Take a walk on the flip Take a walk on the flip side…side…

tu*tm*td

By the end of this session we will be able to…

• Look at different strategies for developing PLTS in students

• Walk away with practical ideas for evolutionising our curriculum

• Look at a model for personalising learning experiences - FLIP

• Get some top tips for your MFL classroom

Process & Benefits• Quick tour of PLTS

terminology

• Measure some activities against Anderson’s Taxonomy

• Have an experience of an evolutionised approach to a “bog standard lesson”

• Look at the FLIP model

• Gain a new acronym

• Have a yard stick to measure thinking challenge

• Put you in the learner’s place - see the challenge

• Have an idea of the next steps you could take in developing your curriculum

Are your students…

• Independent enquirers• Creative thinkers• Team workers• Self-managers• Effective participators• Reflective learners• ?

Independent enquirers

Creative thinkers

Team workers

Self-managers Effective participators

Reflective learners

Keep your thinking HOT

•Is your thinking HOT?

1. Remembering: Retrieving, recalling, or recognizing knowledge

from memory. Remembering is when

memory is used to produce definitions, facts,

or lists, or recite or retrieve material.

2. Understanding:  Constructing meaning from

different types of functions be they written or graphic

messages activities like interpreting, exemplifying, classifying, summarizing, inferring, comparing, and

explaining. 

3. Applying:  Carrying out or using a procedure through executing, or implementing. Applying related and refers to situations where learned material is used through products like models, presentations, interviews or simulations.  

4. Analyzing:  Breaking material or concepts into parts, determining how the parts relate or interrelate to one another or to an overall structure or purpose. Mental actions included in this function are differentiating, organizing, and attributing, as well as being able to distinguish between the components or parts. When one is analyzing he/she can illustrate this mental function by creating spreadsheets, surveys, charts, or diagrams, or graphic representations. 

5. Evaluating:  Making judgments based on criteria and standards through checking and critiquing. Critiques, recommendations, and reports are some of the products that can be created to demonstrate the processes of evaluation.  In the newer taxonomy evaluation comes before creating as it is often a necessary part of the precursory behavior before creating something . 

6. Creating: Putting elements together to form a coherent or functional whole; reorganizing elements into a new pattern or structure through generating, planning, or producing. Creating requires users to put parts together in a new way or synthesize parts into something new and different a new form or product.  This process is the most difficult mental function in the new taxonomy. 

Thinking Thinking Level?Level?

Answers…• Nowt• Me Ma• Yes, what has that got to do with you?• Got pissed with me mates in me room ‘cos me

Ma was at work and I have no stable male role model in me life. Then I stayed up until three in the morning on Bebo.

• Morning, what’s that?

Task

• Using the stimulus cards, discuss in your groups ideas for activities which could fit into the different levels of thinking

So let’s have a go

• Simple topic • Different way of approaching it

FLIPFLIP•Flexible – can be when we need them in the cycle, can take whatever form we need; carousel, IL, whole class “reactive” teacher input, rehearsal, catch up…

FLIPFLIP•Learner-led – learner choice is predominant (although this can be guided). There is choice both in the contentcontent and processprocess of the learning

FLIPFLIP•In-time intervention –teacher is able to support and put intervention in place much more frequently; i.e. not having to wait until after an assessment before feeding forward

FLIPFLIP•Personalised –student and teacher able to have real learning conversations as to best learning path to be taken. Teacher can really get to know wants and needs of each student

Key messages

Be creative – teach languages through a context that is Interesting to you and the kids

Key messages

Evolution not revolution – keep what you do well and tweakrather than recreate

Key messages

Keep your thinking HOT – when you are giving a task ask yourself where it would fall on Anderson’s Taxonomy

Key messages

Aim for independence – buy dictionaries rather than text books, choice of what and how, give them the mortar and make them find the bricks

Because we do not want this…

tu*tm*td

• Chris Harte• Cramlington Learning Village• Highburn• Cramlington

• charte@cramlingtonlv.co.uk

• Blog: http://www.chrisharte.typepad.com