personal learning and thinking skills in the mfl classroom new
DESCRIPTION
TRANSCRIPT
Isabelle Jones, Head of Languages, The Radclyffe School, OldhamTwitter: @icpjones http://twitter.com/icpjones My Languages Blog http://isabellejones.blogspot.com PLTS in MFL Wiki http://pltsinmfl.wikispaces.com
Personal Learning & Thinking Skills in the Languages Classroom
• Look at strategies for embedding PLTS in your daily practice
• Audit your own practice • Consider different approaches to
promote PLTS in your classroom• Widen your repertoire of Thinking
Skills activities• Find out what ICT tools can support
the development of PLTS resources
You will...
• Not a new concept:
Personal Learning + Thinking Skills
• Independent learning skills
• Learners’ social interactions
• Making the link/ transfer knowledge
• NOT a government initiative-focus for good practice
Are PLTS here to stay?
National Strategies Online Modules
• Were at the start of the
drive to promote/ relaunch Thinking Skills.
• http://nationalstrategies.standards.dcsf.gov.uk/mfl
• Click on CPD => Module11: Thinking Skills (log-in needed)
Bloom’s Taxonomy
Give opinions, assess/ criteria
Express rules, summarise, create
Identify patterns and rules
Predict, infer
Explain, describe, illustrate
Information recall: identify, list
PRICE Taxonomy
5 types of Thinking Skills:
• Information-Processing skills
• Reasoning skills
• EnquIry skills
• Creative Thinking skills
• Evaluation skills
PLTS in the Secondary National Curriculum
independent enquirer
creative thinker
reflective learner
effective participator
team worker
self manager
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: interdependance,
collaboration, empathy and listening.
Audit your own practice
• Which PLTS areas do I find are the easiest to integrate in my practice?
• Can you give examples of activities?
• Which PLTS areas do you think are
the most difficult to integrate?
• Why?
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.
Strategies for Embedding PLTS
• Introducing Meta-language to talk about learning: mats, display
• Overlaps with AFL and SEAL• Training of support staff like FLAs• Focus on developing PLTS as a
wholeschool approach• http://isabellejones.blogspot.com/2009/10/fli
p-cramlington-model-for-developing.html
• http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html
Promoting PLTS: Mats
Promoting PLTS: Using cross-curricular Thinking Skills tools
Promoting PLTS: Using cross-curricular Thinking Skills
tools
Strategies for Embedding PLTS: Overlaps
Strategies for Embedding PLTS: Overlaps
Strategies for Embedding PLTS: Lesson Objectives
• 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
Strategies for Embedding PLTS: 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
Strategies for Developing PLTS through languages activities
Use mystery picturesUse links between pictures: and, but Compare pictures : use comprative, becauseSay what happened beforeSay what might happen afterRead/Listen to clues to identify one specific picture
Points forts et Points faibles
L’alcool: C’est relaxant mais c’est cher
Le jeu
Le tabac
La drogue
Plus … que (more … than)
Moins … que (less … than)
Aussi … que (as… as)
L’alcool: C’est plus relaxant que le jeu mais c’est aussi cher que le tabac
Diamond nine cards.doc
Le tabac
Le cannabis
Le travail La cocaïne
Les médicaments
Le jeu
L’ héroïne
Le shopping
L’alcool
http://classtools.net/
Pourquoi pas?
1. Parce que ça sent mauvais2. Parce que c’est dégoûtant3. Parce que ça donne le cancer4. Parce que ça cause des crises cardiaques5. Parce que c’est facile de devenir dépendant6. Parce que c’est trop cher7. Parce que c’est du gaspillage8. Parce que c’est difficile d’arrêter9. Parce que c’est illégal10.Parce que c’est dangereux11.Parce que c’est mauvais pour le foie12.Parce que ça fait grossir/ ça coupe l’appétit13.Parce ce que c’est mauvais pour la santé
L’alcool, le tabac ou les drogues?
L’alcoolLe tabac
Les drogues
Showing off your PLTS
KS3 or KS4 lesson on healthy eating
What would you do to “show off your PLTS”?
•Classroom set-up•Activities•Resources (including ICT if relevant)
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
Independent Enquirer Activities
¿ Quién va a sufrir los problemas de salud y ¿ por qué?
Me llamo Bea. Tengo catorce años. Estoy estresada porque siempre estoy estudiando y nunca me relajo.
Estoy preocupada por los exámenes y no duermo bien durante la semana. Sin embargo los fines de semana duermo practicamente todo el tiempo.
Me llamo Javi y tengo quince años. Vivo en el norte de España con mi abuelo.
Me encanta hacer el ejercicio, no obstante bebo demasiado café.
Mis padres fuman y eso me preocupa mucho.
Soy muy gordo y no estoy en forma.
Mis amigos beben demasiado y toman drogas. Intentan convencerme para hacerlo.
Hace dos años mi abuela murió de un cáncer de los pulmones.
Debería hacer más ejercicio y comer menos. Hay que comer más verduras
El viernes pasado comimos en una hamburguesería.
Hacía el footing todos los días en el parque con mi primo.
Tengo que trabajar mucho ahora a causa de mis exámenes. No he estudiado bastante y tengo miedo.
Mysteries: IWB, audio recording
Independent Enquirer Activities
• Intercultural understanding-identify features• Flickr http://www.flickr.com • taggalaaxy http://taggalaxy.de/ • French Google http://www.google.fr • Spanish Google http://www.google.es
Independent Enquirer Activities
Intercultural understanding-reflecting on identity and finding out about France
http://www.youtube.com/watch?v=8LXaSFgVxGs
Find songs with repetitive structuresAnd get students to also be moreCreative with the language...
Je viens de là où...
Creative Thinkers Activities
• Poems: recipes, acrostics, calligrams, comparisons
• Song-Stromae “Alors on danse” [Lyrics world app]
• Transfer structure: Stromae_on_danse : Qui dit...
• Rebus http://www.rebus-o-matic.com/index.php
• Rebus Malin iphone
Creative Thinkers Activities
Stromae-Alors on danse...
http://www.youtube.com/watch?v=7pKrVB5f2W0
Structure suggested for students’ own poem/ song (complete)
examples of student’s responsesQui dit amour dit … haine/ familleQui dit parents dit… bagarres/problèmesQui dit enfants dit … futur/larmesQui dit vacances dit … rire/ désastreQui dit études dit … travail/ennuiOui dit travail dit … argent/ennuiQui dit copains dit ... amusement/bavarder
Creative Thinkers Activities
Poems: calligrams (word mosaic)
Image Chef: http://www.imagechef.com
How would you use these symbols? What other symbols might you find useful?
Tagsxedo (creative word clouds) http://www.tagxedo.com/
Creative Thinkers Activities
Rebus-o-matic : http://www.rebus-o-matic.com/
Je m’appelle Isabelle
C’est lundi
J’aime les chats blancs
Creative Thinkers Activities
Making links: Learners are given a selection of familiar words and asked to make a concept map by adding connecting words between the words already on the list.
http://www.wordle.net/show/wrdl/1751079/Me_gusta
desayunar comer merendar cenamos descansar
leche pan zumo té café
queso jamón mermelada fruta golosinas
despierta desayuna energía come cena
agua tostadas cereales queso uvas
frutas verduras hortalizas cereales dulces
¡Pilla al intruso!
Rachel Hawkes
Reflective Learners Activities
Fact or opinion
“On mange mieux en France qu’en Angleterre”
Discute et range les phrases selon leurs catégories
2 stars and 1 wish
Direct
Post-it notes
Wallwisher http://www.wallwisher.com
Reflective Learners Activities
2 stars and a wish (direct/ post-it notes/ wallwisher) http://www.wallwisher.com
http://www.wallwisher.com/wall/wjn8yXcz14
Effective Participator Activities
• Get involved in outreach activities: resources for Primary (mini books, recording stories, using video-conferencing), open evening
• Organising a languages club/ café • Involvement in activities to prepare for
a trip, exchange, option evening• Displays, videos, LAFTA competition...
Team Worker Activities
• Running dictation/ collective memory
• Students work together to create or re-create a text or a visual image in the form of a map, picture or diagram. Each student look at stimulus for a short period of time (e.g. 10 seconds) before returning to reproduce the original
• Wikis: Collaborative Writing Task: http://langwitch.wikispaces.com/l%27histoire+sans+fin
Team Worker Activities
•Collaborative Writing Task: Wikis http://langwitch.wikispaces.com/l%27histoire+sans+fin
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.
Are we allowing our students to make these connections?
• More ideas for strategies to embed PLTS in your daily practice
• Reflected on your own practice • Considered different approaches to
promote PLTS in your classroom• A wider repertoire of Thinking Skills
activities• Found out what ICT tools can support
the development of PLTS resources
You should have ...
Isabelle Jones, Head of Languages, The Radclyffe School, OldhamTwitter: @icpjones http://twitter.com/icpjones My Languages Blog http://isabellejones.blogspot.com PLTS in MFL Wiki http://pltsinmfl.wikispaces.com
Personal Learning & Thinking Skills in the Languages Classroom