Connect the learning Learning a new language is like... ...a window on a new world ...an uphill struggle ...turning on a light bulb 3 preconditions to learning Ganas - WIIFM
Belief – I can’t do it yet…
Do something differently – if you always do what you always did, you will always get what you always got Rationale 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… 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) FLIP Lessons 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… Learner-led – learner choice is predominant (although this can be guided). There is choice both in the content and process of the learning 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 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 Be creative – teach languages through a context that is
Interesting to you and the kids Evolution not revolution – keep what you do well and tweak
rather than recreate Keep your thinking HOT – when you are giving a task ask
yourself where it would fall on Anderson’s Taxonomy Aim for independence – buy dictionaries rather than text
books, choice of what and how, give them the mortar and
make them find the bricks Chris Harte
@charte By the end of this session, we will be able to... see one school's attempt at remodelling the languages curriculum
come away with at least five practical teachnology tips Are we thinking? Then I'll begin... Teachnology tip - reading and writing Paste a piece of coursework into Wordle and see which word
comes out biggest - are you using "j'aime" too much?
When you read, your brain does a lot of work before you even get to
the next word so you often skip mistakes. Wordle your work and mistakes
will stick out like a sore thumb! Teachnology tip - creative Free ways to make creative products...
Comic book generators (linguascope) Teachnology tip - professional development Don't use technology unless it really is teachnology -
How is the use of technology making learning more effective?
What is the pedagogical purpose?
Are you on the bandwagon or are you car sharing? twitter/blogs
@charte @icpjones @suzibewell @josepicardo @lisibo etc
www.chrisharte.typepad.com Review Answers…
"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?" Motivation = Expectancy x Value The extent to which
the learner expects success
in their learning The value of the learning
to the learner x Teachnology tip - reading Mind the gap reading
find a text online (film reviews/cognates)
paste into word
Edit - Replace
Find what - insert a space
Replace with - leave blank
Bob is your father's brother Compelling contexts What makes a great linguist? Y7 Enquiry
Kirikou et la sorciere
Thinking Hats - environment
School in Rwanda Holistic Atomistic Creative holistic Blindfolded learning Ten pet input = maximum (G&T) 10 pet output
Make me a flunger Teachnology tip - resources http://www.plan-edresources.org/ http://www.ltscotland.org.uk/mfle/index.asp http://www.sunderlandschools.org/mfl-sunderland/ http://www.eprint.co.uk/product.asp?P_ID=1721&strPageHistory=related Teachnology tip - collaboration http://openetherpad.com
SKYPE Teachnology tip - reading http://www.lingro.com Teachnology tip - assessment Put a piece of writing into wordle to make sure
there is a variety of language being used - more
frequently used words come up biggerSee the full transcript