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Promoting Independent Learning in MFLby Isabelle Jones, The Radclyffe School

http://isabellejones.blogspot.comTwitter: @[email protected]

http://www.powerpointstyles.com/


mailto:[email protected]






• Why developing independence is crucial to raising standards in languages

• Barriers and opportunities• Tools to support the development of

independence in languages



Why independence?

• Independence, curriculum time and standards of learning & teaching• Better learners, better linguists• Future-proof linguists

http://www.youtube.com/watch?v=tVxAjg62XrQ&feature=related





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.



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)



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.



• 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



PLTS in the Secondary National Curriculum

self manager

independent enquirer

creative thinker

reflective learner team worker

effective participator



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



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)



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



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/


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), New ZealandGCSE/AS/A level

Numberaffect other words too

How gender affectother words:adj, poss…

Patterns

Gender



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



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-cramlington-model-for-developing.html

http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html

http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html


Developing Reflective independent learners: Mats



PLTS and SEAL: Display/ Overlaps



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





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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.


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…


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)


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 https://twitter.com/radclyffemfl Blog/ wiki: http://chilternedgemfl.typepad.com/chiltern-edge-mfl/

http://stmichaelsmfl.wikispaces.com/

App list: http://isabellejones.blogspot.co.uk/search?q=iphone+


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


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…


http://www.tagxedo.com/artful/b1b08e0632244c74


• Why developing independence is crucial to raising standards in languages

• Barriers and opportunities• Tools to support the development of

independence in languages


Action!Developing independent learning skills inthe languages classroom

•PLTS:

•SEAL:

• ICT-grammar, phonics:

• AFL:



Promoting Independent Learning in MFLby Isabelle Jones, The Radclyffe School

http://isabellejones.blogspot.comTwitter: @[email protected]

Download - Developing student independence in mfl

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