864@N00/3016549999ttp://www.flickr.com/photos/26782864@N00/3016549999

Confidence…


http://www.flickr.com/photos/26782864@N00/3016549999c

http://www.flickr.com/photos/75771006@N00/2405041838


http://www.flickr.com/photos/43917849@N08/4592361218tos/26782864@N00/3016549999ttp: //www.flickr.com/photos/26782864@N00/3016549999

Confidence…


http://www.flickr.com/photos/43917849@N08/4592361218tos/26782864@N00/3016549999ttp


http://www.flickr.com/photos/94379417@N00/4808475862 //www.flickr.com/photos/26782864@N00/3016549999

Independence…


http://www.flickr.com/photos/94379417@N00/4808475862


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?



• 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



A Juggling Act

• Content readability• Length • Range of structures• Accuracy• Pronunciation• Memorisation/ Independence



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



PLTS in the Secondary National Curriculum

self manager

independent enquirer

creative thinker

reflective learner team worker

effective participator



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



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

Recall, identify, list, name, define, show, recognise



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



Concept mapping

Fact or

opinion?Fortune lines

Kim’s game

Opinion lines corners Sorting and

classification

Empathy-makes it easier to rememberReading for details/ between the lines

MemorisationHighlights logical links

Kinaesthetic activity to represent different opinions

Helps to remember different opinions and how to justify themPractical way to introduce higherlevel opinion vocabulary

MemoryDictionary skills

Exploring the links between Different items of vocabulary

Creative thinker Self Manager

Independent Enquirer

Reflective learner

Self Manager Creative thinker



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”



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.



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/


http://pamhook.com/




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)

GCSE/AS/A level

Numberaffect other words too

How gender affectother words:adj, poss…

Patterns

Gender



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.



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


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


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



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



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



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


http://www.flickr.com/

http://pinterest.com/about

http://www.flickr.com/groups/imagestoteachlanguages

http://www.tes.co.uk/MyPublicProfile.aspx?uc=694292&event=21




1. Ça sent mauvais2. C’est dégoûtant3. Ça donne le cancer4. Ça cause des crises cardiaques5. C’est facile de devenir dépendant physiquement6. C’est trop cher7. C’est du gaspillage8. C’est difficile d’arrêter9. C’est illégal10.C’est dangereux11.C’est mauvais pour le foie

12.Ça fait grossir/ ça coupe l’appétit13.C’est mauvais pour la santé

C’est quelle photo? Pourquoi?



L’alcoolLe tabac

L’alcool, le tabac ou les drogues?

Les drogues



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


http://classtools.net/


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



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


Je ne vais pas gaspiller l’électricité et l’eau.



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 …



Cross-curricular context: Le masque/ La máscara



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.



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!


Cross-curricular context: Le rap: L’École Radclyffe!


Cross-curricular contextMemorisation to a tune: Songify

..\Avoir.m4a

..\Tener.m4a


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 Doddle (subscription)


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


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


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…


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


Action!

Developing language learners’ confidence and independent learning skills

•PLTS:

•Cross-curricular:

•ICT in and out of the classroom:

•AFL:


Free Powerpoint Templates

Yes You Can! Creating Confident and Independent

Language LearnersIsabelle Jones, The Radclyffe School

Twitter: @icpjones

My Languages Blog http://isabellejones.blogspot.com