Looking at my notes from the ICT into Languages Conference at Southampton University in February, I have decided to make my own checklist from all the wonderful ideas exchanged at the conference.
As mentioned in @joedale ‘s keynote speech, follow the example of David Mitchell, @DeputyMitchell to use blogging to encourage students to write and improve their literacy in general-especially boys. His concept of “Quad blogging”-four schools from around the world blog about a light theme is certainly worth investigating…
Look at setting up simple projects integrating Skype or video conferencing as a way to bring languages to life.
Develop my use of Triptico and share my experiments via the Triptico droxbox set up by @KristianStill
Explore Class Dojo and use Lingro to develop motivation at Ks3 and encourage extended reading in the target language at KS4.
Include story-telling in our Schemes of Learning and as a cross-phase project. Check out the materials uploaded on Jackie Berry’s MFL digitalstories wikispace wiki.
Make my own rhyming Storybird story in French and/ or Spanish to be shared on the Storybird wiki.
Explore the potential of Storybird to be included in transition projects as presented by Bertram Richter of Tile Hill Wood Language College in Coventry.
Have a go at creating my own interactive books for Gifted and Talented extension material using flipsnack or ibook author.
Storybird as a tool for transition project-Bertram Richter, Tile Hill Wood Language College, Coventry.
Project 2 ks2/3 : la selva tropical. This project could also be used as an induction project aiming to revisit animals and colours in a different way.
Y5 came up to the secondary school and paired up with y7. The primary pupils were the experts and had to show y7 how to use storyboard while the y7 had to teach y5 about adjectival agreement.
Storyboard can be embedded on a blog but not downloaded unless you buy the stories as the artwork is copyrighted. The stories can be bought as a PDF file $2 each and are useful to be shown at open evenings or to raise the profile of MFL through a display in the library, for instance
Storybird can also be used with KS4 students at the Stage 1 of controlled assessment – the storybird book can then be used as a reference document for stage 2 preparation.
A class account can be set up by setting up a class and adding users.
CatherineElliott-Using Video in the MFL classroom
Video is a great tool to encourage writing, redrafting, speaking, by giving a real purpose and an audience. Analysing footage can also encourage students to us High Order Thinking Skills.
A few barriers:
Child protection-permission required to use footage and need to follow school procedure to protect children’s identity.
Creativity pitfalls: the level of language students wants to want to use is very different from the level they can actually use and function at. This can cause many frustrations for the learner. A way around this could be to make videos for an audience of younger children.
Finger puppets filming is a good way round the child protection issues but you need to think about the background and how the puppets are going to be filmed.
Stuart Gorse: Using Music in the MFL classroom
When rhyming words need to be found, it is best to support students with a list of rhyming words and/ or give them access to a dictionary of rhymes like http://www.dicodesrimes.com
Verbal tennis can be used as a warm-up activities: e.g. words around a similar theme, rhyming words etc…
Use songs to summarise stories or describe characters like “La veuve Saverini” from Guy de Maupassant’s La vendetta ( short story) to the tune of “Hotel California”
Karaoke versions of YouTube songs can be used and their lyrics re-written
The Ramones (el pueblo)
Mamma mia -daily routine
Quelles étaient les meilleures vacances de ta vie-Good riddance-Green Day
Carole Nicoll-How music helps with memorisation
Music helps Instant recall
Background music can help commit to long -term memory.
How do you get children to speak with a correct accent?
Deconstruct the song-e.g. head shoulders knees and toes
Rap-rhythm helps students to memorise words too( greetings)
Ear worm app http://www.earwormsmobile.com/mbt_home/index.html
Put the language to a rhythm and background music and loop it...
Music and kinaesthetic activity: Hold the card when you hear the word e.g. Days of the week
Singing in harmony/ two or three voices…
Using commercial/ karaoke tracks/demo materials: www.language-factory.co.uk
http://www.carolenicoll.co.uk/downloads.html iTunes artist: Carole Nicoll