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STRETCH AND CHALLENGE?

14-19 INSET DAYEAST HERTSMERE CONSORTIUM

Friday 14th November 2008

'…  a one menu suits all approach to secondary languages is not working for many of our children, and … we must encourage a more varied languages offer which suits a range of requirements for young people. The need is for a coherent languages programme leading to a range of appropriate options if those who are abandoning languages are to be motivated to continue.” Lord Dearing Languages Review, 2007 (pdf 832 KB)

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Your Trainer for today:

Jonathan Robinson, MCIL

Email:

jonathan_peter2002@yahoo.co.uk[Dame Alice Owen’s School, Dugdale Hill Lane, Potters Bar, EN6 2DU]

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What does the 14-19 Agenda mean for MFL?• Greater range of courses• Greater range of accreditation• Greater range of languages• New A levels (A* challenge)• New GCSEs (Teacher assessment)• Re-evaluation of TL use• Embedding L2L, 4 Deeps (cf. the 9

Gateways), AfL, PLTS• Potentially more students

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AGENDA• Creativity in KS3: ‘Overcoming the

Year 9 Dip’• Reading Strategically across the Key

Stages• Peer Coaching to Raise Motivation at

KS4• Stretch and Challenge at AS and A2

Levels

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Session 1: Creativity in KS3: ‘Overcoming the Year 9 Dip’

• Hello, again!

• What matters to them?

• Location, location, location

• Me and my space

• Phantom of the Senses

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Hello, again!• Imaginative

revision• Creative oral

work• Differentiation by

outcome• Transferable

medium

• Example A• Example B• Example C

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What matters to them?

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Location, location, locationTake a traditional topic area

and relevant vocabulary

Give it a new twist by making learning real,

relevant and applicable

Use AfL principles to measure success

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Me and my spaceFacial designTitle

Store catalogue picturesLabelled vocabulary

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Phantom of the Senses

Song gap fill

Categorising adjectives and nouns

Writing poetry

Euphonics

Mechanical process / skill development

Grammatical awareness & understanding

Phonological development

Development of multiple intelligences

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SHARE AND DISCUSS

COFFEE BREAK

WE CONTINUE AT 11.30 AM

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Session 2: Reading Strategically across the Key Stages

• Why ‘Reading’ and why ‘Strategic’?

• Pre-reading strategies

• Reading strategies

• Responding to written texts

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Why ‘Reading’ and why ‘Strategic’?Literacy in EnglandLiteracy in England::

1 IN 5 STUDENTS1 IN 5 STUDENTS LEAVES PRIMARY SCHOOL LEAVES PRIMARY SCHOOL WITH A WITH A READING AGE READING AGE OFOF BELOW 9 BELOW 9 YEARS. YEARS. 60% 60% AREARE BOYS BOYS, , ¾ ¾ AREARE WHITE WHITE ANDAND WORKING WORKING CLASSCLASS. THESE STUDENTS ARE DENIED . THESE STUDENTS ARE DENIED ACCESS TO THE CURRICULUM AND ACCESS TO THE CURRICULUM AND THIS CAN THIS CAN LEAD TO MEDIUM OR SEVERE NEGATIVE LEAD TO MEDIUM OR SEVERE NEGATIVE BEHAVIOURAL OUTBURSTSBEHAVIOURAL OUTBURSTS..

Source: Dispatches, Ch4 ‘Why our children can’t read’ – 22nd October 2007

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What do we mean by ‘Reading’ as a ‘Skill’?Reading is a skill, because• it has to be taught• it has to be nurtured • and it needs to be developed over time• it is a valuable transferable tool that students

need to be able to command and employ effectively

• it is strategy-based

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A skill needs nurturing and developing

Stepping stones to becoming a successfulreader:

Skill gap: written word

inaccessible

Reading strategies are acquired:

engagement with written word

Reading becomes automatic and

autonomous: personal response to written

word becomes possible

ACTIONRESULT

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Types of readingContinuum of perceived and actual difficulty

Perceived Difficulty

Actual

Difficulty

E.g. Students often think that using the internet to support learning in the TL will be easy and effective, but will often have a knee-jerk reaction against reading a graded foreign language reader from the library, which will be perceived by them to be inaccessible and hard.

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Types of reading

• Personal Data TextsID cards, emails, postcards, notes, memos, informal letters, formal letters, business letters, pen friend letters, diary entries, lost and found, personals, for sale, property, invitations, RSVPs, order forms, faxes, letters of complaint / thanks / sympathy / congratulations / celebration, school reports, greetings cards

• Cultural Information TextsAdvertisements, newspaper articles, TV guides, weather reports, shopping lists, flyers, menus, brochures, tourist information, timetables, road signs, shop signs, magazines, travel guides, maps, film posters, graffiti, notices

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Types of reading continued

• Lexico-Logical TextsQuizzes, puzzles, riddles, lists, packaging, labels, rules, regulations, instructions, recipes, times, quantities, prices, figures, itineraries

• Popular Issues TextsHoroscopes, problem pages, agony aunt columns, leaflets, political flyers, chat rooms / msn, health / hygiene posters

• Study and Leisure TextsCartoons, comics, drama, graded readers, novels, poetry, short stories, song lyrics, rhymes, fairy tales, folklore

• Research TextsEncyclopaedias, graphs, charts, tables, statistics, headlines, reports, summaries, internet sites, web pages

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Developing the Strategies and Learning the Foreign Language

Gradual Steady Progress

Understanding the skill

Pre-reading

Engaging with reading

Response to texts

Increasing confidence and autonomy to read and engage

Door to total independence

STRATEGIES

STRATEGIES

STRATEGIES

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Ideas fished out as events and experiences

Concepts and ideas fall on and influence society

Writing is published

Inspiration

Lexicon

Style

+

Register

Structure

Grammar Meanings

Message

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Knowing your Learners and their Preferred Learning Styles: VAK• Visual learners will read best by seeing

words carefully set out in an appropriate font with sensible line breaks. Think about the colour of the text and the background. Also think about the presence of any related pictures or images. Try not to clutter the page. With wall displays and revision prompts, ensure written work is placed just above eye level (from a seated position).

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Knowing your Learners and their Preferred Learning Styles: VAK• Auditory learners will benefit from having the

chance to listen to the text while reading along. They will also tend to read aloud and will appreciate sound effects and will pick up on the use of voice by the speaker. (Think about instructions you give for silent reading). Good activities may involve exploiting walking dictations, role play modelling and gap fills with song lyrics.

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Knowing your Learners and their Preferred Learning Styles: VAK• Kinaesthetic learners will also enjoy reading

aloud, perhaps while moving around. They will probably enjoy reordering paragraphs or cartoon strips. They will enjoy taking on the role of reader for dialogues and put on a fake voice / accent. They will engage with interactive post-reading activities that involve re-enacting the story, devising their own role play, making a model of a scene from the story, or drawing a picture, etc. They will be the walker in the walking dictations. Working with dictionaries to find new vocabulary under competitive conditions gets kinaesthetic learners excited.

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Reading Strategies Linked to Other Multiple Intelligences

• Naturalistic: Reading a poem about nature / weather / animals, etc., while seated outside in the school grounds.

• Interpersonal: Read a conversation in pairs or small groups and then act it out / write their own based on the text.

• Intrapersonal: Skim and scan the passage for subtle emotions, feelings, insinuations and judgements. Ask for personal feedback on how the text makes the students feel or want to react. Let students write an alternate ending or a personal response. Good texts may include diary entries, love letters, agony aunt columns, etc.

• Logic / mathematical / technological: Set reading tasks that are in the form of logic problems or puzzles. Crosswords and other word games are appropriate here. Devising strategy games and treasure hunts or orienteering activities works well.

• Musical: Play suitable background music while a story is read, have sound effects, use songs with their lyrics. Poetry and discussions around rhythm and rhyme and word play work well.

• Philosophical / ethical: Have a moral debate or group discussion about the issues raised in a text. Select texts of a religious nature or of a controversial ethical nature. Keep to topical issues that are relevant to the students’ ages. Let students have input into choice of material for reading – even looking for their own material.

• Verbal: Reading aloud, discussions, Q + A sessions, debates, oral comprehension tasks, arguing a point of view, explaining the meaning or idea of the text orally to the class …

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What is Strategic Reading?

• “Reading is a process of constructing meaning by interacting with text: as individuals read, they use their prior knowledge along with clues from the text to construct meaning.”

• “A strategy is a plan selected deliberately by the reader to accomplish a particular goal or to complete a given task.”

Source:www.eduplace.com/rdg/res/literacy/st_read0.html

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Strategic Teachers

By adopting a strategic approach to our

pedagogy, we are empowering students to

learn how to learn effectively and develop

the skills they need for when they leave the

safety of school or college. The strategies

we adopt will serve to scaffold our students’

interactions with texts of all kinds and help

them towards greater achievement and

success.

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Strategy Models

Hermeneutic Spiral (Müller-Michaels, 1996)

I Pre-reading

Context, structure, first impression, striking features

III Deep understanding

Author’s intention, actualisation

II Analysis

People, time, language, style, Motifs, themes, narrative structure, conflicts, problems

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The Development of Thinking Skills: Bloom’s Taxonomy

Comprehension

Application

Knowledge

Analysis

Synthesis

Evaluation

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The Development of Thinking Skills: Edward de Bono’s 6 Thinking Hats (1985)

REDIntuition, feelings and emotions. Requires no justification. How do I feel about this right now?

Reading context: Focuses on personal response to bullfighting and emotions in text, extremely for / against

YELLOWLogical and positive. Looking forward to the result of a proposed action / finding value in previous action. Why will this work? What are the benefits?

Reading context: Helps organise the group, helps to gather pro / contra arguments, reminds group of value of task for A level oral exam

BLACKLogical. Judgement and caution. Why does the suggestion not fit the facts?

Reading context: Spots bias, limitation of facts, objectively looks at information gathered

GREENCreativity, alternatives, proposals, viewpoints, ideas. How can this idea be modified? How else can we achieve the same objective?

Reading context: Looks around the topic, suggests further resources, segments the text

WHITEFacts, figures, information needs and gaps. What information do we have? What do we need and where can we get it?

Reading context: Gathers statistical information and finds extra facts, produces graphs

BLUEOverview or process control. Metacognition (thinking about the question rather than the subject). Are we thinking along the right lines? What type of thinking should we do?

Reading context: Makes sure approach is effective, are we missing something? Is the issue really so black and white? Goes beyond an emotional response. Thinks about presentation of findings.

“Here is a difficult newspaper article about bullfighting in Spain. I want you to decide as a group how you are going to tackle the text and use it to prepare for a debate on the pros and cons of bullfighting.

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Pre-Reading Strategies

Answer these questions:Who is the author?Who is the intended reader?What visual stimulus is there?What can we infer from the title (or other means) about the topic / issue / vocabulary / style and register?

Brainstorming and mind maps to warm students up to the topic / issue of the text

Anticipation guides to focus readers

The QAR Strategy (Question-Answer Relationships): ‘right there’ questions, ‘think and search’ questions, ‘author and you’ questions and ‘on my own’ questions

Students pose their own questions in advance about what they want to find out

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Strategies for Engagement with Texts

• Annolighting • Annotating• Conversations across time• Inferential reading• Interactive notebook (also post-reading

strategy)• Key concept synthesis• Listening to voice

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Post-Reading Strategies

• Collaborative annotation• Dense questioning (cf. thinking skills and

questioning techniques later)• Interactive notebook (also a strategy to use

while reading)• RAFT – based on suggestions generated from

class discussions, students respond to the text by choosing a Role, an Audience, a Format and a Topic on which to write a response.

• Drawing sociograms to demonstrate relationships between characters / people in texts

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SHARE AND DISCUSS

LUNCH BREAK

WE CONTINUE AT 1.35 PM

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Session 3: Peer Coaching to Raise Motivation at KS4

• The Background

• The Context

• The Project

• The Results

• The Way Forward

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The Background

• Reason: MA research work

• Focus: Small group of mixed-ability Yr10 students

• Issue: Low self-esteem / lacking confidence

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The Context

Spanish GCSE in 1 year

TL use

Deep support ‘Employment’ topic

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The Project

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The Results• All but 1 student achieved or exceeded

TG• Most enjoyed the experience –

particularly the girls• All felt they were clearer about where

they would focus their learning and revision

• Everyone knew who to turn to for advice and help

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Work Samples

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Work Samples

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Work Samples

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The Way Forward• Peer coaching in TL in Yr10 to boost

motivation and self-confidence• Awareness raising of strengths• New approach to introducing and

tackling GCSE topic areas• Using peer coaching to personalise

learning, promote independent learning and AfL

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SHARE AND DISCUSS

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Session 4: Stretch and Challenge at AS and A2 Levels

• Big Brother

• Pecha Kucha

• TV advertising

• Interplanetary Summit

• Film Matters

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Big BrotherLesson 1

Character / Biographies

Entering the house

Cocktail party

Linguistic Ice Breaker Games

Homework: Poster campaign

Lesson 2

Tasks 1 – 3

General conversation

Revelations

Homework: Diary entry

Lesson 3

Task 4

Selecting the winner

Media interviews

Homework: Newspaper report

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Pecha Kucha

• Developing oral presentation skills

Idea supplied by Mr R. Copsey (Spanish Coordinator, DAOS)

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TV advertising

• Getting going again

Kinaesthetic

Learning

Student-Centred

Challenge & Creativity

Language to persuade

Confidence Boosting

Independent Learning

Peer Assessment

Technology Cultural Awareness

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Interplanetary Summit

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Film Matters

Multi-skills

Engagement

Cross-curricular

Linguistically challenging

MotivationalCultural

awareness

Web Quest

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SHARE AND DISCUSS

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Plenary on 14 - 19

Use this opportunity to share your

best bits of the day and to raise any

questions and concerns you may

have about the 14-19 agenda.

END OF INSET

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