developing student independence in mfl

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Slides used for key note speech "Developing Independent Learning" at Somerset MFL Conference on Mon5Nov2012

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  • 1. Promoting Independent Learning in MFL by Isabelle Jones, The Radclyffe Schoolhttp://isabellejones.blogspot.comTwitter: @icpjonesPowerpoint Templatesicpjones@yahoo.co.uk Page 1

2. Why developing independence is crucial toraising standards in languages Barriers and opportunities Tools to support the development ofindependence in languagesPowerpoint Templates Page 2 3. Why independence? Independence, curriculum time and standardsof learning & teaching Better learners, better linguists Future-proof linguists http://www.youtube.com/watch?v=tVxAjg62XrQ&feature=rPowerpoint Templates Page 3 4. OFSTED Modern Languages Survey Visits Generic grade descriptors and supplementary subject-specificguidance for inspectors on making judgements during visits to schoolsSubject feedback letters, following survey visits, normally containseparate judgements on:The achievement of pupils in the subjectThe quality of teaching in the subjectThe quality of the curriculum in the subjectThe quality of leadership and management of the subjectThe overall effectiveness of the subject.This guidance is intended only to inform thejudgements made by specialist inspectorscarrying out subject survey visits. It is not foruse 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. A few points to consider Factors affecting the way we teach/ students learn Foreign language learning and teaching-a uniquepart of the curriculum? Limits to student independenceTools to support the development of students independence (PLTS/SEAL/ ICT-grammar, phonics/AFL) Powerpoint TemplatesPage 9 10. Factors affecting Learning and TeachingBarriers 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 TemplatesPage 10 11. GCSE Skills and Independence 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 & points of view in a well-organised way.Give full description and accounts =>proofreading ability, peer assessment & support, memorisation techniques. Powerpoint TemplatesPage 11 AQA GCSE specification-context and purposes 12. PLTS in the Secondary National Curriculumself manager independent enquirercreative thinker reflective learnerteam worker effective participator Powerpoint TemplatesPage 12 13. 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 Templates Page 13 14. How can PLTS help?Students gain in independence when:They have opportunities to access a widerange of learning and teaching styles and toexplore what works for themThey are aware of their strengths and theyhave strategies to deal with their weaknessesThey understand what level of developmentthey are at and how to develop further (AFL)Powerpoint TemplatesPage 14 15. How can PLTS help?Giving students opportunities for independence Blooms Taxonomy (1956)Evaluate, judge, defend, criticise, justify, chooseHypothesise, discuss, compare, create, constructAnalyse, organise, deduce, contrast, distinguishManipulate, classify, apply, modify, illustrate, solveExplain, describe, visualise, illustrate, paraphraseRecall, identify, list, name, define, show, recognisePowerpoint Templates Cognitive Domain Page 15 16. 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 area butalso beyond it. Students will also be able to generalise and transfer the principles and ideas to another areain an independent manner. Are we allowing our students to make theseconnections?http://pamhook.com/ Powerpoint Templates Page 16 17. Powerpoint Templates Page 17 18. SOLO TaxonomySOLO levelVerbsExtended Abstract Generalise, predict, evaluate, reflect, Numberaffect otherhypothesise, theorise, create, prove, plan, words toojustify, argue, compose, prioritise, design,construct, performRelationalSequence, classify, compare and contrast, How genderexplain causes, explain effects, analyse (part- affectother words:whole), form an analogy, organise,adj, possdistinguish, interview, question, relate, applyMultistructural Describe, list, outline, follow an algorithm, PatternscombineUnistructural Define, identify, name, draw, find, label,Gendermatch, follow a simple procedure Verbs for declarative and functioning knowledge- Common task descriptors for the National Certificate of Educational Achievement (NCEA), New Zealand Powerpoint TemplatesGCSE/AS/A level Page 18 19. Embedding PLTS the BLP WayBuilding Learning Power, Guy ClaxtonThe 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. Powerpoint Templates Page 19 20. Strategies for developingreflective 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-fo http://isabellejones.blogspot.com/2009/10/flip-approach-for-languag Powerpoint TemplatesPage 20 21. Developing Reflective independent learners: Mats Powerpoint TemplatesPage 21 22. PLTS and SEAL:Display/ Overlaps Powerpoint TemplatesPage 22 23. Speaking and Teacher Talk Teacher use of the Target Language Opportunities for students to speakthe language for a real purpose Safe environment for speaking Pronunciation and studentconfidence: for or against choralrepetition? Something to aim for: Group Talkhttp://www.teachfind.com/teachers-tv/mPowerpoint TemplatesPage 23 24. 1234idearaigne lphant oublier5678 univers cochonciclistemaison910 11 12 voiturelapin gymnastique manger13 14 15 16 France mentoneaufille 25. Je ne vais pas gaspillerllectricit et leau.Powerpoint TemplatesPage 25 26. Independence and 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 26 27. 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 publicperformanceHomework or extension work send via Edmodo (free)or Doddle (subscription) Powerpoint TemplatesPage 27 28. ICT support for learners: in and out of the classroomVLE: homework, consolidation and extension workFacebook page: Departmental/ Faculty page with links promotingLanguagesTwitter page https://twitter.com/radclyffemflBlog/ wiki: http://chilternedgemfl.typepad.com/chiltern-edge-mfl/ http://stmichaelsmfl.wikispaces.com/App list: http://isabellejones.blogspot.co.uk/search?q=iphone+Powerpoint Templates Page 28 29. Powerpoint Templates Page 29 30. 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 SoWsPowerpoint Templates Page 30 31. Independence & Confidence-building activitiesTeach a sophisticated language item to the rest of the classParallel texts: e.g. wikipedia article with questions in the targetlanguage to answer/information to organise from an article in thetarget language.Positive reading: highlight known words and cognatesPredictive listening: use the context to guesswhat is going to be mentioned on the recording. Teach about context: use a check listShow them how much they know alreadyand where they can go to find out moreabout what they dont know yetPowerpoint Templates Page 31 32. Powerpointhttp://www.tagxedo.com/artful/b1b08e0632244c74TemplatesPage 32 33. Why developing independence is crucial toraising standards in languages Barriers and opportunities Tools to support the development ofindependence in languagesPowerpoint Templates Page 33 34. Action!Developing independent learning skills inthe languages c

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