Entries RSS Comments RSS

Archive for the ‘ALL’ Category

#LW2017 sketchnotes published!

Saturday, May 13th, 2017


As I reported in February, at this year’s Language World conference in March I was asked to be Resident Sketchnoter and record all the fun and excitement as well as as many sessions as I could possibly attend. It was a challenge as I normally go back to my sketch notes later to ‘pretty them up’  but in this case the sketch was immediately posted on the display board so I had to just go for it! I was really pleased that people took time to look at the display and there was a buzz of discussion and excitement as people paused to discuss what they’d seen. My hand was really struggling by the end of Saturday but it was all worth it!

I’ve deliberately delayed posting them until ALL had done so (although they were all tweeted as I finished them!) and today I received notification that they are now uploaded and ready to view! And they’ve kindly made them into a PDF!

So, here’s the PDF of them all: http://www.all-languages.org.uk/wp-content/uploads/2017/05/Lisa-Stevens-LW-2017-Sketchnotes.pdf (too big to upload here!)

And here they are individually with comments and links to the presentations where available!

DAY 1

Tried to capture a few of the exhibitors before the conference started in the top section then AnnaLise’s opening words in the bottom section.


 

Assessment without tears – Jackie Rayment and Yvonne Kennedy

 

Now here was a challenge – sketch noting and presenting simultaneously! Also presenting with me, Jesús Hernández from the Consejería de Educación and Sara Montero, Primary Language Teacher of the Year 2016      Presentation

 

Mary Glasgow Plenary A period of calm and stability – Bill Watkin    Presentation

 

Julie Prince talking about primary language learning supporting Grammar Punctuation and Spelling (not navigation as the title might suggest!)   Presentation

 

Suzi and Lynn presented AIM methodology to us in this session.   presentation

 

The poster sessions – lots of exciting projects were highlighted here – I suggest you check out the ALL site to find out more! (scroll down to Poster sessions then click on the + for the abstracts)

 

How do you sketch note a wine reception? Thanks to Vicky Cooke for my inspiration, and to all my vox pops!

 

The national treasure that is Steven Fawkes had us all crying with laughter at his witty speech including references to jelly, taxis, triangles, and of course, his trousers!

 

The Conference Dinner – scribbled on a napkin then ‘done in neat’ later 😉

DAY 2

A summary of The Teaching Schools Council Review of Languages Pedagogy, delivered by Ian Bauckham. Very interesting! (Not often I have to use another sheet, and as you can see, a little hard to represent very visually!   Presentation

 

ALL President AnnaLise Gordon was up again to talk about Progress and present the awards for Language teacher of the Year.

 

The super fantastique Richard Talleron went fruity in his session on embedding languages across the curriculum.  Presentation

 

Starr Green spoke about Languages for ALL and gave advice on teaching languages to pupils with SEND   Presentation

 

The always inspiring and incredibly clever Dr Rachel Hawkes helpfully talked about creating a positive learning environment, pointing out that sometimes staff can not give or do any more than they already are so something else has to change!    presentation

 

 

 

 

Lovely Nathalie Paris aka Nattalingo shared some ideas and research on the important two way relationship between literacy and languages.  Presentation

And finally it was time for thanks yous, AnnaLise’s quiz (foiled on the last question!) and the revelation of the date and venue for next year – March 23rd and 24th at Jury’s Inn Hinckley Island near Leicester. presentation

If you want to access any of the other sessions at the conference, many of the presentations have been uploaded to the ALL site Friday and Saturday, and you can read more about it here (also more sketch notes) and here. If you were there and have any reflections, please leave a comment and I can update the post!

And here’s a summary of the tweets!

 

Language World 2017 – one month to go!

Friday, February 24th, 2017

It’s one month to go until the annual Association for Language Learning conference, Language World. Have you signed up yet?

This year the theme is Progress for All (like the clever logo!) As the ALL website says:

Progression in the teaching and learning of languages is a priority for all teachers and ALL as a professional association as we respond to significant curriculum changes and developments at all levels. Progress for ALL is a deliberately broad title, as we aim to serve the needs of all conference delegates. For example, we are including sessions on promoting progress in all aspects of pupils’ learning of languages, ensuring progression in curriculum planning, sustaining progress in curriculum leadership and celebrating progress in building a culture of language learning in a school.

During the two days there will be a mixture of plenary sessions, major talks and workshops with something for everyone from primary to higher education, and this year there is a slot for poster presentations which looks really interesting too.

This year the conference takes place in Nottingham at the East Midlands Conference Centre which is very convenient for me living in the Midlands and once more in the ‘middle’ of the country.

There’s a special ‘call out’ to primary colleagues issued on the ALL page with testimonials from a range of primary colleagues. Have a look at the flyer: 

I’m not speaking this year (apart from a contribution to the Primary Spanish Show and Tell) but I have a special (albeit rather daunting) role to fulfil:

I’m looking forward to attending sessions and trying to capture them ‘live’ ready to post to the timeline in the exhibition area; a shame I can only be in one place at a time though as there are several slots where I’d like to attend two or even three sessions at the same time.

If you’re interested in attending, the programme is below, and booking details can be found here.

Hopefully see you there?

Building firm foundations for strong buildings #ALLMFLSW16

Monday, February 29th, 2016

IMG_8436On Saturday 27th February, I delivered a workshop at the #ALLMFLSW16 conference in Bristol. I’d been asked by Marie-France Perkins if I could talk about primary languages in the context of the new curriculum which is planned as a continuum from KS2 through KS3 and onto Ks4 and hopefully KS5. I called my session Building Firm Foundations for Strong Buildings, harking back to a talk I did a number of years ago called Bricklaying for Beginners!

Below is my presentation, and under that I’ve written a brief summary of what I said.

I hope you find it useful. If you have any questions, please feel free to comment or send a message via the contact form. 

Firm foundations for strong buildings – the importance of Primary Language Learning. from Lisa Stevens
I began by talking about the importance of foundations, and the role they place in keeping buildings upright and stable. Although they are often unseen, they are the last things that are destroyed by time and erosion; I shared my own experience of primary language learning and how my 4 years of middle school French have stayed with me. We moved on to considering why starting language learning at primary is so important before considering what should be taught/covered at KS2, referencing a survey by Clare Seccombe and also a document compiled by the ESAGMFL group.
Looking directly at the Programmes of Study, we used Rachel Hawkes’ helpful “KS2 and KS3 side by side” document to look at the progression of skills and I shared the document below with participants, acknowledging the source as Rachel’s website.
Handout_1_Curriculum14_Overview
For me, my most important task as a primary language teacher is to nurture a passion for languages and an excitement about learning and communicating in other languages. That, however, does not mean that it’s all  ‘fun and funky singing, dancing, cutting and sticking ‘ with no substance. There is a clear rationale to what I teach and I shared some ideas linked to each of the four skills as well as grammar.
Listening
  • animal symphonies – clapping the syllables of words to encourage listening and awareness of word patterns
  • using rhymes to listen out for phonics and respond physically
  • using songs as a way of introducing topics e.g. ¿Cuántos años tienes?
  • stories as a way of encouraging listening carefully and responding – ‘safe’ due the familiarity and repetition
  • branching listenings or minimal pairs (slide24)- I first encountered these last year at ILILC in a session by Julie Prince, and I shared two examples from LightBulbLanguages – colours (Spanish)  and jobs (French) Learners listen to a series of words – or phrases – and at each step choose between two alternatives until they arrive at the bottom line and give the number they reached.
Speaking
  • PHONICS! So important! The keystones of the foundations as they enable understanding of the spoken word, pronunciation, enable learners to read effectively and also spell. Rachel Hawkes once more had burning ears!
  • vowels and setting them to DISCO by Ottawan
  • phonic islands and mats, referencing Sounds and Words by Lynne Erler and Julie Prince
  • “stress punching” to demonstrate intonation and stress patterns
  • “Spanish glasses” to read Spanish – chocolate is spelt the same in English and Spanish but pronounced differently (slide 30 ) also false friends like gift and Gift in German.
  • tongue twisters to practice ‘getting your mouth around’ certain sounds
  • using Trapdoors to practice sentences – learners will play long after you’d think they’d be fed up!
  • using board games to practice the question form (I shared a Snakes and ladders board game worksheet from Eurostars with learners asking a question when they land on a square rather than giving an opinion)

Reading

  • using poems like Doña Pitu Piturra that have a rhythm and a rhyme, and a pattern that can be followed – and the example also shows handwriting which fascinates and is worth discussion
  • using Tarsia and dominoes
  • using storybooks isn’t a bad thing – even Y6 like a story, especially if you link it to reading to younger pupils or making something to be shared.
  • books don’t have to be fiction – non fiction is important too. Books on e.g. planets can be accessed as learners have learned the facts in Science and can therefore make deductions about vocabulary etc. Plus there are diagrams and images to support.
  • the importance of making mistakes and discussing WHY you thought something
  • instilling the idea that you don’t need to understand every word, and linking in to literacy skills of comprehension: where will I find the answer? what are my clues? what’s the context? is there a word in the question that helps me?
  • making your own texts using storybird.com – I shared ¿De dónde viene el yak? There are other MFL Storybirds shared on the wikispace both fiction and nonfiction. Well worth a look.
  • dictionaries can be glossaries, picture dictionaries and encyclopaedia/thematic type ones as well as the ‘tradition’ bilingual ones. I shared an activity linked to a colour poem which Y3 had rewritten using a combination of picture dictionaries and bilingual dictionaries.

Writing

  • writing texts from other texts e.g. rewriting stories by substituting nouns and or adjectives (El bicho hambriento), or writing a story in the style of another (rewriting El Nabo Gigante to feature a teacher stuck in the PE cupboard who calls for help to pull him out!)
  • the value of whiteboards and technology to allow for quick correction without committing it to their book – rehearsing and making mistakes
  • giving structures using card, human sentences to physically demonstrate word order e.g. making sentences negative, or the noun-adjective order in Spanish compared to adjective-noun in English
  • scaffolding
  • memorisation – I shared another activity from LightBulbLanguages to demonstrate a way of supporting learners in memorising spellings by giving them the shape of the word

Grammar

  • Grammar is the cement that holds all the bricks together!
  • link it to English – and/or other languages e.g. making plurals
  • using songs is quite effective e.g. ¿Por qué es mi mochila tan pesada? introduces Es+ singular noun and Son+plural noun – learners picked it up without me saying a word!
  • I also shared songs for verbs in Spanish, German and French
  • using parallel texts to compare language
  • making verb spiders or flowers – if you teach South American Spanish you can use a hand!
  • verb drilling isn’t wrong – Y6 quite enjoyed it last year and treated it like a code or game that they conquered as they did it more!IMG_8437

I then talked about the importance of promoting language learning in general and that no one language is an island – let’s celebrate the multilingual nature of our schools and draw out the experiences of our EAL learners. Comparing and contrasting languages is one of the things my learners enjoy more than anything else, and it’s language learning skills that are going to be key for their future success, especially as most of my learners will start a new language at KS3. I briefly highlighted the importance of including culture in whatever you do as languages need a context and it’s jot just about words!

Finally we considered that not all foundations are the same – some are more basic than others i.e. some pupils will arrive at KS3 with less language learning, or perhaps with gaps in the expected knowledge (whatever that may be!) Some may have experienced lots of vocabulary and not much structure, some may have had a very sporadic language input, some may have encountered several languages and some only one. Whatever the experience, and however many ‘cracks’ there may be, my plea was to not destroy what has gone before but repair it, and shore it up.

 

The final part of my presentation (which I admit we don’t reach due to overrunning previous sessions) considered the need for Ks2 and KS3 to communicate. KS2 can’t moan about what happens at KS3 if they don’t tell their secondary colleagues what has been done, and KS3 can’t throw their hands up and say it’s impossible to deal with all these children if they don’t talk to KS2 and give an idea of what would be helpful to them. On p69 of Language Trends survey  it says:

“The need to promote effective transition in languages between Key Stages 2 and 3 is not yet high on the agendas of either primary or secondary schools….the introduction of compulsory language learning has not yet stimulated increased contact between language teachers in state primary and secondary schools.”

That has to change!

My final thought was from an article about building foundations:

“The three most important purposes of foundations are to bear the load of the building, anchor it against natural forces such as earthquakes, and to isolate it from ground moisture.”

I’d categorise those three things as future learning at KS3 and beyond, wavering confidence as ‘it gets a bit serious’ and the ‘rising damp’ of adolescence! Ultimately, we want learners to ride those storms and sit proudly atop their magnificent linguistic skyscrapers, not falling like Humpty Dumpty never to be put together again!

 

 

 

Sketchnoting Language World 2015 #LW2015

Tuesday, March 24th, 2015

IMG_3922
Last Thursday I headed to Newcastle for ALL Connected, the title of this year’s Language World conference taking place on 20-21st March at Newcastle University. I look forward to LW each year as it’s a conference that offers lots of ideas but also lots to challenge my “little grey cells” and make me think.

This year I decided to replace my normal note taking with Sketchnoting as started at #ililc5. I’d tried using Paper app on my iPad there and found it quite tricky to use to the extent that it was distracting me from the session content. I’ll persevere and practice further but for Language World I choose a different tool – the notebook and pen! Actually, notebook, pens and pencils! I’m a strong believer in choosing the correct tool for the job, be that an iPad, a pencil and pen or a slate and chalk, and this combination allowed me to write more easily, select colour at will and, most importantly, focus on what was being said rather than worrying about zooming in and out or accidentally drawing whilst trying to make the toolbar reappear!

IMG_3921

Below are my sketch notes created over the two days. I did them all ‘live’ – no retouching afterwards apart from one on which I’d made a mistake with someone’s name and felt I really should correct it as she’d won an award and deserved it!

FullSizeRender

Bertram Richter and Rebecca Bolland – Planning for Progress @KS2

 

Vicky Cooke - Teaching reading in KS2: leading learners towards independence

Vicky Cooke – Teaching reading in KS2: leading learners towards independence

 

Jackie Rayment - Primary Languages Quality Mark

Jackie Rayment – Primary Languages Quality Mark

 

Bernadette Holmes - Interculturalism: The Power of 3

Bernadette Holmes – Interculturalism: The Power of 3

 

Clare Seccombe – Be a crafty languages teacher

 

Greg Horton - Talking the talk in the MFL Classroom

Greg Horton – Talking the talk in the MFL Classroom

 

Rachel Hawkes - ALL for all and all for ALL:  ALL CONNECT

Rachel Hawkes – ALL for all and all for ALL: ALL CONNECT

 

René Koglbauer - ALL Connected: a celebration of language learning & teaching and volunteers.

René Koglbauer – ALL Connected: a celebration of language learning & teaching and volunteers.

 

Nadine Chadier - It's all about the code

Nadine Chadier – It’s all about the code

 

Wendy Adeniji - How can your teaching be consistently good or outstanding?

Wendy Adeniji – How can your teaching be consistently good or outstanding?

 

Roma Franziska Schultz and Emma Whittle - Ideas for using literature and developing literacy in the Primary Classroom

Roma Franziska Schultz and Emma Whittle – Ideas for using literature and developing literacy in the Primary Classroom

 

Rachel Hawkes - Memory and thought: why we can't have one without the other.

Rachel Hawkes – Memory and thought: why we can’t have one without the other.

 

Steven Fawkes - Now we are 25

Steven Fawkes – Now we are 25

Looking back on them, it’s amazing how much more I can recall about the sessions than I would following my more traditional note taking; my page was smaller than A5 so I had to carefully consider each word/phrase I wrote or picture I drew. I successfully kept to one page per session (45-50minutes) apart from two sessions where there was just too much to fit onto one page.

I’m still learning and developing my own style and I certainly need to work on my drawings (there’s a tortoise on one that looks like a sheep!) but I’m pleased with the way it’s going. I intend to keep working on it, and I’ll persevere with my iPad but I’ll save that for times when there’s no ‘time pressure.’

If you want to see someone else’s take on many of the same sessions as sketch notes, have a look at Clare Seccombe’s post that includes hers. And you can see many of the actual presentations by clicking on Friday programme or Saturday programme.

 

 

ModernLanguages, ModernTeaching – Making Links

Wednesday, February 18th, 2015

chainMy second session was all about cross curricular language learning; how languages support other areas of the curriculum like literacy and maths as well as how languages can be taught in conjunction with and through other subjects and vice versa.

Making Links – Cross curricular language learning from Lisa Stevens

I mentioned my Pinterest pages; here’s the link to my Roman resources for Spanish. And if you click through the presentation, you’ll find links to things like the music for The Carnival of the Animals, a slideshare of Querido Zoo, links to BuildyourWildself and Switchzoo for making hybrid animals and that cheesy song in Spanish about the planets.

Some resources I showed included:

Habitats matching activity sheets

LAT SP FR ROM NUMBERS 1-31

I also recommended looking at The Iris Project for  Latin/Greek resources, and LightbulbLanguages has some lovely Latin stuff as well as planets linked to maths and science, and much more. And check out TES Resources from Joan Miró resources from Helen Stanistreet and Rachel Hawkes.

I’d also draw your attention to the list of helpful sites and documents in the last few slides for further ideas!

ModernLanguages, ModernTeaching – TopTips for Primary Language Teaching

Wednesday, February 18th, 2015

Top-Tips200I’ve finally managed to upload my presentations to Slideshare so here is the first. There are links throughout the presentation to useful sites and resources, and I’d especially refer you to the last few slides with helpful links to e.g. LightBulbLanguages and the ALL site. However, I’ve added a few below too.

Rachel Hawkes’ phonics

Music for Los vocales D.I.S.C.O.

Rhabarberbarbara

Jo Rhy Jones phonic activities 

Oso Pardo pdf

Boowa et Kwala – Peut tu marchez comme un canard? Fingerpaint song

Padlet.com – for collecting ideas (online post it notes)

Storybird – make up your own stories using illustrators images. MFL Storybird wikispace

I also mentioned Tellagami, Pic collage and Book Creator app. Check out this post for more details!

I also recommended Julie Prince and Dr Lynn Erler’s book Sounds and Words

Modern languages, Modern teaching (MFL Devon)

Friday, February 13th, 2015
37c441845e5a7677fe34ceada7fbcedf

Today I’ve been in Devon (where it was raining!!!) speaking at a conference at Newton Abbot College entitled Modern languages, Modern teaching. A great way to start half term!

I gave two presentations today, one on Top Tips for Primary Language Learning and the other on cross curricular language teaching. It was lovely to meet the people in my sessions – thanks for joining in and participating in my songs games and activities.I’m currently trying to upload my presentations to Slideshare as they won’t upload directly here, but until then, here are a few of the video clips I shared today!

Ana y Enrique – Los planetas

This version has pictograms too!

And then there was the soundtrack to our Sumo phonics

And the amusing German tongue twister/ story about Barbara and her rhubarb bar

And if you want to know what it means… http://youtu.be/l3_tRPRt9x8

Hope that’s whetted your appetite. More when I get home as the Internet is straining 😉

BookCreator app (and a few other things!) for Language Learning – LW2014

Sunday, April 13th, 2014
IMG_0317

PicCollage done by one of my pupils!

I presented at Language World as part of a triple act on using iPads in language learning. Joe Dale and Helen Bates preceded me talking about QR codes, sound recording, making screencasts and flipped learning before I took over to talk my favourite app – BookCreator.

I shared how to make a book in BookCreator (free/£2.99), how to add images, sound, videos and hyperlinks; how to change the background, how to make sound buttons invisible and how to avoid copyright issues by using QR codes or hyperlinks to videos! I also showed PicCollage (free) as a way of making my front cover, and Tellagami (free) for adding a “talking head”.

I ran out of time to share how you can combine books into one, meaning that you can make a class book with all learners working separately before putting it all together on one iPad (e.g. save to Dropbox and then open and combine) but I did share the news that BookCreator is now on Android – very popular that one!

You can find out more by checking out my post on iPads here which covers things I shared and much more! You can also have a look at this post to see the process of how my Year3s made their eBooks that I shared.

photo 2-1

photo 3-1

And here’s a tutorial I did on using Explain Everything (two years ago)

Explain Everything Explained. from lisibo on Vimeo.

Presentation by Lisa Stevens aka @lisibo about the iPad app Explain Everything (recorded using the app itself) for TeachmeetBrum and TeachMeet iPad. November 8th 2012

Language World – ALL Joined UP

Sunday, April 13th, 2014
Screen Shot 2014-04-13 at 17.18.34

(That’s my red/black shoulder at the front!)

It was touch and go whether I’d make it to Language World this year but having missed it for the last two years, I was determined to make it even if I wasn’t 100%.

And I did, albeit deaf in one ear and in need of frequent sit downs.

Below are my notes from sessions I attended.  You can also download many of the presentations from the two days on the ALL siteFriday and Saturday

Language World is always special to me and this year was no different. Thanks to everyone who ‘looked after’ me, especially Joe who was poised to do my part of the presentation should I keel over; Philip, my chauffeur(!); Julie P who also chauffeured me and with whom I had some excellent chats; Julie D for returning my cap when I left it lying around; and everyone who looked out for me, willed me to be better, and/or remembered to speak into my good ear at any point! Language teachers rock! 😉

Elaine Minnett session

Rachel Hawkes – President’s Plenary

Liz Black

CLIL (Judith Woodfield); Janet Lloyd; Kati Szeless

 

 

ALL Joined Up!

Tuesday, March 11th, 2014

DS_1Not long now! Have you booked? Lots to do before then but already looking forward to it!

Language World 2014 at the University of Lancaster from 4-5 April has 44 sessions over two days, with a strong focus on the New Curriculum andworking together for the best in languages education.  Our theme is year is ALL Joined Up!

 

It’s the ideal event for you, whether you’re an experienced teacher of languages or coming new to the subject for the first time as part of the New Curriculum at primary level.

 

You can see the full  Friday programme here. And Saturday here.  Simply click on the speaker name to see the session description.

 

  • Inspiring plenaries from Rachel Hawkes, Judith Woodfield and Steven Fawkes

 

  • Major talks on the challenges and opportunities in the new curriculum from Bernardette Holmes, Liz Black, Marian Carty and a reflection on the past from Nicola McLelland

 

  • Workshops full of new ideas to take away and use next day – with too many well-known speakers to name here!  Check out the programme

 

  • Up-to-date information from Ofsted and the launch of the results of the latest Language Trends survey

 

  • Question Time with actor Larry Lamb in the Chair and a panel from the worlds of education, business and media

 

  • Find out how research can inform and support developments in languages education from Ann Swarbrick, Kati Szeless and others

 

  • Get to know more about CLIL with Judith Woodfield (plenary), Pippa Jacobs & Sue Simpson (workshop), Kim Bower (major talk), Angela Molinari (workshop) and others

 

  • Primary and secondary Show and Tell sessions

 

  • Get ALL Joined Up through national initiatives like Routes into Languages and Speak to the Future

 

  • Big exhibition of resources and opportunities for you and your pupils

 

  • Your chance to network with teachers from around the country

 

Join us for one day or two!  From just £120 a day –full details of how to book see here or call us on 0116 229 7600.

 image001