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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.

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!

I”ve been presenting today on Twitter at the UK National eTwinning Conference in Nottingham at the National College of Leadership. Below is my presentation – the videos have obviously not uploaded so I’ve embedded them below.

I’ve also added a link to my Pinterest where I’ve bookmarked some useful links to Twitter, particularly in education.

httpv://youtu.be/ZYz9M70KVR0

httpv://youtu.be/xr3Tl7T6fIQ

httpv://youtu.be/I6BaXd48VXg

Here’s my Keynote presentation from today’s Sanako Technology in Language Teaching (TILT) conference.

In it, I reflect on my journey in language teaching, reflecting on the increasing role that technology has played. Along the way, I revealed my experiences (the good, the bad and the ugly) and discussed some of the tools that have proved useful, brilliant and/or indispensable.


If you click the slides in the Slideshare, you’ll find some hyperlinks. A few things to which I referred:

Amara

Association for Language Learning – http://www.all-languages.org.uk

NoTosh website 

Join the Carnival de los animales 

Wordle 

Tagxedo

SwitchZoo

Build Your wildself

The Year 3 lesson progression that I didn’t manage to fit in is described here.

If you go to my Slideshare account you’ll find other presentations about technology that you may find helpful. Unfortunately Slideshare has stopped Slidecast so there’s no audio anymore but some presentations can be found at Lisibo Talks.

And if you use the search box on my blog you’ll find posts about all sorts of tools!

Any questions, please tweet, email or write a comment below!

My second session at #ililc4 was entitled Something old, something new and concerned the new 2014 curriculum.

My presentation is below, and I’ll explain briefly what I said as I couldn’t attach the notes without making the Slideshare look ugly!

And there are lots of links ideas and resources at bit.ly/oldlisibo (should have thought out that URL more carefully!)

As I explained on the day, when you have to submit your idea so far in advance and aren’t entirely sure how your idea will pan out, it is quite tricky to come up with a witty/apposite title. My choice of Something old Something new was mainly because I envisaged sharing some old ideas and some new ones plus some borrowed from others. However, as I came to think in more detail I began to think more about weddings!

Primary languages have had a bit of a torrid love life, being loved and then rejected by the primary curriculum, nearly getting up the aisle in 2010 but being jilted at the last moment when all was going so well. So I set out to explore the ‘prenuptial agreement’ (or Languages Programmes of Study at KS2), how we can make this ‘marriage’ work, how to convince those that are nervous about married life and how we’ll keep the spark alive.

Screen Shot 2014-02-16 at 14.09.01

So I began by looking at the Programmes of Study, highlighting parts of the  document that I found interesting.

Purpose of study – Intercultural Understanding is still really important – it’s a vital part of language learning. Providing learners with building blocks AND mortar is key if they are to be able to express what they want in the foreign language. And ‘great works of literature’ doesn’t mean Don Quijote de la Mancha, A la recherché du temps perdu or Mein Kampf at Year 3; poetry is great literature and we regularly use an extract tom Machado in Year 5 as stimulus for writing.

Aims – It’s about a balance and variety of things; a breadth of experience that leads to progression. No arguments there!

The lack of detail in the Attainment target section could be seen as a bit disconcerting but doesn’t give much guidance. However, I’m hanging on to my Key Stage 2 Framework which is still a great document; follow that and you can’t go far wrong. Measuring progress in terms of I can statements is also helpful, and there’s been a great discussion on Primary languages forum this week on what we should be looking for in terms of skills progression. (Want to join in? Join the forum or ask to join the Sharing Primary Languages wikispace)

Subject content – I highlighted that whilst it says ‘substantial progress in one language’, this does not mean that looking at other languages is precluded; in fact, I’d positively encourage it as making links between languages  is a vital language learning skill. We discussed how a balance of skills can be achieved when some are more comfortable with speaking activities than the written word which seems more ‘serious’ and permanent. And we mentioned ‘the grammar question’ – it’s not such a bad thing! Nor is looking at languages such as Greek and Latin; very useful for understanding the formation of languages as I discovered on my year abroad at Universitat de les Illes Balears. Finally in this section we thought about laying those foundations for KS3. I referred back to a presentation I’d made at Language World called Bricklaying for Beginners and how bricks need mortar, and how it’s not a wall that needs demolishing at KS3; reinforcing but not knocking down!

I then took each  ‘pupils should be taught to..’ statement and split them into listening, speaking, reading, writing and grammar, suggesting ideas and activities that might meet them.

There are lots of links on the wiki to many of the ideas but here are some comments:

  • ‘joining in’  is very important and builds confidence as does repetition e.g storytelling, reciting rhymes and poems
  • making links between graphemes and phonemes is important to enable increased fluency e.g. listening out for phonemes in songs/rhymes, sorting words, reading with your Spanish/French/German glasses so you view graphemes not as you would in your own language
  • confidence with phonics is vital to teacher and learner; syllables and stress patterns too – hence my pupils’ love of stress punching!  (a post about this and ‘animal symphony’ will follow shortly)
  • books are brilliant – not just fiction though! Non fiction is very popular with boys and also is great for linking to other curricular areas: going back to my analogy, this ‘marriage’ is about give and take! If you can’t find suitable books, make your own as with my Storybird ¿De dónde viene el yak?
  • learners can decode more complex texts without knowing every word if you provide them with the confidence to do so, embed language learning skills and discuss how languages work  from the very start.
  • writing doesn’t have to be in a book; whiteboards, post-it notes, mini books, Padlet, labels, paper chains, posters, your partner’s hand; they all count!
  • structuring and scaffolding is fine – trapdoors are great as starters as is making human sentences and physically rearranging words. The Human Fruit machine with 3+ learners holding a large dice with 6 images of nouns/adjectives/verbs etc on them and spin is a great way of making make random sentences and exploring how you can substitute words in existing sentences to make new ones!
  • I loved grammar at school; I liked the logic of it all and the patterns. So why not exploit that and make verb flowers, grammar songs and raps, dice games and so on. Use highlighters/colour to clarify grammar ( I lived by my red=accusative, green=nominative and blue=dative when learning German) be it nouns, adjectival placement, verb endings/groupings or spelling.
  • Use activities that are used in other areas of the primary curriculum; learners up level sentences in Literacy all the time so why not in the foreign language? Word pyramids starting with a word and extending to a complex sentence at the base? And card sorting activities too.

So that’s the session in a (pretty big) nutshell!

(Written whilst lying flat on my back in pain so please excuse typos!)

I had a lovely time with some delegates this morning talking about storytelling using ICT – ‘digital storytelling’

Here’s my presentation – possibly won’t make much sense until it has the sound added, but you’ll have to wait a bit for that until I get the file back from Joe Dale’s iRiver.

Also, there is a document containing all the notes from the session.

Tell me a story session notes

Tell me a story presentation

Links that I missed off the list – MFL animation themed!

Catherine Elliot – www.twitter.com/catherinelliott

http://ssclc.wordpress.com

http://bit.ly/efSmim – Joe Dale interviews Catherine

Oscar Stringer – www.twitter.com/ostringer

http://www.animationforeducation.co.uk/ – go to Film examples – MFL

Any questions or queries, feel free to contact me

Second of my upcoming ‘gigs’ is in Enfield, London, at London ATI.

Another of my ‘hats’ is as an Apple Distinguished Educator, and it’s in this capacity that I’m taking part in the Apple Teacher Institute (ATI) at Enfield CLC on June 16th-18th.

As the blurb says –

Over three days you will have many opportunities to explore and discuss with Apple Distinguished Educators how digital media and Apple technologies can be used to engage and motivate students. The aim is to promote teacher confidence and develop capacity in a relaxed and friendly manner for everyone, regardless of experience.

There will be workshops on iMovie, animation, podcasting, iWeb, music in Garageband, iPod Touches in the classroom and also a couple of more advanced workshops on Final Cut and Logic.

A great way to start off using a Mac:  you choose several workshops over the first two days then, on the third day,  work with a group of delegates to complete a project of your own devising, using the skills you have learnt – and quite possibly a few more you discover as you go along!

If you want more details you can download the following PDF giving details of how to register – London ATI

And if London is inconvenient for you, there are other ATIs around the country too – Doncaster, Liverpool and Stockton all host an ATI  in June / July.  If you want to know more, send me a message below or  via the contact form.

Coming soon….

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I’m really aware that I have a backlog of posts awaiting publication.

Over the next few days, I’ll be uploading presentations from
Education Show
Vida Latina
Primary Language Show
…and also reporting back from other sessions!
The audio may take a little longer though….
It’s great to be busy – sorry if you feel I’m neglecting you!!


All a bit topsy turvy I guess, reporting on a course I ran on Tuesday after a presentation I did today but heigh ho!

Tuesday saw me heading across the city – or actually around it on the M6 lead by my motorway crazy SatNav- to Hillcrest School where I was delivering a day of training for Primary Language teachers on ICT in the Primary Language Classroom.
It was a really good day from my point of view with lovely food – bacon sandwiches for coffee break! – a great venue and marvellous enthusiastic delegates. And the added bonus of a visit to the Lingua centre at lunchtime.
To save on paper and also because I think online notes are more useful – click the link rather than type it in makes more sense to me – I made a wiki for the day on which all the notes, presentations and some of the outcomes are posted. I think that’s the way to go – what do you think?

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