1.Creating More Effective Learnersat KS3 & KS4Isabelle Jones,The Radclyffe Schoolhttp://isabellejones.blogspot.comTwitter: @icpjonesicpjones@yahoo.co.ukPowerpoint Templates Page 1

2. Why developing learners independenceand confidence is crucial to raisingstandards in languages Barriers and opportunities Tools to support the development oflearners independence and confidence inlanguages Powerpoint TemplatesPage 2 3. Why independence? Independence, curriculum time and standards of learning & teaching Better learners, better linguists Future-proof linguists Powerpoint Templates Page 3 4. Factors affecting Learning and Teaching Barriers and Opportunities Observations Exam pressure School context, ethos and audience (parents/students) Perception of our subject within school by studentsand other departmentsTeachers default teaching mode and willingness to innovate/take risks.Powerpoint Templates Page 4 5. Powerpoint Templates Page 5 6. Powerpoint Templates Page 6 7. Powerpoint Templates Page 7 8. Powerpoint Templates Page 8 9. GCSE Skills and Independenceope with a greater degree of unpredictabilitytudent independence: phonic rules, use of dictionaryerb tables.nderstand and use more accurately a widening range ofabulary and structures, including some unfamiliar languagentercultural understanding, inferences from English and/orer known language, use of para-linguistic clues (visuals, tone of e, 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. Powerpoint Templates Page 9AQA GCSE specification-context and purposes 10. PLTS in the Secondary National Curriculumself managerindependent enquirercreative thinkerreflective learnerteam workereffective participator Powerpoint TemplatesPage 10 11. How can PLTS help? Not a new concept:Personal, Learning + ThinkingSkills Independent learning skills Learners social interactions Making the link between ideas Transferring knowledge ofpatterns Not a government initiative-focus for good practicePowerpoint Templates Page 11 12. How can PLTS help?Giving students opportunities for independenceBlooms Taxonomy (1956) 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, recognisePowerpoint TemplatesCognitive Domain Page 12 13. Embedding PLTS the BLP WayBuilding Learning Power, Guy ClaxtonThe 4 Rs Resilience: absorption, managing distractionsnoticing, perseverance; Resourcefulness: questioning, making links,imagining, reasoning, capitalising; Reflectiveness: planning, revising, distilling,meta-learning; Reciprocity: interdependence, collaboration, empathy and listening.Powerpoint Templates Page 13 14. SOLO TaxonomyStructures of Observed Learning OutcomesDeveloped by Biggs and Collis in 1982Describes levels of increasing complexity in a studentsunderstanding of a subject (depth of understanding)With the highest level being the extended abstract level, whenstudents can make connections not only within the given areabut also beyond it.Are we allowing our students to make these connections? Powerpoint Templates Page 14 15. SOLO TaxonomySOLO level VerbsExtended Generalise, predict, evaluate, reflect, NumberAbstract hypothesise, theorise, create, prove, affect other plan, justify, argue, compose, prioritise,words too design, construct, performRelational Sequence, classify, compare and contrast, explain causes, explain effects,How gender affect analyse (part-whole), form an analogy,other words: organise, distinguish, interview, question, adj, poss relate, applyMultistructuralDescribe, list, outline, follow an algorithm, Patterns combineUnistructuralDefine, identify, name, draw, find, label,Gender match, follow a simple procedure Verbs for declarative and functioning knowledge-Common task descriptors for the National Certificate of Educational Achievement (NCEA), New ZealandPowerpoint TemplatesGCSE/AS/A level Page 15 16. Strategies for developing reflective independent learners Introducing Meta-language to talkabout learning: mats, display Overlaps with AFL and SEAL:understanding of assessmentcriteria, different types ofmotivation Focus on developing PLTS as awholeschool approach http://isabellejones.blogspot.com/2009/10/flip-cramlington-mode http://isabellejones.blogspot.com/2009/10/flip-approach-for-languPowerpoint Templates Page 16 17. Developing Reflective independent learners: Mats Powerpoint TemplatesPage 17 18. PLTS and SEAL:Display/ OverlapsPowerpoint Templates Page 18 19. Speaking and Teacher Talk Teacher use of the TargetLanguage Opportunities for students tospeak the language for a realpurpose Safe environment for speaking Pronunciation and studentconfidence: for or against choralrepetition? http://www.teachfind.com/teachers-tv Powerpoint Templates Page 19 20. 12 3 4idearaigne lphant oublier56 7 8 univers cochon cicliste maison9101112 voiturelapingymnastiquemanger13 141516 Powerpoint Templates France menton eau fille Page 20 21. Je ne vais pas gaspillerllectricit et leau. Powerpoint TemplatesPage 21 22. Independence, Confidence & CreativityArt: colours and descriptions, biographies, use of visualsand 3D hooksMusic: rhymes, sounds and rhythmDrama: 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 rememberMedia studies: looking at advertising or short filmsCultural awareness and identity: celebrate and promote diversity through using pictures,music, the French & Spanish-speaking worldPowerpoint TemplatesPage 22 23. ICT support for learners:in and out of the classroomOnline dictionary and apps vs paper dictionary http://www.wordreference.com/Le Robert-Dixelhttp://itunes.apple.com/fr/app/le-robert-dictionnaire-dixel/id324277188?mt=8Verb apps and verb tables http://www.bescherelle.com/http://www.elconjugador.com/enindex.php?newlang=Y&langvalue=enRecording 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)Powerpoint Templates Page 23 24. ICT support for learners: in and out of the classroomVLE: homework, consolidation and extension workFacebook page: Departmental/ Faculty page with links promotingLanguagesTwitter pagehttps://twitter.com/radclyffemflBlog/ wiki:http://chilternedgemfl.typepad.com/chiltern-edge-mflhttp://stmichaelsmfl.wikispaces.com/App list: http://isabellejones.blogspot.co.uk/search?q=iphone Powerpoint Templates Page 24 25. Powerpoint Templates Page 25 26. AFL and Student IndependenceSelf and peer assessment: proofreading/ developing studentsunderstanding of assessment criteriaUnderstanding criteria: what I am at/ how do I move on(break it down/ beware of oversimplification)Peer assessment: oral/ written feedbackStudent learning skills training needs to feature highly in the SoLs Powerpoint Templates Page 26 27. http://www.tagxedo.com/artful/28c624b42a2f4243Powerpoint Templates Page 27 28. Why developing learners independenceand confidence is crucial to raisingstandards in languages Barriers and opportunities Tools to support the development oflearners independence and confidence inlanguages Powerpoint TemplatesPage 28 29. Action! 1. PLTS 2. Cross-curricular contexts 3. ICT 4. AFLPowerpoint Templates Page 29 30. Creating More Effective Learnersat KS3 & KS4Isabelle Jones,The Radclyffe Schoolhttp://isabellejones.blogspot.comTwitter: @icpjonesicpjones@yahoo.co.ukPowerpoint Templates Page 30