Mentor Development – MFL.

Wednesday 18th March 2009.

Welcome

Joanne Mimnagh, PGCE MFL Coordinator and German tutor.

Pura Ariza, PGCE Exchange Coordinator and Spanish tutor.

Gee Macrory, Centre Leader for Languages and English.

Sarah Lister, French Tutor and TELLP. Cathy Brady, Secondary MFL Coordinator and

French Tutor.

Contact

J.mimnagh@mmu.ac.uk P.ariza@mmu.ac.uk G.macrory@mmu.ac.uk S.lister@mmu.ac.uk C.brady@mmu.ac.uk Placement issues – Brenda Judge,

b.c.judge@mmu.ac.uk

Purpose of today

TDA funded for the first time. To provide an insight into the programme and

training of the PGCE MFL trainees. To provide support for mentoring trainees. To begin discussions on MFL lessons and

providing specific feedback and targets. To demonstrate the integration of language into

cross curricular themes.

Agenda

9.30 – 10.50 Welcome and introductions. (Joanne) Overview of the PGCE course and an insight

into the exchange programme. (Joanne & Pura) How can you make the most of the expertise of

your PGCE MFL trainee? (Pura) The MFL Common Reference Framework and

portfolio. (Joanne and Gee)

10.50-11.10 Practical activity one: What makes a good

MFL lesson? Coffee, 11.10-11.30 11.30-12.30 Practical activity two: Providing feedback

for a trainee after an MFL lesson. 12.30-1.15 , lunch

1.15-4.00 Approaches to integrating language into the Curriculum using practical ideas in: Why CLIL? (Sarah and Marcos) CLIL in a practical way, examples through

Spanish. French (Sarah) Spanish (Marcos) German (Joanne)

MFL at MMU

Year two Year three/four option until 2009/10 Year three/four specialism from 2009 PGCE MFL TELLP & videoconferencing COLT ILL/CLIL CPD Mentor development Asset Languages & upskilling

In practical terms

Placements – year two Year three – with specific developmental

tasks, leading to innovation and research PGCE placements Non specialists with an interest CPD for trainees and you.

Overview of programme

PGCE since 2002 (FR), 2003(G&Sp). German/French/Spanish. 30 trainees each year. Degree or A level. New route this year.

Teaching

One whole cohort session as an introduction (one and half hours)

A cross curricular day, English and MFL (3 hours)

Eight MFL specific sessions. Non MFL PGCE groups receive 2 three

hour sessions.

Content

Session 1 - An introduction to presenting new language.

Session 2 - The Four skills and short term planning.

Session 3 - Communicative language teaching and the four skills.

Session 4 - Exploiting the time abroad. Session 5 - Integrated Language

Learning, planning for progression. Session 6 - EAL and culture. Session 7 - SEN and MFL, assessment. Session 8 - The MFL Co-ordinator.

Their portfolio

Section One, placement abroad: A copy of the four week plan (Spanish) or Common

Reference Framework. Contextual analysis of the school. Observation notes. Lesson planning and resources. A-Z dictionary of new language. Target Language notes. Appendix for any other items that may be of professional

interest.

Section Two, Second placement: MFL contextual analysis of the school. MFL specific observation notes. Medium term plans for your own teaching. Language analysis for your medium term plan. Lesson plans and resources. Appendix for any other items that may be of

professional interest. Tutors will review this portfolio on their visit and

at the final pdr.

Tasks

Compile an A-Z dictionary of new phrases and vocabulary for the classroom situation, educational context and any general new items.

Compile a list of the Target Language used in the classroom in as many different lessons as possible and discover the phrases that teachers use with the children.

Complete planning proformas for your own lessons, you should always analyse your language for each lesson.

Collect realia, photographs etc for your medium term plan that you will complete once back in Manchester. This could be about the school or the surrounding area. Collect appropriate language and analyse this for the classroom in England. We would like them to teach this in your classroom during their placement.

The exchange

How to make the most of the exchange.

The Common European Reference Framework With France since 2005 (pilot). Current

form since 2007. With German since 2007/2008. Still not in Spain.

CRF To foster the reciprocal training of generalist primary class teachers

for a period of four weeks. enhance the trainees’ linguistic ability, expand and broaden their

experience • develop an understanding of language teaching practices • develop intercultural awareness • improve and develop the trainees’ teaching skills in various

contexts linked to the requirements of the home government • improve the trainees’ ability to teach all subjects in the curriculum,

both in their mother tongue and in the foreign language • further the trainees’ teaching abilities as required by the standards

and regulations in place in the home country • achieve a better understanding of social and cultural aspects of

teaching practices

The Common Reference Framework stresses personalised targets and a defined procedure for feedback. It is designed for use by trainees, teacher trainers and host teachers.

The training programme, agreed by the participating institutions, provides a structured 4-week training placement with opportunities for observation, teaching and reflection.

The training placement provides opportunities for observation, feedback and formative assessment. In terms of observation, the trainees benefit from a:

• timetabled weekly session with the host teacher in an appropriate setting

• focused observation in the second half of the placement by a visiting home tutor or a tutor of the host university

The trainees receive feedback in the form of:

• professional advice and a formative ongoing dialogue with the host teacher

• written feedback in the second half of the placement from a visiting home tutor or a tutor of the host university

Your role and responsibilities

Host teachers participate in this programme in the same way as they do when a home trainee is placed in their classes. They should know the objectives, organisation and structure of the bilateral exchange and have an understanding of their personal role and responsibilities when working with trainees. Host teachers are asked to:

• reflect on the expectations of the CRF and the personal targets of their trainees at the beginning of the placement

• negotiate a programme of classroom activities to meet these targets

• arrange weekly timetabled meetings to monitor progress • give formative and diagnostic feedback to trainees • ensure that trainees teach a variety of subjects to small groups

and to the whole class

What you can expect.

The host teacher is entitled to expect that the trainees:

• act in as professional a manner as would be expected in their home country

• work to support language teaching in the host school

• participate in classroom activities

Spirals

The objectives are presented as a spiral to indicate that development in these areas is neither

linear nor hierarchical. In practice, trainees will revisit them during the course of the placement. In

this way the spirals present the trainees with repeated opportunities to improve on their

performance and achievement, each time setting themselves ever increasing complex challenges.