A 45 minute keynote presentation designed to encourage delegates to not become blinded by the controlled assessment requirements of the GCSE but to keep focusing on the need to develop learners for post-16 as well.
This document discusses using blogs and podcasts in language teaching to motivate students and improve skills. Blogs allow students to publish work globally for real audiences. Podcasts allow students to record explanations, roleplays and other audio to reinforce learning outside class. Both blogs and podcasts improve reading, writing, speaking and listening while increasing cultural awareness.
Thinking again about the I, the C and the TChris Fuller
This document discusses rethinking how ICT (Information and Communication Technology) is used in the classroom. It emphasizes that ICT should be used as a tool to support pedagogy and learning, not drive the curriculum, as technology changes rapidly but good teaching practices remain the same. Some ideas presented for using ICT creatively in the foreign language classroom include having students find words in a text, write titles and paragraphs, use word clouds to learn vocabulary, collaboratively map concepts, create stories and animations, and engage in blogging. When used appropriately, ICT has the potential to provide instant training, communication, and assessment to support student learning.
This document contains a collection of ideas and resources for teaching modern foreign languages. It includes suggestions for classroom activities to promote intercultural understanding, revision games, ways to incorporate technology like Skype and podcasting, and links to external websites with additional teaching materials. The document is intended as a springboard for ideas to keep language learning fun and engaging for students.
The document discusses using technology tools like blogs, podcasts, and mobile phones to enhance language learning outside the classroom. It provides examples of how blogs can be used to showcase student work, increase motivation and engagement, and facilitate communication. Podcasts and iTunes are suggested as ways for students to listen to language lessons again outside of class. The document also explores using mobile phones to create audio recordings, videos and projects that extend learning beyond school.
El resumen describe cambios en el programa de estudios de idiomas extranjeros en el Reino Unido, con un enfoque en el aprendizaje activo, la creatividad y los vínculos con otras asignaturas. Esto tiene como objetivo que los estudiantes aprendan haciendo y comunicándose con hablantes nativos sobre temas relevantes, para fomentar una comprensión más amplia de habilidades como la resolución de problemas, la creatividad y el trabajo en equipo.
Language world thoughful contexts, thoughtful learners webChris Fuller
This document provides guidance and ideas for teaching foreign languages more creatively and engagingly. It discusses potential topics to cover such as house and home, daily routine, and holidays. It offers suggestions for incorporating intercultural understanding, linguistic creativity, spontaneity, and skill development into lessons. Some example lessons are provided, such as one about the Chilean earthquake covering house and home. The document encourages generating vocabulary lists and using word mats in lessons. It discusses exploiting dual language texts and using videos to add cultural context. Homework ideas involve continuing online debates.
This is the Power Point for a presentation I am doing at the Virginia Hamilton Conference on Multicultural Literature for Youth in April 2010. The presentation is titled, "Bilingual Storytime at Your Biblioteca: What, Why and How." This presentation is designed to provide library staff interested in developing a bilingual storytime program a framework for doing so. There is information for current bilingual storytime practitioners on how to enrich their programming using early literacy skill building techniques. Ideas on how non-bilingual library staff can make their programming more inclusive of the Latino community are also presented.
The document provides guidance for a language assistant to aid children's language development through one-way, two-way, and three-way communication activities. It suggests presenting vocabulary and information, as well as interactive games and projects. The assistant should speak clearly and repeat often to help children practice. Songs, stories, and games are recommended to make learning fun and motivate the children.
2020.02.08 Richer Speaking and ELT Playbook 1 Sandy MillinSandy Millin
http://sandymillin.wordpress.com/ihbarcelona20
A summary of my presentation given at the IH Barcelona 2020 conference, sharing activities from my Richer Speaking book.
The document describes the Next Stop English language learning program. It is a 6-level course for primary school aged children that teaches language skills through stories, songs, activities and cross-cultural lessons. The program aims to develop internationally minded students and provides thorough instruction across reading, writing, listening and speaking. It has proven successful in many countries in Asia and elsewhere through its comprehensive approach.
This presentation provides information about King Edward VI schools for parents of primary school children. It discusses the history of the schools founded by King Edward VI in 1552. Today there are 8 schools, including 5 free grammar schools, 2 independent schools, and 1 sponsored academy. The presentation explains the different types of schools and entrance requirements. It also describes the 11+ test format and provides tips to help children prepare, including emphasizing the importance of reading. Lastly, it discusses a familiarization program that took place to help familiarize 600 primary students with the grammar schools.
Chris Fuller is a Spanish teacher from North Devon who is giving a presentation on creativity and innovation in language lessons. He discusses several games and activities teachers can use, such as pass the parcel with vocabulary words, stand up/sit down races to practice verbs, and using flip cameras to practice speaking. He also suggests project ideas like creating a Spanish version of Monopoly or Trivial Pursuit. The goal is to make lessons fun for both students and teachers while practicing the target language.
The document discusses various ideas and resources for using blogs in language teaching, including:
- Blogs allow learning to extend beyond exercise books by reaching a global audience.
- Key elements of blogs are increased interactivity and the ability to combine different media.
- Suggested uses for blogs include student writing, podcasts, projects involving other subjects like geography or PE.
- The document also lists several example language teaching blogs and resources on topics like vocabulary, pronunciation and climate zones.
Cross Curricular At RGS Wycombe For SlidecastChris Fuller
The document discusses various ideas and resources for using blogs in language teaching, including:
- Blogs allow learning to extend beyond exercise books by reaching a global audience.
- Key benefits are increased student motivation, interactivity, and opportunities for reading, writing, and disseminating ideas.
- Suggested uses include writing scripts for podcasts, publishing videos and worksheets, and collaborating on project-based work.
- The document provides examples of topic ideas and links to other blogs and resources.
Kyk2mtm1tvht5kdzsh3x signature-c5de56f6777d28c404f996fffe4803ac8500885e78b055...Mary Villanueva
The reading introduces six characters who are members of Teen Scene, a drama and music group. It describes each character's name, age, interests and personality traits. Alex is 15 years old, easygoing and not shy. He plays guitar. Joe is 15 and Alex's best friend, but he is more serious and studious while Alex is popular. Diane is Joe's outgoing and friendly 14-year-old sister. Karen is 14 and from Los Angeles. She loves Broadway. Lori is 15 and shy except when performing, and is very competitive.
This document appears to be an introduction to an English language textbook being distributed by the Ministry of Education of Ecuador. It lists the key people in the Ministry of Education and provides publishing information for the textbook. It also includes a welcome message to students, emphasizing that the goal is to provide students with the English language skills needed to succeed globally and to access knowledge and opportunities. It indicates that the textbook and teaching approach will follow the Common European Framework and focus on communicative language teaching.
This document discusses strategies for developing students' speaking skills in a foreign language. It proposes using a "Group Talk" model where students sit in small groups and have spontaneous conversations prompted by a stimulus. At Wildern School, implementing Group Talk has improved students' speaking exam results and helped boys perform equally as well as girls. Group Talk involves students agreeing or disagreeing through opinion, conjecture and debate using language of the target language. Other techniques discussed include using props, rewards, and open-ended questioning to promote creative speaking in a low-pressure environment.
This document provides information about teaching foreign languages in UK secondary schools. It discusses the UK education system and key stages, as well as the GCSE and A-Level foreign language exams. It provides details on exam formats, expectations for different levels, and techniques for teachers to help students improve their speaking skills, including using games, videos, pictures and texts. The overall aim is to give FLAs practical ideas for making foreign language classes engaging and helping students progress in their speaking ability.
Learning Plan: Why Emus Can't Fly?, The Human Race, Traditional Dances, Verbs...Mavict Obar
This document provides a weekly lesson plan for a Grade 4 class from April 2-6, 2017. The objectives are to use vocabulary words in sentences, draw cartoon faces, discuss traditional stories and dances from around the world, and read passages about emus and a stolen golden falcon. Each day focuses on a warm-up, presentation, discussion, and assessment activities related to the objectives. Vocabulary words are introduced, traditional stories and dances are explored, and readings are analyzed. Problems like behavior issues and comprehension difficulties may arise and are addressed.
The document introduces the characters of Alex and his friends who are part of the Teen Scene drama and music group. It provides a short self-introduction for each character, describing their name, age, interests and personality traits. The characters introduced are Lori Hudson, Joseph Sanders, Karen Jackson, Diane Sanders, and Alex Romero. Each character shares some biographical details and how they would describe their own personality.
This document provides information about minutes lost during lessons due to late pupil arrival and other factors. It notes that the teacher's lesson started at 10:30 but pupils arrived at 10:34, wasting 4 minutes. Further minutes are lost to the first learning task and throughout the term and school year, totaling up to 540 minutes or 9 missed lessons over the course of an academic year. The document advocates for not losing any minutes of lesson time.
This is the presentation about the Systematic Engaging Early Literacy (SEEL) project presented at the International Symposium on Bilingualism (ISB4) in May, 2003
This document provides suggestions for creating a literacy-rich classroom environment and building a community of readers. It includes ideas for incorporating various literacy activities throughout the classroom such as book displays, book reviews, read alouds, independent reading time, and book celebrations. The goal is to foster students' motivation and excitement for reading through modeling, shared reading experiences, and giving students opportunities to engage with different texts.
This is Just to Say- Oral_language.pptxZafriMollon1
This document discusses teaching and assessing oral language skills. It provides examples of oral language activities that could be used in English classes, such as having students discuss poems in small groups or conduct interviews. It also addresses barriers to developing exploration-oriented classroom discussions and how to overcome them. Assessment of oral language is discussed, including possible criteria like articulateness, effectiveness, and collaboration. The importance of developing students' oral communication skills is emphasized.
Similar to To GCSE- and beyond? Keynote, Brookfield (20)
#Ililc 4 Thinking of the content and the outcomeChris Fuller
A presentation given at #ililc4 designed to encouraged teachers to rethink the content that they teach and then how to free their students to express themselves!
Developing engagement (and hopefully a bit of spontaneity) amongst boysChris Fuller
A presentation given to help develop thinking about how we can help build greater levels of engagement amongst boys in MFL. And hopefully get them producing language a bit more spontaneously.
Developing engagement and real world learning in mflChris Fuller
This document provides suggestions for making language learning more engaging and relevant for students. It includes links and contact information for Chris Fuller to discuss ideas further or ask questions. Suggested topics include real-world units, an evolution game of rock paper scissors, and assigning inspiring work that challenges students.
My supposed 7 minute presentation from TM MFL Plymouth. However, I went on a bit... it's a subject I'm passionate about- handing over control to our students!
Exeter pgce voting with their feet, why vote mfl slideshareChris Fuller
The document discusses three main issues facing MFL teachers: lack of time, lack of self-belief, and lack of standing compared to other subjects. For the issue of lack of time, it provides numerous ideas for classroom activities that can help make the most of limited time, such as using word games, images, dictations, and technology tools. For lack of self-belief, it emphasizes the importance of giving students opportunities to communicate authentically in the language and express themselves creatively. Regarding lack of standing, it suggests making lessons more skills-based like other subjects, incorporating debates and higher-order thinking tasks, and focusing on real-world content to increase the perceived value of learning languages.
Creative technologies for creative contextsChris Fuller
This document discusses creativity in language teaching and provides many online resources for creative activities and tools. It explores what creativity means in education and how it can facilitate discussion, spontaneity, and learning beyond just vocabulary. Various websites and technologies are recommended for creative writing, videos, games, podcasting, mind mapping, blogging and more. The goal is to create contexts for authentic, engaged learning.
Creative technologies for creative contextsChris Fuller
This document discusses using creative technologies in creative contexts for language learning. It provides examples of using tools like YouTube, podcasts, games, mind maps, blogs, and more. It emphasizes finding real purposes for learning and supporting creative teaching through collaboration and sharing resources.
West of england Conference 2011 #BristallChris Fuller
This document provides suggestions for engaging language learners from key stage 3 through post-16 education. It emphasizes developing skills like debate, speculation and collaboration through activities like group discussions, character roles, podcasts and wikis. The goal is to encourage independent learning and better prepare students for exams by starting to build these skills earlier rather than waiting until post-16 education.
Creative technologies for creative contextsChris Fuller
A presentation given for Neil Jones' Lead Practitioner Seminar at Canary Wharf, December 2010, designed to encourage an appropriate use of technology to facilitate creativity in language teaching.
Encouraging teachers to think about the way we're delivering content- do we have to stick with the old or can we add interest and cognitive challenge, focusing on structures rather than vocab!
This document discusses ways to promote spontaneity in language learning. It begins by noting that speaking is often the least developed skill for students. It then discusses creating a spontaneous environment through table layouts, performance opportunities, and props. It introduces the "Group Talk" model used at Wildern School, where students interact in small groups prompted by a stimulus. Examples of "Group Talk" cards and activities are provided to support opinion, debate, and spontaneous responses. Overall, the document focuses on practical strategies for teachers to develop students' confidence and ability to speak spontaneously in a foreign language.
This document discusses creating a spontaneous learning environment that encourages creativity and independent thinking in students. It addresses challenges in the current English education system like lack of challenge and reliance on teachers. The focus is on developing students' personal learning and thinking skills through open-ended tasks, debate, and considering different perspectives rather than just right/wrong answers. Ideas are presented for making the classroom more conducive to creativity, such as flexible seating, displays celebrating errors, and props. The document also discusses collaboration between departments and bringing an international dimension to lessons.
This document discusses ways that information and communication technologies (ICT) can be used in education. It provides examples of blogging, podcasting, making videos, and using social media like Twitter to engage students in creative projects. The document emphasizes allowing student creativity, using technology as a tool, and focusing on producing lasting work to share with others. Safety considerations are mentioned for blogging and sharing student work online.
This document discusses alternative approaches to assessment that focus on feedback rather than marks. Traditional assessment involves pupils receiving criticism and a mark with little time for reflection. Alternative methods discussed include using success criteria to guide pupil reflection and progression, peer assessment based on shared criteria, thumb ratings of skills and knowledge, and the "two stars and a wish" approach where teachers or peers note two strengths and an area for improvement. The goal is to promote pupil reflection and understanding over simply correcting errors. Web tools like Edmodo and wikis can also provide feedback and support learning beyond the classroom. The key questions are determining what we want students to achieve and how to help them get there.
15. Revision gamesPass the parcelVocab races- 10 each on post-itVocab race on mini-whiteboard, write 10 words on theme of... / sentence openers / preterite verbsSelf-written tests
21. Sort through the cards + build up the case for each argument.¿España?
22. ¿El extranjero?Your answer must be based on the information given. FIND YOUR EVIDENCE! Write down your conclusions in full in English. with thanks to Neil Jones