Yes You Can

Yes You Can!
Creating Confident and Independent
Language Learners
Isabelle Jones, The Radclyffe School

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

Free Powerpoint Templates
Page 1

Aims:
Exploring strategies to develop language learners’
confidence and independent learning skills

•Using PLTS to develop learners’ confidence when
preparing for their speaking and writing Controlled
Assessments.

•Developing cross-curricular contexts for
improving learners’ self image as linguists

•Maximising the use of ICT to support learners in
and out the classroom

•Using Assessment For Learning to improve
confidence

Page 2

Confidence…

http://www.flickr.com/photos/26782864@N00/3016549999c
http://www.flickr.com/photos/75771006@N00/2405041838

photos/26782864@N00/3016549999ttp://www.flickr.com/photo
s/26782864@N00/3016549999 Page 3

Confidence…

:
http://www.flickr.com/photos/43917849@N08/4592361218tos/26782864@N00/3016549999ttp

//www.flickr.com/photos/26782864@N00/3016549999
Page 4

Independence…

http://www.flickr.com/photos/94379417@N00/4808475862

//www.flickr.com/photos/26782864@N00/3016549999
Page 5

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 6

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,
nking ideas and points of view in a well-organised way.
Give full description and accounts
=>proofreading ability, peer assessment & support, memorisation
echniques.

AQA GCSE specification-context and purposes
Page 7

A Juggling Act

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

Page 8

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 9

PLTS in the Secondary National Curriculum

self manager

independent enquirer

creative thinker

reflective learner team worker

effective participator

Page 10

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 11

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

Evaluate, judge, defend, criticise, justify, choose

Hypothesise, 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 12

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 13

Creative thinker Self Manager Reflective learner

r
Fortu Conc Fact o
ne l i
nes e
map pt opi nion?
ping
Helps to remember different
Empathy-makes it Memorisation opinions and how to justify them
easier to remember Highlights logical links Practical way to introduce higher
Reading for details/
level opinion vocabulary
between the lines

Independent Enquirer Self Manager Creative thinker
Opin
ion li
corne nes
rs g and
Kim
’s Sortin cation
gam i
lassif
Kinaesthetic activity to represent
different opinions e c
Memory Exploring the links between
Dictionary skills Different items of vocabulary
Page 14

Embedding 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”

Page 15

Embedding PLTS
the BLP Way
The 4 Rs
• Resilience: absorption, managing distractions,
noticing, perseverance;
• Resourcefulness: questioning, making links,
imagining, reasoning, capitalising;
• Reflectiveness: planning, revising, distilling, meta-
learning;
• Reciprocity: interdependence, collaboration,
empathy and listening.

Page 16

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 17

Page 18

SOLO Taxonomy
SOLO level Verbs
Extended Abstract Generalise, predict, evaluate, reflect, Number
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 19

Strategies for Embedding
PLTS
• Aiming to deliver a wide variety of tasks in
a 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 in an integrated way.

Page 20

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 21

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 24

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 25

vendredi 3 février
Today’s target:
Qu’est-ce qu’on va faire?

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 26

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 27

Page 28

C’est quelle photo? Pourquoi?
1. Ça sent mauvais
2. C’est dégoûtant
3. Ça donne le cancer
4. Ça cause des crises cardiaques
5. C’est facile de devenir dépendant physiquement
6. C’est trop cher
7. C’est du gaspillage
8. C’est difficile d’arrêter
9. C’est illégal
10.C’est dangereux
11.C’est mauvais pour le foie
12.Ça fait grossir/ ça coupe l’appétit
13.C’est mauvais pour la santé

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

How 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 learners
• Cross-curricular support/time dedicated to skills
building across the curriculum

Page 32

Speaking and Teacher Talk

•Teacher use of the Target Language
•Opportunities for students to speak the language for
a

Page 33

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 35

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 36

Cross-curricular context:
Le masque/ La máscara

Page 37

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 38

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 39

Le rap: L’École Radclyffe!

Cross-curricular context
Memorisation to a tune: Songify

..Avoir.m4a

..Tener.m4a

Page 41

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 Doddle (subscription)

Page 42

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 43

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 44

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 45

Aims:
Exploring strategies to develop language learners’
confidence and independent learning skills

•Using PLTS to develop learners’ confidence when
preparing for their speaking and writing Controlled
Assessments.

•Developing cross-curricular contexts for
improving learners’ self image as linguists

•Maximising the use of ICT to support learners in
and out the classroom

•Using Assessment For Learning to improve
confidence

Page 46

Action!
Developing language learners’ confidence
and independent learning skills
•PLTS:

•Cross-curricular:

•ICT in and out of the classroom:

•AFL:

Page 47

Yes You Can!
Creating Confident and Independent
Language Learners
Isabelle Jones, The Radclyffe School

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

Page 48

Yes You Can

Empfohlen

Empfohlen

Weitere ähnliche Inhalte

Was ist angesagt?

Was ist angesagt? (13)

Ähnlich wie Yes You Can

Ähnlich wie Yes You Can (20)

Mehr von Isabelle Jones

Mehr von Isabelle Jones (20)

Kürzlich hochgeladen

Kürzlich hochgeladen (20)

Yes You Can

Hinweis der Redaktion