Breaking the mould

Connect activity• Learning a new language is like…

a window on a new world

turning on a light bulb

an uphill struggle

3 preconditions to 3 preconditions to learninglearning

•Ganas - WIIFMGanas - WIIFM•Belief – I can’t do it Belief – I can’t do it yetyet……•Do something differently – if you Do something differently – if you

always do what you always did, always do what you always did, you will always get what you you will always get what you always got.always got.

Learning outcomesContent:By the end of this session we will be able to…•Reflect on what students are learning in KS3•Reflect on how the students are learning in KS3•Walk away with some practical ideas

Process:We will achieve this by…•Looking at and discussing a working(ish) model of a KS3 curriculum•Having a go at a couple of activities modelling theunderlying principles•Having the opportunity to reflect on our own learning

Rationale

• Hard to explain in words so let us try art instead…

• (You or the students can create your own wordle art at www.wordle.net) – great way to create inspiration for writing or just summarising a module)

Rationale

•So what is on our playlist?

Compelling Contexts

• What is in your pencil case?• What do your parents do?• How many pets do you have?• Who gives a monkey’s? ( A monkey’s what?)

• Sky is the limit…

Task

• What kind of contexts could we use to teach languages?

Contexts…

• Evolution not revolution…

Product driven AfL

• Design and Technology – making a clock

• Working towards a product gives huge scope for afl…

• Assessment of learning (AT1 – Level 6)• Assessment for learning (www/ebi)• Assessment as learning (PLTS)

Assessment is for learning

L’école francophone?

By the end of this module, you will be able to…

• Compare your school life to the school life of a French speaking student in Rwanda.

• Create a presentation (including visual, text and spoken elements) to be delivered to an audience

Assessing him…AoL – level 5

AT2 and 4

AfL – feedforward (peer/teacher) at each preparotary

stage

AaL – how did you go about

getting information? (independent enquirer)

Thinking levels

•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?

So let’s have a go!

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 content and process 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…

• Chris Harte• Cramlington Learning Village• Highburn• Cramlington

• charte@cramlingtonlv.co.uk

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