Click here for the presentation I gave at the 2015 AISNSW Languages Conference.
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I’m excited to have accepted the position as Head of Languages at a new school for 2014 and beyond. I will be leaving St Paul’s with a heavy heart to take on this new role at William Clarke College. I’m sure there will be many rewards and challenges as I step up into a leadership position and I can’t wait to get started! I have grown immensely as a teacher at St Paul’s and have undertaken many and varied projects apart from teaching French. I feel I am ready to see what’s round the next bend in the road – I’m sure you will hear all about it here on the blog as I take on the journey!
A blog post slightly longer than a tweet!
Year 11 had spent 2 lessons in small groups devising ways of teaching sub-topics to the rest of the class. The main topic was health and illness so they broke up into a group doing body parts, a group doing illness and a group doing advice. The highlight of my week (so far) would have to have been all of the class – all boys – singing and doing the actions for ‘Heads, shoulders, knees and toes’ in French! Hilarious and they certainly learned something!
I’ve been thinking over the many and varied lessons that have happened in my French classroom over the last little while. I am always amazed at the multitude of skills teachers are required to have on a daily basis! When I started out teaching, I would never have imagined the ways I am stretched each day. I guess the lessons, good and pretty ordinary, have really been driven by the learners, the goals and the content (I’d like to change ‘content’ to ‘concepts’ in the future).
Year 8 have been learning to order food and describe recipes and ingredients which is one of the best topics in French! So of course we have to eat some food to enrich the learning. Here’s a video I made of myself making a treat to take into class. Tomorrow the students get to bring in something French they have made. To bring some authentic French into the classroom, next week the students are going to do a pretend online grocery shop at http://www.houra.fr/
Year 9 have been enjoying their unit on sport and created some really impressive assignments. It worked well that the Olympics have just been! However this past week some new grammar concepts came up and I ended up spending a lot of time doing traditional teacher talk and board notes with the whole class working through answers to translations. I firmly believe this needs to happen otherwise the grammar problems aren’t found before it’s too late. It will be interesting to see how they go over the next three weeks as they are taught by our Prac student teacher.
I was pleased with how a combined Year 12 Beginners and Continuers speaking class went last week. We had four teachers and four activities that the students rotated through. They teamed up into mixed groups of three to allow for some peer teaching as they went to each activity. It was really encouraging to see everyone speaking French for the whole time – the final oral exams are looming and all students are keen to improve their fluency!
Finally I want to mention a lesson I really liked that I did with Year 11. They are also coming up to exams but before the hard slog of exam technique and past papers, I decided to use an idea that I saw at our recent languages TeachMeet – the Dragon Dictation app. So I asked two of the students with iPads to download the app in advance, so we had three iPads (between 10 students) for the lesson. The Dragon Dictation app basically transcribes what you say into French (and many other languages). It was a great way for the students to REALLY concentrate on their pronunciation, and it was fun! I had this set up as one of three stations that the students rotated through. The others worked well too. I had one computer set up with the Lyrics Gaps website open to a French song. This website has cloze exercises matching an embedded YouTube video of songs. It’s really handy because it means I don’t have to make the cloze activity! Finally I had a simple battleships game which allowed the students to practise forming the perfect tense. They enjoyed all the activities and it was important that we could spend time doing fun things that help consolidate their knowledge.
The next few weeks will be a bit different – Year 11 and 12 are out on exams and I will be only observing Year 9 as they are taught by a Prac teacher. I guess that means lessons for Years 7, 8 and 10 will be amazing!
I wanted to write a short blog about the Year 9 French that was due today. We asked the students to write their own question on the topic ‘The French at the Olympics’. The timing of the unit of work on sport couldn’t have been better! The students have really enjoyed their inquiry into the topic.
The method of presenting their research was important for this task. We ask them to present it in either and audio or visual (or both) way and NOT to use PowerPoint! They were given plenty of other options and it’s been exciting to see the results. I am putting them all on their Posterous blog for everyone to see. A nice application of the MYP theory of pedagogy and education.
Here are the task instructions so you can see all the presentation options. Year 9 Culture 2012 Notification
I just created this video to show you how to make typing accented letters quicker and easier in French. I used Screencast-o-Matic to record the screencast, then I imported that into Windows Movie Maker to create and edit the video. Easy!
Just a quick post to reflect on my lesson today with Year 7. It was an introduction to French, after the first part of the year learning Latin. I wanted to take a more inquiry-guided approach for this first lesson, in keeping with MYP principles. I set up a range of ”étapes” for the students to move through in groups. The stages consisted of finding out about famous French-speakers (using a QR code link), investigating online translators and watching a video on why French is a useful language to learn. They also worked out how to use a bilingual dictionary, taught each other some basic greetings and discussed what they already knew about France. I then asked them to reflect on the lesson as a homework task here.
I thought the lesson worked well, despite some students not listening to the instructions when they reached the first stage. But they soon got the idea. It gave me the chance to go the dictionary group and explain how to find the words and I was also able to help those teaching each other the words with the pronunciation. There could have been longer on each stage but I wanted to have a quick debrief before the end of the lesson. Some of the students in this class have particularly enjoyed Latin so I wanted to make starting French equally exciting!
For more ideas on introducing new topics / vocab with more of student-guided focus, see this great Google doc – a collaboration between the amazing MFL Twitterati.
I’m becoming more convinced that a flipped model of learning could really work for my classroom. I’m committing to doing some further investigation this year after some small steps into this world of turning instruction 180 degrees. At the upcoming Languages TeachMeet, a Spanish teacher I found online from the US, Heather Witten, will be talking via Skype about her flipped Spanish classroom. I’m also going to apply for an NGS scholarship to go and learn all I can about the practicalities of this pedagogy – I’m already on board with the theory!