1. Personal Learning and Thinking Skills for Language LearnersIsabelle Jones, The Radclyffe Schoolicpjones@yahoo.co.ukTwitter: @icpjones http://twitter.com/icpjonesMy Languages Blog http://isabellejones.blogspot.comPLTS in MFL Wiki http://pltsinmfl.wikispaces.com

2. Aims: Find out about PLTS and why theyare important skills for languagelearners Audit your own practice and look atways to embed PLTS in yourclassroom Widen your repertoire of PLTSactivities Find out about specific ICT tools tosupport the development of PLTSresources 3. PLTS in the Secondary National Curriculum self managerindependent enquirercreative thinkerreflective learnerteam worker effective participator 4. PLTS in the Secondary National Curriculum Not a new concept: Personal, Learning and Thinking Skills Independent learning skills Learners social interactions Making the link between ideas Transferring knowledge of patterns NOT a government initiative-focus for good practice 5. PLTS in the Secondary National CurriculumBlooms Taxonomy (1956)Evaluate, judge, defend, criticise, justify, chooseHypothesize, discuss, compare, create, constructAnalyse, organise, deduce, contrast, distinguishManipulate, classify, apply, modify, illustrate, solveExplain, describe, visualise, illustrate, paraphraseRecall, identify, list, name, define, show, recogniseIdentify: Knowledge and Comprehension Cognitive Domain Compare and Contrast: Evaluation and Analysis 6. PLTS in the Secondary National Curriculum Blooms Taxonomy (1956) Internalise Naturalisationvalues system Organise ideasArticulationValue ideasDevelop precisionRespond to ideas ManipulateReceive ideas ImitateAffective DomainCognitive Domain Psychomotor Domain 7. PLTS in the Secondary National Curriculum Andersons Taxonomy 8. How can PLTS help my language learners?What sort of qualities, skills & attitudes does a GCSEstudent need to have in order to be successful in thespeaking and the writing Controlled Assessment? 9. How can PLTS help my language learners?AQA GCSE specification-context and purposes Cope with a greater degree of unpredictability Student independence: phonic rules, use of dictionary& verb tables, Understand and use more accurately a widening range ofvocabulary and structures, including some unfamiliar language=>intercultural understanding, inferences from English and/orother known language, use of para-linguistic clues (visuals, tone ofvoice, bold, italics etc), memorisation techniques Understand and discuss issues and opinions=>Knowledge of a range of structures, connectives and synonyms,linking ideas and points of view in a well-organised way Give full description and accounts=>proofreading ability, peer assessment & support, memorisationtechniques 10. PRICE Taxonomy:Looking at Thinking Skills activities5 types of Thinking Skills: Information-Processing skills Reasoning skills Inquiry skills Creative Thinking skills Evaluation skills 11. PRICE Taxonomy* Inquiry skills* Processing skills* Creative thinking * Reasoning skills* Evaluation skills *A: Tolocate andcollect relevantinformation; to sort, classify, sequence, compare and contrast; to analyse part/whole relationships; *B: To give reasons for opinions and actions; to make deductions; to use precise language to explain what they think; to make judgments and decisions and explain why; *C: To ask relevant questions; to pose and define problems; to plan what to do and how to research; to predict outcomes and anticipate consequences; *D: To generate and extend ideas; to suggest hypothesis; to look for alternative/innovative outcomes; *E: To judge the value of what they read, hear and do; to have confidence in their judgement. 12. PRICE TaxonomyProcessing skills To locate and collect relevant information; to sort, classify, sequence, compare and contrast; to analyse part/whole relationships;Reasoning skills To give reasons for opinions and actions; to make deductions; to use precise language to explain what they think; to make judgments and decisions and explain why;Inquiry skills To ask relevant questions; to pose and define problems; to plan what to do and how to research; to predict outcomes and anticipate consequences;Creative thinking skills To generate and extend ideas; to suggest hypothesis; to look for alternative/innovative outcomes;Evaluation skills To judge the value of what they read, hear and do; to have confidence in their judgement. 13. Generic PLTS ActivitiesWhat are they? Which PLTS areas can they cover?Which skills do they help develop in students? 14. Creative thinker Self Manager Independent EnquirerEmpathy-makes itMemorisationKinaesthetic activity to representeasier to rememberHighlights logical linksdifferent opinionsReading for details/between the lines Reflective learnerSelf ManagerCreative thinkerHelps to remember different MemoryExploring the links betweenopinions and how to justify themDictionary skills Different items of vocabularyPractical way to introduce higherlevel opinion vocabulary 15. Embedding PLTS the BLP WayBuilding Learning Power, Guy ClaxtonThe 6 clusters of qualities are more than Skills thatcan be trained... The point is to cultivate thesequalities into becoming dispositions, or habits ofmind... Cultivation of the PLTS should run throughthe curriculum, life and ethos of the school, likelettering through a stick of rock 16. Embedding PLTSthe BLP WayThe 4 Rs Resilience: absorption, managingdistractions, noticing, perseverance; Resourcefulness: questioning, makinglinks, imagining, reasoning, capitalising; Reflectiveness:planning, revising, distilling, meta-learning; Reciprocity:interdependence, collaboration, empathy andlistening. 17. SOLO TaxonomyStands for Structures of Observed Learning OutcomesDeveloped by Biggs and Collis in 1982Describes levels of increasing complexity in a studentsunderstanding of a subjectWith the highest level being the extended abstract level,when students can make connections not only within thegiven area but also beyond it.Students will also be able to generalise and transfer theprinciples and ideas to another area.Are we allowing our students to make theseconnections? http://hooked-on-thinking.com/ 18. SOLO Taxonomy SOLO levelVerbs Extended Abstract Generalise, predict, evaluate, reflect, Number affect other hypothesise, theorise, create, prove, plan, words too justify, argue, compose, prioritise, design, construct, perform RelationalSequence, classify, compare and contrast, How gender explain causes, explain effects, analyse (part- affect other words: whole), form an analogy, organise,adj, poss distinguish, interview, question, relate, apply Multistructural Describe, list, outline, follow an algorithm, Patterns combine Unistructural Define, identify, name, draw, find, label,Gender match, follow a simple procedure Verbs for declarative and functioning knowledge-Common task descriptors for the National Certificate of Educational Achievement (NCEA)GCSE/AS/A level 19. Strategies for EmbeddingPLTS Carefully considering the cognitive level of the tasksset (Blooms) and possible outcomes (SOLO) Aiming to deliver a wide variety of tasks in a variedway: impact on resource design and nature ofinteractions in classroom; Opportunities highlighted in SoWs & examples ofactivities shared; Focus on developing students skills in an integratedway and student independence. 20. Strategies for EmbeddingPLTS Introducing Meta-language to talk about learning:learning mats, display Overlaps with AFL and SEAL: understanding ofassessment criteria, motivation Training of support staff like FLAs Focus on developing PLTS as a wholeschoolapproach http://isabellejones.blogspot.com/2009/10/flip-cramlington-model-for-developing.html http://isabellejones.blogspot.com/2009/10/flip-approach-for-languages-at.html 21. Promoting PLTS: Mats 22. Promoting PLTS:Using cross-curricular Thinking Skills tools 23. Promoting PLTS:Using cross-curricular Thinking Skills tools 24. Promoting PLTS: Display 25. Strategies for Embedding PLTS: Display/ Overlaps 26. Strategies for Embedding PLTS:Lesson ObjectivesObjectifs: Objectifs: Look at the specific skills required to do well the Speaking Controlled Assessment Identify and use interesting phrases to improve the range of the language used SEAL objectives: Motivation (red) SEAL objectives: Motivation (red) I monitor and evaluate my own workI monitor and evaluate my own work I set challenges and targets for myself and celebrate when III set challenges and targets for myself and celebrate when achieve themachieve them 27. Strategies for Embedding PLTS: Lesson ObjectivesVers le succs (Steps to Success):Developing strategies to start off answers in differentwaysSay & understand how timephrases, connectives, comparatives, reasons &opinions can improve your linguistic rangePractise speaking ensuring you do not pronouncesilent lettersVers le progrs (Path to Progress):Be able to develop your speaking answers using arange of structures Recognise your strengths Be aware of how you are doing Learn from mistakes 28. vendredi 3 fvrier Todays target:Quest-ce quon va faire? Talking about what you are going to do in the eveningSteps to Success Revise familiar verbs in the present tense Use on va as an introduction to using the future tense (5c)Path to progress Understanding future tense (L5) Self awareness Motivation 29. Strategies for Developing PLTSThrough Languages ActivitiesUse mystery pictures: Flickr/ photo appsUse links between pictures: and, butCompare pictures : use comparative and justified opinionsSay what happened beforeSay what might happen afterRead/Listen to clues to identify one specific picture without actuallysaying the key word (taboo) 30. Cest quelle photo? Pourquoi?1. a sent mauvais2. Cest dgotant3. a donne le cancer4. a cause des crises cardiaques5. Cest facile de devenir dpendant physiquement6. Cest trop cher7. Cest du gaspillage8. Cest difficile darrter9. Cest illgal10.Cest dangereux11.Cest mauvais pour le foie12.a fait grossir/ a coupe lapptit13.Cest mauvais pour la sant 31. Strategies for Developing PLTSThrough Languages ActivitiesLetabac Les Le mdicamentscannabis La cocaneL hrone Le travail Le shopping Le jeuLalcoolhttp://classtools.net/ 32. Lalcool, le tabac ou les drogues?Le tabacLalcool Les droguesLes drogues 33. How embedded are yourThinking Skills/ PLTS?*Schemes of Work:mapping out of Thinking Skills lesson opportunitiessharing PLTS objectives*Evidence of: Collaborative team work [+Seating arrangement,Display] Students using meta-language Students as Independent learners Cross-curricular support/time dedicated to skillsbuilding across the curriculumLes drogues 34. Independent Enquirer ActivitiesMysteries: IWB, audio recordingQui va souffrir de problmes de sant et pourquoi?Je mappelle Batrice. Je me fais du souci cause Je mappelle Xavier et jai quinze ans.Jai quatorze ans. Je suis des examens et je ne dors pas Jhabite dans le nord de la Francestresse parce que jebien pendant la semaine.avec mon grand-pre.suis toujours en train Cependant, le weekend, jedtudier et je ne peuxdors pratiquement tout lejamais me relaxer. temps.Jadore faire du sport Mes parents fument et celaJe suis un peu gros et je ne suis pasmais pourtant je boisme proccupe beaucoup.du tout en forme.trop de caf, ce qui nestpas bon pour la sant.Mes amis boivent tropIl y a deux ans, ma grand-Je devrais faire plus dexercice etet prennent desmre est morte dun cancermanger moins. Il faut aussi que jedrogues. Ils essayent de des poumons.mange plus de lgumes.mentraner faire celaaussi.Vendredi dernier, nous Avant, je faisais du footingJe dois travailler beaucoupsommes alls au MacDo. tous les jours dans le parc maintenant car jai beaucoup avec mon cousin.dexamens la fin de lanne. Je nai pas assez travaill pendant lanne et maintenant jai peur de rater mes Les drogues examens. 35. Independent Enquirer Activities Intercultural understanding-identify features Flickr http://www.flickr.com taggalaxy http://taggalaxy.de/ French Google http://www.google.fr Spanish Google http://www.google.esLes drogues 36. Independent Enquirer ActivitiesNamesUsing Saints names/calendar (TFTD)Using most popular namesLooking at origin and spelling of foreign nameshttp://www.cafe.rapidus.net/jhuriaux/francophonie.htmlPrnoms et noms Francophones (liens)http://www.journaldesfemmes.com/nom-de-famille/Noms de famille franaishttp://www.les-dictionnaires.com/prenoms.htmlDictionnaire des noms et prnoms en franaishttp://www.guiainfantil.com/servicios/nombres/indice.htmFirst names from Spain and other countrieshttp://www.misapellidos.com/ Spanish Surnames Les drogues 37. Independent Enquirer ActivitiesIntercultural understanding-reflecting on identityand finding out about France independentlyJe viens de l Grand Corps Maladehttp://www.youtube.com/watch?v=8LXaSFgVxGsMa France moi Diamshttp://www.youtube.com/watch?v=PGgraeRov_E&feature=relate d Tout le monde il est beau Zaziehttp://www.youtube.com/watch?v=SUnyBqKfAH4&feature=relatedhttp://www.youtube.com/watch?v=SUnyBqKfAH4&feature=relatedFind songs with repetitive structuresand get students to also be morecreative with the language... Les drogues 38. Creative Thinkers Activities What is Creativity anyway?http://www.youtube.com/watch?v=zDZFcDGpL4U 7.36-9.56Les drogues 39. Creative Thinkers activity:Le masque/ La mscaraLes drogues 40. Creative Thinker activity:Le rap Jai un chat, Hannibal pronunciationVerb paradigms Tu as un animal? Link with phonicsRhymesSwap rhyming words around Elle a un chien. Nous avons des poissonsVous avez des lions? Elles ont deux serpents longs Jai un lapin.Les drogues 41. Creative Thinker activity: Rap: Trouve la rhyme!1.Find a theme2.Write down 5 key words linked with the theme3.Think of possible rhyming word. Remember suffixes that are the same ornearly the same in both languages e.g. cin/ tion, ism/ isme/ ismo using rhymedictionary/apps4.Fill in the gaps!Les drogues 42. Creative Thinker activity:Le rap: Lcole Radclyffe!Les drogues 43. Creative Thinker activities Poems:*Recipes: Pour faire un bon ami, il faut + noun/mettez, ajoutez, finissez avecPara hacer un buen amigo, se necesita + noun/hay que + infinitive/ toma, mezcla, aade *Acrostics: for personal description or description oftown*calligrams: fill in with related words-great way in orout of a topic*comparison poems: rouge comme une pomme,bleu comme le cieltan roja como una manzana,tan azul como el cielo Abstract vocabulary: feelingsrouge comme la colre, bleu comme la peurLes drogues 44. Creative Thinker activities Poems: calligrams (word mosaic)Image Chef: http://www.imagechef.comHow would you use these symbols?What other symbols might you finduseful?Tagsxedo (creative word clouds)) http://www.tagxedo.com/ Les drogues 45. Creative Thinker activitiesMaking links: Learners are asked to make aconcept map to remember the structure of theirwriting/ speaking preparation. They also need toconsider the range of the language they have used.http://www.wordle.net/show/wrdl/4207753/le_stageLes drogues 46. Creative Thinker activitiesMemorisation to a tune: Songify Les drogues 47. Reflective Learners ActivitiesFact or opinionOn mange mieux en France quen Angleterre Discute et range les phrases selon leurscatgories 2 stars and 1 wish Direct Post-it notes Wallwisher http://www.wallwisher.com Linoit http://en.linoit.com/Les drogues 48. Reflective Learners Activitieshttp://linoit.com/users/stowmarketmfl/canvases/GCSE%20Controlled%20Assessment%20TipsLes drogues Thanks to Jen Turner 49. Reflective Learners Activities2 stars and a wish (direct/ post-it notes/wallwisher) http://www.wallwisher.com http://www.wallwisher.com/wall/wjn8yXcz14 Les drogues 50. Effective Participator Activities- Reinforcing themes you are working on Get involved in outreach activities:resources for Primary (mini books,recording stories, using video-conferencing), open evening, triporganisation and preparation. Organising a languages club/ caf Involvement in activities to prepare for atrip, exchange, option evening Displays, videos, LAFTA-like competitionscompetition... Les drogues 51. Team Worker Activities Running dictation/ collective memory Students work together to create or re-create a text or a visual image in theform of a map, picture or diagram.Each student look at stimulus for ashort period of time (e.g. 10 seconds)before returning to reproduce theoriginal Discussing personalised memorisationstrategies (ABBA/ Waterloo/ Mamma Ma) Les drogues 52. Aims: Find out about PLTS and why theyare important skills for languagelearners Audit your own practice and look atways to embed PLTS in yourclassroom Widen your repertoire of PLTSactivities Find out about specific ICT tools tosupport the development of PLTSresources 53. Action!Look at the qualities you want to develop inyour students and identify 3 points for action123 54. Personal Learning and Thinking Skills for Language LearnersIsabelle Jones, The Radclyffe Schoolicpjones@yahoo.co.ukTwitter: @icpjones http://twitter.com/icpjonesMy Languages Blog http://isabellejones.blogspot.comPLTS in MFL Wiki http://pltsinmfl.wikispaces.com