Presentation is loading. Please wait.

Presentation is loading. Please wait.

Developing independent learners.

Similar presentations


Presentation on theme: "Developing independent learners."— Presentation transcript:

1 Developing independent learners

2

3 What is independent learning?

4 Students think, act and react autonomously Students develop effective approaches to self-management as a learner Students are able to realistically appraise the gaps in their own learning and direct future progress

5

6 Burkina Faso Project A working example of an independent learning experience.

7 How did the project run? Aims & objectives were outlined to pupils, including assessment criteria set out against NC levels Pupils received initial teaching about perfect tense & time phrases Pupils make notes based on a structured fact finding mission about Burkina Faso: books, ICT, personal research, guided reading, focused materials Pupils use resources to source key verbs and vocabulary for their own writing – relating back to perfect tense teaching

8 Pupils evaluate a model against the assessment criteria: this could be in any skill area Pupils use Perfect tense knowledge and previous knowledge to construct their own piece of work: A day in the life... or My visit to… Pupils Peer and/or self assess their work Pupils redraft/improve their work Submit work for final marking or mark with student Marking sets clear indicators for improvement

9 What were the benefits? Links to PLTS Skills & processes within language work Allowed creative outcomes Group or individual work Differentiation inherent in task Intercultural understanding Cross-curricular opportunities Ownership

10 Other ‘Project based’ Ideas Produce a recipe book for the TL country The last supper: which 5 people – dead or alive would you invite for dinner and why? 5 Men in a balloon: who do you throw and why? Historical and/controversial events or debate Fantasy football/WAGS A day in the life of a famous person My dream holiday: Give budget, book tickets, book accommodation etc Murder mystery story Board game design/Computer game design

11

12 À partir de quand est-on riche ?

13

14

15 Decrivez l’image Vous aimez? Vous n’aimez pas? Pour quoi?

16 Year 7 Spanish Core Language yo – I tú – you él/ella – he/she Usted – you (polite, sing.) nosotros – we vosotros – you (fam.pl.) ellos/ellas – they Ustedes – you (polite, pl.) tengoI have tienesyou have tiene he/she/you have (pol.sing) tenemoswe have tenéis you have (fam.pl.) tienen they/you have (pol.pl.) tener – to haveser – to be soyI am eresyou are es he/she is/you are (pol.sing) somoswe are soisyou are (fam.pl.) son they/you are (pol.pl.) estoyI am estásyou are está he/she is/you are (pol.sing) estamoswe are estáisyou are (fam.pl.) estánthey/you are (pol.pl.) estar – to be Time words ahora – now antes – before después – after hoy – today ayer – yesterday mañana – tomorrow otra vez - again siempre – always a menudo – often a veces – sometimes nunca – never la semana pasada – last week la semana que viene – next week Referring to things una cosa – a thing esto – this eso – that algo (más) – something (else) otro – (an)other mucho – a lot (un) poco – (a) little muy – very todo – all/everything Making links y – and o – or también – also pero – but porque – because con – with sin - without Asking questions ¿Por qué? – why? ¿Qué? – what? ¿Cuándo? – when? ¿Dónde? – where? ¿Quién? – who? ¿Cuánto(s)? – how much/many? ¿Cómo? – how? Referring to places aquí – here allí - there Opinions Pienso que – I think that Creo que – I believe that Me parece que – it seems that.. puedo/puedeI can/he,she can quiero/quiereI want to/he,she wants to… tengo que/tiene queI have to/he has to… voy a/va a+ verbI’m going to/he is going to… (no) me (le) gustaI (don’t) like to/he doesn’t like to me (le) encantaI love to/he loves to… me (le) gustaríaI/he/she would like to… Pronouns Saying what you did fui – I went hice – I did ví – I saw jugué – I played comí – I ate bebí – I drank

17 Year 8 Spanish Core Language habléI spoke hablasteyou spoke habló he/she is/you spoke (pol.sing) hablamoswe spoke hablasteisyou spoke (fam.pl.) hablaraonthey/you spoke (pol.pl.) Time words ahora – now antes – before después – after hoy – today hoy en día – nowadays hace …años - …years ago ayer – yesterday mañana – tomorrow el año pasado – last week el año que viene – next week Making links también – also no..tampoco – neither sin - without Asking questions ¿Por qué? – why? ¿Qué? – what? ¿Cuándo? – when? ¿Dónde? – where? ¿Quién? – who? ¿Cuánto(s)? – how much/many? ¿Cómo? – how? aquí – here allí - there Sentence building (no) puedo / puedeI can(not) / s/he can (not)... (no) quiero / quiereI (don’t) want to / s/he (doesn’t) want(s)to… (no) queríaI (didn’t) want to / s/he (didn’t) want to... (no)tengo que/ (no)tiene queI (don’t)have to / s/he has to/ (s/he doesn’t have to..…) (no) tenía)I (didn’t) have to/ s/he (didn’t) have to.. voy a/va a+ verbI’m going to / s/he is going to… iba aI was going to / s/he was going to.. (no) me (le) gustaI (don’t) like to / s/he doesn’t like to me (le) encantaI love to / s/he loves to… me (le) gustaríaI/he/she would like to… Saying what you did fui – I went hice – I did ví – I saw comí – I ate bebí – I drank PresentePasado (Imperfecto) soy/ es I am/ s/he/it is eraI was/ s/he/it was estoy/ está I am/ s/he/it is estabaI was/ s/he/it was haythere is/ there are habíathere was/ there were tengo/ tiene I have/ s/he/it has teníaI had/ s/he/it had visitéI visited compréI bought me alojéI stayed nadéI swam paséI spent lo pasé bienI had a good time viajéI travelled juguéI played Comparing más...que – more than menos..que – less than tan + adj + como – as.as tanto(a,os,as) + noun + como – as many..as

18 Year 9 Spanish Core Language (no) puedo / puedeI can(not) / s/he can (not)... (no) quiero / quiereI (don’t) want to / s/he (doesn’t) want(s)to… (no) queríaI (didn’t) want to / s/he (didn’t) want to... (no)tengo que/ (no)tiene queI (don’t)have to / s/he has to/ (s/he doesn’t have to..…) (no) tenía)I (didn’t) have to/ s/he (didn’t) have to.. voy a/va aI’m going to / s/he is going to… iba aI was going to / s/he was going to.. (no) me (le) gustaI (don’t) like to / s/he doesn’t like to me (le) encantaI love to / s/he loves to… me (le) gustaríaI/he/she would like to… tenía pensadoI/s/he was planning to.. estaba a punto deI/s/he was about to.... acabo/acaba deI have just / s/he has just.... acabé/acabó deI had just / s/he had just... antes de/después debefore (doing).../after (doing) Sentence building Referring to belonging(s) mymi yourtu his/hersu yoursu ournuestro yourvuestro theirsu yoursu me teyou (singular familiar) lo (le)*he lashe lo/la(le)*you (singular formal) nosus osyou (plural familiar) losthem (masculine) lasthem (feminine) los/lasyou (plural formal) Referring to things & people How to refer to the future Infinitive + Yo (I)é Tú (you – 1 person, fam)ás él/ ella – he/sheá Usted – you – 1 person politeá Nosotros - weemos Vosotros – you pl., faméis ellos/ellas - theyán Ustedes – you pl., politeán no….nada not…at all, nothing, not anything no sé nada de esoI don’t know anything about that no…nunca never (not..ever) no voy nunca al cineI never to go the cinema no…nadie No-one (not anyone) no conozco a nadieI don’t know anyone Expressing negatives + verb in the INFINITIVE form

19 Transforming a text into..... Mind map Flow diagram Storyboard Chart Key word plan Venn diagram Graph Bullet points Conversation Vocabulary list Do all of this conversely to turn them into a text

20 theline Mariam a 12 ans ; son village Sigui-voussé est à une heure de marche du village de Lergho où son école se trouve. Mariam habite avec sa mère Awa et sa petite sœur Sali 9 ans dans une maison d’une pièce. Son père Boureima a sa maison à côté. Mariam est en classe de CM1 à l’école primaire de Lergho. Sa langue maternelle est le Bissa et tous les cours à l’école sont dispensés en Français. ‘’Notre école n’a pas d’uniforme mais j’ai des habits que je porte seulement quand je pars à l’école. Il fait toujours nuit le matin à 6 heures quand nous quittons la maison pour aller à l’école’’.

21 J’habite dans une maison d’une pièce. nous quittons la maison pour aller à l’école à 6 heures le matin Mon père Boureima a sa maison à côté. A une heure de marche dans le village de Lhergo. J’habite avec ma mère Awa et ma petite sœur

22 Comment est ta maison? A quelle heure tu quittes la maison pour aller à l’école? Ou habite ton père? Ou se trouve ton école? Ou habites-tu?

23 DescriptionFamilleDomicileEcole

24 se l é ve s’habillemanger rentr ée la pause é cole le soirse coucheautres

25 Turn a text into…… Mind map Flow diagram Storyboard Chart Key word plan Venn diagram Graph Bullet points Conversation Vocabulary list Do all of this conversely to turn them into a text

26 L’alcool, le tabac ou les drogues? L’alcool Le tabac Les drogues

27

28 Usmar: Pirate Parler des professions, des aspects positifs et négatifs d’une profession. Écrire un texte créatif sous forme de liste. Jouer avec les mots, les rimes. Argumenter, défendre sa position. Étudier le lexique des professions, des activités. Discutez les métiers mal vus. Identifier les plans. YouTube

29 In our planning... How can we make a task more enquiry based? How can we encourage independent use of the language? How can we allow creativity whilst maintaining academic rigour? Where can we provide opportunities for students to understand, evaluate and improve their learning?

30 lls/dalton.htm#knowledge

31

32 As I ride on the winds of change I spread my wings and embrace the strange Leaping in and out of mind Infinite possibilities there do I find by PhxDragonfly


Download ppt "Developing independent learners."

Similar presentations


Ads by Google