Themes
• Independent learning and OFSTED outstanding learning
• The Radclyffe L-E-A-R-N model and Learning & Teaching languages
• Good practice and routines to support students’ independence in the
languages classroom
• Resources to support students’ independent learning
• Thinking skills and independent learning in MFL
• Target-setting and reviewing learning in MFL-sharing good practice,
tips & tricks
• Mini-projects

Page 2

Independent Learning and OFSTED
Outstanding learning
• Outstanding lessons
• The work is pitched at a level that is achievable if individual pupils work hard and
try their very best
• Pupils with specific learning needs receive support at the time and level it is
required to optimise their learning
• The work includes opportunities to develop pupils' skills in reading, writing,
mathematics and ICT, as well as providing opportunities for extending wider skills
such as research and co-operative working
• The tasks themselves enthuse pupils so that they persevere when faced with
difficult problems and are keen to succeed and to learn more
• The pace of learning is optimised throughout the lesson by the teacher being able
to use the time to the best effect in supporting pupils at the time they need such
support

Page 3

MFL Survey visits
• Outstanding
“Pupils show exceptional independence in their studies and can
use a range of resources including ICT to develop their
language skills and investigate aspects that interest them”

“The precisely targeted support provided but other adults
encourages all pupils to develop independence and a desire
to use the target language for real communication”

Page 4

Areas seen as lacking in last OFSTED
subject report
• Target Language and speaking skills
• Use of reading materials/ authentic materials
• Broader approaches to learning & teaching
and creative use of ICT
• Development of independent language
learning skills good enough to support post 16
studies

Page 5

Challenges for Languages Teachers
• How do you personalise learning to the extent
that each language learner can progress
independently to stretch themselves?
• How do you provide feedback/ individualised
support within a language lesson?
• How do you develop research skills and co-
operative working?

Page 6

Back to basics…

With thanks to The Radclyffe’s Independence Group
Page 7

Our Learning Skills and Attitudes: A check list to discuss

Lock onto learning Alone and with others
∀Have high aspirations ∀Make decisions, after
∀Seek out challenge considering consequences
∀Work towards a goal ∀Take responsibility for home
with focus Explore possibilities learning Reflect on Never give up
∀Use initiative ∀Know how to approach a ∀Develop effective revision ∀Celebrate being
∀Take risks techniques
progress
problem ∀Identify stuck
∀Be self-motivated ∀Ask questions ∀Use B4ME ASE ∀Persevere
∀Identify questions to opportunities and
∀Generate ideas ∀Communicate learning in ∀Develop a growth
answer steps for
∀Use resources skilfully relevant ways mind set
∀Remember equipment improvement
∀Analyse and evaluate ∀Collaborate with others ∀Have confidence
∀Plan effectively ∀Set and review
information ∀Reach agreements ∀See challenge as a
∀Manage time well targets
∀Consider different ∀Use self-control and show learning opportunity
∀Continually
∀Recognise preferred perspectives respect ∀Anticipate blockers
evaluate
leaning style ∀Make connections ∀Provide constructive feedback and obstacles
performance
∀Question assumptions ∀Develop communication skills ∀Respond positively
∀Celebrate
∀Be able to summarise (reading, writing, oral). to change.
achievements
∀Support summaries with ∀Develop discussion, ∀Develop strategies
∀Learn from
evidence persuasion, and resolution skills. for managing feelings
mistakes
∀Be flexible ∀Respond positively
to criticism

Page 8

Learn Independently
• What are your top 5 for languages from our
whole school list?
• What have you implemented in your
classroom to develop your top 5? What are
you planning to develop?

Page 9

Routines
• Organisers/ pens
• Dictionaries: use / buy
• Target-setting: more individual involvement
• Homework: booklet/ online resources
• Experimental use of Social media: Twitter and
Edmodo

Page 10

Resources and ideas to develop
independent learners
• 1.

• 2.

• 3.

Page 11

What sort of qualities, skills and
attitudes does a GCSE student need to
have in order to be successful in the
speaking and the writing Controlled
Assessment?

Page 12

• Cope with a greater degree of unpredictability
⇒Student independence: phonic rules, use of dictionary
& verb tables.
• Understand and use more accurately a widening range of
vocabulary and structures, including some unfamiliar language
=>intercultural understanding, inferences from English and/or
other known language, use of para-linguistic clues (visuals, tone of
voice, bold, italics etc…), memorisation techniques.
• Understand and discuss issues and opinions
=>Knowledge of a range of structures, connectives and synonyms,
linking ideas and points of view in a well-organised way.
• Give full description and accounts
=>proofreading ability, peer assessment & support, memorisation
techniques.

AQA GCSE specification-context and purposes
Page 13

A Juggling Act

• Content readability
• Length
• Range of structures
• Accuracy
• Pronunciation
• Memorisation/ Independence

Page 14

PLTS in the Secondary National Curriculum
self manager

independent enquirer

creative thinker

reflective learner team worker

effective participator

Page 15

How can PLTS help?
• Not a new concept:
Personal, Learning + Thinking Skills
• Independent learning skills
• Learners’ social interactions
• Making the link between ideas
• Transferring knowledge of patterns
• NOT a government initiative-focus
for good practice
Page 16

How can PLTS help?
Students gain in confidence when:

•They have opportunities to access a wide range of
learning and teaching styles and to explore what
works for them
•They are aware of their strengths and they have
strategies to deal with their weaknesses
•They understand what level of development they
are at and how to develop further
•They start becoming more independent

Page 17

How can PLTS help?
Giving students opportunities for independence
Bloom’s Taxonomy (1956)

Evaluate, judge, defend, criticise, justify, choose

Hypothesize, discuss, compare, create, construct

Analyse, organise, deduce, contrast, distinguish

Manipulate, classify, apply, modify, illustrate, solve

Explain, describe, visualise, illustrate, paraphrase

Recall,identify, list, name, define, show, recognise
Recall, identify, list, name, define, show, recognise

Cognitive Domain Free Powerpoint Templates
Page 18

How can PLTS help?
Bloom’s Taxonomy (1956)
Attributes/qualities content skills

Internalise
Naturalisation
values system

Organise ideas Articulation

Value ideas Develop precision

Respond to ideas Manipulate

Receive ideas Imitate

Affective Domain Cognitive Domain Psychomotor Domain
Page 19

SOLO Taxonomy
Stands for Structures of Observed Learning Outcomes
Developed by Biggs and Collis in 1982
Describes levels of increasing complexity in a student’s
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 in an independent
manner.
Are we allowing our students to make these
connections?
http://pamhook.com/
Page 20

Page 21

SOLO Taxonomy
SOLO level Verbs
Number
Extended Abstract Generalise, predict, evaluate, reflect,
affect other
hypothesise, theorise, create, prove, plan, words too
justify, argue, compose, prioritise, design,
construct, perform
Relational Sequence, classify, compare and contrast, How gender
explain causes, explain effects, analyse (part- affect
other words:
whole), form an analogy, organise, adj, poss…
distinguish, interview, question, relate, apply
Multistructural Describe, list, outline, follow an algorithm, Patterns
combine
Unistructural Define, identify, name, draw, find, label, Gender
match, follow a simple procedure

Verbs for declarative and functioning knowledge-
Common task descriptorsPowerpoint Templates Educational Achievement (NCEA)
Free for the National Certificate of
GCSE/AS/A level
Page 22

Strategies for developing
reflective independent learners
• Introducing Meta-language to talk about learning:
mats, display
• Overlaps with AFL and SEAL: understanding of
assessment criteria, different types of
motivation…
• Focus on developing PLTS as a wholeschool
approach
• http://isabellejones.blogspot.com/2009/10/flip-cramlington-model-for-developing.html
• http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html

Page 23

Developing Reflective independent learners: Mats

PLTS and SEAL:
Display/ Overlaps

PLTS/AFL overlaps:
Lesson Objectives

Objectifs:
Objectifs:

• Look at the specific skills required to do well the Speaking Controlled Assessment

• Identify and use “interesting” phrases to improve the range of the language used

SEAL objectives: Motivation (red)
•I monitor and evaluate my own work
•I set challenges and targets for myself and celebrate
when I achieve them

Page 26

PLTS/AFL overlaps:
Lesson Objectives
Vers le succès (Steps to Success):
•Developing strategies to start off answers in different
ways
•Say & understand how time phrases, connectives,
comparatives, reasons & opinions can improve your
linguistic range
•Practise speaking ensuring you do not pronounce
silent letters
Vers le progrès (Path to Progress):
Be able to develop your speaking answers using a
range of structures

• Recognise your strengths
• Be aware of how you are doing
• Learn from mistakes
Page 27

vendredi 3 février

Qu’est-ce qu’on va faire?
Today’s target:
Talking about what you are going to do in
the evening

Steps to Success:• Revise familiar verbs in the present tense
• Use “on va” as an introduction to using the
future tense (5c)

Path to progress: • Understanding the future tense (L5)

Self awareness
Motivation

Page 28

Reflective Independent
Languages Activities
individual
pair Small group
wholeclass

•Use mystery pictures: Flickr/ photo apps: Pinterest
•Use authentic pictures Flickr groups / my TES page
•Use links between pictures: and, but
•Compare pictures : use comparative and justified opinions
•Describe what happened before
•Describe what might happen after
•Read/Listen to clues to identify one specific picture without actually
saying the key word (taboo)
reading
writing
listening

s speaking
Page 29

L’alcool, le tabac ou les drogues?

Le tabac
L’alcool

Les drogues
Page 30

Student-based Languages
Activities
Le
tabac

Les Le
médicaments cannabis

La cocaïne
L’ héroïne Le travail

Le shopping Le jeu

L’alcool http://classtools.net/

Page 31

Speaking and Teacher Talk
• Teacher use of the Target Language
• Opportunities for students to speak the language for
a real purpose
• Safe environment for speaking
• Pronunciation and student confidence: for or against
choral repetition?
• Something to aim for: Group Talk
http://www.teachfind.com/teachers-tv/mfl-implementing-grou

Page 32

1 2 3 4

idée
araignée éléphant oublier
5 6 7 8

univers cochon cicliste maison
9 10 11 12

voiture lapin gymnastique manger
13 14 15 16

France menton eau fille

Je ne vais pas gaspiller
l’électricité et l’eau.

Page 34

Cross-curricular contexts
Art: colours and descriptions, biographies, use of visuals
and 3D “hooks”
Music: rhymes, sounds and rhythm
Drama: role-play/ puppets
History: a new slant on what they are familiar with e.g. ww2
Geography: Barcelona, Paris, the environment, fair trade
Dance: cultural aspects, use movement to remember
Media studies: looking at advertising or short films
Cultural awareness and identity: celebrate and promote diversity
pictures, music, the French and Spanish-speaking world …

Page 35

Cross-curricular context:
Le masque/ La máscara

Page 36

Le rap
J’ai un chat, Hannibal pronunciation
Verb paradigms
Tu as un animal? Link with phonics
Rhymes
Il a un chien. Swap rhyming words around

Elle a un lapin.
Nous avons des poissons
Vous avez des lions?
Ils ont deux serpents longs

Page 37

Rap: Trouve la rime!
1.Find a theme

2.Write down 5 key words linked with the theme

3.Think of possible rhyming word. Remember suffixes that are the same or
nearly the same in both languages e.g. ción/ tion, ism/ isme/ ismo using rhyme
dictionary/apps

4.Fill in the gaps!

Page 38

Cross-curricular context
Memorisation to a tune: Songify

Avoir.m4a
Tener.m4a

Page 39

ICT support for learners: in
and out of the classroom
Online dictionary and apps vs paper dictionary http://www.wordreference.com/
Le Robert-Dixel http://itunes.apple.com/fr/app/le-robert-dictionnaire-dixel/id324277188?mt=8

Verb apps and verb tables http://www.bescherelle.com/
http://www.elconjugador.com/enindex.php?newlang=Y&langvalue=en

Recording themselves to improve accent: audacity/ phone, voki, text-to-speech,
FLA or teacher. http://text-to-speech.imtranslator.net/ http://voki.com/

Opportunities to practise speaking without a public performance
Homework or extension work send via Edmodo (free) or My works (subscription)

Page 40

ICT support for learners: in
and out of the classroom
VLE: homework, consolidation and extension work

Facebook page: Departmental/ Faculty page with links promoting languages

Blog/ wiki: http://chilternedgemfl.typepad.com/chiltern-edge-mfl/
http://langwitch.org/stmichaelsmfl/
http://stmichaelsmfl.wikispaces.com/

App list: https://docs.google.com/spreadsheet/ccc?key=0AjQhXECgd8S1dHQ1TVVZUlQ4aTdEeW03TWJnN2t6cEE&authkey=CP-j5ZEP

Page 41

AFL and Student Independence

Self and peer assessment: proofreading/ developing students’
understanding of assessment criteria

Understanding criteria: what I am at/ how do I move on
(break it down/ beware of oversimplification)

Peer assessment: oral/ written feedback

Student training needs to be included in Schemes of Work

Page 42

Confidence-building activities
Teach a sophisticated language item to the rest of the class

Parallel texts: e.g. wikipedia article with questions in the target
language to answer/information to organise from an article in the
target language.

Positive reading: highlight known words and cognates

Predictive listening: use the context to guess what is
going to be mentioned on the recording.

Teach about context: use a check list

Show them how much they know already and
where they can go to find out more about what
they don’t know yet… Page 43

Mini projects?

Page 44

Themes
• Independent learning and OFSTED outstanding learning
• The Radclyffe L-E-A-R-N model and Learning & Teaching languages
• Good practice and routines to support students’ independence in the
languages classroom
• Resources to support students’ independent learning
• Thinking skills and independent learning in MFL
• Target-setting and reviewing learning in MFL-sharing good practice,
tips & tricks
• Mini-projects

Page 45

Developing students’ Independent
Learning Skills in Languages
Isabelle Jones, The Radclyffe School

My Languages Blog
http://isabellejones.blogspot.com
Twitter: @icpjones

http://mfloldham.pbworks.com
Page 46

Oldham MFL Network Event 13-07-12

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