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1. 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

2. Aims: • Exploringstrategies to developlanguagelearners’ confidence and independentlearningskills • Using PLTS to developlearners’ confidence whenpreparing for theirspeaking and writingControlledAssessments. • Developing cross-curricularcontexts for improvinglearners’ self image as linguists • Maximising the use of ICT to support learners in and out the classroom • UsingAssessment For Learning to improve confidence

3. 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?

4. 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

5. A Juggling Act • Content readability • Length • Range of structures • Accuracy • Pronunciation • Memorisation/ Independence

6. 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

7. PLTS in the Secondary National Curriculum self manager independent enquirer creative thinker team worker reflective learner effective participator

8. 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

9. How can PLTS help? Givingstudentsopportunities for independence Bloom’sTaxonomy (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

10. How can PLTS help? Bloom’sTaxonomy (1956) Attributes/qualities skills content Internalise values system Naturalisation Organise ideas Articulation Develop precision Value ideas Respond to ideas Manipulate Receive ideas Imitate Affective Domain Cognitive Domain Psychomotor Domain

11. Creative thinker Reflective learner Self Manager Fact or opinion? Fortune lines Concept mapping Helps to remember different opinions and how to justify them Practical way to introduce higher level opinion vocabulary Empathy-makes it easier to remember Reading for details/ between the lines Memorisation Highlights logical links Independent Enquirer Self Manager Creative thinker Opinion lines corners Sorting and classification Kim’s game Kinaesthetic activity to represent different opinions Memory Dictionary skills Exploring the links between Different items of vocabulary

12. 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”

13. 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.

14. 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/

16. SOLO Taxonomy Number affect other words too How gender affect other words: adj, poss… Patterns Gender Verbs for declarative and functioning knowledge- Common task descriptors for the National Certificate of Educational Achievement (NCEA) GCSE/AS/A level

17. 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.

18. 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

19. DevelopingReflectiveindependentlearners: Mats

20. PLTS and SEAL: Display/ Overlaps

21. 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

22. 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

23. Today’s target: vendredi 3 février 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

24. Reflective Independent Languages Activities individual Small group pair 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

26. 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 C’est quelle photo? Pourquoi?

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

28. Student-based Languages Activities http://classtools.net/

29. 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

30. 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-group-talk-initiative-and-other-strategies

31. 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 …

32. Cross-curricular context: Le rap J’ai un chat, Hannibal pronunciation Verb paradigms Link with phonics Rhymes Swap rhyming words around Tu as un animal? Il a un chien. Elle a un lapin. Nous avons des poissons Vous avez des lions? Ils ont deux serpents longs

33. Cross-curricular context: 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!

34. Cross-curricular context Memorisation to a tune: Songify ..\Avoir.m4a ..\Tener.m4a

35. 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)

36. 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

37. 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…

38. Aims: • Exploringstrategies to developlanguagelearners’ confidence and independentlearningskills • Using PLTS to developlearners’ confidence whenpreparing for theirspeaking and writingControlledAssessments. • Developing cross-curricularcontexts for improvinglearners’ self image as linguists • Maximising the use of ICT to support learners in and out the classroom • UsingAssessment For Learning to improve confidence

39. Action! • Developinglanguagelearners’ confidence and independentlearningskills • PLTS: • Cross-curricular: • ICT in and out of the classroom: • AFL:

40. 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