Differentiation in preparation for listening and reading assessments
Recently in MFL with Year 11 classes we have been testing out a new approach to differentiation, inspired by Ms Corkery. There are four skills in languages; listening, speaking, reading and writing. Streaming is not something that is done in MFL so it is essential that classes are well differentiated. All students have completed their speaking and writing assessments so the focus is on students’ listening and reading skills. At the beginning of each lesson students are asked to self assess their skills. Tasks are divided into higher tier and foundation tier; two foundation tier tasks, one for reading and one for listening and two higher tier tasks, one for reading and one for listening. After self-assessing, students are asked to complete the task on the skill that they are weakest on at the level appropriate for them.
The classroom is divided up into four tables, one for each task. Students are instructed to prepare the question. Preparing the question involves highlighting the words they know and don’t know (students completing listening questions have access to the transcript first). Students then compare notes and, collaboratively, try to work out the meaning of unknown vocabulary from the context of the text.
After this students attempt the question, giving them a far better opportunity of answering it successfully and also harnessing the collective knowledge and skills of the students in the room.
Enjoy and Engage - Football Match Up
Mr Pinto used the Task Magic (football match) in his Spanish lesson and it was an absolute success. The students were really engaged in the activity and clearly understood the task. Mr Pinto said 'I will definitely try to use it more often in different topics, because it made my lesson fun and interesting. This technique was used to embed the language learned in the lesson.' This is a match up activity where students are rewarded for correctly matching English words to Spanish ones. It adds a fun element to what could be a mundane task.
Excellent Progress - Walking talking reflexive pronouns
Mr Farmery used a technique similar to that used by Ms Faulkes last week. Whilst learning reflexive pronouns students walked and talked around the school reciting the pronouns in the target language. Students enjoyed getting out of the classroom and became competitive about who could learn them first. The competitive element really sparked students into life. Some students linked the pronouns to actions to aid their learning whilst others used mnemonics. Mr Farmery then used a variety of techniques to checkpoint the students learning and retention to help store them in students' long term memory banks.
Using SOLO Taxonomy Based Tasks to facilitate independent progress.
How we incorporate spaced learning into our SOWs
Below is a graphic of the outline of our Year 8 SOW. Topics are regularly revisited in order to counteract the Ebbinghaus Forgetting curve. Starters are always some form of quiz on what students have learned in the past, not only in that week’s previous lessons but also from further back in the term.
DIRT Time - inspired by the 'Michaela Way'
Teachers regularly trawl through the student’s books making notes of common misconceptions and devise tasks that will fill these knowledge gaps. This is one way in which we have implemented the DIRT time.