Oldham MFL Network Event 13-07-12

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Developing students’ Independent Learning Skills in Languages

Isabelle Jones, The Radclyffe School

Twitter: @icpjones

My Languages Blog http://isabellejones.blogspot.com

http://mfloldham.pbworks.com

http://www.powerpointstyles.com/


http://isabellejones.blogspot.com/

http://mfloldham.pbworks.com/


Themes• Independent learning and OFSTED outstanding learning• The Radclyffe L-E-A-R-N model and Learning & Teaching languages• Good practice and routines to support students’ independence in the

languages classroom• Resources to support students’ independent learning• Thinking skills and independent learning in MFL• Target-setting and reviewing learning in MFL-sharing good practice,

tips & tricks• Mini-projects



Independent Learning and OFSTED Outstanding learning

• Outstanding lessons• The work is pitched at a level that is achievable if individual pupils work hard and

try their very best• Pupils with specific learning needs receive support at the time and level it is

required to optimise their learning• The work includes opportunities to develop pupils' skills in reading, writing,

mathematics and ICT, as well as providing opportunities for extending wider skills such as research and co-operative working

• The tasks themselves enthuse pupils so that they persevere when faced with difficult problems and are keen to succeed and to learn more

• The pace of learning is optimised throughout the lesson by the teacher being able to use the time to the best effect in supporting pupils at the time they need such support



MFL Survey visits• Outstanding“Pupils show exceptional independence in their studies and can

use a range of resources including ICT to develop their language skills and investigate aspects that interest them”

“The precisely targeted support provided but other adults encourages all pupils to develop independence and a desire to use the target language for real communication”



Areas seen as lacking in last OFSTED subject report

• Target Language and speaking skills• Use of reading materials/ authentic materials• Broader approaches to learning & teaching

and creative use of ICT• Development of independent language

learning skills good enough to support post 16 studies



Challenges for Languages Teachers

• How do you personalise learning to the extent that each language learner can progress independently to stretch themselves?

• How do you provide feedback/ individualised support within a language lesson?

• How do you develop research skills and co-operative working?



Back to basics…

With thanks to The Radclyffe’s Independence Group



Lock onto learningHave high aspirationsSeek out challengeWork towards a goal

with focusUse initiativeTake risksBe self-motivatedIdentify questions to

answerRemember equipmentPlan effectivelyManage time wellRecognise preferred

leaning style

Explore possibilitiesKnow how to approach a

problemAsk questionsGenerate ideasUse resources skilfullyAnalyse and evaluate

informationConsider different

perspectivesMake connectionsQuestion assumptionsBe able to summariseSupport summaries with

evidenceBe flexible

Alone and with others Make decisions, after

considering consequencesTake responsibility for home

learningDevelop effective revision

techniquesUse B4ME ASECommunicate learning in

relevant waysCollaborate with othersReach agreementsUse self-control and show

respectProvide constructive feedbackDevelop communication skills

(reading, writing, oral).Develop discussion, persuasion,

and resolution skills.

Never give upCelebrate being stuckPersevereDevelop a growth

mind setHave confidenceSee challenge as a

learning opportunityAnticipate blockers

and obstaclesRespond positively to

change.Develop strategies

for managing feelings

Reflect on progress

Identify opportunities and steps for improvement

Set and review targets

Continually evaluate performance

Celebrate achievements

Learn from mistakesRespond positively

to criticism

Our Learning Skills and Attitudes: A check list to discuss



Learn Independently

• What are your top 5 for languages from our whole school list?

• What have you implemented in your classroom to develop your top 5? What are you planning to develop?



Routines

• Organisers/ pens• Dictionaries: use / buy• Target-setting: more individual involvement• Homework: booklet/ online resources• Experimental use of Social media: Twitter and

Edmodo



Resources and ideas to develop independent learners

• 1.

• 2.

• 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?



• Cope with a greater degree of unpredictabilityStudent independence: phonic rules, use of dictionary & verb tables. • Understand and use more accurately a widening range ofvocabulary and structures, including some unfamiliar language=>intercultural understanding, inferences from English and/orother known language, use of para-linguistic clues (visuals, tone ofvoice, 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, memorisationtechniques.

AQA GCSE specification-context and purposes



A Juggling Act

• Content readability• Length • Range of structures• Accuracy• Pronunciation• Memorisation/ Independence



PLTS in the Secondary National Curriculum

self manager

independent enquirer

creative thinker

reflective learner team worker

effective participator



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



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



How can PLTS help? Giving students opportunities for independence

Evaluate, judge, defend, criticise, justify, choose

Hypothesize, 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

Bloom’s Taxonomy (1956)

Cognitive Domain

Recall, identify, list, name, define, show, recognise



Bloom’s Taxonomy (1956)

Cognitive DomainAffective Domain Psychomotor Domain

Receive ideas

Respond to ideas

Value ideas

Organise ideas

Internalise values system

Imitate

Manipulate

Develop precision

Articulation

Naturalisation

How can PLTS help?content skillsAttributes/qualities



SOLO TaxonomyStands 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/


http://pamhook.com/




SOLO TaxonomySOLO level Verbs

Extended Abstract Generalise, predict, evaluate, reflect, hypothesise, theorise, create, prove, plan, justify, argue, compose, prioritise, design, construct, perform

Relational Sequence, classify, compare and contrast, explain causes, explain effects, analyse (part-whole), form an analogy, organise, distinguish, interview, question, relate, apply

Multistructural Describe, list, outline, follow an algorithm, combine

Unistructural Define, identify, name, draw, find, label, match, follow a simple procedure

Verbs for declarative and functioning knowledge-Common task descriptors for the National Certificate of Educational Achievement (NCEA)

GCSE/AS/A level

Numberaffect other words too

How gender affectother words:adj, poss…

Patterns

Gender



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


http://isabellejones.blogspot.com/2009/10/flip-cramlington-model-for-developing.html

http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html

Developing Reflective independent learners: Mats

PLTS and SEAL: Display/ Overlaps


PLTS/AFL overlaps: Lesson Objectives

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

Objectifs:

SEAL objectives: Motivation (red)

•I monitor and evaluate my own work•I set challenges and targets for myself and celebrate when I achieve them



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



Talking about what you are going to do in the evening

• Revise familiar verbs in the present tense

• Use “on va” as an introduction to using the future tense (5c)

• Understanding the future tense (L5)

Today’s target:

Steps to Success:

Path to progress:

vendredi 3 février

Qu’est-ce qu’on va faire?

Self awarenessMotivation



Reflective Independent Languages Activities

•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 actuallysaying the key word (taboo)

s

individualpair Small group

wholeclass

writingreading

speaking

listening


http://www.flickr.com/

http://pinterest.com/about

http://www.flickr.com/groups/imagestoteachlanguages

http://www.tes.co.uk/MyPublicProfile.aspx?uc=694292&event=21


L’alcoolLe tabac

L’alcool, le tabac ou les drogues?

Les drogues



Le tabac

Le cannabis

Le travail La cocaïne

Les médicaments

Le jeu

L’ héroïne

Le shopping

L’alcool http://classtools.net/

Student-based Languages Activities


http://classtools.net/


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




1 2 3 4

5 6 7 8

9 10 11 12

13 14 15 16

araignée éléphant

idée

oublier

univers cochon cicliste maison

voiture lapin gymnastique manger

France menton eau fille


Je ne vais pas gaspiller l’électricité et l’eau.


Cross-curricular contexts

Art: colours and descriptions, biographies, use of visuals and 3D “hooks”Music: rhymes, sounds and rhythm Drama: role-play/ puppetsHistory: a new slant on what they are familiar with e.g. ww2Geography: Barcelona, Paris, the environment, fair tradeDance: cultural aspects, use movement to remember Media studies: looking at advertising or short filmsCultural awareness and identity: celebrate and promote diversitypictures, music, the French and Spanish-speaking world …


Cross-curricular context: Le masque/ La máscara


Cross-curricular context: Le rap

J’ai un chat, Hannibal

Tu as un animal?

Il a un chien.

Nous avons des poissons

Vous avez des lions?

Ils ont deux serpents longs

pronunciationVerb paradigmsLink with phonicsRhymesSwap rhyming words around

Elle a un lapin.


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!


Cross-curricular contextMemorisation to a tune: Songify

Avoir.m4aTener.m4a


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 performanceHomework or extension work send via Edmodo (free) or My works (subscription)


ICT support for learners: in and out of the classroom

VLE: homework, consolidation and extension work

Facebook page: Departmental/ Faculty page with links promoting languages Blog/ wiki: http://chilternedgemfl.typepad.com/chiltern-edge-mfl/

http://langwitch.org/stmichaelsmfl/ http://stmichaelsmfl.wikispaces.com/

App list: https://docs.google.com/spreadsheet/ccc?key=0AjQhXECgd8S1dHQ1TVVZUlQ4aTdEeW03TWJnN2t6cEE&authkey=CP-j5ZEP


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


Confidence-building activitiesTeach 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…


Mini projects?


Themes• Independent learning and OFSTED outstanding learning• The Radclyffe L-E-A-R-N model and Learning & Teaching languages• Good practice and routines to support students’ independence in the

languages classroom• Resources to support students’ independent learning• Thinking skills and independent learning in MFL• Target-setting and reviewing learning in MFL-sharing good practice,

tips & tricks• Mini-projects


Free Powerpoint Templates

Developing students’ Independent Learning Skills in Languages

Isabelle Jones, The Radclyffe School

Twitter: @icpjones

My Languages Blog http://isabellejones.blogspot.com

http://mfloldham.pbworks.com

Oldham MFL Network Event 13-07-12

Education

ideascommunicate learning

pace of learning

pupils skills

themes independent learning

use resources

ofsted outstanding learning

specific learning needs

research skills