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Teaching AG&T in MFL

A prezi to York PGCE cohort 2013

mark richardson

on 18 January 2017

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Transcript of Teaching AG&T in MFL

Grupo internacional com forte implementação em Angola procura para os seus quadros um Gestor de Vendas para o sector automóvel
Experiência comprovada no sector automóvel minimino 3 – 5 anos;
Fluência em ingles (escrito e falado);
Experiência e prática de communicação/reporting com fabricante automóvel;
Perfil de liderança
Capadidade de trabalho sob pressão e em equipa;
Local de trabalho: Luanda
Progressão de carreira dentro de Grupo;
Vencimento e outras regalias conforme experiência demonstrada
Resposta ao anúncio deverá ser enviada, para o e-mail:
In the comprehensive system it is very easy for
able children not to fulfil their potential
gifted vs talented

Characteristics of Gifted and Talented students

Diamond 9
in your classroom
Techniques for Every Lesson
Fact trees
Five facts (hand)
KWL grids
Mind mapping
Senses charts
Story grids
Word limit activities
Writing frames
What do we KNOW? What do we WANT to find out? What have we LEARNED?
The future of Gifted and Talented

Good teaching of Able and Talented pupils involves:

A high degree of subject knowledge
The capacity to envisage and organise unusual projectsand approaches which catch pupils’ attention.
The confidence to try out new ideas, to take risks and be prepared to respond to leads which look most likely
to develop higher levels of thinking by pupils.
Communicating an enthusiasm for the subject.
Keeping alive pupils’ belief in their own capabilities.
Able language learners are likely to:

display curiosity about language
have a natural feel for languages, for example, often 'getting it right' first time when deciding how to pronounce new words
pick up new language and structures quickly
make frequent connections, for example, spotting new patterns or classifying words as an aid to memorisation
have a strong desire to put language together by themselves, for example, by extending sentences or by applying what they have learnt to new contexts
show creativity and imagination when using language, for example, by initiating conversation or providing original extended answers rather than merely imitating the models they have met
have an insight into how they like to learn and are thus able to learn more efficiently
enjoy learning independently
are often interested in culture
have exceptional and sustained inner motivation for language learning.
Whether more-able pupils are taught in sets, in mixed-ability classes or in vertical groups, they will display a range of interests, aptitudes and capabilities. In everyday lessons teachers can meet some of their needs by:

differentiating activities
offering personal support
targeting higher-order questions
building-in challenging open-ended activities
directing supplementary study outside the lesson.

Teachers can help create lifelong language learners as opposed to people who merely know something of a language:

by supporting explicit analysis of language, it satisfies more-able pupils' curiosity
by providing clear tools for progression, it helps pupils generate language more independently and use what they know in more flexible and creative ways
by encouraging pupils to be daring with language
through promoting the learning of grammar not for its own sake but as a tool for more-successful communication
by responding to more-able language learners' interest in culture via the Intercultural understanding strand and by suggesting that contexts for learning in the other Framework strands provide opportunities for exploring aspects of the life and culture of countries and communities where the language is spoken.
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