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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!)