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Cooperative Learning in MFL

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by

Bob McKay

on 27 November 2016

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Transcript of Cooperative Learning in MFL

Cooperative
Learning
in
M
F
L

Session Aims
To look at strategies for planning for effective group work in MFL lessons.
To look into ways of encouraging a maximum of TL speaking by students.
Who are we doing this all for?
TEENAGERS
Claire Tyson
Adults make their own decisions; children have theirs made for them; teenagers are stuck in the middle.

Teenagers’ attitudes to risk, convention & pleasure are entirely different to adults.

Teacher & Research Student
The Teenage Brain
The prefrontal cortex communicates with the other section of the brain through connections called synapses.
These are like the wires in your music centre.
During adolescence the brain prunes away excess synaptic connections starting at the back of the brain and moving forward.
The prefrontal cortex, the vital centre of control, is the last to be trimmed.
Imaging studies show that most decisions that teenagers make involve the back of the brain while adults use the frontal lobes.
So...
These typical teenage characteristics occur because of changes in the prefrontal cortex:
lack of foresight; emotional volatility; impulsiveness; lack of thought for others.
Heightened sensitivity to dopamine means that teenagers value rewards more heavily than adults.
A similar sensitivity to oxytocin means that teenagers treat peer exclusion in the same way as threats to physical health or food supply.
Teenage brains don’t register delayed gratification – the appeal of fun now is too strong!
Stage 1: The Learning Environment
Do teenagers relate to their environment in the same way as adults?
Can we have the same expectations of teenagers as of adults?
Should we treat students differently because they are teenagers?
“Sensitivity to oxytocin means that teenagers treat peer exclusion in the same way as threats to physical health or food supply.”
Pair & group work are valued by Ofsted as well as by the students themselves.
Groupings in your seating plans can facilitate positive reinforcement in lessons.
Ensure that your classroom is organised as flexibly as possible & allows you to quickly switch from individual, to pair and group work.
Organising your classroom can save time for planning and lesson delivery.

Classroom Layout
At the base: the theory
Stage 2: Cooperative Learning
"80% of teachers' memories of 'best' learning experiences are...
active
collaborative
learner-driven
learning-focused"
What happens more often?
learning without teaching
teaching without learning
!
Orientation towards learning rather than performance improves performance itself!
Model 1
RallyCoach
Using pairwork to reinforce skills & processes
Model 2
Structuring Pair Work
Ensuring active engagement of each partner by alternating participation.
Model 3
Structuring Group Work
Ensuring active engagement of each group member by assigning tasks.
Model 4
Quiz-Quiz-Trade
Enabling ALL students to practise target language every lesson.
How many times has each student been able to practise each item of vocabulary?
The Summit: speaking to learn
Is writing more important than speaking?
Do pupils get enough opportunities to speak in our lessons in order to prepare them for controlled speaking assessments?
Model 5
French Phonics
Giving students the tools they need to be able to decipher spellings & pronunciation independently.
V
A
K
isual
uditory
inaesthetic
Model 6
Songs
Using tunes which students already know to internalise structures and pronunciation.
Model 7
Simple Games
"Finding 45 excuses to get the kids to say the same word."
Session Aims
To look at strategies for planning for effective group work in MFL lessons.
To look into ways of encouraging a maximum of TL speaking by students.
rmckay@folkestonegirls.kent.sch.uk

@MonsieurRMC

http://leprofperdu.wordpress.com
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