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Final Plenary Session Professional Development Consortium in MFL.

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Presentation on theme: "Final Plenary Session Professional Development Consortium in MFL."— Presentation transcript:

1 Final Plenary Session Professional Development Consortium in MFL

2 Challenges What challenges do we face when we want to implement these research based principles of language teaching?

3 A professional development project Two (fairly) experienced teachers: Jeanne and Christelle (different schools) From Macaro & Mutton 2002.

4 Method Focused on three lessons each. Researcher analysed the interaction: 1.amount of participant talk; 2.turn taking patterns; 3.use of nouns and verbs Teacher watched video, examined the analysis, commented on it.

5 Christelle’s three lessons. Lesson 1 (51.5 minutes) Lesson 2 (42.5 minutes) Lesson 3 (54.8 minutes) % of whole lesson % of interaction % of whole lesson % of interaction % of whole lesson % of interaction Total 1:30 interaction time 58.379.871.7 Total non interaction time: 41.720.228.3 Total Teacher Talk4678.96682.756.678.9 Total Students Talk12.220.913.817.215.121.1 Christelle unable to change pattern of Interaction over 3 lessons

6 Jeanne’s three lessons. Lesson 1 (53.2 minutes) Lesson 2 (67.3 minutes) Lesson 3 (49.5 minutes) % of whole lesson % of interaction % of whole lesson % of interaction % of whole lesson % of interaction Total 1:30 interaction time 6665.688.3 Total non interaction time: 3434.411.7 Total Teacher Talk5278.753.281.059.967.7 Total Students Talk1421.212.418.928.432.0 Lesson 3: Jeanne made determined effort to change the pattern of interaction

7 Christelle’s Turn Analysis for Lesson 2 Total length of sequence Total & Mean length of teacher turns Total & Mean length of student Turns Longest student (L2) turn Sequence 1 (Q&A sequence: single word responses) 104.4 seconds (85.3 seconds) 5.6 seconds (19.1 seconds) 1.1 seconds 3.5 seconds Sequence 2 (team game – single word responses) 415.2 seconds (345.0 seconds) 8.8 seconds (70.2 seconds) 1.8 seconds 4.6 seconds

8 Teacher: Jeanne Lesson: 2 Total length of sequence Total Length and Mean length of teacher turns Total Length and Mean length of student Turns Longest student (L2) turn Sequence 1 (Q&A: single word responses) 91.3 seconds(74.3 seconds) 5.3 seconds (17 seconds) 1.3 seconds 2.8 seconds Sequence 2 (Q&A: single word responses) 122.1 seconds (101.8 seconds) 6.3 seconds (20.3 seconds) 1.2 seconds 2.4 seconds Jeanne’s Turn Analysis for Lesson 2

9 Total length of sequence Total Length & Mean length of teacher turns Total Length & Mean length of student Turns Longest student (L2) turn Sequence Q&A: single/ multiple phrase responses 292 seconds132.2 seconds 4.1 seconds 147. 6 seconds 4.7 seconds 17.3 seconds Jeanne made determined effort to change pattern of interaction Jeanne’s Turn Analysis for Lesson 3

10 Noun and Verb patterns in Christelle’s interaction with class Lesson 1Lesson 2Lesson 3 TeacherpupilsTeacherpupilsTeacherpupils Nouns231109396110429174 Verbs281353434643032

11 Lesson 1Lesson 2Lesson 3 TeacherpupilsTeacherpupilsTeacherpupils Nouns350137564297443173 Verbs2835641232727291 Noun and Verb patterns in Jeanne’s interaction with class

12 Discussion What could have made it possible for Jeanne to bring about change in her interaction but not Christelle?

13 The power of assessment MFL teaching is very strongly influenced by the assessment system Currently we have the National Curriculum system of assessment We believe: in order to work towards the 8 principles the assessment system needs to change.

14 A new assessment system… Will prioritise skills development based on what research tells us about how learners progress in the 4 skills Linguistic knowledge (vocabulary and grammar) will be a supporting strand in assessment not a leading strand ‘process’ will need to be assessed as well as ‘product’ – strategic behaviour of students monitored 8 levels of attainment will (probably) be reduced A best fit approach will be used Teacher professionalism trusted to make judgements as well as objective measurements

15 Our invitation to you! Help us develop a new and research-based system of assessment by trying it out in your schools and giving us feedback We will work with you and offer support at a distance Materials on website – details to follow Please now look at your second questionnaire and complete it, if you are happy to do so Evaluation sheet!

16 To be added to the #PDC list on twitter, follow @HeikeBruton. Follow our PDC in MFL blog: pdcinmfl.wordpress.com


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