Cassettes Grammar Text book Repetition 20th Century language learning… Coloured chalk Vocab Tests Exercises Louis Laloupe
21st Century language learning should involve… Interactivity Creativity Collaboration Connectivity Enjoyment Inspiration Global Learning Relevance Engagement Authenticity Motivation Confidence
Vocab Races! • Pass the parcel – using envelopes • Vocab races- 10 each on post-it notes • Vocab race on mini-whiteboard, write 10 words on theme of... • New list of vocab - pupils time teacher to read out as quickly as possible- then pupils compete to beat it, accurately!
2. Get a student to set the test! Instead of setting a test, challenge your more able students by getting one of them in turn to produce an assessment for their homework.
3. Brain Gym left right two hands
4. Wall Running Leave a selection of grammar points, vocab, short texts, images, etc around the classroom. Get students to be more active, by having to seek out information, translations, meanings and contexts.
6. Cube ordering Assign individual words or groups of word to pupils, who have to stand when hear they hear them, then have to move round the room to match up with linked words or topics. 1 2 3 4 5 6
This is what happened… • French teacher Mr Blagona was found unconscious in C3 at 4:00pm yesterday. • He had been hit on the head. • Miss Sear, Mister Wade and Miss Cleaver were all in the office and all other staff were in meetingsafter school. • Mr Blagona had a meeting with Sixth Form students to discuss their bad marks in their essays. Five students were to meet him. • Could they have planned a revenge as a group? BUT WHO HIT MR BLAGONA ON THE HEAD?
Lauren BD. Suspect A Gus McG. Suspect C Adam W. Suspect B Lydia H. suspect E Catherine P. Suspect D
Comment est le suspect? • Où est le suspect à 3 heures 10? • Combiende minutes est le suspect dans C3? • Quand le suspect quitte C3? • Qu’est ce quele suspect déteste? • Quiest le professeur préféré du suspect? • Pourquoiil est suspect?
8. Mood cards triste content En colère
8. The Flip Camera! • Flip Video • Size of a mobile • Records 1hr of video • Plugs right into PC
9. Making Podcasts Podcasts - require a script - peer assessment - recording and editing as repetition - basis for Voki (www.voki.com) ? Create a listening text in audacity + a worksheet to compete and assess
Use a podcast for… • Role-play performances • Learning vocabulary • Pronunciation practice • Reinforcing grammar • Making a radio show (cross-curricular?) • Class projects • Tales of school trips and visits
Reasons why you might want to create a podcast… • A simple creation of listening resources • Increased exposure to the target language • Improves the communication and presentation skills of pupils • Creates ‘realistic’ scenes for your students • Embraces new technology • Makes MFL more relevant, and fun! • Only needs a small amount of technical know how (honestly!)
…a few more reasons… • Motivates and engages pupils - getting it right really matters! • Creates and develops an audience for your students. Parents, Staff, Students… - “display” your speaking work! • Takes MFL outside of the classroom. • It is ideal for peer assessment and AfL.
Podcasting for the most able! Through podcasting, students are able to demonstrate creativity, imaginative use of language. They improve pronunciation, confidence, memory, and can act as a guide for other students.
10. Creative errors? • Medals – Wall of Fame? • Top 5 errors from a piece of work on board as pupils enter- have to work out what errors are • Have grid on front of pupils’ books to monitor top 5 errors in their work • Self-choice for tests- 10 from list of 30 • Make tests a team game?
11. Code breaking • Code breaking letters – type text then put into wingdings
12. Contre la montre! • stand up / sit down races • how long do you think it would take you to stand up + ACCURATELY recite the verb • then compare to predicted time (in pairs)
13. Project Work Guitar Hero - work on the characters / descriptions - band biographies - plan tour round Spain (distances, travel methods) www.olliebray.typepad.com
14. Create a board game I Monopoly - ideal for year 7 entries - Spanish geography - festivals - numbers - basic instructions - good for instilling sense of TL importance - development of project-analysis
15. Create a board game II Trivial Pursuit
16. Singing! Spanglovision - yr 7 classes given a song each - focus on memorisation skills - encouraged to incorporate vocab into other contexts - competitive element www.rachelhawkes.typepad.com
17. Time zones At 9a.m. in Quito Juan is getting up. What would Carlos be doing in Sevilla? At 7a.m. in Lima, what time is it in Madrid? http://24timezones.com/map_es.htm
18. Cueprompter www.cueprompter.com
Creating wiki-technology to inspire… • Easy to set-up website. • Allows students to come together and work. • Students can create and design their own pages. • Add and embed media-rich content. • Connected = motivated! • Content for a purpose.
Promotes independent study and research skills. • Makes MFL more relevant to learners – real communication! • It’s quite simple to use. • Allows work to be published openly, or to a select audience. • Allows for peer assessment in a safe environment - assessment for learning. • Very few restrictions that can hinder students creativity. • You can include lots of interactive tools. • Provides opportunity to challenge students whilst engaging them.
“What I like best about the Wiki” • “The chance to be creative was great - and it’s better than just writing it - we could put whatever we wanted on there (pictures, responses, content).” • “I like to see my classmates’ work. It was also fun to see [their] comments on my work.” • “Seeing some of the phrases used in people’s essays made me want to make my essay better.” • “It gives you a chance to feel part of a group - we can learn from the rest of the group - and it makes sure you do your homework.” • “I liked the flexibility a lot.”
Creativity and ICT – engaging 21st Century learners? Students are motivated in MFL when they get the opportunity to be creative, to use language for a real purpose. ‘Structured’ creativity can be harnessed through the use of ICT with limited technological know-how from the teacher. Bringing the subject to the technological level of the student is crucial to engage, motivate and challenge our more able students.