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Professional Development Consortium in MFL

In this final plenary session by the Professional Development Consortium in MFL, experienced teachers Jeanne and Christelle discuss their challenges in implementing research-based principles of language teaching. The session covers interaction patterns, noun and verb usage, and the power of assessment. The consortium invites educators to try a new assessment system and provide feedback.

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Professional Development Consortium in MFL

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  1. Professional Development Consortium in MFL Final Plenary Session

  2. Challenges What challenges do we face when we want to implement these research based principles of language teaching?

  3. A professional development project Two (fairly) experienced teachers: Jeanne and Christelle (different schools) From Macaro & Mutton 2002.

  4. Method • Focused on three lessons each. • Researcher analysed the interaction: • amount of participant talk; • turn taking patterns; • use of nouns and verbs • Teacher watched video, examined the analysis, commented on it.

  5. Christelle’s three lessons. Christelle unable to change pattern of Interaction over 3 lessons

  6. Jeanne’s three lessons. Lesson 3: Jeanne made determined effort to change the pattern of interaction

  7. Christelle’s Turn Analysis for Lesson 2

  8. Jeanne’s Turn Analysis for Lesson 2

  9. Jeanne’s Turn Analysis for Lesson 3 Jeanne made determined effort to change pattern of interaction

  10. Noun and Verb patterns in Christelle’s interaction with class

  11. Noun and Verb patterns in Jeanne’s interaction with class

  12. Discussion What could have made it possible for Jeanne to bring about change in her interaction but not Christelle?

  13. The power of assessment • MFL teaching is very strongly influenced by the assessment system • Currently we have the National Curriculum system of assessment • We believe: in order to work towards the 8 principles the assessment system needs to change.

  14. A new assessment system… • Will prioritise skills development based on what research tells us about how learners progress in the 4 skills • Linguistic knowledge (vocabulary and grammar) will be a supporting strand in assessment not a leading strand • ‘process’ will need to be assessed as well as ‘product’ – strategic behaviour of students monitored • 8 levels of attainment will (probably) be reduced • A best fit approach will be used • Teacher professionalism trusted to make judgements as well as objective measurements

  15. Our invitation to you! • Help us develop a new and research-based system of assessment by trying it out in your schools and giving us feedback • We will work with you and offer support at a distance • Materials on website – details to follow • Please now look at your second questionnaire and complete it, if you are happy to do so • Evaluation sheet!

  16. To be added to the #PDC list on twitter, follow @HeikeBruton. Follow our PDC in MFL blog: pdcinmfl.wordpress.com

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