1. Isabelle Jones, Head of Languages, The Radclyffe School, Oldham Twitter: @icpjones http://twitter.com/icpjones My Languages Blog http://isabellejones.blogspot.com PLTS in MFL Wiki http://pltsinmfl.wikispaces.com Personal Learning & Thinking Skills in the Languages Classroom

5. Bloom’s Taxonomy Give opinions, assess/ criteria Express rules, summarise, create Identify patterns and rules Predict, infer Explain, describe, illustrate Information recall: identify, list

7. PLTS in the Secondary National Curriculum independent e nquirer c reative thinker r eflective learner e ffective participator t eam worker s elf manager

13. Promoting PLTS: Mats

14. Promoting PLTS: Using cross-curricular Thinking Skills tools

15. Promoting PLTS: Using cross-curricular Thinking Skills tools

16. Strategies for Embedding PLTS: Overlaps

17. Strategies for Embedding PLTS: Overlaps

20. Strategies for Developing PLTS through languages activities Use mystery pictures Use links between pictures: and, but Compare pictures : use comprative, because Say what happened before Say what might happen after Read/Listen to clues to identify one specific picture

22. Points forts et Points faibles L’alcool : C’est relaxant mais c’est cher Le jeu Le tabac La drogue Plus … que (more … than) Moins … que (less … than) Aussi … que (as… as) L’alcool : C’est plus relaxant que le jeu mais c’est aussi cher que le tabac

23. Diamond nine cards.doc http://classtools.net/

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

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

28. Independent Enquirer Activities Mysteries: IWB, audio recording

30. Independent Enquirer Activities Intercultural understanding-reflecting on identity and finding out about France http://www.youtube.com/watch?v=8LXaSFgVxGs Find songs with repetitive structures And get students to also be more Creative with the language... Je viens de là où...

32. Creative Thinkers Activities Stromae-Alors on danse... http://www.youtube.com/watch?v=7pKrVB5f2W0 Structure suggested for students’ own poem/ song (complete) examples of student’s responses Qui dit amour dit … haine/ famille Qui dit parents dit… bagarres/problèmes Qui dit enfants dit … futur/larmes Qui dit vacances dit … rire/ désastre Qui dit études dit … travail/ennui Oui dit travail dit … argent/ennui Qui dit copains dit ... amusement/bavarder

33. Creative Thinkers Activities Poems: calligrams (word mosaic) Image Chef: http://www.imagechef.com How would you use these symbols? What other symbols might you find useful? Tagsxedo (creative word clouds) http://www.tagxedo.com/

34. Creative Thinkers Activities Rebus-o-matic : http://www.rebus-o-matic.com/ Je m’appelle Isabelle C’est lundi J’aime les chats blancs

35. Creative Thinkers Activities Making links: Learners are given a selection of familiar words and asked to make a concept map by adding connecting words between the words already on the list. http://www.wordle.net/show/wrdl/1751079/Me_gusta

36. ¡Pilla al intruso! Rachel Hawkes desayunar comer merendar cenamos descansar leche pan zumo té café queso jamón mermelada fruta golosinas despierta desayuna energía come cena agua tostadas cereales queso uvas frutas verduras hortalizas cereales dulces

37. Reflective Learners Activities Fact or opinion “ On mange mieux en France qu’en Angleterre” Discute et range les phrases selon leurs catégories 2 stars and 1 wish Direct Post-it notes Wallwisher http://www.wallwisher.com

38. Reflective Learners Activities 2 stars and a wish (direct/ post-it notes/ wallwisher) http://www.wallwisher.com http://www.wallwisher.com/wall/wjn8yXcz14

42. SOLO Taxonomy Stands for S tructures of O bserved L earning O utcomes 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. Are we allowing our students to make these connections?

44. Isabelle Jones, Head of Languages, The Radclyffe School, Oldham Twitter: @icpjones http://twitter.com/icpjones My Languages Blog http://isabellejones.blogspot.com PLTS in MFL Wiki http://pltsinmfl.wikispaces.com Personal Learning & Thinking Skills in the Languages Classroom