A great talk from a very accomplished teacher and presenter - and as an infrequent blogger, can I ask .... are blogs OK places to comment on the more informal aspect of hairstyle too? If so .. well, I think your hair style is just great, Jane (and I will remove this comment if it is not appropriate!!) I hope that we can entice her to our ALL London talks as well one day!
Jane compares the typical UK
The raw stats she displayed for each language comparing Y9
performance to Y11 performance indicate that the strategy has worked as far as
getting pupils to a higher standard, earlier.
(1) the emphasis on the use of target language right form
the start, reinforcing an d insisting on consistency (so not giving up on it!)
(she showed videos which showed enthusiastic use of TL by pupils at a very
early stage in Y7) and
(2)
explicit development of pupils as independent, resilient
learners (ref Carol Dweck – resilience, independence, self-management e.g. use
of independent structures.
Her Top 8 strategies to promote ZfL (Zest for Learning)
1. Promote fluency in the language (this is what learners expect)
To speak En in class they have to ask if they can in the TL
Translate INTO English, Discuss in TL
Language Placemats prepared based on needs for (a) High
frequency transactions (peer greetings, class instructions, Teacher talk,
setting up group work, directions, evaluations, routines, other) (b)Pupil response (c) pupil/pupil
interaction ACTOON: make these mats!!!!
Such a good idea . much more efficient than words around the classroom!
2. Peer and self assessment in the TL
Speaking. Writing frames very early on. NB this is a formula
for outstanding learning
Give structures for discussing e.g. evaluating a pop video
Give language for opinions and discussions (e.g, commenting
on the quality of pronunciation / content / presentation. Provide higher levels e.g. I like / because / it could have been better if …
Typical activity: pupil/group presents, the others fill in a
grid to evaluate, compare, contrast .. so student-led. This way you can see and hear progression!
3. Assessment for
learning
Collaborating / actively learning together
Use of mini whiteboards – ask a question – they are all
engaged
Competitive work as a team
Double or quits activities (challenge: all class must write
paragraphs perfectly – all responsible for checking – if all perfect, no
hoomework; if one mistake, double homework .. pressure is on class to check not
on individual who may make a mistake
4 Create an ‘interactive learning zone’
in your classroom!
Grammar hubs displayed ion classroom (video shown of a very
impressive display where walls covered with useful reference)
Tasks set where pupils are ‘grammar detectives’ . give
resources – they have to come up with the rules – watched video where they were
truly ‘interacting’; with the display
5. Use interesting
contexts
(I can’t read my writing here.. I must have been getting
emotional!!) Includes ‘Berlin
- Use fantastic stories (who can beat Faust?!!!!!_
- perform,
- repeat/retrieve/ remember /
- group performance
- reading aloud
- choral chanting as a round (superb video of this in practice .. also reminds me how effective it is to SHOW good practice …) NB noise disguises the individual.. more confidence to speak aloud
- Make mini books to share with other schools
- Read aloud a story – buy ‘Reading Rugs’ (brilliant idea so much more comfortable than sitting at desks!)
8 Poetry or song
Task: match picture to text and pronunciation – superb
example of der Erlkönig …tragic story
read aloud dramatically with relevant pictures and text displayed – really
really great idea which anyone could do at any level!
Thanks SO much Jane for an extremely well thought out presentation which really set out a challenge!
Contact: jbreen@kegs.org.uk
www.kegs.org.uk –
follow links to curriculum for French and German to access resources.
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