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Vienna international School French department- 3 sessions of 42 minutes per week- share my experience about works in grade 8 ( phase 2 of MYP), Grade 10 (phases 3-4 and Grade 11- use of visuals as such started last year in our programme in the middle school.
Enables students to show what they can do rather than what they can not do. Positive approach to learning- creative writing has the advantage to give evidence on how students process their learning- Worked with Grade 8 last year on holidays and “on an exchange in France”, “leisure”Did not really work this year with Grade 8 and unit on leisure and their favorite shows/game/book etc
Can be used for oral and written tasks as long as there are clear parameters on what students are meant to do with the visuals
Used Harry Potter in French lateron in the class. Questionable by some colleagues but had the merit to have been seen by all the students in my class, regardless of their nationality and their background.
Sample for the formative task- using Austria as a context to scaffold learning and make connection with host country
As long as visuals are linked to the current topic- big advantage is that visuals will spare some students from being off topics. Students are in most cases, producing more than expected, visuals give options to students, visuals help students process what they have learnt in a way that they choose.
Baumgartner- Austrian and world wide known- Capitalized on students interests on extreme sports- authentic topic, relevant and topic of the day….. Gave us the opportunity to view part of “the Grand Bleu”
We asked students to create their own questions- started with the picture itself and then with the text- brainstorming activity- then we compared with teachers’ questions- saw commonalities
We are not evaluating knowledge in itself but rather the way it is used by students- the visuals is used in concomitance with the text to help students go further with their acquired knowledge on the topic. This activity gives another dimension of application to the knowledge learnt by students- They actually work deeper without realizing it and it is a much more engaging learning tool for them.
Requires teaching the vocabulary of interpretation- Not too many- teaching staff has to agree on what is expected of students in terms of quantity- questions should not require a lengthy response
3 viewings- second viewing is a silent viewing to focus on body language and cultural context of the spoken text- another level to the language will be expressed through visuals and is better understood and processed by students- Leads to many different activities that can be completed by students from different nationalities and backgrounds- fits global topics of the language B program. Videos, due to their lengths seem to be more appropriate to senior students in our context and experience.
Themes of the songs apply to students from all nationalities as they express universal situations. Works very well within the IB language B programme.
Requires more time to let students present their works ( presentations)