CPD – ¡Vámonos!
 

Tag: CPD


A couple of weeks ago, I saw a post on Instagram asking if anyone else wanted to volunteer for the next TM MFL Icons – 5 minutes or 20 minute presentations. A series of incidents in real life and on social media had put in a bee in my bonnet so I thought – why not? Hence I went online on Saturday morning and talked about the subject of children being withdrawn from (Spanish) lessons for extra English.

I had volunteered for 5 minutes thinking I might not have enough to fill it but I had more than enough because, as usual, once I start, my head fills with more ideas than I originally had. So here is what I said/intended to say!

My slide – the rule was one slide only!

My title, formulated at speed to encapsulate said bee in my bonnet, is provocative and makes me sound more bolshy than I am; however, I do believe that it’s wrong to ROUTINELY withdraw children from language lessons – in my case Spanish – for extra English/interventions. You hear the argument that these children can’t speak English and they can’t do English so why are they doing another language, and I just think there are lots of reasons why it’s not a good idea to routinely remove them from the Spanish lessons.

First of all, we do a lot of work where everybody is working together, where everybody is repeating things together, what everybody is learning together. There’s safety in that and when you’re struggling, having everybody doing the same thing at the same time can build up your confidence and can give you that little boost that you need to be able to give it a go. I always say to my class that I cannot ask for more if you are doing your best and if you’re still only managing to get 5 out 10 on your own, I can’t make you work any harder than you already are so that support from your peers is really important. It’s important that learners don’t feel “set apart” too. That feeling of comfort and of solidarity with your peers is really important, and not just for those that are low ability or SEND. We get quite a few pupils at one of my schools that come to us because they’ve been putting in housing in our area and they’re with us for a short period of time and then move on somewhere else. It’s important that they quickly feel comfortable and are part the class, and I think the language lesson is a time when they are with their peers, to use a cliche, on a level playing field. I think that’s because of the structure of Spanish lessons where there is a lot of recycling, reiterating, retrieving and going back over stuff that we done before so there is that moment when children think “oh hang on, I can fit into this; I can do this!” One child joined the school towards the end of last year and about three weeks in, his mum approached me in the playground at hometime and said “Oh, YOU’RE Señora Stevens! My child keeps talking about how much he loves your lessons. He’s so happy when he’s in your lesson!” That’s a special feeling and made me think how much he’d have missed if he’d been withdrawn to improve his English!

Secondly I think the level of support offered in language lessons through modelling, scaffolding and lots of rehearsing is important and so beneficial. We do a lot of practising; saying things all together, rehearsing it with a partner, we listen and respond. There’s a lot of that oral rehearsal before we start to read and then we write. We might use whiteboards to practise before we commit it to our book. All this rehearsal is great training and it can be applied in their English learning. All this is also building up their resilience as they make and correct mistakes, and their understanding of how to learn language whether it’s Spanish or whether it’s English.

Learning another language also shows that there is value in speaking languages other than English. Sometimes children who have English as an additional language and/or who speak another language at home feel that they want to hide that and I think it’s important that they know that other people speak different languages. I enjoy making comparisons between languages and bringing other languages into lessons. I have a couple of pupils who speak Italian and routinely share words so we can see similarities and differences. And learners love it when I try words in Urdu, Punjabi and Arabic as I find it hard to mimic their pronunciation. They may speak another language but their skills have value.

There are also many ways in which we are reinforcing and supporting English literacy as we are learning Spanish. When we talk about nouns and adjectives, verbs and so on, we are echoing the vocabulary of their literacy lessons. When I explain that months of the year in Spanish don’t have capital letters, it’s an opportunity to reinforce the rules of capitalisation in English, that we do put a capital letter for months of the year, and that a capital letter is needed at the start of a sentence in Spanish just as we do in English. When we look at word order in Spanish, we compare it to English. When we read aloud or practise conversations, we’re working on prosody (something that is high on the Primary English agenda at the moment) ensuring that we’re using expression to create the ‘music of the language’ In Spanish they helpfully put question marks at either end of the question, and exclamation marks too to enclose the words as a signal that this has to be exclaimed. I liken this to the way English uses speech marks to enclose words spoken – the ¿ ? even echo the 66 99 of ” “!

One of the ‘incidents’ that prompted my idea was a colleague on LiPS being asked to stop teaching French phonics as children were getting confused with their English phonics. There was a long discussion about this, and the prevailing view was that phonics should be taught. For a start they’re one of the pillars of primary language learning, and are vital to successful pronunciation, decoding and writing. A comment that stuck with me was ‘if your one session a week is having a detrimental effect on several years worth of English phonics teaching, you must be doing something very right and perhaps the English phonics teaching could learn something from you!’ Whilst that is playing Devil’s advocate, there is some truth in the support offered by comparing phoneme/grapheme links. As I teach Spanish, there are fewer ‘tricky sounds’ than in French, or English, but by focusing on how phonics are important to us when learning how to say words accurately, we’re drawing attention to the need to use phonics in English too, to ‘sound out’ unfamiliar words. I always talk about using our Spanish glasses when we’re looking at Spanish text, something which really came into its own when I had a native Spanish speaker in class as we talked about how she had to put on her English glasses to read English!

There’s a lot to be said for experiencing success. If children experience success, it builds their confidence. The more confident they feel, the more risks they’ll take. Initial success might be very small but they add up. As we do lots of repetition and work with a limited vocabulary, the ‘answer’ is often repeated in multiple versions so success is more accessible. Plus we take small steps rather than giant leaps which are less scary! In a previous session at TM MFL Icons, Jane talked about the importance of joy and I so agree! I often wonder what it must be like to spend your whole day struggling and striving without that feeling of success and contentment. Success breeds confidence, and if you know that success is attainable, you’re more motivated to make that extra effort. Learners may not experience that success in other areas of the curriculum and by taking children away for all or even part of the lesson, it denies them that opportunity. There are lots of anecdotes on LiPS that support this. From my experience, I’ve had a number of children who have had multiple issues in other areas of the curriculum but have taken to language learning to the extent that I’ve had to explain to the (disbelieving) class teacher that they have achieved some of the same targets as their peers.

I’m not suggesting that language learning and Spanish lessons are some magic panacea to all SEND/EAL/other needs. I have at least one pupil who doesn’t access any part of the lesson due to his specific needs (he accesses very little of the curriculum in general) and there are modifications that can be needed. However, many of these are Quality First teaching strategies and will benefit all – I know that changes I made following a FutureLearn MOOC on Dyslexia and Language Learning have had a positive effect on many of the class. Nor am I saying that Spanish is more important than English or any other subject. It is entirely possible that there is little choice in some cases as to the timing of sessions (due to TA timetables and so on.) However, I would welcome some thought to be given to when interventions are staged and their effect.

Have you got a point of view? Let me know in the comments!

The Bitmojis were a clue…

I once more had the pleasure of presenting at Language World, the annual conference of Association for Language Learning (ALL).
My presentation was entitled Take One Book and was the sequel to the presentation I did at PHOrum in November (you can read about it here) this time choosing a book that was originally written in Italian and has no English translation.

I really enjoyed sharing my ideas of how to use ¡Ojo Oso! and was pleasantly surprised that I managed to finish in time and have time for questions. I experimented with using subtitles/captions during my presentation after comments by Helen Simpson on LiPS made me think about accessibility. I need to watch back the recording of my session (which has just been made available for those who registered for the conference but missed the session) to see exactly how accurate they were but I know that when I spoke Spanish they definitely had trouble as they were set to English! For example un agujero became ‘all alcohol’ and una madriguera became ‘mother together.’

Below you can find a PDF of my presentation. I’ve removed the story slides due to copyright but you can find links to versions of the story read online, as well as to where you can purchase a copy.

At the end there is a link to my Pinterest where I collected together materials for the talk, some of which I didn’t use! You can also access it via this QR code.

http://bit.ly/OjoOso

Perhaps you have ideas that spring to mind? Or you have a book that you could use in a similar way? If you have any comments or questions, do leave a comment below.

Postscript – you can watch the ‘standby/rehearsal’ recording of the session here.

Here are my sketchnotes from Language World 2021. All done live so please excuse the slight untidiness at times as I tried to get everything written down!
I tweeted most of them after the sessions and was really glad to see many tweets saying how helpful people found them.

There are more to come as I have several sessions that I want to catch when all the recordings are posted later in the week. If you want to see sketchnotes of some different sessions (and many of the same ones!) have a look at Clare’s blog.

Opening keynote – A rich curriculum for all: the pressured yet pivotal position of languages
Michael Wardle, HMI, Ofsted
What Languages can learn from Coding
Mark Pallis
——-
Stimulating curiosity and developing students’ investigative skills also leads to greater international thinking. If this is important how can we develop this? By sharing intercultural understanding using authentic materials?

Liz Black
Multilingualism, Language Learning and Social Cognition
Professor Li Wei, UCL Institute of Education, University College London
An introduction to Language Teaching: Learning from the Past
Prof Nicola McLelland, Dr Simon Coffey & Dr Lina Fisher, History of Modern Language Learning and Teaching in Britain (HoLLT)
International partnerships and exchanges – the latest on what programmes exist and on travel advice for teachers and pupils
Vicky Gough and Brian Stobie https://twitter.com/schools_british
British Council Language Trends England 2021 – Interim Results
Vicky Gough, British Council and Ian Collen, NCILT
Engaging, enriching, inclusive: ensuring a primary MFL curriculum which delivers for SEND pupilsEleanor Chettle Cully
Day 2 Opening Keynote – Challenges and Rewards in the CLIL unit design process
Dr Marie Petersen, Coburg West Primary School, Melbourne
Making connections between languages with translation skills: for easier transition between KS2 and 3
Helen Stokes
——-
The Missing Link – transition between KS2 and KS3
Suzanne O’Farrell
Transition toolkit
Keynote – Using CLIL and MFL strategies to maximise the curriculum for EAL learners
Jane Driver, Queen Katharine Academy
Consolidating Knowledge with Meaningful Practice: An Introduction to NCELP Resources
Professor Emma Marsden, National Centre for Excellence for Language Pedagogy (NCELP)
The 20 Keys: giving grammar a new lease of lifeElena Díaz
Curriculum-making for language teachers: the power of (pluri)literacies
Professor Do Coyle, University of Edinburgh

If you’d like to see my notes from previous years, check out these links:
Language World 2019 – The Sketchnotes
Language World 2018 in sketchnotes
Language World 2017 in sketchnotes
Language World 2016 in sketchnotes  Session on Sketchnoting
Language World 2015 in sketchnotes

In November I had the unexpected pleasure of speaking at PHOrum, an online twilight for Primary language teachers run by Sue Cave and Association for Language Learning (ALL) . PHOrum stands for Primary Hubs Online and is a response to maintaining community of support and development for primary languages in the current climate. The inaugural meeting had sessions by Steven Fawkes, Eleanor Chettle Cully and me! You can read about my part of it here.

The Spring meeting is fast approaching on February 25th 16:00-17:30 via Zoom. Along with a ‘roadshow’ of updates and information from Steven Fawkes, there will be two further presentations:

Language acquisition and development in a primary language lesson
Carlota will share the process of acquisition of a language and ideas to carry on in a lesson. How to start with vocabulary and simple structures and develop skills to understand a text , comprehension questions, classroom language and be able to follow basic communication, at the same time, make the learners feel that they are being challenged and are successful in their task. Language in Primary should be real and useful. The examples will be in Spanish but applicable to other languages.
Carlota Cámara Suarez is Subject Development Lead and Spanish Teacher at Gladstone Primary Academy and Thomas Deacon Juniors

Memory methods in KS2 MFL
Kirsty will talk about how gestures, memory tags, routines and songs can help motivate primary language learners and improve their retention of vocabulary and phonics. Kirsty will relate this to her teaching in y3-6 giving practical examples of action songs and vocabulary learning methods that can be applied to a variety of topics in the primary classroom. She will touch on her experience of teaching EAL pupils and what motivates them to learn.
Kirsty Williams is Lead Teacher for EAL and Primary MFL at Castle Newnham School, Bedford and runs the local ALL Primary Hub. She has taught French for over 15 years in KS2, KS3 and KS4.

Both sound very interesting and I’m hoping that the staff meeting at school that week is on Tuesday not Thursday!

If you’re a member of ALL, the session is free and you can book here. If you’re not yet a member, why not investigate becoming one – it’s worth it!

At this time of year, I’m normally gearing up for my annual ‘weekend away’ at Language World. It’s taken me to York, Lancaster, Leicester, Rugby, Nottingham, London, Newcastle, Manchester, Loughborough and of course, Oxford where Language World and I first ‘met.’ This year, things are a little different as I won’t physically be going anywhere as the conference is coming to me in my home via the wonders of video conferencing. And it can come to you too if you sign up!

Language World is the annual conference and training event of the Association for Language Learning (ALL).
The theme of Language World 2021 is “A rich curriculum for ALL”.

As the blurb on their site says:
“Schools are currently exploring how they can offer rich, exciting education for all their pupils. Ofsted encourages schools to make positive decisions to preserve or develop richness of experience along with breadth and depth of curriculum – for example, giving pupils the opportunity to learn a number of foreign languages and arts subjects, recognising local ambitions.  We look forward to sharing ideas and best practice from among our languages community about these kinds of curricular aspects, and about learning that goes deeper into content, motivates learners of Languages, culture and communication, and is broader than the exam specifications.”


Keynote speakers this year include:

  • President of ALL (2020-22), Kim Bower;
  • Dr. Michael Wardle, Language Lead for OFSTED;
  • international expert on CLIL and Professor of Languages Education and Classroom Learning at university of  Edinburgh, Professor Do Coyle
  • Professor of Applied Linguistics at the UCL Institute of Education, University College London, Professor Li Wei

Im particularly looking forward to hearing from Professor Li Wei on Friday talking about Multilingualism, Language Learning and Social Cognition and then from Jane Driver on Saturday talking about Using CLIL and MFL strategies to maximise the curriculum for EAL learners.

And then there are the talks and presentations from which you can choose. Each session is 30 minutes long with a 20 minute presentation followed by 10 minutes for questions. Easier for concentration but challenging when you’re planning a session and always have too much for 45 minutes…

Some sessions that caught my eye as a primary languages practitioner include:

  • Promoting intercultural understanding through cross curricular and extra-curricular activities in the primary classroom – lots of practical ideas led by Bernadette Clinton and Raquel Tola Rego
  • A recipe for success! Creating a bespoke scheme of work – Clare Seccombe
  • Engaging, enriching, inclusive: ensuring a primary MFL curriculum which delivers for SEND pupils – Eleanor Chettle Cully
  • Celebrate your bilingual learners and promote linguistic diversity in your school with an International Mother Tongue Day project – Hannah White

As usual, I have a problem! The first two are at the same time as each other AND I’m speaking at the same time! And the second two are also concurrent. I’m hoping that with the online nature of the conference we might be able to catch up… but I’m not sure so don’t quote me on it!

Decisions decisions!

Other sessions I’m looking forward to:

  • What does an anti-racist, decolonised MFL curriculum look like?
  • Embedding languages into the curriculum: practical examples from Scotland and Wales
  • Teaching Phonics – Mapping, Method and Moving on

Another innovation this year is that some 30 minute slots split into 3 mini talks and I’m looking forward to many of those too including Dr Judith Rifeser talking about Nurturing intercultural understanding and celebrating pupils’ diverse and multilingual voices through creative projects, Bryn Llewellyn sharing Learning Languages on the Move – Developing Language Vocabulary using Physically Active Learning Approaches, Helen Stokes talking about Making connections between languages with translation skills: for easier transition between KS2 and 3 and How MFL teaching can boost whole school literacy led by Clare Caio.

So much that it’s hard to choose! You might even want to ‘attend’ my session entitled Take One Book in which I’ll explore how to make full use of a storybook (a different one from the one I shared at PHOrum!) You can find further details on the Language World 2021 website and the programme can be found here.

Register here.

I am very much looking forward to a new experience and whilst I’d rather we were meeting together as usual, I’m excited for the new format and will still be wearing LiPS themed clothing and sketchnoting!

Wondering why the LiPS? Check out Languages in Primary Schools group on Facebook!

Find out about my experiences at previous Language Worlds by following the links below!

Reflections on Language World 2008
Absorbing Language Learning 2009
Language World 2010 and various posts following including Raising Global Awareness and Creativity talks as well as sessions by Clare DoddLiz Black Cynthia Martin Oh, and my session – Bricklaying for beginners!
Language World 2011 – my session Entitled to enjoy Primary Languages and many other sessions by Chris HarteJan Lewandowski and Liz Fotheringham
Language World 2014 overview     Session on apps
Language World 2015 in sketchnotes
Language World 2016 in sketchnotes  Session on Sketchnoting
Language World 2017 in sketchnotes
Language World 2018 in sketchnotes My session Using Technology for collaboration 
Sue Cave’s session – Language Detectives Primary Show and Tell
Language World 2019 – The Sketchnotes My session on Supporting learners’ understanding and enjoyment of stories in the primary languages classroom.
I was briefly at Language World 2020 but didn’t blog it as it coincided with a particularly stressful time – including lockdown beginning a few days later!

Register for free and join online!

Due to current circumstances The Language Show, which is normally held in November at Olympia in London, is going online this year.

Held the weekend 13th-15th November, the show has three streams of talks:
For those who love languages – talks, entertainment and insights.
For language teachers – CPD for teachers in primary, secondary, HE, FE, adult, EFL/ESOL
For language professionals – interpreters, translators and those who want to put their languages to work

Each stream offers a programme of seminars starting mid morning on Friday Saturday and Sunday and are all free to attend via Zoom. Some that have caught my eye include

Friday 13.30-14.15: Unlocking the hidden meanings of everyday words which is all hidden meanings and ancient connections, and the etymology of words.

Saturday 13.30-14.15: Foods and Words: Can our appetite motivate language learning? which looks at the history of some staple British food of foreign origin and introduces basic linguistic principles to understanding their names.

Sunday 11.00-11.45: 5 Weeks of Low-Prep Fun in the Language Classroom – Janina Klimas which offers 25 easy-to-prepare, engaging activities and resources that get students excited about learning languages and through some of the rough parts, all while having fun. 

Friday 15.30-16.15: Introduction to subtitling – Lindsay Bywood which will cover the various types of subtitling, how they are created, how the industry is set up and how to train and get work as a subtitler.


I’m definitely signing up for “We Are Multilingual”: Identity-based activities to promote and enhance language learning which is being delivered on Sunday 14.30-15.15 by Linda Fisher and Karen Forbes on behalf of the Multilingual Identity in Education group at the Faculty of Education, University of Cambridge.

On Saturday from 1300-1345 you can join me as I talk about how language learning is about More than words. Here’s the blurb!

“This session explores the notion that learning a language is about so much more than lists of words and grammar. Drawing from the speaker’s own observations and experiences as a lifelong language learner as well as a teacher and mother, we will consider the importance of context, culture, communication, celebration and connections in nurturing learners with an enduring passion for language(s).”

You can register for free now on the website Follow all the latest news by following The Language Show on Twitter or Facebook.

Hopefully ‘see’ some of you there!

Having participated in the inaugural Practical Pedagogies at International School of Toulouse in 2015 (reflections and sketchnotes, presentation)and then returned there for the second edition #PracPed16 (presentation and sketchnotes), I was over the moon when I was invited to participate in the part three,  this time held in Cologne at St George’s School. This is what I said after the first two conferences…

…and do you know what? Edition 3 didn’t disappoint!

From start to finish, I laughed, nodded, puzzled and pondered. I didn’t stop for 72 hours, and am now utterly exhausted, but it’s the sort of exhaustion that comes from having had a good time, not wanting it to end and having lots to think about. It was lovely to meet ‘old’ friends and, as we discussed several times, pick up as if we’d seen each other last week rather than two or three years ago. It was also wonderful to make new friends, and deepen friendships made at previous meetings. For example, I loved having guided run home with Laura, exploring the woods and parks between school and the city and having a good chat as we ran. 

 

As usual I sketchnoted my way through the conference. It was lovely – and also slightly weird – the number of people who greeted me with ‘oh, you’re the doodler!’ or ‘ooh! I thought it was you, I recognised your writing from Twitter!’ and also those that started to see my notes over the conference and sought me out to find out more. Below are my notes from the sessions I was able to attend. One day I’ll work out how to sketchnote my own session…

 

Opening keynote by Hywel Roberts – could be subtitled Let’s say…  or How to teach Tyler. Via stories of teaching early years, kids in Barnsley, Vikings and an abandoned factory, Hywel shared his three words – imagineering, botheredness and phronesis – and challenged us to consider our curriculum.

 

After my first choice was cancelled, I attended a session on Language for Maths, a reflection on how games can be used to practice maths vocabulary. Without the necessary vocabulary, EAL students cannot enjoy success in solving maths problems, and the games we played and discussed required repetition of key words and phrases such as more than, fewer than, equal to, equivalent to, ratio, decimal and fraction. An interesting session that I’ll be feeding back to my colleagues.

My second session has not been sketchnoted as it was an immersive experience and to fully participate you have to join in rather than sit in a corner doodling, but I do have a photo of our island! Oh Brave New World; Getting to grips with Shakespeare, presented by Emma Bramley and Matt Wardle, took us on a journey through The Tempest focussing on Caliban as he is born (that was interesting acting…), loses his mother, grows, is ‘adopted’ then rejected and abused by Prospero. We considered the relationship between Prospero and Caliban, and ended considering what Caliban should do – follow Prospero and continue being ‘civilised’, stay on the island and stay ‘savage’ which raises all sorts of questions about what it means to be civilised, what isolation is, what freedom is, and what the power of language is. Was Prospero? Is Caliban? Very interesting and very challenging questions!

Session 3 saw me face another challenge – playing with LEGO whilst sketchnoting. Dominic Tremblay presented a session on Storybricks: Using LEGO for Literacy. He offered some advice on LEGO organisation as well as suggesting several ways in which LEGO can be used to provoke language sharing, reading and writing. A fascinating session in which my group and I wrote a Halloween story involving a witch, two children and a hero police officer. We were so engrossed in characters that our setting is rather sparse, but that demonstrated the need for greater coordination of effort, and perhaps reflected my preoccupation with sketchnoting… Here’s our story (imagine the children in the last picture – I didn’t take one after we’d moved them from scene 1 to scene 3!)

Two children are trick or treating on Halloween, dressed as a pirate and a ninja. A wicked witch spies them, waves her wand and chants a magic spell. Poof!  The children are turned into an owl and a spider. Fortunately, a police man passes by and commands her to turn them back into children.  The witch does as she is told and all is well once more.

Dominic was a brilliant presenter and is obviously very much in demand as he had to leave dinner that evening early to present via video link!

Last session of Day 1 was the ambitiously entitled 60 tech tools and tricks in 60 minutes – tech tips, tricks and tools you need to know as a primary teacher. Jon Kitchin whizzed his way through nearly 60 (I counted 51 but I’m sure I missed a couple!) ideas, tips and tools, all free, to make teaching and learning easier, more interesting or more effective in the primary classroom. I had heard of several of the ideas and some weren’t really relevant to me but there was plenty that was new and helpful including some music sites like Sampulator   Hum On and Incredibox that I’ll be trying out in Y5 music lessons! 

Day 2 began with Finding quality images and media resources led by an old friend, Theo Kuechel who led us through how to choose images that are suitable in terms of size, quality and possibly most important in this litigious day and age, safe to sue without being sued! I now understand Creative Commons much better and Theo kindly shared a curated bank of sites that provide images – and other media – for use via CC license.

Then it was on to a session I’d been looking forward to, my only ‘languages’ session over the conference as all the others were for older pupils than I teach, and also one that I knew would be high energy and great fun. I certainly wasn’t disappointed as Laura ‘Smiley’ Riley presented Grammaté and more with such energy that I defy anyone NOT to enjoy languages if she’s your teacher! Lots of ideas for teaching grammar including human sentences, hats, Gringo, Battleships and the aforementioned Grammaté which involves combining movement to parts of speech – the title coming from grammar and karate.

Here we are in action (everyone else can actually speak German, properly!)

Great fun and a good way to test my German (made slightly easier by Laura kindly colour coding the sentences!) Another activity I loved and will ‘steal’ was her take on Tagtiv8 that involved retrieving words from the walls, firstly verbs, then pronouns to sort, match up, discuss, create sentences and so on. 

And what’s more, I  now understand about TMP and know that Sven who likes wenn kicks the verb to the end 😉

Session 7 concerned Equality, Diversity and Inclusion in the classroom, led by Adele Bates. This session challenged us to consider what these words mean for our students. Adele gave each of us a pupil profile and took us on a Privilege Walk though a school day in their shoes. I ended up far behind others due to being a wheelchair and being EAL. I was very interested in the Pyramid of Hate, and how bias escalates into acts of prejudice and upwards. Really thought provoking. Key thoughts – Avoidance is not a neutral strategy (@r_e_e_t_a_) and sometimes you have to forget about being a “teacher” and be “human.”

I was speaking during session 8 (post to follow!) so my final sketchnote was from the closing keynote by Hywel Roberts.

And then it was time to leave St George’s and drive off into the sunset (literally!), wondering where #PracPed20 will be taking place. 

Another brilliant conference, with great teaching and learning as well as opportunities to socialise in pubs, restaurants and bars. Looking forward to October 2020 and the fourth edition of Practical Pedagogies – if you want to find out where and exactly when, sign up for notifications here.

See you there!

Wednesday morning saw me gazing at the sea, then moving swiftly past Butlins to speak at University of Chichester MFL Conference. I had a lovely day attending sessions in the morning and sharing some ideas about using technology and stories in the languages classroom.

Below are my sketchnotes of the sessions I attended, starting with Elaine Minett’s upbeat introduction to the conference, talking about challenges being seen as opportunities, followed by an idea packed session about using poetry by Concha Julian of the Consejería de Educación and finishing with Lynne Brackley’s session on using drama based activities in languages. I enjoyed using my dramatic skills in both of the latter sessions!

If you get the opportunity next year, I can thoroughly recommend attending as the conference was varied with sessions for primary, secondary as well as cross phase sessions, and they were delivered by a variety of people including PGCE students, teachers and representatives of organisations like the British Council, the Consejería de Educación and Language Angels. I enjoyed seeing Catherine on the Little Linguist stand once more (and buying a new book!) as well as visiting other stands including Institut Français and European Schoolbooks.


A post about my sessions will follow later!

After two successful years at the International School of Toulouse in 2015 and 2016,  Practical Pedagogies is returning in 2018. This time it’s moved to Cologne and St Goerge’s English International School. Here’s what Russel Tarr, the conference organiser says:

Educational conferences can be prohibitively expensive for ordinary teachers, and often focus on abstract theory delivered by academics with little hands-on classroom experience. In contrast, “Practical Pedagogies” believes the best training conferences are delivered by practising teachers, for the benefit of each other and their students, at an affordable price.

Practical Pedagogies 2015 and 2016 took place at the International School of Toulouse, France. Teachers from all over the world delivered upwards of 100 sessions in a vibrant, friendly and enriching event lasting two days. Hot lunches, refreshments, an evening restaurant meal after day 1, and a bar tour after day 2 provided social opportunities for carrying on the conversations with old friends and new acquaintances.

The feedback was so enthusiastic that it’s been decided to take the show on the road, with St. George’s International School Cologne scheduled to host the next conference in November 2018. Session proposals will be invited as from January, a programme will be drawn up in February, and delegates will be encouraged to book their places from March onwards.

Russel Tarr, conference organiser (@russeltarr)

100 workshops have been confirmed, led by educators from all over the world – including me! – and delegates can pick 8 to attend over the two days.  And the good news is, you’ve got two more days to get the Early Bird discount.

Still need convincing? Here’s what I think!  

Would be great to see you there. Lisa x

 

 

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.

Link to BetsyBelle’s webinar Out of this World on using apps in the Primary Language Classroom. Highly recommended viewing especially if you’re interested in the how as much as the why.

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