Breaking the mould

1. Breaking the mould

2. Connect activity • Learning a new language is like… a window on a new world turning on a light bulb an uphill struggle

3. Task • What do language learners look like in today’s classroom?

4. Look familiar?

5. Task • What would you like language learners to look like?

6. 3 preconditions to learning • Ganas - WIIFM • Belief – I can’t do it yet… • Do something differently – if you always do what you always did, you will always get what you always got.

7. Learning outcomes • Content: • By the end of this session we will be able to… • Reflect on what students are learning in languages • Reflect on how the students are learning in • our languages classrooms • Walk away with some practical ideas • Process: • We will achieve this by… • Looking at and discussing a working(ish) model • of a KS3 curriculum • Having a go at a couple of activities modelling the • underlying principles • Having the opportunity to reflect on our own • learning

8. Rationale • Hard to explain in words so let us try art instead… • (You or the students can create your own wordle art at www.wordle.net) – great way to create inspiration for writing or just summarising a module)

11. Think outside la boîte • ‘Nothing is more dangerous than an idea when it’s the only idea you’ve got.’ • Go for quantity, then quality. • Don’t throw out the baby with the bath water – keep what is good • Plan for progression

12. Rationale • So what is on our playlist?

14. Compelling Contexts • What is in your pencil case? • What do your parents do? • How many pets do you have? • Who gives a monkey’s? ( A monkey’s what?) • Sky is the limit…

15. Contexts… • Evolution not revolution…

19. Product driven AfL • Design and Technology – making a clock • Working towards a product gives huge scope for afl… • Assessment of learning (AT1 – Level 6) • Assessment for learning (www/ebi) • Assessment as learning (PLTS)

20. Assessment is for learning

21. L’école francophone? By the end of this module, you will be able to… • Compare your school life to the school life of a French speaking student in Rwanda. • Create a presentation (including visual, text and spoken elements) to be delivered to an audience

22. Assessing him… AoL – level 5 AT2 and 4 AfL – feedforward (peer/teacher) at each preparotary stage AaL – how did you go about getting information? (independent enquirer)

23. Thinking levels • Is your thinking HOT?

24. 4. Analyzing:  Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing he/she can illustrate this mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations. 1. Remembering:Retrieving, recalling, or recognizing knowledge from memory. Remembering is when memory is used to produce definitions, facts, or lists, or recite or retrieve material. 5. Evaluating:  Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation.  In the newer taxonomy evaluation comes before creating as it is often a necessary part of the precursory behavior before creating something . 6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way or synthesize parts into something new and different a new form or product.  This process is the most difficult mental function in the new taxonomy.  3. Applying:  Carrying out or using a procedure through executing, or implementing. Applying related and refers to situations where learned material is used through products like models, presentations, interviews or simulations. 2. Understanding:  Constructing meaning from different types of functions be they written or graphic messages activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, and explaining. 

25. Thinking Level?

28. Questions??? Answers… • Nowt • Me Ma • Yes, what has that got to do with you? • Got pissed with me mates in me room ‘cos me Ma was at work and I have no stable male role model in me life. Then I stayed up until three in the morning on Bebo. • Morning, what’s that?

30. FLIP • Flexible – can be when we need them in the cycle, can take whatever form we need; carousel, IL, whole class “reactive” teacher input, rehearsal, catch up…

31. FLIP • Learner-led – learner choice is predominant (although this can be guided). There is choice both in the content and process of the learning

32. FLIP • In-time intervention –teacher is able to support and put intervention in place much more frequently; i.e. not having to wait until after an assessment before feeding forward

33. FLIP • Personalised –student and teacher able to have real learning conversations as to best learning path to be taken. Teacher can really get to know wants and needs of each student

35. So how is it working?

36. Key messages Be creative – teach languages through a context that is Interesting to you and the kids

37. Key messages Evolution not revolution – keep what you do well and tweak rather than recreate

38. Key messages Keep your thinking HOT – when you are giving a task ask yourself where it would fall on Anderson’s Taxonomy

39. Key messages Aim for independence – buy dictionaries rather than text books, choice of what and how, give them the mortar and make them find the bricks

40. Chris Harte • Cramlington Learning Village • Highburn • Cramlington • charte@cramlingtonlv.co.uk • Blog: http://www.chrisharte.typepad.com