Skills based teaching and learning Thursday 24 th September, 2009 Sarah Brown MFL AST, Judgemeadow, Leicester.

Presentación del tema: "Skills based teaching and learning Thursday 24 th September, 2009 Sarah Brown MFL AST, Judgemeadow, Leicester."— Transcripción de la presentación:

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2 Skills based teaching and learning Thursday 24 th September, 2009 Sarah Brown MFL AST, Judgemeadow, Leicester

3 Last 2 years - 355 SLNs 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

4 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).

5 TimeProcess Day 1 Thursday 24 th Sept. 2009 9.30am – 3.30pm Judgemeadow Experience of and familiarisation with a range of strategies/approaches Identification of collaborative groups and focus for collaborative planning for use in classrooms ½ Day 2 Week beginning : 12.30am – 3.30pm Judgemeadow Further collaboration and development Trial of strategies in the classroom ½ Day 3 Week 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 – 3.30pm Judgemeadow Review and feedback Further 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 resources MFL HODs Network Summer Term, 2010 Share practice with colleagues across the city.

6 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.

7 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.

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9 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

10 Subject matter and activities of interest in their own right Passive learning/ low cognition Skills/ independence Dull/ unchallenging subject matter and activities A Dual Continuum Thanks to Kathy Wicksteed

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12 Focus on skills Active learning Cross-curricular links Meaningful topics Culture Creativity Learning beyond the classroom

13 What skills do they possess? What are they able to do?

14 Personal Learning Thinking Skills Functional skills Maths English ICT

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16 Independent enquirers Creative thinkers Reflective learners Team workers Self managers Effective participators

17 Which skills? How are we going to teach these? How are we going to know if they can use these skills?

18 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

19 Key stage 2 FrameworkRenewed key stage 3 Framework Oracy Listening and speaking Literacy Reading and writing Intercultural understanding Knowledge about language (cross-cutting) Knowledge about languages Language learning strategies (cross-cutting) Language learning strategies (cross-cutting) (Kathy Wicksteed)

20 Programme of Study Key concepts, key processes, range and content, curriculum opportunities Revised KS3 Framework Strands, objectives, exemplification, guidelines, online modules/case studies map of the territory route guide Thanks to Kathy Wicksteed

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22 1. Listening and speaking 2. Reading and writing 3. Intercultural understanding 4. Knowledge about Language 5. Language learning strategies

23 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

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25 How it works 1. 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 Rachel Hawkes, Regional Subject Advisor

26 1234 5678 9101112 13141516 arañaaraña elefante idea olvidar universocerdociclista casa coche cucarachagimnástica hamburgues a Españazumoguitarrallave

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28 caailenas resstribale tulellaasva naóncialasri asciacamuris 1. 2. 3. 4. 5. 6. 1. Asturias 2. Castilla-León 3. Valencia 4. Islas Baleares 5. Murcia 6. Islas Canarias

29 Don Alreves Don Cosquillas Don Tontainas Don Glotón Don Feliz Don Curioso Don Pupas Don Lioso Don PequeñoDon Vago Don Quisquilloso Don Inteligente

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35 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.

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38 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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41 SkillThis 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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43 la pronunciación unos cognados Rachel Hawkes)

44 un animal eléctrico enorme celebrar un círculouna familia un hospitalun adulto un continente

45 1. group2. lion3. map4. million 5. plant6. list7. park8. photo 9. much/a lot10. part11. plans12. sofa paónparfolipo neschogruplanfáfámi llóntostaplamute partasolequema

46 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

47 ¿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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49 La cucaracha, la cucaracha Ya no puede caminar Porque no tiene, porque le falta Limonada que tomar La cucaracha, la cucaracha Ya no puede caminar Porque porque le falta, porque no tiene La patita principal. RH

50 Tengo, tengo, tengo Tú no tienes nada Tengo tres ovejas en una cabaña Una me da leche Otra me da lana Y otra mantequilla para la semana RH

51 Familia rap RH

52 Dime, ¿cómo es tu familia? Y ¿cuántas personas hay? Pero dime, ¿cómo es tu familia? Y ¿cuántas personas hay? Pues en mi familia somos cinco Mi papá, mi mamá y yo El abuelito y tía María El perro Tico el gato Limón. Mi mamá tiene los ojos azules El pelo negro y usa lentes también Mi papá es un poco alto con el pelo castaño Es delgado y se viste muy bien El gato Limón es muy callado Solo quiere jugar y dormer Mi perro siempre está a mi lado Y 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 bonita Con los ojos de color café Mi abuelito es gracioso con el pelo canoso Cuenta chistes y duerme hasta las diez. RH

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55 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.

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58 3. Intercultural Understanding 3.2 Recognising different ways of seeing the world Yr 7 :reflect on and challenge stereotypes

59 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 :

60 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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62 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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64 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 HODs 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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66 TimeProcess Day 1 Thursday 24 th Sept. 2009 9.30am – 3.30pm Judgemeadow Experience of and familiarisation with a range of strategies/approaches Identification of collaborative groups and focus for collaborative planning for use in classrooms ½ Day 2 Week beginning 12.30am – 3.30pm Judgemeadow Further collaboration and development Trial of strategies in the classroom ½ Day 3 Week 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 – 3.30pm Judgemeadow Review and feedback Further collaboration and development / refinement Final Half/ Full Day (tbc) Week beginning Judgemeadow Feedback to group. Evaluation of impact in classroom Amendment/ final collation of planning and resources MFL HODs Network Summer Term, 2010 Share practice with colleagues across the city.