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Key Stage 3 National Strategy Foundation Subjects MFL: optional module 3
© Crown copyright 2003 Key Stage 3 National StrategySlide 3.1 Objectives for module 3 To examine modelling as a teaching strategy To understand the purpose of modelling and some modelling techniques To identify opportunities for modelling To consider and evaluate some examples of modelling To encourage active follow-up by participants
© Crown copyright 2003 Key Stage 3 National StrategySlide 3.2 Why model? To show effective ways of working To make good use of the teacher’s expertise To give pupils the confidence to try things for themselves To make pupils more independent To involve pupils in their own learning To make learning more inclusive
© Crown copyright 2003 Key Stage 3 National StrategySlide 3.3 What does modelling involve? Modelling involves the teacher acting as ‘expert’: giving pupils a clear picture of what constitutes a good response to a task helping pupils to learn new skills or processes that will enable them to emulate the expert demonstrating and making explicit these skills or processes
© Crown copyright 2003 Key Stage 3 National StrategySlide 3.4 What are good modelling techniques? Good modelling techniques include: giving visual demonstrations thinking aloud whilst speaking in the first person slowing the process down deliberately using subject-specific vocabulary inviting questions and discussion helping pupils to practise new skills and processes with prompts and scaffolds withdrawing support so that pupils can operate independently
© Crown copyright 2003 Key Stage 3 National StrategySlide 3.5 Learning new words: pronunciation To help pupils to learn how to pronounce new words accurately and independently, the teacher could model: thinking back to a previously learned rule, for example consonants at the end of words are not usually sounded thinking back to a known word featuring a letter string from the list, for example the sound of ui in cuisine (from huit), the sound of on in balcon (from crayon) saying the word aloud (or alternatively subvocalising the pronunciation), maybe trying one or two alternatives, to see if it ‘sounds right’
© Crown copyright 2003 Key Stage 3 National StrategySlide 3.6 Learning new words: meaning To teach pupils how to learn the meaning of new words quickly and independently, the teacher could model: looking for clues to assist memory in the word itself, for example: – garage (cognate) – balcon (near cognate) – chambre (the word chamber was used for a bedroom in the past; meaning of chambermaid) – jardin contains four of the letters of garden inventing a ‘one-off’ clue to assist memory through the association of ideas, for example ‘I’ll show (rez-de-chaussée) you the ground floor’ using a simple ‘look, say, cover, say, check’ strategy, from French to English and from English to French
© Crown copyright 2003 Key Stage 3 National StrategySlide 3.7 Learning new words: gender To teach pupils how to learn the gender of new nouns, the teacher could model: saying the nouns aloud and repeating the gender marker, for example le balcon – le looking for patterns / applying early knowledge of known patterns, for example many nouns ending with e are feminine noting exceptions, for example balcon and salon are masculine but maison is feminine applying another gender marker to the noun, for example ma chambre, un jardin
© Crown copyright 2003 Key Stage 3 National StrategySlide 3.8 Learning new words: spelling To teach pupils how to spell new words accurately and independently, the teacher could model: identifying key features of words that will require attention, for example: – the grave accent in salle à manger – the difference between apartment in English and appartement in French using a simple ‘look, say, cover, write, check’ strategy The teacher could also invite pupils to explain and model any further strategies that they find helpful.
© Crown copyright 2003 Key Stage 3 National StrategySlide 3.9 Next steps Identify with colleagues the qualities and skills that pupils need to have in order to work effectively in pairs and small groups. Then discuss whether any of these qualities and skills could be developed through modelling. Look at the objectives in the Listening and speaking strand of the Framework. Discuss with colleagues whether teacher modelling could help pupils to address any of these objectives. What exactly would need to be modelled? How could this be done? Look at the video supporting modelling in module 6 of the Foundation Subjects training materials. Observing teachers using effective techniques in other subjects can be interesting and informative. So can observing the way that pupils respond.
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