PPT Leicester PGCE

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    Leicester MFL PGCEBack where it all started!

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    Your day

    Session 1 ICT and MFL Both from a teacher and student

    perspective

    Session 2 CLIL How can you deliver content in

    languages?

    Session 3 PLTs and MFLTeaching general skills through

    languages

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    Session 1 ICT and MFLComputers can be good for

    both teacher and student!

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    Zipf Plot

    The frequency with which a word is used is inversely proportional toits rank in the table of frequency-of-use of all words in thatlanguage. So, the second most-commonly used word in English("of") is used half as often as the most common word ("the"). Thethird most-common word is used one third as often as the mostcommon, and so on. Amazingly and no one quite knows why

    this law (formulated by the American linguist George KingsleyZipf in 1935) holds true for every known language. It also appliesto letters and phonemes.

    You can even use Zipf's plot to work out whether sounds are alanguage or just noise. By plotting the frequency of the noises,you will get a slope of negative one (a straight line going

    diagonally from upper left to lower right) if it conforms to Zipf'slaw. Dolphin noises produce such a slope; the chattering ofsquirrel monkeys doesn't.

    Source: QI http://www.telegraph.co.uk/cultur

    A* GCSEDolphin

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    AFL bit what do youknow?

    What websites do you already knowabout?

    What do you know about: Blogs

    Wikis

    Podcasts

    Other stuff

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    Blogs

    A time ordered store of text andmultimedia that allows forcomments.

    Using it to teach:http://www.boxoftricks.net/?p=104

    http://www.boxoftricks.net/?p=104http://www.boxoftricks.net/?p=104
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    Wikis

    A collaborative webpage.

    http://www.slideshare.net/blaggers/usin

    http://www.teachers.tv/series/ict-for-the

    http://www.teachers.tv/series/ict-for-the-non-specialisthttp://www.teachers.tv/series/ict-for-the-non-specialisthttp://www.teachers.tv/series/ict-for-the-non-specialisthttp://www.teachers.tv/series/ict-for-the-non-specialisthttp://www.teachers.tv/series/ict-for-the-non-specialisthttp://www.teachers.tv/series/ict-for-the-non-specialist
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    Podcasts

    Teachers who already dabble at podcastinggenerally use podcasts in two main ways:

    as a way to deliver content to your students. Think

    of podcasts as lessons to take away: providing yourstudents have subscribed to your podcasts, onceyou upload a new episode it will automatically bedelivered to your students without any furtherintervention from you or them.

    as a means to showcase your students work. Thinkof it as a new and exciting homework project. Showyour students the podcasting basics and they willproduce stunning pieces of work that you and theywill be able to proudly show off.

    Source: Jos Picardo, http://www.boxoftricks.net/?p

    http://www.boxoftricks.net/?p=367http://www.boxoftricks.net/?p=367
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    Other Stuff

    My PLN

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    How they are used

    There are NO rules on how these areused!

    Take inspiration from others(shamelessly steal)

    Use for your own CPD, or to teach

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    Enough of me

    Watch the video

    What topic could it be used for?

    How could you do an ICT lessonbased on it?

    How could you do home learning

    based on it? Where would you store it within your

    teaching tools?

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    Session 2 - CLIL

    Languages to teach other

    subjects

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    The limits of my languagemean the limits of my

    world.Ludwig Wittgenstein

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    AFL bit how confident areyou

    Teaching MFL (maybe 2nd, 3rd or newlanguage)?

    Teaching ICT?

    Teaching Humanities?

    Teaching English?

    Teaching Maths? Teaching other subjects?

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    Theory

    CLIL's multi-faceted approach can offer a variety ofbenefits. It:

    * builds intercultural knowledge and understanding* develops intercultural communication skills

    * improves language competence and oral communication skills* develops multilingual interests and attitudes* provides opportunities to study content through differentperspectives* allows learners more contact with the target language* does not require extra teaching hours

    * complements other subjects rather than competes with them* diversifies methods and forms of classroom practice* increases learners' motivation and confidence in both thelanguage and the subject being taught

    Source: European Comm

    http://ec.europa.eu/education/languages/language-teaching/doc236_e

    http://ec.europa.eu/education/languages/language-teaching/doc236_en.htmhttp://ec.europa.eu/education/languages/language-teaching/doc236_en.htm
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    Practice

    http://www.cilt.org.uk/secondary/14-19/i

    http://www.cilt.org.uk/secondary/14-19/intensive_and_immersion/clil/case_studies/teaching_across_the_curriculum.aspxhttp://www.cilt.org.uk/secondary/14-19/intensive_and_immersion/clil/case_studies/teaching_across_the_curriculum.aspx
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    OK, real practice

    Tends to be part of a lesson

    Has to fit

    Means talking to other departments!

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    Task

    You are going to deliver a lesson aboutAfrica at KS3.

    It will be in French.

    The objective is:You will know how to describe the climate of the

    savannah.

    To make things harder Include this video!

    And to help have some climate data!

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    Session 3 PLTs in MFL

    Its not about the languageanymore.

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    'If we always do what we'vealways done, we will getwhat we've always got.'

    Adam Urbanski

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    The framework

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    The Big Picture

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    Teacher Research

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    An Idea

    La Maison de Sophie

    http://www.sunderlandschools.org/mfl-s

    http://www.sunderlandschools.org/mfl-sunderland/http://www.sunderlandschools.org/mfl-sunderland/
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    No-one is perfect

    While I love my (stolen/borrowed)lesson It can be more PLTs orientated

    How could this be developed forIndependent Learners andCollaborative Learners?

    If feeling adventurous Add some ICT!

    How could it fit into other subjects?

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    Final words

    Be yourself

    Push your comfort zone

    Be willing to fail Expect the best

    React well to the worst (watch this

    video!)