Leicester

 MFL  PGCE  

Back  where  it  all  started!  

 Your  presenter…  
•  Currently  works  at  Foxford  School  
•  Is  owned  by  3  dogs  

•  Teaches  French,  Maths,  HumaniIes,  English!  

•  Spoke  his  best  French  at  17  
•  Studied  under  Stephanie  
•  Likes  the  internet  
 And  for  the  record…  
•  Send  quesIons/comments  to  #leicspgcemfl  on  
twiQer  (more  on  that  later)  
•  Get  the  resources  at  
hQp://web.me/com/jjpadvis/toolbox  
•  I’ll  be  looking  for  willing  vicIms  during/aYer  
each  session  to  have  some  short  audio  
uploaded  to  hQp://audioboo.fm/jjpadvis  
 Your  day…  
•  Session  1  –  ICT  and  MFL  
–  Both  from  a  teacher  and  student  perspecIve  
•  Session  2  –  CLIL  
–  How  can  you  deliver  content  in  languages?  
•  Session  3  –  PLTs  and  MFL  
–  Teaching  general  skills  through  languages  
Session  1  –  ICT  and  MFL  

Computers  can  be  good…  for  both  

teacher  and  student!  
 Zipf  Plot  
A*  GCSE  Dolphin  

The  frequency  with  which  a  word  is  used  is  inversely  proporIonal  to  its  
rank  in  the  table  of  frequency-­‐of-­‐use  of  all  words  in  that  language.  
So,  the  second  most-­‐commonly  used  word  in  English  ("of")  is  used  
half  as  oYen  as  the  most  common  word  ("the").  The  third  most-­‐
common  word  is  used  one  third  as  oYen  as  the  most  common,  and  
so  on.  Amazingly  –  and  no  one  quite  knows  why  –  this  law  
(formulated  by  the  American  linguist  George  Kingsley  Zipf  in  1935)  
holds  true  for  every  known  language.  It  also  applies  to  leQers  and  
phonemes.  

You  can  even  use  Zipf's  plot  to  work  out  whether  sounds  are  a  
language  or  just  noise.  By  ploeng  the  frequency  of  the  noises,  you  
will  get  a  slope  of  negaIve  one  (a  straight  line  going  diagonally  from  
upper  leY  to  lower  right)  if  it  conforms  to  Zipf's  law.  Dolphin  noises  
produce  such  a  slope;  the  chaQering  of  squirrel  monkeys  doesn't.    

Source:  QI    hQp://www.telegraph.co.uk/culture/qi  

 AFL  bit…  what  do  you  know?  
•  What  websites  do  you  already  know  about?  
•  What  do  you  know  about:  
–  Blogs  
–  Wikis  
–  Podcasts  
–  Other  stuff…  
 Blogs  
•  A  Ime  ordered  store  of  text  and  mulImedia  
that  allows  for  comments.  

•  Using  it  to  teach:  

hQp://www.boxoYricks.net/?p=104  
 Wikis  
•  A  collaboraIve  webpage.  
•  hQp://www.slideshare.net/blaggers/using-­‐
wikis-­‐in-­‐mfl-­‐language-­‐world-­‐2009  
•  hQp://www.teachers.tv/series/ict-­‐for-­‐the-­‐non-­‐
specialist  
 Podcasts  
•  Teachers  who  already  dabble  at  podcasIng  generally  use  
podcasts  in  two  main  ways:  

–  as  a  way  to  deliver  content  to  your  students.  Think  of  podcasts  
as  lessons  to  take  away:  providing  your  students  have  
subscribed  to  your  podcasts,  once  you  upload  a  new  episode  it  
will  automaIcally  be  delivered  to  your  students  without  any  
further  intervenIon  from  you  or  them.  

–  as  a  means  to  showcase  your  students’  work.  Think  of  it  as  a  
new  and  exciIng  homework  project.  Show  your  students  the  
podcasIng  basics  and  they  will  produce  stunning  pieces  of  work  
that  you  and  they  will  be  able  to  proudly  show  off.  

Source:  José  Picardo,  hQp://www.boxoYricks.net/?p=367  

 Other  Stuff  

Blog/
Webpage  

Email/
Calendar/To   Diigo  
do  
My  PLN  

Online  
TwiQer  
Storage  
 How  they  are  used  
•  There  are  NO  rules  on  how  these  are  used!  
•  Take  inspiraIon  from  others  (shamelessly  
steal)  
•  Use  for  your  own  CPD,  or  to  teach  
 Enough  of  me…  
•  Watch  the  video  
•  What  topic  could  it  be  used  for?  
•  How  could  you  do  an  ICT  lesson  based  on  it?  
•  How  could  you  do  home  learning  based  on  it?  
•  Where  would  you  store  it  within  your  teaching  
tools?  
 Session  2  -­‐  CLIL  

Languages  to  teach  other  subjects  

The  limits  of  my  language  mean  
the  limits  of  my  world.    
Ludwig  WiQgenstein  
 AFL  bit…  how  confident  are  you…  
•  Teaching  MFL  (maybe  2nd,  3rd  or  new  
language)?  
•  Teaching  ICT?  
•  Teaching  HumaniIes?  
•  Teaching  English?  
•  Teaching  Maths?  
•  Teaching  other  subjects?  
 Theory  
CLIL's  mul*-­‐faceted  approach  can  offer  a  variety  of  benefits.  It:  

       *  builds  intercultural  knowledge  and  understanding  

       *  develops  intercultural  communicaIon  skills  
       *  improves  language  competence  and  oral  communicaIon  skills  
       *  develops  mulIlingual  interests  and  aetudes  
       *  provides  opportuniIes  to  study  content  through  different  perspecIves  
       *  allows  learners  more  contact  with  the  target  language  
       *  does  not  require  extra  teaching  hours  
       *  complements  other  subjects  rather  than  competes  with  them  
       *  diversifies  methods  and  forms  of  classroom  pracIce  
       *  increases  learners'  moIvaIon  and  confidence  in  both  the  language  and  
the  subject  being  taught  

Source:  European  Commission  

 hQp://ec.europa.eu/educaIon/languages/language-­‐teaching/doc236_en.htm  
 PracIce  
•  hQp://www.cilt.org.uk/secondary/14-­‐19/
intensive_and_immersion/clil/case_studies/
teaching_across_the_curriculum.aspx  
 OK,  real  pracIce  
•  Tends  to  be  part  of  a  lesson  
•  Has  to  fit  
•  Means  talking  to  other  departments!  
 Task  
•  You  are  going  to  deliver  a  lesson  about  Africa  
at  KS3.  
•  It  will  be  in  French.  
•  The  objecIve  is:  
–  You  will  know  how  to  describe  the  climate  of  the  
savannah.  
•  To  make  things  harder…  Include  this  video!  
•  And  to  help…  have  some  climate  data!  
 Session  3  –  PLTs  in  MFL  
It’s  not  about  the  language  anymore.  
'If  we  always  do  what  we've  always  
done,  we  will  get  what  we've  always  
got.'  
Adam  Urbanski  
The  framework  
The  Big  Picture  
Teacher  Research  
 An  Idea…  
•  La  Maison  de  Sophie  
•  hQp://www.sunderlandschools.org/mfl-­‐
sunderland/  
 No-­‐one  is  perfect  
•  While  I  love  my  (stolen/borrowed)  lesson  
–  It  can  be  more  PLTs  orientated  
–  How  could  this  be  developed  for  “Independent  
Learners”  and  “CollaboraIve  Learners”?  
–  If  feeling  adventurous…  
•  Add  some  ICT!  
•  How  could  it  fit  into  other  subjects?  
 Final  words  
•  Be  yourself  
•  Push  your  comfort  zone  
•  Be  willing  to  fail  
•  Expect  the  best  
•  React  well  to  the  worst  (watch  this  video!)