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FSL PLCs 2012-13


Denis Cousineau

on 28 September 2012

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Transcript of FSL PLCs 2012-13

le 28 septembre, 2012 Formations Pédagogiques 2012-13 en Français langue seconde chez OCDSB Rôle du coordonateur à l'école.
Présentation de Stephanie Pagan Retour sur les 3 années passées.
Projets pour 2012-13 Ordre du jour:
Projets pédagogiques 2012-13
4 jours
8 à 10 professeurs Projet 1: Exploration des centres d'apprentissage
Processus pour l'évaluation
Projet E-Learning, Blended Learning
6-10 profs
Leçons Immersions
Tier 1-2
6 rencontres
collaboration avec Kimberly Webster
15 à 20 profs Réseau NTIP
Nouveaux profs
modèle de 3 ou 4 jours
Évaluation Réseau; intégration de la technologie

4 jours
8-10 profs
Évaluation DELF Scolaire
4e étape de la recherche Maximizing Exposure to French

The Core French teacher establishes French as the language of communication.
Students must be immersed in French to become truly proficient. Core French
teachers adjust their level of oral French including speed, vocabulary, and
structures so that it is understandable but slightly beyond the students’ level of
language learned.

In Effective Literacy Practices in FSL: Making Connections (2008), the authors
acknowledge that “a judicious use of English can facilitate understanding, but
teachers must make every effort to speak French in class given the amount of time
usually available to second language learning in most school systems.” Core French
teachers use their professional judgment to determine what is meant by the term
“judicious,” for example, when student safety is a concern. Curriculum.org
Modules et Prologue The Common European Framework of Reference and
the Action-Oriented Approach Instilling Confidence

The Core French teacher continuously strives to help students develop confidence to
use French to communicate and function on a daily basis in class. By providing an
accepting and positive environment, the Core French teacher encourages students to
take risks in order to speak in French and to support each other by being patient and
cooperative. The Core French teacher provides students with options that promote
ownership of learning and contribute to greater motivation. This leads to more
spontaneous interactions in French, resulting in increased fluency. Error Correction Learning by Listening Learning by Speaking Building Vocabulary Differentiated Instruction The Core French teacher creates a positive learning environment by:

➔ creating a need for students to communicate in French

➔ encouraging students to take risks when speaking in French and valuing all


➔ modelling a positive attitude

➔ listening carefully to the student’s message

➔ correcting errors at appropriate times, in a respectful and effective manner

➔ helping students to develop accuracy and fluency as they speak in French,

realizing that these skills are refined over time

➔ providing ample daily opportunities for all students to practise their oral

French skills

➔ providing individual descriptive feedback based on success criteria to help

each student achieve learning goals

➔ acknowledging that students progress at different rates and providing

appropriate tasks and supports

➔ stimulating student interest by planning relevant, purposeful activities

and tasks Building Community The Communicative Approach
The Action-Oriented Approach
The Common European Framework of Reference and the Action-Oriented Approach Building Proficiency Through Action-Oriented Tasks Planning and Teaching to Develop Oral Proficiency Instilling Confidence Scaffolding Learning in an Action-Oriented Approach Reflective Practice Considerations When Planning
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