MFL Strategic Learning Network
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Transcript of MFL Strategic Learning Network
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MFL Strategic Learning Network
Skills based teaching and learningThursday 24th September, 2009
Sarah Brown MFL AST, Judgemeadow, Leicester
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Strategic Learning Networks Last 2 years - 355 SLN’s
in England 2,490 schools involved 4-15 schools per
network and each has lead school
2007-9 phase 1 and 2. Phase 3 –funding for
only 1 SLN per authority.
Enable teachers to work together to increase the quality and consistency of teaching and learning in KS3
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To improve teaching and learning in MFL To disseminate our work To embed a change in practice across city
schools. To provide case studies and evaluations to
be submitted to CILT - national picture. To empower you all as “leaders” within the
city. To achieve a TLA accreditation (embedding
your learning and so helping to change your practice).
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Time ProcessDay 1Thursday 24th Sept. 20099.30am – 3.30pmJudgemeadow
Experience of and familiarisation with a range of strategies/approachesIdentification of collaborative groups and focus for collaborative planning for use in classrooms
½ Day 2 Week beginning :12.30am – 3.30pmJudgemeadow
Further collaboration and development Trial of
strategies in the
classroom
½ Day 3Week beginning :Date, venue & actions to be confirmed by participants
½ day for team-teaching/ peer-observation/ further development of strategies/ resources (flexible day)
½ Day 4 Week beginning :12.30am – 3.30pmJudgemeadow
Review and feedbackFurther collaboration and development / refinement
Final Half/ Full Day Week beginning :Judgemeadow
Feedback to group. Evaluation of impact in classroom Amendment/ final collation of planning and resourcesMFL HOD’s
NetworkSummer Term, 2010
Share practice with colleagues across the city.
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1) To have a better understanding of skills based teaching and learning and how this fits in with the new secondary curriculum.
2) To become familiar with a range of strategies and approaches and to share examples of good practice.
3) To plan the first part of your project.4) To reflect on how “impact” is going
to be measured.
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By the end of today we will have identified: Features of skills based teaching and strategies and
approaches to promote this. Who you will collaborate with. A class/ year group/ unit of work with which the
activities/approaches/strategies will be trialed. How you are going to measure impact. Agreed actions to undertake before our next
collaboration date. An agreed date for the next collaboration! Any support/ materials/ preparation required.
Today’s Desired Outcomes
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The new secondary curriculum
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Ofsted on Key Stage 3:“Weaker features of teaching
included..too much emphasis on memorising individual words and phrases at the expense of teaching language skills”
“Too close an adherence to the course book was often a feature of mundane and unexciting learning.”
The Changing Landscape of Languages: An evaluation of language learning 2004-2007
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Subject matter and activities of interest in their own right
Passive learning/
low cognition
Skills/ independenc
e
Dull/ unchallenging subject matter and activities
A Dual Continuum
Thanks to Kathy Wicksteed
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What are the key features
of the new mfl secondary
curriculum?
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Focus on skillsActive learning
Cross-curricular linksMeaningful topics
CultureCreativity
Learning beyond the classroom
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What skills do they possess?What are they able to do?
What does a good language learner look
like?
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PersonalLearningThinkingSkills
Functional skillsMaths
EnglishICT
Cross-curricular skills
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Independent enquirers
Creative thinkers
Reflective learners
Team workers
Self managers
Effective participators
The PLTS Framework
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Which skills?How are we going to teach these?
How are we going to know if they can use these skills?
Skills that can be taught/learnt through MFL.
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Online 5 strands, 26 substrands, 26 sets of
objectives for Y7/8/9 8 cross-cutting objectives Exemplification and guidance New online modules
◦ Using the Framework and Planning◦ Creativity
The renewed KS3 Framework
www.standards.dcsf.gov.uk/nationalstrategies/mfl
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Key stage 2 Framework
Renewed key stage 3 Framework
Oracy Listening and speaking
Literacy Reading and writing
Intercultural understanding
Intercultural understanding
Knowledge about language
(cross-cutting)
Knowledge about languages
Language learning strategies
(cross-cutting)
Language learning strategies
(cross-cutting)(Kathy Wicksteed)
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Programme of Study
Key concepts, key processes, range
and content, curriculum
opportunitiesRevised KS3 Framework
Strands, objectives,
exemplification, guidelines, online
modules/case studies
map of the territory
route guide
Thanks to Kathy Wicksteed
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The focus for our network
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1. Listening and speaking2. Reading and writing3. Intercultural understanding4. Knowledge about Language5. Language learning
strategies
The 5 Strands
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4. Knowledge about Language Pupils will develop their understanding of
how a language works and then how to manipulate it.
4.1 Letters and sounds
Yr 7 : apply knowledge of common letter strings, sound patterns, accents and other characters
Strand 4: KAL
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Jolly phonics
4.1 Letters and sounds
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1 PhonicsHow it works1. Take time to
embed the sounds of the language (VAK to strengthen memory)
2. Build on this knowledge at every opportunity
3. Improve on existing resources – increase the challenge
Skills
Active learning
Creativity
Links with other subjects
Culture
Engaging topics
ppp
Rachel Hawkes, Regional Subject Advisor
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1 2 3 4
5 6 7 8
9 10 11 12
13 14 15 16
araña elefante idea
olvidar
universo cerdo ciclista casa
coche cucaracha
gimnástica
hamburguesa
España zumo guitarra llave
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ca a i len as
res st ri ba le
tu le lla as va
na ón cia las ri
as cia ca mur is
1.
2.
3.
4.
5.
6.
1. Asturias
2. Castilla-León3. Valencia
4. Islas Baleares5. Murcia
6. Islas Canarias
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Don AlrevesDon Cosquillas
Don TontainasDon Glotón Don Feliz Don Curioso
Don Pupas Don Lioso
Don Pequeño Don Vago Don QuisquillosoDon Inteligente
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Franco-phoniques
4.1 Letters and sounds
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Letterstrings
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Using art
4.2 Words4.4 Sentence structure
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Describing places
4.4 Sentence structure4.5 Verbs and tenses
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5. Language Learning Strategies Pupils will become increasingly able to
manage their own learning by selecting, using and evaluating different language learning strategies. (Cross-cutting strand)
5.2Memorising Yr 7/8/9 :discuss, compare and use a
range of techniques for memorising words, phrases, structures and spellings.
Strand 5: LLS
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Memorising techniques
5.2 Memorising
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Collective Memory
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Collective memory!How it works
1. Material to be memorised prepared on A4 sheet
2. Learners grouped in 4s or 5s
3. 1 learner from each group comes to front and get 20 secs to look at the material
4. Back at table, s/he tries to commit to paper
5. Discussion in groups – revise plan of action
6. All learners take turns – re-construction continues
7. Plenary – reviews learning on different levels: linguistic, cognitive, strategic
Skills and active learning
Memory Group work Noticing Analysis & thinking
skills
Rachel Hawkes
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Skill This means:Did you use this today?
Give an example:
Identification of vocabulary Finding out the meanings of words
Memory Working out ways to store information in your mind and retrieve it again
Planning and adapting a strategy
Deciding how to do a task but perhaps changing your plan if necessary half way through
Noticing Looking really hard to try to see all the relevant details
Reflection Sheet
Q1 What did you do to get the most out of your memory in this task?
Q2 How effective were these strategies? What do you think is worth trying again in different situations?
Q3 Choose one skill from the 4 above and write down how it might be useful in other subjects OR at home
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Cognates
5.3 Using knowledge of English or another language.
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Español la pronunciación
unos cognados
Rachel Hawkes)
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¿Qué es un cognado?
un animal eléctrico
enorme
celebrar
un círculouna familia
un hospital un adulto
un continente
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¿Qué son estas palabras?
1. group 2. lion 3. map 4. million5. plant 6. list 7. park 8. photo
9. much/a lot 10. part 11. plans 12. sofa
pa ón par fo li po
nes cho gru plan fá mi
llón to sta pla mu te
par ta so le que ma
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Y ahora, pelucas para perros Una empresa de California creó un nuevo producto para el mercado de accesorios de mascotas: pelucas para perros. Las pelucas fueron creadas en 2007 y fueron tan populares que las empresarias Jenny y Crissy Slaughter decidieron iniciar la producción en masa de las pelucas. Cada peluca cuesta en promedio US$30 y se comercializan en seis países y la respuesta ha sido tan positiva que otras empresas iniciarán la producción de artículos similares pero para gatos. Las primeras pelucas fueron inspiradas en personalidades como Paris Hilton y la modelo Betty Page. Además de pelucas, también hay zapatos, lentes de sol, collares personalizados y ropas para los animalitos. http://news.bbc.co.uk/hi/spanish/misc/newsid_7867000/7867371.stm
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¿Qué?¿Cuándo?¿Dónde?¿Quién?¿Por qué?
Pelucas para perros
(desde) 2007
En los EE UU (o 6 países)
Las empresarias Slaughter
??
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Songs, rhythm and poems
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La cucaracha, la cucarachaYa no puede caminarPorque no tiene, porque le faltaLimonada que tomar
La cucaracha, la cucarachaYa no puede caminarPorque porque le falta, porque no tiene La patita principal.
RH
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Tengo, tengo, tengoTú no tienes nadaTengo tres ovejas en una cabañaUna me da lecheOtra me da lanaY otra mantequilla para la semana
RH
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Familia rap
RH
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Dime, ¿cómo es tu familia?Y ¿cuántas personas hay?Pero dime, ¿cómo es tu familia?Y ¿cuántas personas hay?
Pues en mi familia somos cincoMi papá, mi mamá y yoEl abuelito y tía MaríaEl perro Tico el gato Limón.
Mi mamá tiene los ojos azulesEl pelo negro y usa lentes tambiénMi papá es un poco alto con el pelo castaño Es delgado y se viste muy bien
El gato Limón es muy calladoSolo quiere jugar y dormerMi perro siempre está a mi ladoY conmigo él quiere salir
Dime, ¿cómo es tu familia?Y ¿cuántas personas hay?Pero dime, ¿cómo es tu familia?Y ¿cuántas personas hay?
Dime, ¿cómo es tu familia?Y ¿cuántas personas hay?Pero dime, ¿cómo es tu familia?Y ¿cuántas personas hay?
Dime, ¿cómo es tu familia?Y ¿cuántas personas hay?Pero dime, ¿cómo es tu familia?Y ¿cuántas personas hay?
Mi tía María es muy bonitaCon los ojos de color caféMi abuelito es gracioso con el pelo canosoCuenta chistes y duerme hasta las diez.
RH
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Using a dictionary
5.5 Using reference materials
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3. Intercultural Understanding Pupils will learn to recognise that people in other
countries and communities using the target language may have different beliefs and attitudes. In so doing they will develop a better understanding of their own lives.
3.2 Recognising different ways of seeing the world
Yr 7 : explore interests and opinions of young people and compare them with their own.
Strand 3: ICU
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Mi mundo
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animales
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3. Intercultural Understanding
3.2 Recognising different ways of seeing the world
Yr 7 :reflect on and challenge stereotypes
Strand 3: ICU
Example from the exemplification
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Eg from exemplification
1) Pupils engage in language activities built around a comparison of photos of 2 classrooms in 2 very different countries where the TL is spoken.
Facilities are more basic in one classroom than in the other. The activities introduce or recycle language such as “One can see.... / There is no..../ there are more...”
2) pupils take part in a discussion in English in which they address questions such as :
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In your view, do these photos mean that education is perceived as less important in one country than in another?
Do you think pupil motivation may be higher in one school than in the other?
Does every classroom in this country have the same facilities as the classroom in this photo?
How might you find out? Etc This discussion work all links to work on PLTS 3) pupils carry out simple research on schools
in one of the 2 countries, using a website, a paper resource or other media. (LLS 5.5 Using ref. Materials)
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“The renewed framework and on-line cpd modules”
Exemplification of strands Series of e-learning units focusing on
improving MFL teaching and learning. www.nationalstrategiescpd.org.uk The units examine ways in which the
framework helps by providing a generic structure of objectives and how a variety of teaching strategies might be employed to enhance learning.
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Planning collaborative project
Decide exactly what you would like to pilot. Need to decide who you would like to collaborate
with. Decide which year group/class /unit of work you
would like to work on. Agree actions to undertake before next collaboration
meeting. Agree next collaboration date as a group. Exchange e-mails. Decide upon any support/materials/preparation
required. Devise ways of being able to measure impact. Reminder that findings will be presented to and
shared at HOD’s network meeting in the summer term 2010.
CILT requires evaluation of work and impact (Feb) TLA: official accreditation for work carried out.
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The Teacher Learning Academy
(TLA)
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Time ProcessDay 1Thursday 24th Sept. 20099.30am – 3.30pmJudgemeadow
Experience of and familiarisation with a range of strategies/approachesIdentification of collaborative groups and focus for collaborative planning for use in classrooms
½ Day 2 Week beginning 12.30am – 3.30pmJudgemeadow
Further collaboration and development Trial of
strategies in the
classroom
½ Day 3Week beginning Date, venue & actions to be confirmed by participants
½ day for team-teaching/ peer-observation/ further development of strategies/ resources (flexible day)
½ Day 4 Week beginning 12.30am – 3.30pmJudgemeadow
Review and feedbackFurther collaboration and development / refinement
Final Half/ Full Day (tbc)Week beginningJudgemeadow
Feedback to group. Evaluation of impact in classroom Amendment/ final collation of planning and resourcesMFL HOD’s
NetworkSummer Term, 2010
Share practice with colleagues across the city.