A colleague came up with this brilliant idea, and I have been quick to adopt it. Pupils are put into pairs, and sit at tables numbered 1-11. One is the questioner, and the other answers. Each questioner has a set of conversation questions for their forthcomign GCSE, as well as a feedback sheet with columns for name, number of questions asked, comments and score.
Today my Fifth Year and I had a go at 'Multicitas'. They did rounds of 90 seconds, and I rang the bell each time to move the answerer on to their next 'date'. Halfway through the lesson, the questioners and answerers changed roles.
In feedback at the end, using the attached feedback sheet, pupils were quick to realise that the less questions you were asked the better you were at expanding. They were really generous in their praise of each other, and were the most engaged I have ever seen them.
As much as I love using all kinds of Web 2.0 tools, it is nice to remember that good old-fashioned oral communication is sometimes best of all.
Thursday, 23 April 2009
Sunday, 5 April 2009
Using Wikis in MFL - Language World 2009
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Using Wikis in MFL - Language World 2009
View more presentations from Alex Blagona.
Friday, 20 March 2009
Creating a buzz
Pupils in various year groups have been using ICT in a variety of ways over the course of this year, and there is definitely a bit of a buzz about the place. They have been given the option for several homeworks of choosing to create a Voki, Toondoo, Goanimate or voice recording. Some of the results can be seen at http://spanishingrosvenor.wikispaces.com, on the various class pages, as well as the Voki page.
What are the benefits to the pupil and to me? Well, there is the enjoyment factor, which can never be overrated, in my opinion. Pupils are enthused and are charging off home to do homeworks which they then email to me or embed directly into the wiki. Many of these homeworks come in early, and there is a definite improvement in terms of getting the homework done, and on time.. One of the great success stories of my year has to be the boy who showed an open dislike for Spanish last year yet has sent me the last two homeworks (created on Goanimate) early, and is visibly more relaxed in class.
The latest ICT project has been through the Virtual Voices programme we are engaging in, with podcasting being the focus of the Spanish department. In Second and Third Year (ages 12-14) pupils have been working in pairs or threes to create podcasts at the cafe, with an accompanying worksheet. Form 4 have recorded dialogues 'At the tourist information office' and again, have made worksheets to go with them. In all three year groups, we have then gone to the computer room for a period and worked individually listening to the various podcasts and doing the associated worksheet. Pupils have been engaged both at the creation stage and in the final process, which is a form of peer evaluation.
I am delighted with the efforts that have been made, both recording and creating the worksheet. The benfits are that every pupil has their turn in the spotlight without the pressure of performing tlive to their peers, and they are much more focused on pronunciation and grammar than they would be ordinarily.
What are the benefits to the pupil and to me? Well, there is the enjoyment factor, which can never be overrated, in my opinion. Pupils are enthused and are charging off home to do homeworks which they then email to me or embed directly into the wiki. Many of these homeworks come in early, and there is a definite improvement in terms of getting the homework done, and on time.. One of the great success stories of my year has to be the boy who showed an open dislike for Spanish last year yet has sent me the last two homeworks (created on Goanimate) early, and is visibly more relaxed in class.
The latest ICT project has been through the Virtual Voices programme we are engaging in, with podcasting being the focus of the Spanish department. In Second and Third Year (ages 12-14) pupils have been working in pairs or threes to create podcasts at the cafe, with an accompanying worksheet. Form 4 have recorded dialogues 'At the tourist information office' and again, have made worksheets to go with them. In all three year groups, we have then gone to the computer room for a period and worked individually listening to the various podcasts and doing the associated worksheet. Pupils have been engaged both at the creation stage and in the final process, which is a form of peer evaluation.
I am delighted with the efforts that have been made, both recording and creating the worksheet. The benfits are that every pupil has their turn in the spotlight without the pressure of performing tlive to their peers, and they are much more focused on pronunciation and grammar than they would be ordinarily.
Tuesday, 10 March 2009
40 Ict Ideas In 40 Minutes
Check out this SlideShare Presentation:
40 Ict Ideas In 40 Minutes
View more presentations from EffectiveICT.
Tuesday, 24 February 2009
PGCE Presentation
Today I had the privilege of doing a presentation about blogging and social networking, with some extras such as the MFL Resources forum and diigo, to a group of MFL PGCE students. It doesn't seem like all that long ago that I was in the very same room and about to go out on my second placement, although it also seems like a lifetime ago, when I stop and think about all that I have experienced since then. Not only in terms of the wonderful schools that I have taught in, but also re how much my teaching has evolved over the years. I look back and wonder at all that I do now compared to what I did then. And yet at the time, you were still forward-thinking and innovative.
In particular, my teaching and the pupils' learning has moved on rapidly in this academic year. Yes, there is still room for 'chalk and talk' and getting back to basics, but it is the combination of that with the web 2.0 tools that I adore that makes it such a pleasure to be a teacher.
In particular, my teaching and the pupils' learning has moved on rapidly in this academic year. Yes, there is still room for 'chalk and talk' and getting back to basics, but it is the combination of that with the web 2.0 tools that I adore that makes it such a pleasure to be a teacher.
Tuesday, 10 February 2009
PODCASTING AT DIFFERENT LEVELS
We had a staff training day today, and I came away with two definite visions of how we are going to take podcasting forward in our department.
Firstly we are going to use podcasting with Form 2 (aged 12-13) to create role plays with a partner 'En el café'. With the new reporting coming in at Key Stage 3, pupils be assessed on Communication, Maths and ICT spread over a variety of subjects. Spanish is being used to assess Form 2 (Year 9 in Northern Ireland) in ICT. To that end, we are keen to introduce a variety of Common Assessment Tasks (CATs)over the course of Second Year Spanish, including Goanimate and podcasting.
Secondly, a meeting today with outside agents sees us signed up to an initiative in MFL and ICT, whereby we do tasks with pupils, reflecting on each stage, and evaluate at the end. Again, podcasting is the area I have chosen to focus on. I had already set my Lower 6 the task of creating revision podcasts, each taking a different grammatical point. They can also work in pairs, but must then cover two topics. I now intend to get them to also create podcasts for KS3 and KS4, in terms of vocabulary, grammar and study skills.
Let's see how we get on..
Firstly we are going to use podcasting with Form 2 (aged 12-13) to create role plays with a partner 'En el café'. With the new reporting coming in at Key Stage 3, pupils be assessed on Communication, Maths and ICT spread over a variety of subjects. Spanish is being used to assess Form 2 (Year 9 in Northern Ireland) in ICT. To that end, we are keen to introduce a variety of Common Assessment Tasks (CATs)over the course of Second Year Spanish, including Goanimate and podcasting.
Secondly, a meeting today with outside agents sees us signed up to an initiative in MFL and ICT, whereby we do tasks with pupils, reflecting on each stage, and evaluate at the end. Again, podcasting is the area I have chosen to focus on. I had already set my Lower 6 the task of creating revision podcasts, each taking a different grammatical point. They can also work in pairs, but must then cover two topics. I now intend to get them to also create podcasts for KS3 and KS4, in terms of vocabulary, grammar and study skills.
Let's see how we get on..
Tuesday, 3 February 2009
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