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Integrating PLTS into the Modern Languages Classroom Isabelle Jones, Head of Languages, The Radclyffe School,

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Presentation on theme: "Integrating PLTS into the Modern Languages Classroom Isabelle Jones, Head of Languages, The Radclyffe School,"— Presentation transcript:

1 Integrating PLTS into the Modern Languages Classroom Isabelle Jones, Head of Languages, The Radclyffe School, My Languages Blog PLTS in MFL Wiki

2 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 Thinking Skills resources

3 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?

4 National Strategies Online Modules Were at the start of the drive to promote Thinking Skills. Click on CPD => Module11: Thinking Skills (log-in needed)

5 Blooms Taxonomy Give opinions, assess/ criteria Express rules, summarise, create Identify patterns and rules Predict, infer Explain, describe, illustrate Information recall: identify, list

6 PRICE Taxonomy 5 types of Thinking Skills: Information-processing skills Reasoning skills Enquiry skills Creative Thinking skills Evaluation skills PRICEPRICE

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8 PLTS in the Secondary National Curriculum independent enquirer creative thinker reflective learner effective participator team worker self manager

9 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

10 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.

11 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

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13 Examples of languages activities Which PLTS area is it? Are there any overlaps?

14 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?

15 Audit and barriers What is creativity?

16 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 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 developing.htmlhttp://isabellejones.blogspot.com/2009/10/flip-cramlington-model-for- developing.html

17 Promoting PLTS: Mats

18 Promoting PLTS: Using cross-curricular Thinking Skills tools

19 Promoting PLTS: Using cross-curricular Thinking Skills tools

20 Promoting PLTS: Display

21 Strategies for Embedding PLTS: Overlaps

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23 C était comment?

24 Strategies for Embedding PLTS: Lesson Objectives Healthy Livingprep objectives.pptx

25 Write/ be prepared to say in French 7 things you do to keep healthy

26 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

27 Vers le succès (Steps to Success): Developing strategies to start off answers in different ways F/H Say & understand how time phrases, connectives, comparatives, reasons & opinions can improve your linguistic range H Practise 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

28 Showing off your PLTS- example of a lesson with PLTS-integrated activities Wed20Oct-Les addictions.ppt

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30 La dépendance How to discuss addictions and give your opinion about them Objectif: SEAL objectives: Empathy (green) I understand others point of view & pay attention to them I value other peoples beliefs and cultures

31 Vers le succès (Steps to Success): Be able to say, understand and compare different types of addictions F How to say and understand reasons why young people are attracted to these addictions F/H How 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

32 Le tabac Le cannabis Lalcool Lhéroïne Le jeu Le shopping La cocaïne Le travail Les médicaments

33 Points forts et Points faibles Lalcool: Cest relaxant mais cest cher Le jeu Le tabac La drogue Plus … que (more … than) Moins … que (less … than) Aussi … que (as… as) Lalcool: Cest plus relaxant que le jeu mais cest aussi cher que le tabac

34 Diamond Nine activity2.notebook

35 Diamond nine cards.doc

36 Pourquoi les addictions? 1. Pour échapper à la Pour se révolter contre ses Pour faire comme les Pour Pour comment cest. 6. Pour se : cest déstressant. 7. Pour se donner réalitéparents copains expérimenter relaxer confiance

37 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 cest. 6. Pour se relaxer: cest déstressant. 7. Pour se donner confiance.

38 Pourquoi pas? 1. Parce que ça sent mauvais 2. Parce que cest dégoûtant 3. Parce que ça donne le cancer 4. Parce que ça cause des crises cardiaques 5. Parce que cest facile de devenir dépendant 6. Parce que cest trop cher 7. Parce que cest du gaspillage 8. Parce que cest difficile darrêter 9. Parce que cest illégal 10.Parce que cest dangereux 11.Parce que cest mauvais pour le foie 12.Parce que ça fait grossir/ ça coupe lappétit 13.Parce ce que cest mauvais pour la santé

39 Lalcool, le tabac ou les drogues? Lalcool Le tabac Les drogues

40 Et toi, quest-ce que tu penses … de lalcool du tabac de la drogue Minimum 10 words Use: Je pense que cest… Parce que …

41 La dépendance How to discuss addictions and give your opinion about them Objectif: SEAL objectives: Empathy (green) I understand others point of view & pay attention to them I value other peoples beliefs and cultures

42 Vers le succès (Steps to Success): Be able to say, understand and compare different types of addictions F How to say and understand reasons why young people are attracted to these addictions F/H How 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?

43 Showing off your PLTS- example of a lesson with PLTS-integrated activities DLP20Oct2010-Detailed Lesson Plan

44 Full document To be included On the plts wiki

45 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)

46 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

47 Typical PLTS-focused MFL activities Thinking through Modern Foreign Languages Mei Lin and Cheryl Mackay, Chris Kington Publishing

48 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

49 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

50 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.

51 Independent Enquirer Activities Mysteries

52 Intercultural understanding-identify features Independent Enquirers

53 Intercultural understanding-reflecting on identity Je viens de la où... Find songs with repetitive structures And get students to be more Creative with the language...

54 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 Rebus Malin iphone

55 Creative Thinker Activities 2W0 2W0 Stromae-Alors on danse... Structure suggested for students own poem/ song (complete) examples of students responses Qui dit amour dit …haine/ famille Qui dit parents dit…bagarres/ problèmes Qui dit enfants dit …futur/larmes Qui dit vacances dit …rire/ désastre Qui dit études dit …travail/ennui Oui dit travail dit …argent/ennui Qui dit copains dit...amusement/bavarder

56 Creative Thinkers Activities Create your own sandwich, fruit drink, ice cream... Invent mnemonics for particular vocabulary/ grammar rule Je N pas aime

57 Creative Thinkers Activities Poems: calligrams (word mosaic) Image Chef: How would you use these symbols? What other symbols might you find useful?

58 Creative Thinkers Activities Raps & rhythms jai un chat, Hannibal tu as un animal? elle a un chien. nous avons un lapin vous avez des lions? elles ont deux serpents longs jai des poissons. Le Rap

59 Creative Thinkers Activities Songs/ Poems: Ne Me quitte pas (Jacques Brel)

60 Creative Thinkers Activities Rebus : Rebus Je mappelle Isabelle Cest lundi Jaime les chats blancs

61 Creative Thinking Skills My Film dice game (can be done in English or TL) A.Le role principal 1=une petite fille2=un adolescent 3=une grand-mère 4=une tortue5=une danseuse6=un chanteur de rock B. L événement principal 1=un spectacle2=des vacances horribles 3=un cambriolage 4=un voyage5=un concert6=une course B. Le lieu principal 1=l école2=les Bahamas 3=un château hanté 4=un bateau de croisière5=un stade6=un musée Raconte le film comme si tu étais dans le role princial! Fruit machine

62 Creative Thinking Skills 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. The links can also be made from a series of pictures Making links to other subjects Using music, drama, ICT, history, geography, PSHE... Analogies Understanding what is unfamiliar comparing/contrasting it with something that is familiar Verbal tennis Can be used to revise vocabulary on a given topic or to tell a short story one word at a time.

63 Creative Thinking Skills 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.

64 Reflective Learners Activities Odd one out raisonsaisonpantaloncouleur Gender, phonic pattern, plural, verb, agreement, alphabetical, abstract, linked... Can be done with words or pictures Can teach Target Language for justifying oinions

65 Odd One Out - Model Plays an individual Sport Only blond person Only woman Professional Sportsmen Not brilliant at their chosen careers! Married Couple British Celebrities Jackie Howis AST Bennett Memorial Diocesan School

66 desayunarcomermerendarcenamosdescansar lechepanzumotécafé quesojamónmermeladafrutagolosinas despiertadesayunaenergíacomecena aguatostadascerealesquesouvas frutasverdurashortalizascerealesdulces ¡Pilla al intruso! Rachel Hawkes

67 Fact or opinion On mange mieux en France quen Angleterre Discute + range les phrases selon leurs catégories 2 stars and 1 wish Direct/ Post-it notes/ wallwisher

68 Reflective Learners Activities 2 stars and a wish (direct/ post-it notes/ wallwisher)

69 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...

70 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: +fin +fin

71 Team Worker Activities Living Graphs

72 Team Worker Activities Collaborative Writing Task: Wikis

73 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.

74 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, students classify 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.

75 Reasoning Skills Give reasons for opinions and actions Draw inferences and make deductions Make informed judgements and decisions Teachers questions must aim to give students opportunities to express reasons, deductions, judgements and decisions. Pourquoi cest un passé composé? Il est pour ou contre luniforme? Pourquoi? Un livre vert, cest bien. Comment dit-on a green plant? What would you say if you had the complete opposite view? Any more questions?

76 Enquiry Skills Ask relevant questions Students are shown text side-by-side with translation They have 2 minutes to highlight what they understand And think of question about something they dont Understand. Pose and define problems Show examples of verbs following a specific rule mixed with exceptions-where are the exceptions? Why? Canté BailéComí Escuché Fui Compramos Plan what to do and how to use a range of resources Planning sheet, mindmaps

77 Enquiry Skills Plan what to do and how to use a range of resources Planning sheet, mindmaps

78 Analogies Create pairs of related words: Père et Chaussures et Mère Pieds Make/guess the analogy: Manger + bois = Maison + douche = Table Salle de bains Use unusual image/ sound associations: Students ownEquitación (galloping sound) Je suis (I eat sweet) Pink car (voiture is feminine) Blue car (coche is masculine)

79 Evaluation Skills Develop criteria for judging the value of what they read, hear and do 2 stars and 1 wish Peer assessment (peer assessed by...) Look a your AFL good practice e.g. Feely gauge Wikis (dicussion tab)

80 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?

81 Further ideas and examples –Secondary Strategy Leading in Learning materials ode/96254?uc=force_uj –Thinking Through MFL, Mei Lin & Cheryl Macky, Chris Kington Publishing –Curriculum Now! Rachel Hawkes, ALL – PLTS in MFL Wiki

82 SOLO Taxonomy Stands for Structures of Observed Learning Outcomes Developed by Biggs and Collis in 1982 Describes levels of increasing complexity in a students 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-learningto language-learning Are we allowing our students to make these connections?

83 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 Thinking Skills resources

84 Integrating PLTS into the Modern Languages Classroom Isabelle Jones, Head of Languages, The Radclyffe School, My Languages Blog PLTS in MFL Wiki


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