All manchester PLTS Event 11th Dec10

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

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[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Are PLTS here to stay?

National Strategies Online Modules ,[object Object],[object Object],[object Object]

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 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],P R I C E

PLTS in the Secondary National Curriculum independent e nquirer c reative thinker r eflective learner e ffective participator t eam worker s elf manager

PLTS in the Secondary National Curriculum ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

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 into becoming 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 ,[object Object],[object Object]

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 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Promoting PLTS: Using cross-curricular Thinking Skills tools

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 : ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Vers le succès (Steps to Success) : Developing strategies to start off answers in different ways F/H Say & understand how time phrases, connectives, comparatives, reasons & opinions can improve your linguistic range H Practise 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 ,[object Object],[object Object],[object Object]

Showing off your PLTS- example of a lesson with PLTS-integrated activities Wed20Oct-Les addictions.ppt

La dépendance Objectif : ,[object Object],[object Object],[object Object]

Vers le succès (Steps to Success) : Be able to say, understand and compare different types of addictions F How to say and understand reasons why young people are attracted to these addictions F/H How 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 jeu Le 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

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 ---------------- réalité parents copains expérimenter relaxer 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 mauvais 2. Parce que c’est dégoûtant 3. Parce que ça donne le cancer 4. Parce que ça cause des crises cardiaques 5. Parce que c’est facile de devenir dépendant 6. Parce que c’est trop cher 7. Parce que c’est du gaspillage 8. Parce que c’est difficile d’arrêter 9. Parce que c’est illégal 10.Parce que c’est dangereux 11.Parce que c’est mauvais pour le foie 12.Parce que ça fait grossir/ ça coupe l’appétit 13.Parce ce que c’est mauvais pour la santé

L’alcool, le tabac ou les drogues? L’alcool Le tabac Les drogues

Et toi, qu’est-ce que tu penses … de l’alcool du tabac de la drogue Minimum 10 words Use: Je pense que c’est… Parce que …

Vers le succès (Steps to Success) : Be able to say, understand and compare different types of addictions F How to say and understand reasons why young people are attracted to these addictions F/H How 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 document To be included On the plts wiki

Showing off your PLTS ,[object Object],[object Object],[object Object],[object Object],[object Object]

How embedded are your Thinking Skills/ PLTS? ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Typical PLTS-focused MFL activities ,[object Object],[object Object],[object Object]

Self Manager Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Independent Enquirer Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Independent Enquirer Activities ,[object Object],[object Object],[object Object]

Independent Enquirer Activities ,[object Object]

Independent Enquirers ,[object Object]

Independent Enquirers ,[object Object],http://www.youtube.com/watch?v=8LXaSFgVxGs Je viens de la où... Find songs with repetitive structures And get students to be more Creative with the language...

Creative Thinkers Activities ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Creative Thinker Activities ,[object Object],Stromae-Alors on danse... Structure suggested for students own poem/ song (complete) examples of student’s responses Qui dit amour dit … haine/ famille Qui dit parents dit… bagarres/ problèmes Qui dit enfants dit … futur/larmes Qui dit vacances dit … rire/ désastre Qui dit études dit … travail/ennui Oui dit travail dit … argent/ennui Qui dit copains dit ... amusement/bavarder

Creative Thinkers Activities ,[object Object],[object Object],Je  N’ pas aime

Creative Thinkers Activities ,[object Object],[object Object],How would you use these symbols? What other symbols might you find useful?

Creative Thinkers Activities ,[object Object],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 ,[object Object],[object Object]

Creative Thinkers Activities ,[object Object],Je m’appelle Isabelle C’est lundi J’aime les chats blancs

Creative Thinking Skills My Film dice game (can be done in English or TL) ,[object Object],[object Object],[object Object],B. L’ événement principal 1=un spectacle 2=des vacances horribles 3=un cambriolage 4=un voyage 5=un concert 6=une course B. Le lieu principal 1=l’ école 2=les Bahamas 3=un château hanté 4=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 ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],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 ,[object Object],[object Object],[object Object],http://www.wordle.net/show/wrdl/1751079/Me_gusta

Reflective Learners Activities ,[object Object],[object Object],[object Object],[object Object],[object Object]

Odd One Out - Model Plays an individual Sport Only blond person Only woman Professional Sportsmen Not brilliant at their chosen careers! Married Couple British Celebrities With thanks to Chris Harte for his original idea

¡Pilla al intruso! Rachel Hawkes 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

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Reflective Learners Activities ,[object Object],http://www.wallwisher.com/wall/wjn8yXcz14

Effective Participator Activities ,[object Object],[object Object],[object Object],[object Object],[object Object]

Team Worker Activities ,[object Object],[object Object],[object Object],[object Object],[object Object]

Team Worker Activities Living Graphs

Team Worker Activities ,[object Object],[object Object]

Widening your repertoire: ,[object Object],[object Object],[object Object],[object Object]

Information-Processing Skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Reasoning Skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],Any more questions?

Enquiry Skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Enquiry Skills ,[object Object],[object Object]

Analogies Mère Pieds Table Salle de bains

Evaluation Skills ,[object Object],[object Object],[object Object],[object Object],[object Object],[object Object],[object Object]

Evaluation Skills ,[object Object],[object Object],[object Object],[object Object],[object Object]

Further ideas and examples ,[object Object],[object Object],[object Object],[object Object],[object Object]

SOLO Taxonomy Stands for S tructures of O bserved L earning O utcomes 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 (see his example applied to learning about gender On the plts wiki) Are we allowing our students to make these connections?

All manchester PLTS Event 11th Dec10

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