Transcript Independent Learning Strategies

Developing
independent learners
http://sdvaughan.edublogs.org
What is
independent
learning?
• Students think, act and react
autonomously
• Students develop effective
approaches to self-management as a
learner
• Students are able to realistically
appraise the gaps in their own
learning and direct future progress
Burkina Faso
Project
• A working example of an
independent learning
experience.
How did the project run?
• Aims & objectives were outlined to pupils, including
assessment criteria set out against NC levels
• Pupils received initial teaching about perfect tense &
time phrases
• Pupils make notes based on a structured fact finding
mission about Burkina Faso: books, ICT, personal
research, guided reading, focused materials
• Pupils use resources to source key verbs and
vocabulary for their own writing – relating back to
perfect tense teaching
• Pupils evaluate a model against the assessment
criteria: this could be in any skill area
• Pupils use Perfect tense knowledge and previous
knowledge to construct their own piece of work: A
day in the life... or My visit to…
• Pupils Peer and/or self assess their work
• Pupils redraft/improve their work
• Submit work for final marking or mark with student
• Marking sets clear indicators for improvement
What were the benefits?
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Links to PLTS
Skills & processes within language work
Allowed creative outcomes
Group or individual work
Differentiation inherent in task
Intercultural understanding
Cross-curricular opportunities
Ownership
Other ‘Project based’ Ideas
• Produce a recipe book for the TL country
• The last supper: which 5 people – dead or alive would you
invite for dinner and why?
• 5 Men in a balloon: who do you throw and why?
• Historical and/controversial events or debate
• Fantasy football/WAGS
• A day in the life of a famous person
• My dream holiday: Give budget, book tickets, book
accommodation etc
• Murder mystery story
• Board game design/Computer game design
À partir de quand est-on riche ?
http://virtualglobetrotting.com/map/graffiti-mural-2/view/?service=0
Decrivez l’image
Vous aimez?
Vous n’aimez pas?
Pour quoi?
Year 7 Spanish Core Language
Pronouns
yo – I
tú – you
él/ella – he/she
Usted – you (polite, sing.)
nosotros – we
vosotros – you (fam.pl.)
ellos/ellas – they
Ustedes – you (polite, pl.)
tener – to have
Time words
ahora – now
antes – before
después – after
hoy – today
ayer – yesterday
mañana – tomorrow
otra vez - again
siempre – always
a menudo – often
a veces – sometimes
nunca – never
la semana pasada – last week
la semana que viene – next week
ser – to be
tengo
I have
soy
I am
estoy
I am
tienes
you have
eres
you are
estás
you are
tiene
he/she/you
have (pol.sing)
es
he/she is/you are
(pol.sing)
está
he/she is/you are
tenemos
we have
somos
we are
estamos
we are
tenéis
you have
sois
tienen
they/you have
(fam.pl.)
(pol.pl.)
you are
Referring to things
una cosa – a thing
esto – this
eso – that
algo (más) – something
(else)
otro – (an)other
mucho – a lot
(un) poco – (a) little
muy – very
todo – all/everything
(pol.pl.)
Referring to places
aquí – here
allí - there
Making links
y – and
o – or
también – also
pero – but
porque – because
con – with
sin - without
Opinions
I can/he,she can
quiero/quiere
I want to/he,she wants to…
tengo que/tiene que
I have to/he has to…
+ verb
(fam.pl.)
they/you are
son
puedo/puede
voy a/va a
estar – to be
I’m going to/he is going to…
(no) me (le) gusta
I (don’t) like to/he doesn’t like to
me (le) encanta
I love to/he loves to…
me (le) gustaría
I/he/she would like to…
(pol.sing)
estáis
you are
están
they/you are
(fam.pl.)
(pol.pl.)
Asking questions
¿Por qué? – why?
¿Qué? – what?
¿Cuándo? – when?
¿Dónde? – where?
¿Quién? – who?
¿Cuánto(s)? – how
much/many?
¿Cómo? – how?
Pienso que – I think that
Creo que – I believe that
Me parece que – it seems that..
Saying what you did
fui – I went
hice – I did
ví – I saw
jugué – I played
comí – I ate
bebí – I drank
Year 8 Spanish Core Language
Time words
ahora – now
antes – before
después – after
hoy – today
hoy en día – nowadays
hace …años - …years ago
ayer – yesterday
mañana – tomorrow
el año pasado – last week
el año que viene – next week
aquí – here
allí - there
Making links
también – also
no..tampoco – neither
sin - without
Presente
Pasado (Imperfecto)
soy/
es
I am/
s/he/it is
era
I was/
s/he/it was
estoy/
está
I am/
s/he/it is
estaba
I was/
s/he/it was
hay
there is/
there are
había
there was/
there were
tengo/
tiene
I have/
s/he/it has
tenía
I had/
s/he/it had
Comparing
más...que – more than
menos..que – less than
tan + adj + como – as.as
tanto(a,os,as) + noun + como – as
many..as
Sentence building
(no) puedo / puede
Asking questions
¿Por qué? – why?
¿Qué? – what?
¿Cuándo? – when?
¿Dónde? – where?
¿Quién? – who?
¿Cuánto(s)? – how
much/many?
I can(not) / s/he can (not)...
¿Cómo? – how?
(no) quiero / quiere
I (don’t) want to / s/he (doesn’t) want(s)to…
(no) quería
I (didn’t) want to / s/he (didn’t) want to...
(no)tengo que/ (no)tiene que
I (don’t)have to / s/he has to/ (s/he doesn’t have to..…)
I (didn’t) have to/ s/he (didn’t) have to..
(no) tenía)
voy a/va a
+ verb
I’m going to / s/he is going to…
iba a
I was going to / s/he was going to ..
(no) me (le) gusta
I (don’t) like to / s/he doesn’t like to
me (le) encanta
I love to / s/he loves to…
me (le) gustaría
I/he/she would like to…
Saying what you did
hablé
I spoke
hablaste
you spoke
habló
he/she is/you spoke
hablamos
we spoke
hablasteis
you spoke (fam.pl.)
hablaraon
(pol.sing)
they/you spoke
visité
I visited
compré
I bought
me alojé
I stayed
nadé
I swam
pasé
I spent
lo pasé bien
I had a good time
viajé
I travelled
jugué
I played
fui – I went
hice – I did
ví – I saw
comí – I ate
(pol.pl.)
Year 9 Spanish Core Language
Sentence building
Referring to belonging(s)
I can(not) / s/he can (not)...
(no) quiero / quiere
I (don’t) want to / s/he (doesn’t) want(s)to…
mi
your
tu
his/her
su
your
su
our
nuestro
(no)tengo que/ (no)tiene que
your
vuestro
(no) tenía)
their
su
your
su
(no) quería
voy a/va a
iba a
Referring to things & people
(no) me (le) gusta
me
me
te
you (singular familiar)
me (le) encanta
lo (le)*
he
me (le) gustaría
la
she
lo/la(le)*
tenía pensado
you (singular formal)
estaba a punto de
nos
us
os
you (plural familiar)
los
them (masculine)
las
them (feminine)
los/las
acabo/acaba de
acabé/acabó de
antes de/después de
+ verb in the INFINITIVE form
(no) puedo / puede
my
I (didn’t) want to / s/he (didn’t) want to...
I (don’t)have to / s/he has to/ (s/he doesn’t have to..…)
I (didn’t) have to/ s/he (didn’t) have to..
I’m going to / s/he is going to…
I was going to / s/he was going to ..
I (don’t) like to / s/he doesn’t like to
I love to / s/he loves to…
I/he/she would like to…
I/s/he was planning to..
I/s/he was about to....
I have just / s/he has just....
I had just / s/he had just...
before (doing).../after (doing)
you (plural formal)
Expressing negatives
How to refer
to the future
Infinitive +
no….nada
not…at all, nothing, not anything
no sé nada de eso
I don’t know anything about that
Yo (I)
é
Tú (you – 1 person, fam)
ás
él/ ella – he/she
á
Usted – you – 1 person polite
á
no…nunca
emos
no voy nunca al cine
Nosotros - we
Vosotros – you pl., fam
éis
ellos/ellas - they
án
Ustedes – you pl., polite
án
never (not..ever)
I never to go the cinema
no…nadie
No-one (not anyone)
no conozco a nadie
I don’t know anyone
Transforming a text into.....
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Mind map
Flow diagram
Storyboard
Chart
Key word plan
Venn diagram
Graph
• Bullet points
• Conversation
• Vocabulary list
Do all of this
conversely to turn
them into a text
Mariam a 12 ans ; son village Sigui-voussé est à une heure de
marche du village de Lergho où son école se trouve. Mariam
habite avec sa mère Awa et sa petite sœur Sali 9 ans dans une
maison d’une pièce. Son père Boureima a sa maison à côté.
Mariam est en classe de CM1 à l’école primaire de Lergho. Sa
langue maternelle est le Bissa et tous les cours à l’école sont
dispensés en Français. ‘’Notre école n’a pas d’uniforme mais j’ai
des habits que je porte seulement quand je pars à l’école. Il fait
toujours nuit le matin à 6 heures quand nous quittons la maison
pour aller à l’école’’.
www.oxfam.org.uk/coolplanet/on
theline
J’habite avec ma mère Awa et ma
petite sœur
J’habite dans une maison d’une pièce.
Mon père Boureima a sa
maison à côté.
A une heure de marche
dans le village de Lhergo.
nous quittons la maison pour aller à
l’école à 6 heures le matin
Ou habites-tu?
Comment est ta maison?
Ou habite ton père?
Ou se trouve ton école?
A quelle heure tu quittes la maison
pour aller à l’école?
Description
Famille
Domicile
Ecole
se léve
école
le soir
s’habille
la pause
se couche
manger
rentrée
autres
Turn a text into……
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Mind map
Flow diagram
Storyboard
Chart
Key word plan
Venn diagram
Graph
• Bullet points
• Conversation
• Vocabulary list
Do all of this
conversely to turn
them into a text
L’alcool, le tabac ou les drogues?
Le tabac
L’alcool
Les drogues
Usmar: Pirate
• Parler des professions, des aspects positifs et négatifs
d’une profession.
• Écrire un texte créatif sous forme de liste.
• Jouer avec les mots, les rimes.
• Argumenter, défendre sa position.
• Étudier le lexique des professions,
des activités.
• Discutez les métiers mal vus.
• Identifier les plans.
YouTube
In our planning...
• How can we make a task more enquiry based?
• How can we encourage independent use of
the language?
• How can we allow creativity whilst
maintaining academic rigour?
• Where can we provide opportunities for
students to understand, evaluate and improve
their learning?
http://teachers.ash.org.au/researchski
lls/dalton.htm#knowledge
As I ride on the winds of change
I spread my wings and embrace the strange
Leaping in and out of mind
Infinite possibilities there do I find
by PhxDragonfly