STRETCH AND CHALLENGE?

1. STRETCH AND CHALLENGE?

2. 14-19 INSET DAY EAST HERTSMERE CONSORTIUM Friday 14th November 2008 '…  a one menu suits all approach to secondary languages is not working for many of our children, and … we must encourage a more varied languages offer which suits a range of requirements for young people. The need is for a coherent languages programme leading to a range of appropriate options if those who are abandoning languages are to be motivated to continue.” Lord Dearing Languages Review, 2007 (pdf 832 KB)

3. Your Trainer for today: Jonathan Robinson, MCIL Email: jonathan_peter2002@yahoo.co.uk [Dame Alice Owen’s School, Dugdale Hill Lane, Potters Bar, EN6 2DU]

4. What does the 14-19 Agenda mean for MFL? • Greater range of courses • Greater range of accreditation • Greater range of languages • New A levels (A* challenge) • New GCSEs (Teacher assessment) • Re-evaluation of TL use • Embedding L2L, 4 Deeps (cf. the 9 Gateways), AfL, PLTS • Potentially more students

5. AGENDA • Creativity in KS3: ‘Overcoming the Year 9 Dip’ • Reading Strategically across the Key Stages • Peer Coaching to Raise Motivation at KS4 • Stretch and Challenge at AS and A2 Levels

6. Session 1: Creativity in KS3: ‘Overcoming the Year 9 Dip’ • Hello, again! • What matters to them? • Location, location, location • Me and my space • Phantom of the Senses

7. Imaginative revision Creative oral work Differentiation by outcome Transferable medium Example A Example B Example C Hello, again!

8. What matters to them?

9. Location, location, location Take a traditional topic area and relevant vocabulary Give it a new twist by making learning real, relevant and applicable Use AfL principles to measure success

10. Me and my space Facial design Title Labelled vocabulary Store catalogue pictures

11. Phantom of the Senses Development of multiple intelligences Mechanical process / skill development Phonological development Grammatical awareness & understanding

12. SHARE AND DISCUSS

13. COFFEE BREAK WE CONTINUE AT 11.30 AM

14. Session 2: Reading Strategically across the Key Stages • Why ‘Reading’ and why ‘Strategic’? • Pre-reading strategies • Reading strategies • Responding to written texts

15. Why ‘Reading’ and why ‘Strategic’? Literacy in England: 1 IN 5 STUDENTS LEAVES PRIMARY SCHOOL WITH A READING AGE OF BELOW 9 YEARS. 60% ARE BOYS, ¾ ARE WHITE AND WORKING CLASS. THESE STUDENTS ARE DENIED ACCESS TO THE CURRICULUM AND THIS CAN LEAD TO MEDIUM OR SEVERE NEGATIVE BEHAVIOURAL OUTBURSTS. Source: Dispatches, Ch4 ‘Why our children can’t read’ – 22nd October 2007

16. What do we mean by ‘Reading’ as a ‘Skill’? Reading is a skill, because • it has to be taught • it has to be nurtured • and it needs to be developed over time • it is a valuable transferable tool that students need to be able to command and employ effectively • it is strategy-based

17. A skill needs nurturing and developing Stepping stones to becoming a successful reader: Reading strategies are acquired: engagement with written word RESULT ACTION Reading becomes automatic and autonomous: personal response to written word becomes possible Skill gap: written word inaccessible

18. Types of reading E.g. Students often think that using the internet to support learning in the TL will be easy and effective, but will often have a knee-jerk reaction against reading a graded foreign language reader from the library, which will be perceived by them to be inaccessible and hard. Continuum of perceived and actual difficulty Actual Difficulty Perceived Difficulty

19. Types of reading • Personal Data Texts ID cards, emails, postcards, notes, memos, informal letters, formal letters, business letters, pen friend letters, diary entries, lost and found, personals, for sale, property, invitations, RSVPs, order forms, faxes, letters of complaint / thanks / sympathy / congratulations / celebration, school reports, greetings cards • Cultural Information Texts Advertisements, newspaper articles, TV guides, weather reports, shopping lists, flyers, menus, brochures, tourist information, timetables, road signs, shop signs, magazines, travel guides, maps, film posters, graffiti, notices

20. Types of reading continued • Lexico-Logical Texts Quizzes, puzzles, riddles, lists, packaging, labels, rules, regulations, instructions, recipes, times, quantities, prices, figures, itineraries • Popular Issues Texts Horoscopes, problem pages, agony aunt columns, leaflets, political flyers, chat rooms / msn, health / hygiene posters • Study and Leisure Texts Cartoons, comics, drama, graded readers, novels, poetry, short stories, song lyrics, rhymes, fairy tales, folklore • Research Texts Encyclopaedias, graphs, charts, tables, statistics, headlines, reports, summaries, internet sites, web pages

21. Developing the Strategies and Learning the Foreign Language Door to totalindependence Gradual Steady Progress Response to texts Engaging with reading STRATEGIES Pre-reading STRATEGIES Understanding the skill STRATEGIES Increasing confidence and autonomy to read and engage

22. Writing is published Message Concepts and ideas fall on and influence society Style + Register Lexicon Structure Grammar Meanings Inspiration Ideas fished out as events and experiences

23. Knowing your Learners and their Preferred Learning Styles: VAK • Visual learners will read best by seeing words carefully set out in an appropriate font with sensible line breaks. Think about the colour of the text and the background. Also think about the presence of any related pictures or images. Try not to clutter the page. With wall displays and revision prompts, ensure written work is placed just above eye level (from a seated position).

24. Knowing your Learners and their Preferred Learning Styles: VAK • Auditory learners will benefit from having the chance to listen to the text while reading along. They will also tend to read aloud and will appreciate sound effects and will pick up on the use of voice by the speaker. (Think about instructions you give for silent reading). Good activities may involve exploiting walking dictations, role play modelling and gap fills with song lyrics.

25. Knowing your Learners and their Preferred Learning Styles: VAK • Kinaesthetic learners will also enjoy reading aloud, perhaps while moving around. They will probably enjoy reordering paragraphs or cartoon strips. They will enjoy taking on the role of reader for dialogues and put on a fake voice / accent. They will engage with interactive post-reading activities that involve re-enacting the story, devising their own role play, making a model of a scene from the story, or drawing a picture, etc. They will be the walker in the walking dictations. Working with dictionaries to find new vocabulary under competitive conditions gets kinaesthetic learners excited.

26. Reading Strategies Linked to Other Multiple Intelligences • Naturalistic: Reading a poem about nature / weather / animals, etc., while seated outside in the school grounds. • Interpersonal: Read a conversation in pairs or small groups and then act it out / write their own based on the text. • Intrapersonal: Skim and scan the passage for subtle emotions, feelings, insinuations and judgements. Ask for personal feedback on how the text makes the students feel or want to react. Let students write an alternate ending or a personal response. Good texts may include diary entries, love letters, agony aunt columns, etc. • Logic / mathematical / technological: Set reading tasks that are in the form of logic problems or puzzles. Crosswords and other word games are appropriate here. Devising strategy games and treasure hunts or orienteering activities works well. • Musical: Play suitable background music while a story is read, have sound effects, use songs with their lyrics. Poetry and discussions around rhythm and rhyme and word play work well. • Philosophical / ethical: Have a moral debate or group discussion about the issues raised in a text. Select texts of a religious nature or of a controversial ethical nature. Keep to topical issues that are relevant to the students’ ages. Let students have input into choice of material for reading – even looking for their own material. • Verbal: Reading aloud, discussions, Q + A sessions, debates, oral comprehension tasks, arguing a point of view, explaining the meaning or idea of the text orally to the class …

27. What is Strategic Reading? • “Reading is a process of constructing meaning by interacting with text: as individuals read, they use their prior knowledge along with clues from the text to construct meaning.” • “A strategy is a plan selected deliberately by the reader to accomplish a particular goal or to complete a given task.” Source: www.eduplace.com/rdg/res/literacy/st_read0.html

28. Strategic Teachers By adopting a strategic approach to our pedagogy, we are empowering students to learn how to learn effectively and develop the skills they need for when they leave the safety of school or college. The strategies we adopt will serve to scaffold our students’ interactions with texts of all kinds and help them towards greater achievement and success.

29. Strategy Models I Pre-reading Context, structure, first impression, striking features Hermeneutic Spiral (Müller-Michaels, 1996) II Analysis People, time, language, style, Motifs, themes, narrative structure, conflicts, problems III Deep understanding Author’s intention, actualisation

30. The Development of Thinking Skills: Bloom’s Taxonomy Knowledge Comprehension Application Analysis Synthesis Evaluation

31. “Here is a difficult newspaper article about bullfighting in Spain. I want you to decide as a group how you are going to tackle the text and use it to prepare for a debate on the pros and cons of bullfighting. The Development of Thinking Skills: Edward de Bono’s 6 Thinking Hats (1985)

32. Pre-Reading Strategies Answer these questions: Who is the author? Who is the intended reader? What visual stimulus is there? What can we infer from the title (or other means) about the topic / issue / vocabulary / style and register? Brainstorming and mind maps to warm students up to the topic / issue of the text Anticipation guides to focus readers The QAR Strategy (Question-Answer Relationships): ‘right there’ questions, ‘think and search’ questions, ‘author and you’ questions and ‘on my own’ questions Students pose their own questions in advance about what they want to find out

33. Strategies for Engagement with Texts • Annolighting • Annotating • Conversations across time • Inferential reading • Interactive notebook (also post-reading strategy) • Key concept synthesis • Listening to voice

34. Post-Reading Strategies • Collaborative annotation • Dense questioning (cf. thinking skills and questioning techniques later) • Interactive notebook (also a strategy to use while reading) • RAFT – based on suggestions generated from class discussions, students respond to the text by choosing a Role, an Audience, a Format and a Topic on which to write a response. • Drawing sociograms to demonstrate relationships between characters / people in texts

35. SHARE AND DISCUSS

36. LUNCH BREAK WE CONTINUE AT 1.35 PM

37. Session 3: Peer Coaching to Raise Motivation at KS4 • The Background • The Context • The Project • The Results • The Way Forward

38. The Background • Reason: MA research work • Focus: Small group of mixed-ability Yr10 students • Issue: Low self-esteem / lacking confidence

39. The Context Spanish GCSE in 1 year TL use Deep support ‘Employment’ topic

40. The Project

41. The Results • All but 1 student achieved or exceeded TG • Most enjoyed the experience – particularly the girls • All felt they were clearer about where they would focus their learning and revision • Everyone knew who to turn to for advice and help

42. Work Samples

43. Work Samples

44. Work Samples

45. The Way Forward • Peer coaching in TL in Yr10 to boost motivation and self-confidence • Awareness raising of strengths • New approach to introducing and tackling GCSE topic areas • Using peer coaching to personalise learning, promote independent learning and AfL

46. SHARE AND DISCUSS

47. Session 4: Stretch and Challenge at AS and A2 Levels • Big Brother • Pecha Kucha • TV advertising • Interplanetary Summit • Film Matters

48. Lesson 1 Character / Biographies Entering the house Cocktail party Linguistic Ice Breaker Games Homework: Poster campaign Big Brother Lesson 3 Task 4 Selecting the winner Media interviews Homework: Newspaper report Lesson 2 Tasks 1 – 3 General conversation Revelations Homework: Diary entry

49. Pecha Kucha • Developing oral presentation skills Idea supplied by Mr R. Copsey (Spanish Coordinator, DAOS)