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Integrating PLTS into the Modern Languages Classroom
Isabelle Jones, Head of Languages, The Radclyffe School, Oldham@icpjones http://twitter.com/icpjones My Languages Blog http://isabellejones.blogspot.com PLTS in MFL Wiki http://pltsinmfl.wikispaces.com
• Strategies for embedding PLTS in your daily practice
• Audit your own practice • Promoting PLTS in your classroom• Widen your repertoire of Thinking Skills activities• ICT tools to support the development of ThinkingSkills resources
• 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 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
PRICE
PLTS in the Secondary National Curriculum
independent enquirer
creative thinker
reflective learner
effective participator
team worker
self manager
PLTS in the Secondary National Curriculum
6 groups of Personal Learning Thinking Skills:
• Self-Manager• Independent Enquirer• Creative Thinker• Reflective Learner• Effective Participator • Team Worker
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 intobecoming 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
Examples of languages activities
• Which PLTS area is it?• Are there any overlaps?
Audit and barriers 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?
Audit and barriers
What is creativity?
Strategies for Embedding PLTS •Aiming to deliver a wide variety of tasks in a varied way: impact onresource design and nature of interactions in classroom •Opportunities highlighted in SoWs & examples of activities shared•Focus on developing students’ skills and independence•Introducing Meta-language to talk about learning: mats, display•Overlaps with AFL and SEAL•Training of support staff like FLAs•Focus on developing skills 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
Promoting PLTS: Mats
Promoting PLTS: Using cross-curricular Thinking Skills tools
Promoting PLTS: Using cross-curricular Thinking Skills tools
Promoting PLTS: Display
Strategies for Embedding PLTS: Overlaps
Strategies for Embedding PLTS: Overlaps
Strategies for Embedding PLTS: Overlaps
C’ était comment?
Strategies for Embedding PLTS: Lesson Objectives
Healthy Livingprep objectives.pptx
Write/ be prepared to say in French 7 things you do to keep healthy
Garder la forme
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
• Look at the specific skills required to do well the Speaking Controlled Assessment (CA)
• Revise key phrases and how to identify and use “interesting” phrases to improve
the range of the language used
Vers le succès (Steps to Success):Developing strategies to start off answers in different ways F/HSay & understand how time phrases, connectives, comparatives, reasons & opinions can improve your linguistic range HPractise speaking ensuring you do not pronounce silent letters F/H
Vers le progrès (Path to Progress):Be able to develop your speaking answers using a range of structures H
• Recognise your strengths• Be aware of how you are doing• Learn from mistakes
Showing off your PLTS-example of a lesson with PLTS-integrated
activities
Wed20Oct-Les addictions.ppt
La dépendance
Objectif:
SEAL objectives: Empathy (green)
•I understand others’ point of view & pay attention to them•I value other people’s beliefs and cultures
Vers le succès (Steps to Success):Be able to say, understand and compare different types of addictions FHow to say and understand reasons why young people are attracted to these addictions F/HHow to understand and give opinions on different types of addictions F/H
Vers le progrès (Path to Progress):Be able to develop opinions using a range of structures H
Le tabac Le cannabis
L’alcool
L’héroïne
Le jeuLe shopping
La cocaïne Le travail
Les médicaments
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 activity2.notebook
Diamond Nine activity2.notebook
Diamond nine cards.doc
Le tabac
Le cannabis
Le travail La cocaïne
Les médicaments
Le jeu
L’ héroïne
Le shopping
L’alcool
Pourquoi les addictions?1. Pour échapper à la -----------
2. Pour se révolter contre ses --------------
3. Pour faire comme les -------------
4. Pour ------------------
5. Pour ------------- comment c’est.
6. Pour se ----------------- : c’est déstressant.
7. Pour se donner ----------------
réalitéparents copains expérimenterrelaxer confiance
Pourquoi les addictions?
1. Pour échapper à la réalité.
2. Pour se révolter contre ses parents.
3. Pour faire comme les copains.
4. Pour experimenter.
5. Pour voir comment c’est.
6. Pour se relaxer: c’est déstressant.
7. Pour se donner confiance.
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
Et toi, qu’est-ce que tu penses …
de l’alcool
du tabac
de la drogue
Minimum 10 wordsUse: Je pense que c’est…Parce que …
La dépendance
Objectif:
SEAL objectives: Empathy (green)
•I understand others’ point of view & pay attention to them•I value other people’s beliefs and cultures
Vers le succès (Steps to Success):Be able to say, understand and compare different types of addictions FHow to say and understand reasons why young people are attracted to these addictions F/HHow to understand and give opinions on different types of addictions F/H
Vers le progrès (Path to Progress):Be able to develop opinions using a range of structures H
What areas of PLTS have been used in the lesson?
Showing off your PLTS-example of a lesson with PLTS-integrated
activities
DLP20Oct2010-Detailed Lesson Plan
Full documentTo be includedOn the plts wiki
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
Typical PLTS-focused MFL activities
Thinking through Modern Foreign Languages
Mei Lin and Cheryl Mackay, Chris Kington Publishing
Self Manager Activities• Sharing strategies to cope with the
unknown (reading/ listening): language challenge [document/ recording in a different language/ designed for natives)
E.g. L’ hôtel de ville• Prepare ICT presentation
– Presentation about self/ a chosen topic– Presentation about another culture– Grammar point
Independent Enquirer Activities
• Links with mathematics
– data handling– making predictions– presenting and interpreting data (table/ bar chart/ pie chart/ pictogram– Balance of diet– Leisure/school activities– Spending habits
Independent Enquirer Activities
• Mysteries
Problem solving activity based round a given central question that is open to more than one reasonable answer.
The information or 'clues' needed to answer the question are presented on separate slips of paper that your students will analyse, sort, sequence and link.
Independent Enquirer Activities• Mysteries ¿ 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.
• Intercultural understanding-identify features
Independent Enquirers
Independent Enquirers
• Intercultural understanding-reflecting on identity
http://www.youtube.com/watch?v=8LXaSFgVxGs
Je viens de la où...
Find songs with repetitive structuresAnd get students to be moreCreative with the language...
Creative Thinkers Activities• Create your own sandwich, smoothie, ice cream...• Invent mnemonics for particular vocabulary/ grammar rule • Poems: recipes, acrostics, calligrams, comparisons• Raps & rhythms• Song: “Ne me quitte pas” Je ferai/ je ferais... • 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 Thinker Activities
• http://www.youtube.com/watch?v=7pKrVB5f2W0
Stromae-Alors on danse...
Structure suggested for students own poem/ song (complete)examples of student’s responses
Qui 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• Create your own sandwich, fruit drink, ice cream...• Invent mnemonics for particular vocabulary/
grammar rule
Je
N’
pas
aime
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?
Creative Thinkers Activities• Raps & rhythms
j’ai un chat, Hannibal
tu as un animal?
elle a un chien.
nous avons un lapin
vous avez des lions?
elles ont deux serpents longs
j’ai des poissons.
Le Rap
Creative Thinkers Activities• Songs/ Poems: Ne Me quitte pas (Jacques Brel)• http://www.youtube.com/watch?v=lfegOxTCuOQ
Creative Thinkers Activities• Rebus : Rebus http://www.rebus-o-matic.com/index.php
Je m’appelle Isabelle
C’est lundi
J’aime les chats blancs
Creative Thinking SkillsMy Film dice game (can be done in English or TL)
A. Le role principal
1=une petite fille 2=un adolescent 3=une grand-mère4=une tortue 5=une danseuse 6=un chanteur de rock
B. L’ événement principal
1=un spectacle 2=des vacances horribles 3=un cambriolage4=un voyage 5=un concert 6=une course
B. Le lieu principal
1=l’ école 2=les Bahamas 3=un château hanté4=un bateau de croisière 5=un stade 6=un musée
Raconte le film comme si tu étais dans le role princial!
Fruit machine http://classtools.net/ fruit_machine.htm
Creative Thinking Skills•Making links: Learners are given a selection of familiarwords and asked to make a concept map by adding connecting words between the words already on the list.The links can also be made from a series of pictures
•Making links to other subjects Using music, drama, ICT, history, geography, PSHE...
•AnalogiesUnderstanding what is unfamiliar comparing/contrasting it with something that is familiar
•Verbal tennisCan be used to revise vocabulary on a given topic or to tell a short story one word at a time.
http://www.wordle.net http://www.tagxedo.com/ http://taggalaxy.de/ http://www.screenpresso.com/ http://wisdom-soft.com/products/screenhunter_free.htm
Creative Thinking Skills
•Making links: Learners are given a selection of familiarwords 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
Reflective Learners Activities• Odd one out
raison saison pantalon couleur
Gender, phonic pattern, plural, verb, agreement, alphabetical, abstract, linked...
Can be done with words or pictures
Can teach Target Language for justifying oinions
Odd One Out - ModelOdd One Out - ModelPlays an
individual Sport
Only blond person
Only woman
Prof
essio
nal
Spor
tsmen
Not brilliant at
their chosen
careers!
Married Couple
British Celebrities
Jackie Howis AST Bennett Memorial Diocesan School
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
• Fact or opinion
“On mange mieux en France qu’en Angleterre”
Discute + 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• Teach part of the lesson: from initial vocabulary input
to re-introducing the past tense for regular –er verbs• 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.
• Mysteries• Living graphs
• Wikis: Collaborative Writing Task: http://langwitch.wikispaces.com/l%27histoire+sans+fin
Team Worker ActivitiesLiving Graphs
Team Worker Activities
•Collaborative Writing Task: •Wikis http://langwitch.wikispaces.com/l%27histoire+sans+fin
Widening your repertoire:• SYNTHESIS• Competition: Write excuses why you have not done
your homework/why you are late. • Brainstorm elements of a ghost story/fairy story,
research necessary language and write your own story.
• Poubelle/Basura/Enquête – from a selection of evidence decide what might have happened to a missing person/ somebody from the past.
Information-Processing Skills
•Locate and collect relevant information:Highlight positive adjectives, food suitable for vegetarians,Clothes you could buy as a present for your mother etc...
Sort, classify and sequence:By chronological order, gender, similar sounds, studentsclassify new phrases/ vocabulary and others to guess what the classification is.
Compare and contrast:e.g. Comparing example of verb endings/ adjectival Agreements to establish patterns.
Reasoning Skills
•Give reasons for opinions and actions•Draw inferences and make deductions•Make informed judgements and decisions Teacher’s questions must aim to give students opportunities to express reasons, deductions, judgements and decisions.
•Pourquoi c’est un passé composé?•Il est pour ou contre l’uniforme? Pourquoi? •Un livre vert, c’est bien. Comment dit-on “a green plant”?•What would you say if you had the complete opposite view?
Any more questions?
Enquiry Skills
•Ask relevant questionsStudents are shown text side-by-side with translationThey have 2 minutes to highlight what they understand And think of question about something they don’t Understand.
•Pose and define problemsShow examples of verbs following a specific rule mixedwith exceptions-where are the exceptions? Why?Canté Bailé Comí Escuché Fui Compramos
•Plan what to do and how to use a range of resourcesPlanning sheet, mindmaps
Enquiry Skills•Plan what to do and how to use a range of resourcesPlanning sheet, mindmaps
Analogies
MèrePieds
TableSalle de bains
Evaluation Skills
•Develop criteria for judging the value of what theyread, hear and do
2 stars and 1 wish Peer assessment (peer assessed by...)Look a your AFL good practice e.g. Feely gauge
Wikis http://langwitch.wikispaces.com/8qF1 http://langwitch.wikispaces.com/8qF1 (dicussion tab)
Evaluation Skills•Evaluate Information (Text/Picture)What is it/sort of text is it?Who is it aimed at? How do you know?What is inside?
Further ideas and examples– Secondary Strategy Leading in Learning
materials
http://nationalstrategies.standards.dcsf.gov.uk/node/96254?uc=force_uj
– Thinking Through MFL, Mei Lin & Cheryl Macky, Chris Kington Publishing
– Curriculum Now! Rachel Hawkes, ALL– PLTS in MFL Wiki http://pltsinmfl.wikispaces.com
SOLO Taxonomy
Stands 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.
Chris Harte, Head of Languages at Cramlington Learning Village has applied the taxonomy to language-learning
Are we allowing our students to make these connections?
• Strategies for embedding PLTS in your daily practice
• Audit your own practice • Promoting PLTS in your classroom• Widen your repertoire of Thinking Skills activities• ICT tools to support the development of ThinkingSkills resources
Integrating PLTS into the Modern Languages Classroom
Isabelle Jones, Head of Languages, The Radclyffe School, Oldham@icpjones http://twitter.com/icpjones My Languages Blog http://isabellejones.blogspot.com PLTS in MFL Wiki http://pltsinmfl.wikispaces.com