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#pracped16 – Sketchnotes

Sunday, November 6th, 2016

practical_pedagogies__choose_your_sessions_I’ve just got back from the Practical Pedagogies conference at the International School of Toulouse. Organised by Russel Tarr, the two day conference brought together educators from around the globe. Here’s the rationale behind the conference which explains why I travelled to Toulouse at my own expense to speak (I wasn’t paid to it):

“Educational conferences can be prohibitively expensive for ordinary teachers, and often focus on abstract theory delivered by professional academics with very little hands-on classroom experience. Such events often appear more concerned with making money than with genuinely improving the quality of education being delivered within schools.

In contrast, “Practical Pedagogies” comes out of the belief that the best teacher-training conferences are delivered by practising teachers, for the benefit of each other and their students, as not-for-profit events.”

I attended some excellent workshops and chatted to so many people that further inspired me.

Below are my sketch notes of the conference that document the sessions I attended. I hope that they give you a flavour of the conference. You can find out more by checking out the Twitter hashtag #pracped16 (which was trending at various points in various countries over the two days!) or by looking at the conference website. I’m sure that many will share their presentations and that there’ll be lost of blogging so I’ll update the post over the next week or so to share them.

Opening Keynote by Ewan McIntosh of NoTosh.

Opening Keynote by Ewan McIntosh. @ewanmcintosh @notosh

 

Curriculum, controversy and current affairs: manoeuvring in a multicultural world by Mariusz Galczynski

Curriculum, controversy and current affairs: manoeuvring in a multicultural world by Mariusz Galczynski @MariuszEDU

 

Philosophy for Children across the primary Curriculum by Jenna Lucas @JennaLucas81

Philosophy for Children across the primary Curriculum by Jenna Lucas @JennaLucas81

 

I'm a teacher: Get me out of here! by Mike Watson @WatsEd

I’m a teacher: Get me out of here! by Mike Watson @WatsEd

 

Coding with cards by Yasemin Allsop @yallsop

Coding with cards by Yasemin Allsop @yallsop

 

The Art of Voice:bringing characters to life by Ben Culverhouse @ben_culverhouse

The Art of Voice:bringing characters to life by Ben Culverhouse @ben_culverhouse

 

You shipping it? Closing keynote by Ewan McIntosh @ewanmcintosh @notosh

You shipping it? Closing keynote by Ewan McIntosh @ewanmcintosh @notosh

El que busca encuentra

Tuesday, August 12th, 2014

Following on from yesterday’s post, I forgot to say that there is a Facebook page for Muy Interesante Junior that has little snippets from the magazine as well as previews of upcoming editions.

Screen Shot 2014-08-10 at 21.27.20

…and you can follow @MuyInteresante on Twitter for interesting facts in Spanish in 140 characters or less.

A regular feature of Muy Interesante Junior each month is the El que busca encuentra spread. It’s a bit like Where’s Wally? or ¿Dónde está Wally? (did you know that he’s called Charlie in French, Walter in German and BenJ in Swiss German? Find out more here) in that you have to find people in a very ‘busy’ picture! Here’s a section of the picture.

photo 2

What makes it different is that each edition there is a different theme for the ‘puzzle’; this edition it is “Mujeres célebres.” Alongside the puzzle is a section which gives you the images that you must find along with a couple of sentences about the person. With the new programmes of study in mind, I can see this as a great opportunity to engage learners in short texts as well as increasing their general knowledge, in this case about famous women, and revising and learning structures and vocabulary .

photo 1

For example, the short texts include details about countries of origin, occupations, years of birth and death.

1. You could ask questions about the women based on the facts. For example:

  • ¿Quién es de Francia?  (Coco Chanel, Edith Piaf, Juana de Arco, Camille Claudel)
  • ¿Quién es cantante? (María Callas, Edith Piaf)
  • ¿Quién viene de Europa?  (Coco Chanel, Edith Piaf, Juana de Arco, Camille Claudel, Emmeline Pankhurst, Madre Teresa de Calcuta)
  • ¿Quién es de un país que habla español? (Sor Juana Inés de la Cruz, Evita Perón, Gabriela Mistral)
  • ¿ Quién ha ganado un Premio Nobel? (Madre Teresa de Calcuta, Gabriela Mistral)
  • ¿Quién nació en el siglo veinte? (María Callas, Indira Gandhi, Edith Piaf, Evita Perón, Madre Teresa de Calcuta, Katherine Hepburn)
  • ¿Quién murió antes de cumplir cincuenta años? (Juana de Arco, Evita Perón, Nefertiti, Amelia Earhart, Edith Piaf)

 

2. You could also use Clare Seccombe’s Tesoro o basura idea and board along with this PDF of the names  (Mujeres célebres) and ask learners to sort words according to given criteria (either with the information, or having found out as much as they can previously):

  • Las actrices son ‘tesoro’; las demás son ‘basura’.   (Edith Piaf, Katherine Hepburn)
  • Las francesas son ‘tesoro’; las demás son ‘basura’.  (Coco Chanel, Edith Piaf, Juana de Arco, Camille Claudel)
  • Las que murieron en el siglo veinte son ‘tesoro’; las demás son ‘basura’  (María Calas, Indira Gandhi, Coco Chanel, Edith Piaf, Amelia Earhart, Evita Perón, Camille Claudel, Emmeline Pankhurst, Gabriela Mistral, Madre Teresa de Calcuta)

 

3. You could use the information strips to work on large numbers and dates; say a date and identify the person:

  • mil novecientos siete – nació Katherine Hepburn
  • mil seiscientos noventa y conco – murió Sor Juana Inés de la Cruz
  • mil trescientos setenta antes de Cristo  – nació Nefertiti

And what about putting all the women in a timeline and using ordinal numbers to describe their position?

 

4. You could ask learners to find me the word for

For example:

  • The Nobel Prize (El Premio Nobel)
  • opera singer  (la cantante de ópera)
  • her unique voice (su singular voz)
  • the Pharaoh (el Faraón)

 

5. You could ask learners to fill in a form based on the information given: here are some I’ve made

Pen and paper form

Blue clipboard Stars

and then make up simple personal identification sentences about the women, using structures with which they are familiar:

Se llama Gabriela Mistral.

Es de Chile.

Es poeta.

Nació en mil ochocientos ochenta y nueve.

Murió en mil novecientos cincuenta y siete.

Es famosa por ganar el Premio Nobel de Literatura en 1945.

 

6. The information given could be extended with some research;

  • find an image and write a physical description
  • discover specifically where they were born and describe where it is (compass point, size, near to etc)
  • find out a poem written / song sung / film starred in / speech made / dress designed by the person and describe it using adjectives

and not necessarily just in Spanish. What a great way of bringing Spanish into other areas of the curriculum by having the inspiration in Spanish and continue it in English?

 

Of course, you can do activities without even reading the information!

7. You could describe the images of the women in Spanish and ask learners to identify the person from your description – or ask a learner to describe to the class or their partner.

Lleva un vestido negro. (Coco Chanel)

Lleva pantalones , botas y una chaqueta. También lleva una bufanda, un casco y anteojos de aviador. (Amelia Earhart)

Lleva una túnica /un vestido blanco y un tocado blanco y azul. Lleva un cetro de oro. (Nefertiti)

 

8. Or you could play ¿Quién es? (Guess Who?)  with yes/ no / don’t know questions being posed until the correct person is identified.

¿Lleva pantalones? Sí

¿Tiene el pelo rubio? No

¿Es Katherine Hepburn? Sí

You could extend the game to include the entire picture rather than just the 14 featured women – that could be a game that goes on forever!

 

And that brings us back to the ¿Dónde está Wally? element. Each of the women is hidden in the picture and, once they have been found, learners could describe where each is hidden in Spanish too. For example:

  • Madre Teresa de Calcuta está en el primer piso. Está a la izquierda, al lado de la ventana, entre dos chicos que llevan jerseys verdes.
  • Evita Perón está en la planta baja, a la izquierda de la escalera. Está al lado del tobogán.
  • Amelia Earhart está a la derecha en el primer piso. Está al lado de un robot grande.

And for those that need an extra challenge, there’s a list of additional people/items to find in the picture – good for dictionary skills!

photo

photo 1

photo 2

The latest edition of Muy Interesante Junior has ‘Grandes genios de la Informática’ as the theme of El que busca encuentra – time to start thinking where that may lead.

But I’ll leave that for another time 😉

If you have any ideas that I haven’t considered, please share them in the comments!

Solar system plate books

Wednesday, April 23rd, 2014

As it’s World Book Day or El Día del Libro in Spanish, I thought I’d share some ‘books’ written by year 5 at WCPS. After a session by Clare Seccombe on Minibooks at #ililc4 and a circular “All about me” mini book I saw on Pinterest, I came up with the idea of making a planet book.

Originally I’d planned on making it with lots of circles and a split pin like the Pinterest example, but my idea developed and I decided to use a paper plate to keep the book stronger and more rigid. The lines around the edge of the plate also made me think of the rays of the Sun so it seemed a perfect idea! I made a prototype, drawing around numerous circular objects to make the different sized planets (vaguely the correct proportions!), colouring the front of the circles and writing sentences in Spanish on the back. I punched a hole in each planet and joined them to the plate using a split pin.  However, I found that whilst the split pin joined all the parts together, it was impossible to read the writing on the backs of the planets. So Mark 2 used a treasury tag as they have a longer ‘stem’. Below are images of my example.

lisa planets Lisa spread planets
Lisa planet writing lisa pluton

I shared the idea with Year 5 who had spent a few weeks on their planets unit. Unfortunately I was ill the penultimate week of term and they therefore had less time than I’d envisaged to complete their books but below are some pictures of their efforts – made, written (they had practiced some sentences in previous weeks but put them together in this lesson) and constructed in an hour. I’m really pleased with their efforts and how they tried to use vocabulary they knew in new contexts e.g. talking about the Sun which is not a planet, using negatives and looking up words in a dictionary.

photo 2-2 photo 4
 photo 1 photo 3
 photo 2 photo 3-2

Here’s a link to the cheesy song with which I always start the Planets unit! And below that, some links to helpful material on Los Planetas

My Pinterest board

Quizlet flashcards

LightBulbLanguages resources 

Planetas del Sistema Solar

El sistema solar infantil 

Poemas y adivinanzas sobre los planetas

Discovery Channel – Los Planetas

Stafford Primary Languages Conference – Making Links

Friday, March 28th, 2014

And here’s my session on Making links across the curriculum.

I didn’t get to share my Pinterest pages as they were blocked by the firewall, but here’s the link to my Roman resources for Spanish. 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 a cheesy song in Spanish about the planets.

Some resources that I said I’d share –

habitats matching copy worksheet

LAT SP FR ROM NUMBERS 1-31

I also recommended looking at The Iris Project and MFL Sunderland for other resources that I have found useful for Latin/Greek (former) and Latin, Planets and much more (latter) And check out TES Resources from Joan Miró resources from Helen Stanistreet and Rachel Hawkes

If I’ve missed anything out that I promised to post, please let me know!

Feliz Día de San Valentín

Monday, February 13th, 2012

A day early I know but I figured it would be more useful to tell you about it BEFORE the day so that you might be able to use it ON the day…

Via Twitter, I discovered this lovely activity from OnlineFreeSpanish.com for making Valentine’s Day cards.

I particularly like this resource as it offers lots of choice! You can choose a border, an image and a bilingual message to suit your personality and the recipient. Not all the messages are ‘slushy, lovey-dovey’ ones so it’s quite safe to use with a group of children who might not be into romance. And you can also choose to have the image in colour or leave it black adn white to be coloured in. Additionally, you can choose to print the card as a poster (one loveheart icon), as a sheet of four (four lovehearts) or as a sheet that can be folded to form a proper card (heart on card icon) The only downside is that the inside of the card is only in English 🙁

More Spanish Valentine’s fun here  on Youtube from Babelzone/LCF with a little video and a new take on He loves me, he loves me not!

For more Valentine’s ideas (mostly in French) check out Jo Rhys-Jones’ post on Talkabout Primary MFL.

And why not get adventurous and follow the lead of @wizenedcrone aka Fiona Joyce who had her Y9 learners writing a simple collaborative poem. Following a simple structure

Te quiero como ………… quiere a …………

learners can use dictionaries to suggest nouns to fill the gaps. In the example from Fiona, my favourite line is

‘Te quiero como las abuelas quieren a los crucigramas’

My example –

Te quiero como el mono quiere al plátano.

Te quiero como el pato quiere al agua.

Te quiero como los profes quieren a las vacaciones.

Te quiero como la fresa quiere a la nata.

 

Or you could try it with this pattern

…………. son rojos

…………. es azul

Quiero a ……………

Como quiero a tí

substituting the dots with a plural noun, a singular noun and another noun that you like a lot.

 

My poem might be

Las cerezas son rojas

El cielo es azul

Quiero al chocolate 

Como quiero a ti

 

Alan Peat – Raising writing standards and motivating reluctant writers.

Monday, September 5th, 2011

Great way to start the school year – an inspiring INSET day with not a dress code, health and safety lecture or mission statement in sight.

Alan Peat, addressing the subject Raising writing standards and motitvating reluctant writers was EXCELLENT! He engaged the room all day long; noone was muttering, noone was fidgetting and at the end of the day there was unanimity about the value of the day (rare indeed as every group has at least one or two cynics)

I tweeted all day – here are (most of) my tweets. Unfortunately they start at the end and work back through the day! But I think you can tell my thoughts on the day by the final tweet – which appears first!

And here are my notes – do they make sense? Possibly! I’ll attempt to expand!

Alan Peat  www.alanpeat.com

A blank sheet is scary
Games based approaches are not a waste of time – they are vital.
Bite sized chunks are best and *DBW and decontextualised drilling should be avoided at all costs (* death by worksheet)

Brainbreaks or brain warm ups are anything that has nothing to do with the task – NOT braingym which is a big fib.

Games based approaches
Staircase
Build a chain as a staircase
Lateral thinking – bans the obvious
Across word
Sets of letters – first and last
1 pt for adding one letter; 2pt for 2 etc
*the anecdotal sticks in the mind* makes the less engaging more palatable
Glidogram
1st letter, 2nd letter, 3rd letter, 2nd letter, 1st letter

Aardvark

pArrot

snAke

jAguar

Antelope

rally
Like a staircase but harder! Last 2 letters of the word – you need to think ahead so you don’t break the chain

I found the OULIPO concept by Raymond Queneau fascinating. The idea that constraints are needed for creativity seems very contrary but when you think about it, some constraint actually makes you think! Some examples follow –

lipogram  – ban a letter of the alphabet

eg ban the a in

Humpty Dumpty sat on a wall …. All the King’s horses and all the King’s men

and it beomes ..

Humpty Dumpty perched on the brick constructionEvery one of the King’s horses plus every one of the King’s men.

A book that demonstrates / celebrates? this is Ella minnow pea” by Mark Dunn

Hendecasyllabic
11 syllable sentences

I like sausages becomes I really like juicy, sizzling sausages.  Great for recognising syllables as well as being creative with language. And an activity that could easily be used in language teaching – in Spanish, syllables are different!

Rashomon effect
examples include Akutagawa – At the grove ;  Anthony Browne – Voices in the park;  Hoodwinked

Same story from different perspectives

Beyond acrostics
Where do you go from basic acrostic?
Hidden acrostic– word as 2nd letter
Telestich– word as last letter
Tele-acro – word as start and finish of sentence

(I tried these out on my son when he was bored the other day – he loved the challenge!)

Genre modification
See below.

I loved this idea as it is very supportive, is a useful ‘working wall’ with context, and also because it provides assessment at start and finish without fuss!

Wordless storybooks

I loved this too as one of my favourite actvities as a kid was making up stories about what’s happening in a picture – in fact, i loved the bit of my Spanish exam. where I had to do that!

Monosyllabic – rewrite texts in monosyllables – it’s very tricky. We tried with Little Red Riding Hood. Again, constraint lead to creative thinking as we thought of ways to avoid syllables!

Yoked sentences – last word of first sentence starts second sentence then last of second the third etc A good tool for persuasive writing.

One word at a time storytelling

Like storytelling ping pong! Yout hink you know where the story is going then your partner throws in an unexpected word and you need to rethink! Makes you listen! http://www.alanpeat.com/resources/listening.html

Plot skeleton – using one skeleton ie the bare bones of the story, and adapt for another genre – genius!

If you Google Citation of a phrase / word, it gives usage and when first used v useful!

7 key pedagogical approaches which underpin effective teaching of non-fiction writing
1.linked to real experience GGM – growing going and making
2.fictionalise it
3.link to books being read in class
4.link to pupils’ interests – know your pupils
5. Use talk/oracy as start
6.maximise cross-curricular links
7.ensure breadth of real purposes and audiences

A quotation I loved from the day was

“to be creative you need a body of knowledge to accept modify and reject”

I (sadly) got over excited with the quotation and didn’t note down who said it :o(

And also sadly, at this point I became so engrossed in the course that I stopped taking notes digitally and started scribbling!

However, one thing I’ll share is that the nailing down of level appropriate prompts for genre types was a very valuable activity – a good point that learners shouldn’t have to relearn the structure of genres according to their teacher’s way of putting it – why not have a common lexis?

Another thing I thought was great – and would again be easily used for language learning, is the sentence structuring activity Alan described for use with those who aren’t yet reading.

You pick a card from each envelope to ‘write’ phrases – and then sentences.

And another activity I loved was based on The Ultimate Alphabet by Mike Wilks.

Look at the image below. It is the B page. How many things beginning with B can you find? My partner and I got 70 in our 3 minutes.

And finally – it wouldn’t be at all like me if I didn’t mention technology of some kind – and Alan was on my page. He mentioned Twitter – and made me blush by mentioning that i followed him and had loads of followers! And Wordle – www.wordle.com – so excited when staff around me said ‘Oh, you showed us that Lisa!’ – hurrah, I’m not a freak now! E-pals – www.epals.com was another recommendation – look for classes around the world studying the same things as you and share your learning. Alan also advocated using Skype – tick!  And then a new one on me – Padworx. Checking that out now!

To summarise my thoughts – I thoroughly enjoyed the day because it challenged, encouraged, inspired and confirmed. Alan obviously believes passionately in learning being an enjoyable activity and that that is the best way of getting the best out of learners. I admire the fact he is inspired by and champions ‘normal’ teachers who are in the classroom, and that he is obviously an practical educator at heart rather than a theorist. I loved the fact that so many of the ideas were so easily transferred to learning languages. And he loves his iPad too so must be a good bloke ;o)

Find out more at www.alanpeat.com or follow @alanpeat on Twitter.

Nanas de la cebolla

Sunday, July 17th, 2011

Another of the poems suggested by Joaquín Moreno in his presentation about poetry in Spanish teaching and learning was Nanas de la cebolla by Miguel Hernández.

He played us the poem sung by Joan Manuel Serrat – here it is below, along with a perfomance of it in spoken form and also the words.

Spoken version

Nanas de la cebolla

La cebolla es escarcha
cerrada y pobre:
escarcha de tus días
y de mis noches.
Hambre y cebolla:
hielo negro y escarcha
grande y redonda.

En la cuna del hambre
mi niño estaba.
Con sangre de cebolla
se amamantaba.
Pero tu sangre,
escarchada de azúcar,
cebolla y hambre.

Una mujer morena,
resuelta en luna,
se derrama hilo a hilo
sobre la cuna.
Ríete, niño,
que te tragas la luna
cuando es preciso.

Alondra de mi casa,
ríete mucho.
Es tu risa en los ojos
la luz del mundo.
Ríete tanto
que en el alma al oírte,
bata el espacio.

Tu risa me hace libre,
me pone alas.
Soledades me quita,
cárcel me arranca.
Boca que vuela,
corazón que en tus labios
relampaguea.

Es tu risa la espada
más victoriosa.
Vencedor de las flores
y las alondras.
Rival del sol.
Porvenir de mis huesos
y de mi amor.

La carne aleteante,
súbito el párpado,
el vivir como nunca
coloreado.
¡Cuánto jilguero
se remonta, aletea,
desde tu cuerpo!

Desperté de ser niño.
Nunca despiertes.
Triste llevo la boca.
Ríete siempre.
Siempre en la cuna,
defendiendo la risa
pluma por pluma.

Ser de vuelo tan alto,
tan extendido,
que tu carne parece
cielo cernido.
¡Si yo pudiera
remontarme al origen
de tu carrera!

Al octavo mes ríes
con cinco azahares.
Con cinco diminutas
ferocidades.
Con cinco dientes
como cinco jazmines
adolescentes.

Frontera de los besos
serán mañana,
cuando en la dentadura
sientas un arma.
Sientas un fuego
correr dientes abajo
buscando el centro.

Vuela niño en la doble
luna del pecho.
Él, triste de cebolla.
Tú, satisfecho.
No te derrumbes.
No sepas lo que pasa
ni lo que ocurre.

 


				

Doña Pito Piturra

Saturday, July 16th, 2011

 

Image By Erinisfunky

Ages ago I bought a book of little plays and poems by Gloria Fuertes, and have to admit that I haven’t looked at it much since I bought it. However, I was reminded of it on Thursday at the ALL NorthEast Spanish day in Gosforth when Joaquín Moreno was talking about using poetry in teaching Spanish.

He mentioned using a particular poem by Gloria Fuertes to read aloud and act out in order to practice getting English mouths around Spanish sounds – in this case, ‘rr’ is particularly practiced.

The suggestion was to chorally repeat the odd numbered, repeated  line “Doña Pito Piturra” and for volunteers to read the even, varied line, with feeling and an action to accompany it.

A very simple idea that I shall be using in my classroom soon!

Below is the poem, and also a Slidecast of a young man called Vadim reciting it with images to accompany.

DOÑA PITO PITURRA

Doña Pito Piturra
Tiene unos guantes,
Doña Pito Piturra
Muy elegantes.

Doña Pito Piturra
Tiene un sombrero,
Doña Pito Piturra
Con un plumero.

Doña Pito Piturra
Tiene un zapato,
Doña Pito Piturra
Le viene ancho.

Doña Pito Piturra
Tiene toquillas,
Doña Pito Piturra
Con tres polillas.

Doña Pito Piturra
Tiene unos guantes,
Doña Pito Piturra
Le están muy grandes.

Doña Pito Piturra
Tiene unos guantes,
Doña Pito Piturra
¡lo he dicho antes!


vadim Doña Pito Piturra

#LanguageWorld2011 – The narrative approach to language learning in Ks2 and KS3

Friday, July 8th, 2011

The narrative approach to language learning in KS2 and KS3

Jo Cole

Jane Humphris

Linked Up project – to develop pupils’ linguistic independence and confidence in speaking, based on immersing kids in language

Aims of project

  • to enable project work to be firmly embedded in classroom realities
  • to build on partners strengths and enthusiasms to address identified needs
  • to build capacity in partner schools and the wider school community

The process 

  • tell the story
  • imitation stage
  • role of the teacher
  • whole class / group / paired retelling
  • moving onto innovation stage
  • see the text
  • move to invention (re writing the stories)

Things to note 

Pupils could lead activities – it wasn’t scary for them – they like the variety and also the opportunity to lead.

A resource bank was made with reference to grammatical structures.

By working with oral approach, reading aloud improved as confidence with sounds

At no stage does teacher say what it means – use the storymap to decode – partial competence

For more details see

www.ilrc.org.uk

http://www.linksintolanguages.ac.uk/resources/2547

 

 

coloradolibraries en Youtube 4

Thursday, April 21st, 2011

The last video has a footballer reading 2 non-fiction books about animals – always a popular subject in primary schools.

The first links into geography, culture and the environment; life cycles – who eats who – and habitats – who lives where.

Here’s a link to the West Sussex Grid where there are some resources linked to habitat. And some animal / habitat flashcards.

The second is about elks – venados – and how they live. Really interesting!