I’ve just got back form London and the Language Show at Kensington Olympia. A lovely couple of days catching up with people, finding out about university courses and qualifications for Stevens Junior, visiting stands and learning from others – and then some more catching up with people!
Below are sketchnotes of the seminars I attended – minus the EU one as I only attended half of it! I was travelling light and using my mini notebook plus a limited palette of black pen and six coloured highlighters so apologies that they are a little more squashed and monotone than normal!
Joe Dale’s session on Using tecnology. Sadly had to leave early as I was in pain! You can access Joe’s whole presentation here
Wendy Adeniji talking Mastery at GCSE.
The Show and Tell was full of great ideas that I quickly tried to note down. Didn’t catch all names I’m afraid! Do tell me and I’ll add them.
The lovely Catherine Cheater sharing about The Primary French Project. A great resource – that’s free! – and a wonderful presentation.
The Primary Show and Tell was also amazing, packed with great ideas about word classification, poetry, story telling, heritage language teaching and facilitating pupil understanding through framing.
This year at Language World I was invited to present some ideas for using technology for collaboration in language learning. I teach primary so the focus was on that age group but there are many ideas and tools that are equally applicable for young and old! In spite of some technical hitches and running out of time as there was so much to share, the ideas were well received and I hope that this will serve as a reminder/update for those who attended, and a snapshot for those who didn’t.
Below is my presentation. Whilst all the links work, the videos don’t I’m afraid but you’ll find some below to give you a taster.
This time last week I was mid sketch note at Language World 2018, the Association for Language Learning annual conference. After a jam-packed, fun filled inspirational weekend, my mind was spinning with ideas and coupled with the last week of term, it’s taken this long for me to get my head together and get posting! So here goes a blog-fest over the next few days!I was thrilled to be asked to be Language World’s official Sketchnoter for a second year. Armed with pens, pencils and paper, I ‘live sketch noted’ each session I attended, before the finished product was whipped away to be displayed for everyone to see. I was pleased to see that there were lots of people looking at the notes as the conference went on, and it was really amusing to hear people talking about them in the dinner queue, not knowing that I’d done them!
I took photos of (most of) the sketch notes before they were displayed, but below are my sketchnotes or visual notes that ALL have now scanned and published on their site.
Opening of Language World 2018 – AnnaLise Gordon
The Language Magician – #LMagic Steven Fawkes (Too much to fit onto one sheet!)
The Mary Glasgow Plenary – Language Futures and the future of Language Learning. Dr Rachel Hawkes (Again far too much to squash onto one page!)
Primary Spanish Show and Tell It’s hard to sketch note whilst presenting, singing and playing games but I did it!
Planning for progression and transition. Liz Black once more filled my head with brilliant ideas!
The amazing things you can do with just a handful of books. Nathalie Paris aka @nattalingo
The official launch of The LANGUAGE MAGICIAN
You can view all of Friday’s sketchnotes in one place by downloading this – Friday PDF
Saturday morning Opening Plenary including the Primary and Secondary Language Teacher of the Year awards AnnaLise Gordon
Putting pen to paper. Clare Seccombe talks writing! (I learned from yesterday and used a big piece of paper for this one!)
A celebration of languages. Danielle Dion-Jones
Language Detectives Sue Cave
Lights! Camera! iPads! Joe Dale
Embedding languages across the curriculum. Richard Tallaron
Closing comments by AnnaLisa Gordon and Jane Harvey.
You can view all of Saturday’s sketchnotes in one place by downloading this – Saturday PDF
I loved sketch noting the conference. I hope that those who attended enjoy the reminder of sessions you attended and that those who didn’t get a flavour of what they ‘missed.’ I’ll certainly be having a look at Clare’s notes too as there were several clashes that meant I couldn’t attend sessions I would’ve chosen (Nigel Pearson for the second year running was speaking at the same time as me for example!)
You can also catch up with the Twitter buzz from the conference via this Storify .
As you know, there’s hundreds if not thousands of sites offering Spanish resources, but we love yours! Which is exactly why you were chosen – you give great tips and tricks to teachers, allowing them to find new ways to spread their knowledge and passion – this is why we wanted to share it with our audience.
¡Vámonos! is an enchanting and enlightening collection of blog posts sharing teachers experiences and expertise, telling tales of techniques tried and regaling us with how they worked and failed, as well as ways to think about things differently, so as best to become better teachers.
And I’m especially grateful to Tutorful for going to the trouble of explaining to readers why my latest post is about Lithuanian not Spanish!
Have a read for yourself and see if you find a gem that could help you!
My husband often has to travel abroad with his work and, knowing my love of books, has been trained to look put for things I might like to use in the classroom. This last week, as usual, he texted me from the airport to ask about books I might like. Only he wasn’t in Spain or Germany, Switzerland or Austria, countries that speak languages I teach (or love!); he was in Lithuania.However, I am always up for a challenge and when he sent a picture of the front of the book, I decided I liked his choice and said ‘why not?’ I think he fell in love with the covers too as he bought me two.
And so I met Kakė Makė! I couldn’t understand a word of the books, but I immediately loved the bright pictures and quirky character of Kakė Makė that comes through the illustrations.
From the pictures I decided that Kakė Makė ir Netvarkos Nykštukas was about Kakė Makė getting up to mischief, and making an incredible mess, and an elf taking her toys away. Kakė Makė then follows the elf and tries to get the toys back by completing some tasks including a maze and fighting a monster. I also worked out that Kakė Makė is a nickname and the girl’s real name is Kornelija
I’ve since found this video that tells the story in English – and I wasn’t far off! It seems that Kakė Makė translates as GooGoo MooGoo!
And then I looked at Kakė Makė ir didelė Tamsa and concluded that it’s about a shadowy monster that scares Kakė Makė and her friends, and Kakė Makė sets off to find it, capture it in a bag and dispose of it. * What do you think? Here’s a video of the story with no narration!
I think that, as a language teacher, it’s good sometimes to put yourself into the place of a learner who has very limited or no understanding (as was my case) of the language being presented. Not only does it help you to understand the level of panic that can arise when faced with a page of unfamiliar and apparently unintelligible words, but it also clarifies how you have to rely on all the clues you can find to help you.
Pictures – very helpful here
Cognates – virtually non existent; I found laberintas and bibliotekininke
Punctuation like capital letters for names – I worked out that Tamsa is the name of the monster and Pipiru is the dog. So some help but not a great deal!
Knowledge about stories – there’s usually an opening before a build up to a problem, the problem gets fixed and there’s a conclusion.
I also looked at the text and noticed a couple of things:
Kakė Makė is written Kakėi Makėi a couple of times, both times at the start of a sentence, and once Kakės Makės; what do those suffixes mean? I wonder if it’s to do with subject/object of the sentence? Or possession?
Speech is denoted by – – as in Spanish, and quotations by ,, ” which I found interesting.
I’m fascinated by the diacritical marks and accents. I want to know how they work! Does it alter the sound of the letters as in French, or the stress pattern as in Spanish? And is Lithuanian like Swedish (which I’m trying to learn on Duolingo)
I’m still not sure how, if at all, I’ll use them in my classroom but I’ve certainly enjoyed ‘reading’ them and exploring the world of Kakė Makė which, judging by my online searches, is quite extensive in Lithuania with product endorsements, themed parties, toys and much more! There’s an app you can download or you can play online (although cleaning her teeth isn’t the most exciting activity ever..) You can even be her friend on Facebook! I’m holding out to meet a Lithuanian speaker to help me read it properly!
*(After working this out, I did resort to GoogleTranslate to find out that the title means Kake Make and Big Darkness so I think I’m on the right lines!)
Now that term is at an end I have finally got around to uploading my presentation to Slideshare and writing this post!
As I said previously, it was a very successful day and I hoped that what I had planned to share would live up to that which had gone before! There were lots of encouraging noises made as I was speaking and also some lovely messages afterwards so I think there were at least a few nuggets of gold!
A couple of years ago I was asked to help produce some lesson plans for around celebrating and exploring diversity and enabling everyone to be themselves without fear of discrimination.*
As part of this I did some research into books in Spanish that would be suitable for this purpose.
One of the plans I wrote was around families all being different and getting away from mum, dad and 2 kids = a family. At the time I did not use a book as the basis of the resources I made, but I’ve since found this book that I think is a lovely resource that I’d like to use next time we look at families. I envisage choosing a few chapters to read and discuss as a five-ten minute segment, perhaps in conjunction with RE/PSHE that I often teach as well as Spanish.
Mi familia es de otro mundo literally means My family is from another world, but actually means My family is out of this world in the sense of being amazing. The book tells the stories of seven children, each one with a family to share, each family different.
There’s Juli whose parents have split up and spends part of the week with each, Lu who has two Dads who get married with her as ring bearer, Santi who looks nothing like his parents as they adopted him as a baby, Sol and Matu who are test tube babies, Vale who has an Argentinian Dad and a Chinese Mum so has two cultural identities, Leo whose Dad died when he was small so it’s just him and his Mum – and Negro the dog, and Fran who has what he calls una familia enredadera, literally a tangled family with parents who have split up and have new partners and/or children.
Each story is told very simply in short paragraphs of a very sentences with a longer information box that clarifies or explores some of the ideas and issues raised. The book concludes with more family models including grandparents as prime carers, parents whose jobs mean that they don’t see their children for months on end, surrogate mothers, extended families. foster families and globetrotting families with children born in a variety of countries.
El Mundo de Juli – Dos casas
El Mundo de Vale – Dos años nuevos
El Mundo de Lu – Papá, Papi y yo
El Mundo de Santi – Tomados de la mano
I really like some of the images that are used to explain families, in particular the idea of some families not fitting on a family tree but rather a family climbing plant!
The book concludes as below. In English:
Every family has a way of living, of sharing, of celebrating, of arguing, of loving. There are no two the same.
Sometimes because of that when we compare our family with another we think “My family is from a different world!” Or when someone sees something in a family that is a bit odd to them they whisper “Every family is a world (or each family to their own)”
But in fact, there is only on world, this one, where there’s room for all families.
This is a message that I think is really important as we look to encourage children to value diversity and to understand that our life is much richer by learning about and from others’ experiences. We might not share their beliefs and we may find some of their ways a little odd but we all live on the same planet, have the same basic needs and, in the words of Jo Cox, “we have far more in common than that divides us.”
I’ll share more of my ideas of how we can do this in other ways too in future posts. Other books that might interest you along the same lines:
On my trip to London on Tuesday I paid a flying visit to the fourth floor of Foyles where all the language books are found. Although I was limited in the time I could spend there – 25 minutes! – and I imposed a spending limit on myself too, I still managed to come away with a couple of books.
Mi dragón y yo is a very simple book about a boy who doesn’t want an ordinary pet and dreams of having a dragon. He sets out to explain what kind of dragon he would like. He talks about what it would not be like first before saying all the things it would be able to do, all the things he’d do with it and how he would train it. It’s written in the conditional
– me gustaría, tendría, le daría, le enseñaría – but I don’t see that as a problem as the illustrations make it clear, and in fact the conditional is sometimes easier to decode as the infinitive that you’d look up in the dictionary is easier to identify (usually!)
It’s a great book to read as part of a topic on pets and could lead to pupils rewriting the story
“Algunos niños quieren un perro. A otros les gustaría un gato. Yo quiero….” inserting their own animal before going on to describe it:
Sería ………. – It would be ………. This could be colour and character.
Tendría……….. – It would have …………… Here they would describe the pet; a tail? a big head?
Le daría el nombre ….. – I’d call it……
Le enseñaría a …. – I’d teach it to….. Add some verb infinitives
Le compraría … – I’d buy it ….. Clothes? Food? Toys?
Comería… y bebería……. – It would eat…. and drink ………..
Viviría …………. – It would live….
and so on.
Very simple and easily done with some dictionary skills and a bit of imagination, and easy to extend with some conjunctions, negatives and so on.
For younger learners you might just read the story and invite them to draw or colour their own dragon then describe it orally using colours and size or in written form by labelling it or filling in a gapped sentence. Here are some dragon templates you might use:
There are lots of other dragon ideas and resources around.
In a quick search I found many other dragon stories including several on Youtube. I’ve pinned a lot of them onto a Pinterest board Dragons but a few highlights are below:
Ramón el Dragón is a lovely song about a dragon called Ramón (obviously). It rhymes and has a very simple chorus, telling the story of Ramón’s very simple life. You can see the lyrics on screen but can read it as a class poem using the lyric sheets here.
And I like this story about El cumpleaños del dragón as it is simple, is in Spanish with English subtitles and has a message about having tantrums!
There are lots of ideas too; Janet Lloyd’s Primary Languages Network shared some excellent ideas based around How to train my dragon for world Book Day last year. Erzsi Culshaw shared some clothes peg dragons to celebrate San Jordi. And Ruth Kidd has shared some lovely French triaramas of her Y5s describing dragons on the Languages in Primary School group. In fact, if you search ‘dragon’ on LiPS you’ll find several more ideas!
Hope you found that helpful. It certainly kept me occupied during a rainstorm!
Oh, and I almost forgot! I saw another book that I was really tempted to buy. It’s a lift the flap book about dinosaur poo! Perhaps another time…
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!
And here they are individually with comments and links to the presentations where available!
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 😉
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!
One of the books I bought in Bilbao was Un bicho extrañoby Mon Daporta, a book which first came to my attention at Language World last year during the Show and Tell when Jesús from the Consejería shared it.
It’s a charming book that fits in well with the work we’re currently doing in Y4 about describing our faces and body parts. I love the video below of the story being told using a picture onto which body parts are stuck/removed as the story develops. And the wonderful thing is, the Consejería have produced a series of activities to use the book as well, including activities for pre and post reading. Some lovely ideas, and the instructions are bilingual too so no need to worry if you’re not fluent in Spanish!
I’ve also found this Slideshare that discusses ideas for using the story, and culminates with making your own version of the book using felt, buttons, ribbons etc.