Presentation on theme: "Personal Learning & Thinking Skills in the Languages Classroom"— Presentation transcript:
1Personal Learning & Thinking Skills in the Languages Classroom Isabelle Jones, Head of Languages, The Radclyffe School, OldhamMy Languages BlogPLTS in MFL Wiki
2You will...Look at strategies for embedding PLTS in your daily practiceAudit your own practiceConsider different approaches to promote PLTS in your classroomWiden your repertoire of Thinking Skills activitiesFind out what ICT tools can support the development of PLTS resources
3Are PLTS here to stay? Not a new concept: Personal Learning + Thinking SkillsIndependent learning skillsLearners’ social interactionsMaking the link/ transfer knowledgeNOT a government initiative-focus for good practice
4Bloom’s Taxonomy Give opinions, assess/ criteria Express rules, summarise, createIdentify patterns and rulesPredict, inferExplain, describe, illustrateInformation recall: identify, list
6PLTS in the Secondary National Curriculum self managerindependent enquirercreative thinkerreflective learnerteam workereffective participator
7Embedding 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”
8Embedding PLTS the BLP Way The 4 RsResilience: absorption, managing distractions, noticing, perseverance;Resourcefulness: questioning, making links, imagining, reasoning, capitalising;Reflectiveness: planning, revising, distilling, meta-learning;Reciprocity: interdependance, collaboration, empathy and listening.
9Audit your own practice 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 arethe most difficult to integrate?Why?
10Strategies for Embedding PLTS Aiming to deliver a wide variety of tasks ina 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.
11Strategies for Embedding PLTS Introducing Meta-language to talk about learning: mats, displayOverlaps with AFL and SEALTraining of support staff like FLAsFocus on developing PLTS as a wholeschool approach
17Strategies for Embedding PLTS: Lesson ObjectivesObjectifs:Look at the specific skills required to do well the Speaking Controlled AssessmentIdentify and use “interesting” phrases to improve the range of the language usedSEAL objectives: Motivation (red)I monitor and evaluate my own workI set challenges and targets for myself and celebrate when I achieve them
18Strategies for Embedding PLTS: Lesson ObjectivesVers le succès (Steps to Success):Developing strategies to start off answers in different waysSay & understand how time phrases, connectives, comparatives, reasons & opinions can improve your linguistic rangePractise speaking ensuring you do not pronounce silent lettersVers le progrès (Path to Progress):Be able to develop your speaking answers using a range of structuresRecognise your strengthsBe aware of how you are doingLearn from mistakes
19Strategies for Developing PLTS through languages activities Use mystery picturesUse links between pictures: and, butCompare pictures : use comprative, becauseSay what happened beforeSay what might happen afterRead/Listen to clues to identify one specificpicture
21Points forts et Points faibles L’alcool: C’est relaxant mais c’est cherLe jeuLe tabacPlus … que (more … than)Moins … que (less … than)Aussi … que (as… as)La drogueL’alcool: C’est plus relaxant que le jeu maisc’est aussi cher que le tabac
23Pourquoi 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
25Showing off your PLTS KS3 or KS4 lesson on healthy eating What would you do to “show off your PLTS”?Classroom set-upActivitiesResources (including ICT if relevant)
26How 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 learnersCross-curricular support/time dedicated to skills building across the curriculum
27Independent Enquirer Activities Intercultural understanding-identify featuresFlickrtaggalaaxyFrench GoogleSpanish Google
28Independent Enquirer Activities Intercultural understanding-reflecting on identity and finding out about FranceFind songs with repetitive structuresAnd get students to also be moreCreative with the language...Je viens de là où...
29Creative Thinkers Activities Poems: recipes, acrostics, calligrams, comparisonsSong-Stromae “Alors on danse” [Lyrics world app]Transfer structure: Stromae_on_danse : Qui dit...RebusRebus Malin iphone
30Creative Thinkers Activities Stromae-Alors on danse...Structure suggested for students’own poem/ song (complete)examples of student’s responsesQui 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
31Creative Thinkers Activities 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.
32Reflective Learners Activities Fact or opinion“On mange mieux en France qu’en Angleterre”Discute et range les phrases selon leurs catégories2 stars and 1 wishDirectPost-it notesWallwisher
33Reflective Learners Activities 2 stars and a wish (direct/ post-it notes/ wallwisher)
34Effective Participator Activities Get involved in outreach activities: resources for Primary (mini books, recording stories, using video-conferencing), open eveningOrganising a languages club/ caféInvolvement in activities to prepare for a trip, exchange, option eveningDisplays, videos, LAFTA competition...
35Team Worker Activities Running dictation/ collective memoryStudents 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 originalWikis: Collaborative Writing Task:
37SOLO Taxonomy Stands for Structures of Observed Learning Outcomes Developed by Biggs and Collis in 1982Describes levels of increasing complexity in a student’s understanding of a subjectWith 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.Are we allowing our students to make these connections?
38You should have ...More ideas for strategies to embed PLTS in your daily practiceReflected on your own practiceConsidered different approaches to promote PLTS in your classroomA wider repertoire of Thinking Skills activitiesFound out what ICT tools can support the development of PLTS resources
39Personal Learning & Thinking Skills in the Languages Classroom Isabelle Jones, Head of Languages, The Radclyffe School, OldhamMy Languages BlogPLTS in MFL Wiki