Integrating PLTS into the Modern Languages Classroom

Isabelle Jones, Head of Languages, The Radclyffe School, Oldham@icpjones http://twitter.com/icpjones My Languages Blog http://isabellejones.blogspot.com PLTS in MFL Wiki http://pltsinmfl.wikispaces.com

• Strategies for embedding PLTS in your daily practice

• Audit your own practice • Promoting PLTS in your classroom• Widen your repertoire of Thinking Skills activities• ICT tools to support the development of ThinkingSkills resources

• Not a new concept: Personal Learning + Thinking Skills• Independent learning skills• Learners’ social interactions• Making the link/ transfer knowledge

• NOT a government initiative-focus for good practice

Are PLTS here to stay?

National Strategies Online Modules

• Were at the start of the drive to promote Thinking Skills.

• http://nationalstrategies.standards.dcsf.gov.uk/mfl

• Click on CPD => Module11: Thinking Skills (log-in needed)

Bloom’s Taxonomy

Give opinions, assess/ criteria

Express rules, summarise, create

Identify patterns and rules

Predict, infer

Explain, describe, illustrate

Information recall: identify, list

PRICE Taxonomy

5 types of Thinking Skills:• Information-processing skills• Reasoning skills• Enquiry skills• Creative Thinking skills• Evaluation skills

PRICE

PLTS in the Secondary National Curriculum

independent enquirer

creative thinker

reflective learner

effective participator

team worker

self manager

PLTS in the Secondary National Curriculum

6 groups of Personal Learning Thinking Skills:

• Self-Manager• Independent Enquirer• Creative Thinker• Reflective Learner• Effective Participator • Team Worker

Embedding PLTS the BLP Way Building Learning Power, Guy Claxton

“The 6 clusters of qualities are more than Skills that can be trained... The point is to cultivate these qualities intobecoming dispositions, or habits of mind... Cultivation of the PLTS should run through the curriculum, life and ethos of the school, like lettering through a stick of rock”.

Embedding PLTS the BLP Way The 4 Rs

Resilience: absorption, managing distractions, noticing, perseverance

Resourcefulness: questioning, making links, imagining, reasoning, capitalising

Reflectiveness: planning, revising, distilling,meta-learning

Reciprocity: interdependance, collaboration,

empathy and listening

Examples of languages activities

• Which PLTS area is it?• Are there any overlaps?

Audit and barriers Which PLTS areas do I find are the easiest to integrate in my practice?Can you give examples of activities?

Which PLTS areas do you think are the most difficult to integrate? Why?

Audit and barriers

What is creativity?

Strategies for Embedding PLTS •Aiming to deliver a wide variety of tasks in a varied way: impact onresource design and nature of interactions in classroom •Opportunities highlighted in SoWs & examples of activities shared•Focus on developing students’ skills and independence•Introducing Meta-language to talk about learning: mats, display•Overlaps with AFL and SEAL•Training of support staff like FLAs•Focus on developing skills wholeschool approach•http://isabellejones.blogspot.com/2009/10/flip-cramlington-model-for-developing.html

•http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html

Promoting PLTS: Mats

Promoting PLTS: Using cross-curricular Thinking Skills tools

Promoting PLTS: Using cross-curricular Thinking Skills tools

Promoting PLTS: Display

Strategies for Embedding PLTS: Overlaps

Strategies for Embedding PLTS: Overlaps

Strategies for Embedding PLTS: Overlaps

C’ était comment?

Strategies for Embedding PLTS: Lesson Objectives

Healthy Livingprep objectives.pptx

Write/ be prepared to say in French 7 things you do to keep healthy

Garder la forme

Objectifs:

SEAL objectives: Motivation (red)

•I monitor and evaluate my own work•I set challenges and targets for myself and celebrate when I achieve them

• Look at the specific skills required to do well the Speaking Controlled Assessment (CA)

• Revise key phrases and how to identify and use “interesting” phrases to improve

the range of the language used

Vers le succès (Steps to Success):Developing strategies to start off answers in different ways F/HSay & understand how time phrases, connectives, comparatives, reasons & opinions can improve your linguistic range HPractise speaking ensuring you do not pronounce silent letters F/H

Vers le progrès (Path to Progress):Be able to develop your speaking answers using a range of structures H

• Recognise your strengths• Be aware of how you are doing• Learn from mistakes

Showing off your PLTS-example of a lesson with PLTS-integrated

activities

Wed20Oct-Les addictions.ppt

La dépendance

Objectif:

SEAL objectives: Empathy (green)

•I understand others’ point of view & pay attention to them•I value other people’s beliefs and cultures

Vers le succès (Steps to Success):Be able to say, understand and compare different types of addictions FHow to say and understand reasons why young people are attracted to these addictions F/HHow to understand and give opinions on different types of addictions F/H

Vers le progrès (Path to Progress):Be able to develop opinions using a range of structures H

Le tabac Le cannabis

L’alcool

L’héroïne

Le jeuLe shopping

La cocaïne Le travail

Les médicaments

Points forts et Points faibles

L’alcool: C’est relaxant mais c’est cher

Le jeu

Le tabac

La drogue

Plus … que (more … than)

Moins … que (less … than)

Aussi … que (as… as)

L’alcool: C’est plus relaxant que le jeu mais c’est aussi cher que le tabac

Diamond Nine activity2.notebook

Diamond Nine activity2.notebook

Diamond nine cards.doc

Le tabac

Le cannabis

Le travail La cocaïne

Les médicaments

Le jeu

L’ héroïne

Le shopping

L’alcool

Pourquoi les addictions?1. Pour échapper à la -----------

2. Pour se révolter contre ses --------------

3. Pour faire comme les -------------

4. Pour ------------------

5. Pour ------------- comment c’est.

6. Pour se ----------------- : c’est déstressant.

7. Pour se donner ----------------

réalitéparents copains expérimenterrelaxer confiance

Pourquoi les addictions?

1. Pour échapper à la réalité.

2. Pour se révolter contre ses parents.

3. Pour faire comme les copains.

4. Pour experimenter.

5. Pour voir comment c’est.

6. Pour se relaxer: c’est déstressant.

7. Pour se donner confiance.

Pourquoi pas?

1. Parce que ça sent mauvais2. Parce que c’est dégoûtant3. Parce que ça donne le cancer4. Parce que ça cause des crises cardiaques5. Parce que c’est facile de devenir dépendant6. Parce que c’est trop cher7. Parce que c’est du gaspillage8. Parce que c’est difficile d’arrêter9. Parce que c’est illégal10.Parce que c’est dangereux11.Parce que c’est mauvais pour le foie12.Parce que ça fait grossir/ ça coupe l’appétit13.Parce ce que c’est mauvais pour la santé

L’alcool, le tabac ou les drogues?

L’alcoolLe tabac

Les drogues

Et toi, qu’est-ce que tu penses …

de l’alcool

du tabac

de la drogue

Minimum 10 wordsUse: Je pense que c’est…Parce que …

La dépendance

Objectif:

SEAL objectives: Empathy (green)

•I understand others’ point of view & pay attention to them•I value other people’s beliefs and cultures

Vers le succès (Steps to Success):Be able to say, understand and compare different types of addictions FHow to say and understand reasons why young people are attracted to these addictions F/HHow to understand and give opinions on different types of addictions F/H

Vers le progrès (Path to Progress):Be able to develop opinions using a range of structures H

What areas of PLTS have been used in the lesson?

Showing off your PLTS-example of a lesson with PLTS-integrated

activities

DLP20Oct2010-Detailed Lesson Plan

Full documentTo be includedOn the plts wiki

Showing off your PLTS

KS3 or KS4 lesson on healthy eating

What would you do to “show off your PLTS”?

•Classroom set-up•Activities•Resources (including ICT if relevant)

How embedded are your Thinking Skills/ PLTS?

*Schemes of Work: mapping out of Thinking Skills lesson opportunities

sharing PLTS objectives*Evidence of:• Collaborative team work [+Seating arrangement,Display] • Students using “meta-language”• Students as Independent learners• Cross-curricular support/time dedicated to skills

building across the curriculum

Typical PLTS-focused MFL activities

Thinking through Modern Foreign Languages

Mei Lin and Cheryl Mackay, Chris Kington Publishing

Self Manager Activities• Sharing strategies to cope with the

unknown (reading/ listening): language challenge [document/ recording in a different language/ designed for natives)

E.g. L’ hôtel de ville• Prepare ICT presentation

– Presentation about self/ a chosen topic– Presentation about another culture– Grammar point

Independent Enquirer Activities

• Links with mathematics

– data handling– making predictions– presenting and interpreting data (table/ bar chart/ pie chart/ pictogram– Balance of diet– Leisure/school activities– Spending habits

Independent Enquirer Activities

• Mysteries

Problem solving activity based round a given central question that is open to more than one reasonable answer.

The information or 'clues' needed to answer the question are presented on separate slips of paper that your students will analyse, sort, sequence and link.

Independent Enquirer Activities• Mysteries ¿ Quién va a sufrir los problemas de salud y ¿ por qué?

Me llamo Bea. Tengo catorce años. Estoy estresada porque siempre estoy estudiando y nunca me relajo.

Estoy preocupada por los exámenes y no duermo bien durante la semana. Sin embargo los fines de semana duermo practicamente todo el tiempo.

Me llamo Javi y tengo quince años. Vivo en el norte de España con mi abuelo.

Me encanta hacer el ejercicio, no obstante bebo demasiado café.

Mis padres fuman y eso me preocupa mucho.

Soy muy gordo y no estoy en forma.

Mis amigos beben demasiado y toman drogas. Intentan convencerme para hacerlo.

Hace dos años mi abuela murió de un cáncer de los pulmones.

Debería hacer más ejercicio y comer menos. Hay que comer más verduras

El viernes pasado comimos en una hamburguesería.

Hacía el footing todos los días en el parque con mi primo.

Tengo que trabajar mucho ahora a causa de mis exámenes. No he estudiado bastante y tengo miedo.

• Intercultural understanding-identify features

Independent Enquirers

Independent Enquirers

• Intercultural understanding-reflecting on identity

http://www.youtube.com/watch?v=8LXaSFgVxGs

Je viens de la où...

Find songs with repetitive structuresAnd get students to be moreCreative with the language...

Creative Thinkers Activities• Create your own sandwich, smoothie, ice cream...• Invent mnemonics for particular vocabulary/ grammar rule • Poems: recipes, acrostics, calligrams, comparisons• Raps & rhythms• Song: “Ne me quitte pas” Je ferai/ je ferais... • Song-Stromae “Alors on danse” [Lyrics world app]• Transfer structure: Stromae_on_danse : Qui dit...• Rebus http://www.rebus-o-matic.com/index.php • Rebus Malin iphone

Creative Thinker Activities

• http://www.youtube.com/watch?v=7pKrVB5f2W0

Stromae-Alors on danse...

Structure suggested for students own poem/ song (complete)examples of student’s responses

Qui dit amour dit … haine/ familleQui dit parents dit… bagarres/ problèmesQui dit enfants dit … futur/larmesQui dit vacances dit … rire/ désastreQui dit études dit … travail/ennuiOui dit travail dit … argent/ennuiQui dit copains dit ... amusement/bavarder

Creative Thinkers Activities• Create your own sandwich, fruit drink, ice cream...• Invent mnemonics for particular vocabulary/

grammar rule

Je

N’

pas

aime

Creative Thinkers Activities• Poems: calligrams (word mosaic)• Image Chef: http://www.imagechef.com

How would you use these symbols?What other symbols might you find useful?

Creative Thinkers Activities• Raps & rhythms

j’ai un chat, Hannibal

tu as un animal?

elle a un chien.

nous avons un lapin

vous avez des lions?

elles ont deux serpents longs

j’ai des poissons.

Le Rap

Creative Thinkers Activities• Songs/ Poems: Ne Me quitte pas (Jacques Brel)• http://www.youtube.com/watch?v=lfegOxTCuOQ

Creative Thinkers Activities• Rebus : Rebus http://www.rebus-o-matic.com/index.php

Je m’appelle Isabelle

C’est lundi

J’aime les chats blancs

Creative Thinking SkillsMy Film dice game (can be done in English or TL)

A. Le role principal

1=une petite fille 2=un adolescent 3=une grand-mère4=une tortue 5=une danseuse 6=un chanteur de rock

B. L’ événement principal

1=un spectacle 2=des vacances horribles 3=un cambriolage4=un voyage 5=un concert 6=une course

B. Le lieu principal

1=l’ école 2=les Bahamas 3=un château hanté4=un bateau de croisière 5=un stade 6=un musée

Raconte le film comme si tu étais dans le role princial!

Fruit machine http://classtools.net/ fruit_machine.htm

Creative Thinking Skills•Making links: Learners are given a selection of familiarwords and asked to make a concept map by adding connecting words between the words already on the list.The links can also be made from a series of pictures

•Making links to other subjects Using music, drama, ICT, history, geography, PSHE...

•AnalogiesUnderstanding what is unfamiliar comparing/contrasting it with something that is familiar

•Verbal tennisCan be used to revise vocabulary on a given topic or to tell a short story one word at a time.

http://www.wordle.net http://www.tagxedo.com/ http://taggalaxy.de/ http://www.screenpresso.com/ http://wisdom-soft.com/products/screenhunter_free.htm

Creative Thinking Skills

•Making links: Learners are given a selection of familiarwords and asked to make a concept map by adding connecting words between the words already on the list.

http://www.wordle.net/show/wrdl/1751079/Me_gusta

Reflective Learners Activities• Odd one out

raison saison pantalon couleur

Gender, phonic pattern, plural, verb, agreement, alphabetical, abstract, linked...

Can be done with words or pictures

Can teach Target Language for justifying oinions

Odd One Out - ModelOdd One Out - ModelPlays an

individual Sport

Only blond person

Only woman

Prof

essio

nal

Spor

tsmen

Not brilliant at

their chosen

careers!

Married Couple

British Celebrities

Jackie Howis AST Bennett Memorial Diocesan School

desayunar comer merendar cenamos descansar

leche pan zumo té café

queso jamón mermelada fruta golosinas

despierta desayuna energía come cena

agua tostadas cereales queso uvas

frutas verduras hortalizas cereales dulces

¡Pilla al intruso!

Rachel Hawkes

• Fact or opinion

“On mange mieux en France qu’en Angleterre”

Discute + range les phrases selon leurs catégories

• 2 stars and 1 wish

Direct/ Post-it notes/ wallwisher http://www.wallwisher.com

Reflective Learners Activities• 2 stars and a wish (direct/ post-it notes/

wallwisher) http://www.wallwisher.com

http://www.wallwisher.com/wall/wjn8yXcz14

Effective Participator Activities• Teach part of the lesson: from initial vocabulary input

to re-introducing the past tense for regular –er verbs• Get involved in outreach activities: resources for

Primary (mini books, recording stories, using video-conferencing), open evening

• Organising a languages club/ café • Involvement in activities to prepare for a trip,

exchange, option evening• Displays, videos, LAFTA competition...

Team Worker Activities• Running dictation/ collective memory• Students work together to create or re-create a text

or a visual image in the form of a map, picture or diagram. Each student look at stimulus for a short period of time (e.g. 10 seconds) before returning to reproduce the original.

• Mysteries• Living graphs

• Wikis: Collaborative Writing Task: http://langwitch.wikispaces.com/l%27histoire+sans+fin

Team Worker ActivitiesLiving Graphs

Team Worker Activities

•Collaborative Writing Task: •Wikis http://langwitch.wikispaces.com/l%27histoire+sans+fin

Widening your repertoire:• SYNTHESIS• Competition: Write excuses why you have not done

your homework/why you are late. • Brainstorm elements of a ghost story/fairy story,

research necessary language and write your own story.

• Poubelle/Basura/Enquête – from a selection of evidence decide what might have happened to a missing person/ somebody from the past.

Information-Processing Skills

•Locate and collect relevant information:Highlight positive adjectives, food suitable for vegetarians,Clothes you could buy as a present for your mother etc...

Sort, classify and sequence:By chronological order, gender, similar sounds, studentsclassify new phrases/ vocabulary and others to guess what the classification is.

Compare and contrast:e.g. Comparing example of verb endings/ adjectival Agreements to establish patterns.

Reasoning Skills

•Give reasons for opinions and actions•Draw inferences and make deductions•Make informed judgements and decisions Teacher’s questions must aim to give students opportunities to express reasons, deductions, judgements and decisions.

•Pourquoi c’est un passé composé?•Il est pour ou contre l’uniforme? Pourquoi? •Un livre vert, c’est bien. Comment dit-on “a green plant”?•What would you say if you had the complete opposite view?

Any more questions?

Enquiry Skills

•Ask relevant questionsStudents are shown text side-by-side with translationThey have 2 minutes to highlight what they understand And think of question about something they don’t Understand.

•Pose and define problemsShow examples of verbs following a specific rule mixedwith exceptions-where are the exceptions? Why?Canté Bailé Comí Escuché Fui Compramos

•Plan what to do and how to use a range of resourcesPlanning sheet, mindmaps

Enquiry Skills•Plan what to do and how to use a range of resourcesPlanning sheet, mindmaps

Analogies

MèrePieds

TableSalle de bains

Evaluation Skills

•Develop criteria for judging the value of what theyread, hear and do

2 stars and 1 wish Peer assessment (peer assessed by...)Look a your AFL good practice e.g. Feely gauge

Wikis http://langwitch.wikispaces.com/8qF1 http://langwitch.wikispaces.com/8qF1 (dicussion tab)

Evaluation Skills•Evaluate Information (Text/Picture)What is it/sort of text is it?Who is it aimed at? How do you know?What is inside?

Further ideas and examples– Secondary Strategy Leading in Learning

materials

http://nationalstrategies.standards.dcsf.gov.uk/node/96254?uc=force_uj

– Thinking Through MFL, Mei Lin & Cheryl Macky, Chris Kington Publishing

– Curriculum Now! Rachel Hawkes, ALL– PLTS in MFL Wiki http://pltsinmfl.wikispaces.com

SOLO Taxonomy

Stands for Structures of Observed Learning Outcomes

Developed by Biggs and Collis in 1982

Describes levels of increasing complexity in a student’s understanding of a subject

With the highest level being the extended abstract level, when students can make connections not only within the given area but also beyond it.

Students will also be able to generalise and transfer the principles and ideas to another area.

Chris Harte, Head of Languages at Cramlington Learning Village has applied the taxonomy to language-learning

Are we allowing our students to make these connections?

• Strategies for embedding PLTS in your daily practice

• Audit your own practice • Promoting PLTS in your classroom• Widen your repertoire of Thinking Skills activities• ICT tools to support the development of ThinkingSkills resources

Integrating PLTS into the Modern Languages Classroom

Isabelle Jones, Head of Languages, The Radclyffe School, Oldham@icpjones http://twitter.com/icpjones My Languages Blog http://isabellejones.blogspot.com PLTS in MFL Wiki http://pltsinmfl.wikispaces.com