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2 2 Welcome!

3 3 Some updates Have you chosen your GPS option? Check and sign the Assessment forms – Section D – Student signature + other side Academic writing session for languages students on Friday Dec 7 th 4.15 – 5.45 by Paul Stock from Learning Support

4 Aims for this session: – To understand what is meant by Personal, Learning and Thinking skills (Standard 3) –To explore how we can develop PLTS in Languages lessons (Standard 4) –To peer assess your Directed Activity #2 4

5 5 Personal, learning and thinking skills –Have you seen any of these activities in school? -Running dictation -Venn diagrams -Categorising -Group work -Creative work

6 6 PLTS –IE –CT –RL –TW –SM –EP Independent Enquirers Creative Thinkers Reflective Learners Team Workers Self Managers Effective Participators

7 7 What do they mean? Team Workers Reflective Learners Effective Participators Creative Thinkers Independent Enquirers Self Managers

8 Focus on thinking skills Busca las categorías: un chicoColombiaverdeEspaña un perromi hermanolos ojosblanco Italiami padreMéxicola música azulinteresanteun gatomalo traviesomuymi madrebueno tambiénla guitarrarojopero Bonitosijaguargrande Franciayamarillouna serpiente una mujernormalmente amigo

9 Focus on thinking skills: categorising Busca las categorías: Paises: Paises que hablan español: Familia: Animales: Adjetivos: Colores: Palabras importantes: Otras palabras:

10 Focus on thinking skills: categorising Usa las frases: Hola¿Qué tal?Tengo los ojos grandes Muy mal¿Cómo te llamas?Tengo miedo ¡Ayúdame!¿Dónde vives?¿Eres inglesa? Me llamo fantasma.¿Cómo eres?Sí No ¡qué va!Aquí tienes.Te quiero. Es muy divertido. ¡Ja, ja ja! Buenas noches. ‘una paloma blanca’Estoy perdida.¡Ay, ay ay! ¿Quieres jugar al fútbol?Voy a mi casa. Me gusta volar.¡Qué bien!Soy español.

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12 Focus on thinking skills: living graph Le matin de Mme Bailey Il est 8h58 Mme Bailey finit son café délicieux. Tout est calme. Mais la classe 7R arrive. > dit Josh son élève favori. > dit Mme Bailey. > crie Jamie > > dit Donna > La porte ouvre encore et Steve arrive. > > dit la prof. Mais, oh non, voilà Liam. > > > dit Mme Bailey

13 Focus on thinking skills: living graph Le matin de Mme Bailey X X très contente Mme Bailey est contente 8h58 9h 9h01 9h02 9h03 9h04 9h05 X pas très contente

14 Focus on thinking skills: living graph Le matin de Mme Bailey X X très contente X Mme Bailey est contente 8h58 9h 9h01 9h02 9h03 9h04 9h05 X pas très X X contente

15 15 Cherche les liens: un poisson un serpent une araignée un cochon un chien un cheval une souris une vache un mouton un espadon

16 ein Apfel eine Birne eine Scheibe Salami ein Erdbeerein Lollieein Orange ein Pflaume eine Scheibe Käseein Muffin eine Wassemelone eine Schokoladen Torte eine Eistüte ein Würstcheneine Gurke Venn diagrams GesundUngesund

17 17 Creative writing –Hello _______, goodbye __________ –Diamond poem (noun, adjective, adjective, verb, verb, verb, adjective, adjective, noun –Who? What? Where? Why? –Acrostic poems –Shape to symbolise the word poems - Calligrammes –Rhythmic poems or raps –Haiku ( 5 – 7 - 5) –Life in 6 words

18 18 More poems.. Los Colores Verde es el campo Amarillo como las abejas Azul es el cielo despejado Gris como las nubes Rojas son las rosas en el jardín Blanca es la nieve ¡Tantos colores hay!

19 19 Snowballing – team workers & independent enquirers –Pupils work in various groups (individually / 2s / 4s/ 8s) to create an explanation of how to use the passé composé

20 Group work Setting up groups: the logistics / the affective factors / the composition of the groups – by attainment, friendship, interest, randomly Ensuring participation and equality of opportunity Behaviour and motivation Assessment Heavy on preparation time and resources Pupils’ level of autonomy – do they read instructions? Use of target language Why don’t we see a lot of group work in languages lessons??

21 Group work Give pupils different roles Set ground rules Give clear time limits Break down the activity into clear stages Monitor the groups’ progress through the stages Consider the groups’ use of target language, with support where needed Add elements of competition Use praise and reward systems to value collaboration and achievement 21

22 PLTS in languages Skill e.g. Creative thinkers Link to other aspect of teaching Examples from your practice/observations Example from ‘Thinking through MFL’ 22

23 PLTS in languages Skill e.g. Creative thinkers Link to other aspect of teaching Examples from your practice/observations Example from ‘Thinking through MFL’ 23 2 group members 2 -3 group members 1 person on design

24 In groups –With the skill you have been allocated –Create your presentation on the table cloth –During feedback, one student stays at the table and the others visit the other groups 24

25 25 How do we address these in Languages? Independent enquirersInternet research + Creative thinkersCreativity + Reflective learnersAfL + Team workersGroup tasks + Self-managersLearner strategies + Effective participatorsLocal issues +

26 26 PLTS? –IE –CT –RL –TW –SM –EP Independent Enquirers Creative Thinkers Reflective Learners Team Workers Self Managers Effective Participators

27 Directed Activity #2 –Peer assess with another student –Use a pencil or blue pen to make comments –Be constructive, precise and positive –Hand in texts and feedback 27

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