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CPD events

Valingoe — Thu, 17 Dec 2009 13:40:21 CST

Next event 5: January: technology enhanced learning, 9 January 2010, 10-1pm (3h) Bensham Grove
Our next CPD event is approaching and I am wondering if there are any themes you wish to explore. So far on the list are

Val’s experience on the e-guide course
Using audiovisual resources in the classroom (sharing good practice)
Pilot ILPs (feedback, suggestions)
Exploring free online learning spaces
Finalising Language Learning event

Val will be mentioning some websites. Here are some of them:-
etherpad.com
Hot Potatoes
eXe learning
Xerte
Snippy
My podcast recorder
Audacity

---after CPD 4
Thank you everybody who attended CPD 4. It was great to see you all so motivated and ready to start the new academic year with enthusiasm and new ideas to be implemented. CPDs are a great opportunity to discuss, share ideas and work together. Please use this opportunity and regularly attended the CPD events organised throughout the academic year.

The following were discussed
1. Reflect: There are still some issues with how to record CPD using the online portfolio system. Julie and Val attended a recent event linked to Reflect and are willing to support you. Please let it touch and arrange an informal meeting with them so that you can learn how to use the system with more confidence.

2. SOW: We will be moving towards a common SOW for each level (all languages) that can then be modified for each language and personalised by individual tutors. This is a step forward for standardisation. It will also enable us to work together and create group ownership of programmes. Initially Entry 3, Level 1 SOW will be created. We will all work together on this as agreed during this CPD event.

3. Accredited and non-accredited courses: It was suggested by curriculum lead to offer mainly accredited courses (10 or 30 weeks): Entry 3, Level 1 and Level 2. After level 2 there could be a bridging non-accredited course (Level 2 plus) lasting up to 30 weeks and this would be the only non-accredited course preparing students for level 3 which is indeed more challenging and more commitment is needed. We should remember that a level 3 qualification would enable students to teach this subject.

4. Moderation: The traffic light system: Check out the template within the VLE to familiarise yourself with what is expected from you. All new tutors will be moderated 3 times a year and ALL student portfolios have to be submitted for each moderation. Get in touch with Begonia if you have any further questions linked to that. We also agreed that at least one of the evidence will be in audiovisual format and should be uploaded to the VLE.

5. All courses (accredited and non-accredited): All students should create a portfolio to keep course work and collect evidence for moderation. Individual learning plans should also be completed by all students in collaboration with their tutors. Tutorials are an essential feature of all course. Plan 1 tutorial for 10 week courses and 2 tutorials for 30 week courses. Tutorials enable you to see your students one-to-one and offer a more personalised approach and support.

6. Use of the target language: We did agree that it is vital to immerse our students from the very beginning into the language they are learning and we will all work on developing a strategy to put this into practice. Please check out the directions provided during the CPD event and put together an action plan how you can implement it within your classes. Please avoid translating whatever you say to them. Use non-verbal clues instead! This is very very important!!! Give them the time and space to think and discover meaning and enable expression and communication!!!

Thanks again for coming to this event. We will be in touch and please contact me if we can support you in any way.

Chrissi and Begonia
p.s. There is an idea to offer the next event jointly with another organisation and transform our insitutional CPD event into a network meeting.

4. CPD: Sharing summer creations and planning for the new academic year, Saturday, the 19 September 09, 10-1pm (3h), Bensham Grove
Facilitators: Chrissi and Begonia
Tutors attended: Julie, Nancy, Lynne, David, Val, Jean

The purpose of this session is

1. to share ideas and media-rich resources created with the digital cameras over the summer break to be used in our MFL classes. Developing ideas and turning them into concepts that would make learning more effective.

2. We will also have a closer look at why it is so important to use the target language from the very beginning and throughout our sessions and how to do it.

3. Creative teaching and DIY resources. A practical example. It doesn't need to cost much! Sometimes it doesn't cost anything, just the time we invest in creating the resources. Is it worth it? Yes, it is!!! Find out for yourself!!!

4. Moderation and how you will work with Begonia.

Please bring the following with you:

digital cameras and any resources created
markers handed out during a previous CPD event
some post-it notes and think about 3 different ways to use them within your classes.

Thank you very much.

Chrissi and Begonia

---after CPD 3 Val write a little text about the event, please read and edit so that we can finalise this and check with Melanie if it could be printed within the Council News. Add your name at the end if you have contributed. Thank you very much---

The languages French, German, Greek, Italian & Spanish were all represented when a small group of MFL tutors of Adult Learning and Skills got together to learn more about the use of digital recording devices for still and moving images within teaching and learning. The small cameras are far less obtrusive than the large, cumbersome Coomber recorder. They are a great way of making recordings around the table, which will make the learners feel more confident taking part in & recording role plays. Being able to share information online with other MFL tutors and with the learners, will enhance teaching and learning, assessment methods and be a useful tool for keeping learners informed of the good progress they are making. The new academic year will be a very exciting one for all of us! Val Ingoe

3. CPD: Using digital tools to enhance teaching and learning (23 July 09, 1-4pm), Lyndhurst Centre (http://www.lyndhurstcentre.org.uk/), Room: B3

Facilitators: Doug and Chrissi
Tutors attended: Val, Jean, Nancy, David, Lynne, Julie

A workshop to demonstrate the use of digital tools purchased recently with funding received from NIACE.

Aim of the workshop: enabling all MFL tutors to use the equipment and build confidence in using them within teaching and learning from Sep 09.

Structure of the session

Recap about personalised learning (tutorials, ILPs and portfolios are essential elements of all courses starting in Sep 09)
Update on moderation (the traffic light system)
Use of equipment to enhance teaching and learning and collect evidence of learning, progress and achievement

Equipment: digital cameras, memory sticks, card-readers, sd cards (show what we got)

Hands-on: Photographs and video clips

basic functions (resizing, formatting)
shooting
uploading www.elgateshead.org (please remember your login details)

Hands-on: Web-based resources www.sxc.hu (please create an account, and remember your login details)

searching
downloading
simple editing www.picnik.com
using

A brand new community space has been created for everybody interested in languages. Please access http://languagesalive.ning.com/
and become a member. Invite your learners to join us too.

Please bring your digital camera with you if you have one. Also a small tripod would be great. If you don't have one, we suggest to purchase one from the Poundshop. We hope this will be possible. Thanks.

Feedback received:
“Renewed my interest.”
“Amazed to get free stuff”
“Very useful, I was a novice with digital equipment. Got nice ideas for the summer.”
“Excellent and instructive!”
“Lots of new information: must try to remember and practise new techniques!”
“Very informative. Hope I remember everything.”
-------------------------------------------------------------------------------------------------------------------------------------------------------------------------------
Update after 2. CPD event
I have some exciting news! Melanie is very supportive of the training we discussed, Powerpoint and VLE, and I am waiting for Denise, the tutor who will deliver the sessions, to confirm availability and as soon as this happens we can get organised. It is important to get up-to-speed and confident in using the above tools within your practice. You will benefit and your learners too and provide the foundations for more courses.

Adult Learning is currently considering in working with Primary Schools and offering MFL to School Teachers supporting the National Stategy, Languages for All. But first of all, our provision needs to be fit for the 21st century. Also, we are in the process of securing funding to get the audio-visual equipment for all of you so that we can start collecting multi-media evidence in our portfolios and make teaching and learning even more exciting. Training will be provided as soon as we get the equipment and definitely before the start of the next academic year.

During our last CPD event we discussed portfolio building and tutorials. Adult Learning and Skills is investing in personalised learning and will introduce a portfolio building approach in all courses starting in Sep 09 together. Also, we will embed 1 tutorial session in each 10 week course, and 2 in 20 or 30 week courses. This will give you the opportunity to get to know your learners better and respond more effectively to individual needs and preferences. Jean and David, thanks for sending the ILP. I will have a look over the next days and wait for the other version by Julie and Nancy.

You will have seen that Melanie is offering to all tutors the opportunity to upgrade their teaching skills if you don’t have already a full teaching qualification for the Post-Compulsory Sector. It is a great opportunity and 100% free. So don’t miss it!!!

So, all good news. Chrissi and Begonia C

hrissi
2. CPD: Moderation, personalised learning and portfolio building, 7 March 2009, Dryden Centre, Gateshead
We will use this opportunity to look at the most recent moderation, share good practice and put an action plan together how collecting evidence can be improved and standardised further. Personalised learning is on the agenda and how we can achieve it. We will also discuss equipment that will be purchased over the next months to make collecting and evaluation of evidence for our accredited and non-accredited courses easier for all of us.

Please complete this survey so that we can identify training needs of the group linked to audiovisual equipment and their use within teaching and learning. access our SURVEY

There is a good CPD builder available. Please access the Excellence Gateway and create your personal CPD document and bring it up-to-date with your latest activities. You could perhaps start with the skills you and should develop over the next months linked to technology enhanced teaching and learning and identify what training you requite in that area. Remember that you will have to update IfL Reflect with what you have done during the year.

Thank you very much. Please let me know if you have any questions.

See you soon.

Chrissi and Begonia

The following were discussed during the session

enhancing portfolio building and collecting evidence
tutorials: introduce 1 to 10 week courses, 2 to 30 week courses
training: VLE and powerpoint (will get back to you as soon as I have a reply from Melanie)
equipment for MFL team: Will let you know what happens
ILPs: Please finalise your versions in the next 2 weeks and email it back to me. Thanks.

1. CPD: A new beginning, 6 Sep 2008, Dryden Centre, Gateshead

Getting to know each other
The MFL Team, working together
Standardisation and Moderation
The Future

We had the opportunity today to get to know each other and explore and share our feelings about the current situation and what we would like to see in the future. We also looked at mindmaps as a tool to visualise ideas and put plans together. Try them and use them with your learners. Also, we agreed on the importance of creating inclusive, effective and memorable and fun learning experiences and use our imagination, resources and co-operative with other tutors to achieve that. Standardisation is also vital and we have made our first steps in this direction. Begonia illustrated moderation practice and processes and you are now better equipped to plan and integrate assessment that will meet the criteria. ILPs don't seem to be a good experience for tutors and learners and the immediate plan is to improve them in colaboration will all of you and the Quality Manager of Adult Learning and Skills. We will have to think about our next session (probably after Christmas) and the next topic we could/should examine. I have a few suggestions but am open to your ideas. Please share them with the group.

Feedback received immediately after CPD
"engaging"
"meaningful"
"very good! ;o)"
"very useful"
"coffeeless"
"Too quick at the end. Had to rush."
"Very interesting and informative - very helpful!"
"useful"
"interesting"
"Great help! Excellent! Thank you!"

Comments on feedback: Thank you very much for coming this morning and for your feedback. It is great to hear that you found the session useful. We will take all feedback on board to improve future sessions and have at least some drinks available next time. Yes, it felt a bit rushed at the end but we had a lot to cover in a very short time and we don't have unfortunately, many opportunities to get together, which is a shame. Anyway. It was great being with you today. We have made a very good start and team formation has began. This is excellent! It would be great if we could create a community of MFL tutors that share openly their thoughts and ideas (and fears!) and develop together. Learning with and from each other is the way forward. We can achieve loads as a team. As soon as Melanie is back, I will have a meeting with her to discuss what can be done to improve your experience as a tutor working for Adult Learning and Skills and get the support and resources we all need. Please keep in touch and look out for the ILP that will come your way very soon. Thank you very much. Chrissi

Courses

chrissinerantzi — Wed, 23 Sep 2009 09:50:31 CDT

About existing MFL courses

At the moment we offer accredited and non-accredited MFL courses.

The duration of non-accredited courses is 10 weeks and provide an introduction into the language and culture and should enable progression to the accredited courses. These have different titles at the moment, such as Beginners X, Holiday X etc. Shorter taster sessions have also been advertised in the past.

Our NOCN accredited courses are the following

Entry 3 (A1)
Level 1 (A2)
Level 2 (B1)
Level 3 (B2) (note: for 2010/11 please let us know by April 2010)

(In brackets have been added the corresponding level coding in the Language Ladder.)

From the academic year 2009/2010 the length of all accredited courses will be 30 weeks which is one academic year. During these 30 weeks, learners will be able to complete up to 4 units (speaking, listening, reading and writing) which are required to gain the certificate. Two (2) tutorials should be integrated in each 30 week course.

However, learners will also be able to complete just 2 units during the whole academic year and still be able to progress to the next level.

This flexibility will allow tutors and learners to tailor assessment according to individual needs and aspirations and still allow successful completion of the course.

How the above model will work?
1st Trimester: During the first 15 weeks, learners will be assessed in up to 2 units (or 2 skills) and evidence will be collected. Moderation will follow immediately after completion of the first 15 weeks

2nd Trimester: During the remaining 15 weeks, learners will be assessed in the remaining 2 units and evidence will be collected. Moderation will follow after completion of the course.

Tutor will decide which units will be assessed and during which trimester and provide assessment opportunities accordingly.

For more detailed information about the moderation timeline and process, please click here.

Our aim

To standardise course content, course length, progression route and moderation.
To make our accredited courses more attractive to potential learners.
To offer more personalised learning content and outcome tailored to individual needs and preferences.
To provide tutors with clear guidelines about the above.

All our accredited courses tie in with the Language Ladder, part of the DfES National Languages Strategy and the Can-Do Statements. For further details, please click here.

Also, please read about the Common European Framework of Reference for Languages by clicking here.

Please let us know if you require any further information about the above model.

Ideas for new MFL courses?

Any ideas for new exciting MFL related courses? Register your ideas in this section. Thank you very much.

MFL courses for REPS
Why not create links with tour operators and provide intensive courses for their reps.

MFL courses for Call Centres
Improve language skills and provide better customer service.

Moving abroad? Be prepared!!!
So many people move into a new country without having basic foreign language skills and no clue what to expect in the country. Some move/plan to move because of work, others because of family or fell in love with the country.

MFL courses for Primary School Teachers
Creating links with Primary Schools and offering short MFL courses to primary school teachers. Introducing languages in Primary Schools is a hot topic and supported by Government's Strategy.

Immersion courses, run on Saturdays
Refresher and upskilling courses for non specialist Primary Teachers with some MFL skills
Learn and Teach: Introductory courses for Primary Teachers with no MFL skills

Non-accredited and accredited courses (leading to nationally recognised qualifications, language ladder) that would count towards CPD requirements for Primary School Teachers. A mentoring scheme could be introduced to support Primary School Teachers through the programme and beyond using a blended approach.

Moderation

BegoniaSanchez — Tue, 22 Sep 2009 13:00:59 CDT

MODERATION 2009 / 2010

MFL moderator: Begonia Sanchez

A new academic year ahead of us!! Hope you are enjoying your teaching and your new courses.

Please click on the link below to download the moderation proposal for this new academic year .

Or click on the Moderation Staff Induction link below if you are a new tutor and want to know more about NOCN accredited courses.

You will also find an Evaluation of this proposal and an Action Plan with planning of activities for this year on the link below

I will keep you updated with important dates such as dates for moderation visits and details of portfolios collections etc.

If you need anything regarding moderation please let me know. I am here to help.

All the best,

Begonia

GENERAL MODERATION GUIDELINES

What is moderation

Moderation is a process by which the evidence of achievement made by learners is verified by a moderator. Learners have completed a range of completed assessment activities as specified in individual units, a portfolio has been built with these activities and it is submitted to a verifier.

An Award (2 units / skills assessed) or a Certificate (4 units / skills assessed) will be issued by NOCN to learners.

COURSES TO BE MODERATED

All accredited courses :
All levels
All languages

HOW WILL THEY BE MODERATED?

Through portfolio building, tutors gather evidence that shows that the criteria for the different units have been achieved. Tutors keep evidence of assessment criteria tasks:

Speaking

More difficult to keep oral evidence than for others skills.
So you may like to use the following way of keeping evidence:

Tutors´ checklists
Observation lists
Video Recording ( NOCN prescribes at least one recording should be done, video recording is highly recommended )
Witness statements (when pair work done or group discussions)
Signed tasks (Tutor signs learners´ notes after completion of task)

Listening, reading , writing

Specific tasks designed to evidence each criteria
Learner notes

All learners portfolios are to be submitted per verification . The internal verifier will select at ramdom 3 portfolios, out of the 100% samples , which will be moderated.

In the first moderation you should be able to show through your learners' portfolios that half of the criteria has been achieved.

In the second moderation you should be able to show through your learners' portfolios that all the criteria have been achieved.

Please note that only those students working towards a Certificate will be formally quality assessed in the 4 skills , otherwise just two skills will be formally assessed along the course.

IMPORTANT!!! In the case that within the same group you've got a mixture of Awards and Certificates being achieved ,at least one of the three portfolios should show evidence of the 4 skills/ units.

At all times the evidence submitted is labelled against the criteria being assessed and contains quality feedback to learners.

WHY ARE COURSES MODERATED?

Standardisation

NOCN Awards and Certificates

WHEN WILL THEY BE MODERATED?

New tutors, new courses will be moderated 3 times a year ( November, January, July )

The rest of courses will be moderated twice a year ( January, July )

HOW AND WHERE THE PORTFOLIOS WILL BE COLLECTED FOR MODERATION ?

Your internal moderator will let you know with plenty of time in advance.
Portfolio Collecti

Access NOCN documentation

text by Begonia Sanches, Aug 2008

Inductions

chrissinerantzi — Sat, 12 Sep 2009 07:13:32 CDT

I love inductions

I always reserve 2h for that at the beginning of all my courses (even the shorter ones). It is a great opportunity to get to know each other and to explain course content (including assessment) and find out what everybody expects to gain from this course.

Starter

Health and Safety
Fire exits
Toilets
Emergency/First Aid
Location of canteen/vending machine and
my contact details.

Names

I use blank address labels during the first session. Everybody gets one and writes her/his name on it and sticks in on her/his top. Address labels become name tags. Learning the names is a very very important start if we really want to offer personalised learning opportunities. My second session starts with a name label game: I write all the names on the labels, try to remember who is who... and give the label to the person I think is called what is written on the label.

Introductions

Me first: I use a very informative way. I always bring a few items that characterise me as a person and practitioner (Navy hat, photos, books, illustrations etc). I share my life story with them and use the props which I hand around while speaking (I like to arrange the seating in a circle). Opening up, makes them feel that I am human too, just like them. And they soon want to share their story with the rest of the class. Then the class: Now it is their turn. I use a memory game to pair them up randomly. They then sit together and find out some interesting facts about each other (a form/sticky note can be used to record details) and present each other. The person who is presented wears a super silly hat (I have loads of them!!!) They love it! And I love it too!

Ground rules

Very important to establish healthy working relationships. Shape them with the group during induction! What about an informal contract? Revisit them during the course. Think perhaps of more creative approaches.

Initial assessment

I feel that this is vital to find out what learners already know. It will help you to offer more personalised learning opportunities and challenge and stretch them more during the course. I use a questionnaire. And a coaching wheel which I adapt depending on the course. Also, I have used silent GROW.

Course overview

Provide a course overview so that learners know what is coming and what work they have to complete and by when (assignments, portfolios etc.)

Course materials

Prepare a folder with all course documentation (use different coloured paper for different sections). I think it is better to give them a big pack (not loose papers!) at the beginning instead of million bits of papers each week. Go through the content of the folder with them.

VLE

Introduce them to the VLE if you are using one. Where is it? What is it for? What is there? Encourage learners to use it. Upload course materials, activities and links. Encourage them to upload their work/assignments there. Get their emails to give them access. Why not create a wiki if the VLE doesn't work for you. A wiki will give you more ownership and allow a more creative approach and more involvement in shaping it. Think about it.

Support

What can they expect from you? Will you organise tutorials? Coaching sessions if needed? Is there help available outside the classroom (within the organisation and beyond). Let them know.

Be in touch

You might like to create a classmail list to create a learning community with your learners. Get their permission to use their email address to communicate in between sessions. This will allow you to update them on what is happening, sent interesting links, offer more personalised support, get to know each other better and create a team with a common goal. I create a class email list immediately after my first session. Be careful about data protection!

Feedback

I always ask for feedback at the end of the very first session. I like to use sticky notes. Feedback will give you a very good indication how they felt about the session and about you.

The main parts of the induction are supported by a powerpoint presentation but I use a variety of props to stimulate all senses and keep learners’ attention and involve them throughout the session.

Relax, be yourself, enjoy it and your learners will enjoy it too! (c) Chrissi Nerantzi, June 2008

Add your ideas about inductions! What works for you?

Individual Learning Plans

chrissinerantzi — Thu, 10 Sep 2009 14:46:57 CDT

"Individual learning plans, whether individual or collective, are fundamental to teaching and learning, and to assessing progress and demonstrating achievement."
(DfES, 2003)

Very very important to create meaningful and highly personalised learning opportunities tailored to individual learners and should be used in all our courses, accredited and non-accredited.

ILPs are a must to monitor and review progress and achievement!!! However, many times they are ineffective and not used.

The ILP project (Aug 08 - Jun 09)

The plan is to create a recipe for a super Individual Learning Plan that will be used by learners and tutors throughout a course. In order to achieve I would like us all to work together and share our thoughts and ideas about the existing ILPs, what we would like to see, in what format and what not.

RARPA has become vital in non-accredited courses, we all have to do it and the new ILP should be designed to keep track of progress and achievement and include initial assessment, self-assessment and feedback from tutor. This is the plan. The alpha version is work in progress and is now avaialable to MFL tutors. This is the ILP that should be used in all MFL courses starting in Sep 08.

Phase 1: alpha version to be used in all MFL courses (1st term)
Phase 2: reviewed version to be used in 3 other subject areas (2nd term)
Phase 3: second reviewed version to be use by all courses in all subject areas (3rd term)
Phase 4: final version to be prepared for printing, electronic version prepared (summer 09)
Phase 5: My Learning Journey to be used in all courses (Sep 09)

Please access The Tree of Learning to get some ideas for establishing and sharing personal goals, which will feed into the ILP. This resource has been designed for ICT but can be used in any subject area, including MFL. Read the materials, download templates and watch the videos. Great stuff!!!

NEW!!! MFL ILP
MFL_tutorial template

Instructions

General infos

After completion of the project (summer 2009), the document could be printed professionally in a similar quality and shape as the brochure with the course on paper that would allow easy writing.

To be printed in colour landscape in 2 formats

A4
A5
electronic version would also be very very useful (why not copy the ppt form into the VLE and allow learners to complete it and upload it to their space. This would give you instant access to the document and sharing will create a deeper understanding of the learner and provide opportunities to personalise learning opportunities further.

Menus on the right
From page 2 there appears a menu on the right side. This makes the document appear more structured and provides at the same time an overview of the different sections that are included.

Terminology has been avoided purposefully to reduce confusion and make the document meaninful for everybody. Educational jargon can be a barrier!!!

Title

I prefer NOT to call this document Individual Learning Plan. It reminds me of a document that has to be completed not that I want to complete, somehow. That is the reason why I have named it My Learning Journey. Somehow I feel that I would connect more and feel that this is a piece of me which would encourage me to use it.

Background

Image has been bought and we are authorised to use it for up to 250.000 copies. Has been used in the whole document. Will have to check again about the exact copyright note. But it has been legally obtained for this purpose. Please do not use it in any other document. This would violate copyright. Thank you.

This particular image spoke to me when I found it. I just loved the mood and that we had 2 people. It is the journey of our learner and we are his/her facilitator of learning. The special connection between the learner and the tutor is shown, in my opinion, excellent in this simple illustration. The background colour makes me feel calm and enables thinking.

Blue font
Statements related directly to MFL courses. If this document is used for other subject areas, these statements would have to be made relevant to the subject area.

Format
Available as a powerpoint presentation and word document. Both very similar. Most of our learners, however, will be more familiar with Word than with powerpoint.

I would suggest to update the 'My learning Journey' for each of your courses (add objectives etc) and make it available online within the VLE. Some mini VLE training session (how to access and use it, uploading/downloading files) could be arranged with your learners before a lesson. This should not last more than 10min and include a demonstration. Grouping more experienced ICT users with less experienced ones is time saving. Learners could then decide how to use it, but I would encourage them to fill it our electronically and upload it to the VLE. Please let me know if you have any problem doing so. The word document is fully editable, even the tables can be changed.

If the document is uploaded to the VLE you, the tutor would have instant access to it remotely and would be able to check progress at any time (if the document, of course is been updated regularly).

If, however, your learners would prefer to fill it out on paper, they could print the document out or they could be given the document printed. Please remember that we are in the trial phase. I have asked Karen Wynn to provide printed copies for your courses. Please contact her directly and let her know how many copies you will need for your classes. Thank you very much.

Page 1, my learning journey (or cover page)

Wording
Basic information about this document, the course and the learner to be included here. To be completed mainly by the learner but there are some information such as COURSE AIM(S) which should be provided by the tutor at the beginning of the course.

Page 2, about me

The learner has the opportunity to 'reveal' a few things about him/herself and his learning so far and add a photo too! All these information will provide a better insight into his/her personality, background and skills.

Fuctional skills section is vital to be completed. This will enable to identify specific learning needs and provide more targeted support if needed.

NEW: Functional skills (now other skills) statements represent
1 very poor
2 ok
3 very good

Very poor would mean that the tutor should ask the learner if he/she would like to receive extra support to improve skills in this area. This should be done in privat and in confidentiality.

confidence and competence
Literacy - read and write
Language - use of language (read, write, listen and speak)
Numeracy - numbers and measures

Page 3, now and goals

This page is very much related to the specific course and acts as an initial assessment, diagnostic assessment and final assessment tool at the same time by completing the different columns at different stages of the course (beginning, middle and end).

Course objectives to be added by tutor. Personal objectives can also be captured on this page together with personal goals and expectations. The purpose of this is to capture if and at what stage the course objectives and personal objectives are met during the course. It provides a good indication of the starting point (knowledge and skills at the beginning of the course) and about the journey (how individual learners progress) and enables them to add their own personal objectives under the course objectives.

Course objectives might be less than 5. Plenty of room to expand if the learner would like to add individual objectives and track the journey to achieve them.

Page 4/5, tutorials (No. 1 and 2)

To be used during tutorials. I understand that the majority of you have not done tutorials before with your learners. Please re-think and shape your schemes of work accordingly to allow tutorial sesssions. They are vital!

It is recommended to have 1 tutorial during a 10 week course (week 3). If your course is over 10 weeks, please reserve 2 tutorials (week 3 and week 15).

Don't avoid tutorials, they are vital and will bring you closer to your learners. If your class is large, why not offer group tutorials and enable peer assessment within the groups and could also be learner led. They can all happen at the same time, in the classroom and you, the tutor or facilitator in this case, would go around the groups and see where extra support and guidance is needed. It is all about creating the right atmosphere from the very beginning of the course that will enable opening up, sharing and learning with and from each other. Peer assessment is something that we should encourage more in our classes.

I have suggested that we deal with ILPs and tutorials during our next CPD after Christmas.

These pages enable reflection on progress, achievement and identify areas for further development. It should be filled out during a tutorial. Part of it could be prepared in advance. Tutors feedback should be added in the box provided at the bottom.

Page 6, 7 I can do

The I can do section consists of 2 pages. The first one will provide a more general visual representation of learning (table to be coloured in), directly linked to the course and the skills of the learner at the starting point and the achievements at the end of the course.

The second page concentrates on more concrete skills that have been developed during the course and how the learner and the tutor feels about progress and achievement. It provides opportunities for self-assessment through reflection. Tutor's feedback to be added to the box.

Page 8, notes

this is the area for the learner to document any milestones during the course in any format he/she feels is appropriate. It might be a mindmap, a simple list, a diary, photographic evidence etc.

Page 9, tips

This page provides further ideas and tips about learning to learn. Will be a selection of useful links and statements to improve learning to learn which is vital for success of any learning in any shape or form.

It is important to emphasise on the importance of portfolio building and keeping evidence of learning throughout the course. This is learner's responsibility. Learners need to know from the very beginning of their course what is expected from them and that evidence has to be collected. Evidence can be kept in different media, paper based, electronic etc and should enable personalisation, experimentation and demonstrate creative engagement with the material and the topics studied. The VLE is a very good place to collect evidence.

Alpha version 1.1. Feedback

Begonia, MFL moderator
"I think it is very good, very thorough, very simple, I like the format a lot. It seems to me that students will like to have this document and to complete it because it is very nice to look at it and it is just about them individually. It is not just like a boring fill in form .

I can see tutors like it as well, not quite sure they are keen on the tutorial part though as they say on saturday ! But your document may help them to go for it.

Past , present, and future of their journey very well addressed.

Well done."

Nancy, MFL tutor (Spanish)
"Gosh Chrissi!! Excellent! I printed it and will add the Course Objectives by hand, I don't have ppt so I don´t know how to type them unless I play with photocopies.

One question for now , in the 'About me' part, where it says Functional Skills, what do the levels compare to eg is (3) = GCSE? Just in case they ask me. I´m planning to use them in my class starting tomorrow and will give feedback on how it went. Great work Chrissi!!"

Chrissi: Hi Nancy, please go to instructions above and check in the page 2 section, I have changed the descriptions for the different levels and renamed 'functional skills' to 'other skills' too. Thank you for your comment.

"Crissi, I am deleting the space for the picture as the students in the two groups I've started already weren't happy.
Is there going to be a VLE training this week or is it next wk? Thank you Chrissi."

Chrissi: Could you please collect some feedback (use perhaps sticky notes) on why learners didn't want to add their picture in the space provided. This is very interesting. A picture would help you, the tutor identify faster who is who especially at the beginning of a new course. It takes me always a long time to remember names, but if you can add a picture next to the name, it helps (me anyway). If anybody had similar issues with the photo, please let me know. Thank you very much Nancy for pointing it out.

Julie: MFL tutor

"Hi Chrissi, just a few questions/thoughts,

pg 2 - difference between literacy skills and language?

pg 3 - not much room for course objectives. I saved the word version in my own folder and attempted to type into this section but it wouldn't let me
so do they have to copy this from the board? Also I'm a bit puzzled about the start/middle/end part. I thought the course objectives would
remain the same but their own personal goals could change as they went along. Or is this not what you meant?

pg 4- this is what we should have been doing for ages! It's what we used to do at Hartlepool adult education. Quite hard to manage with a big
group. I have 20 learners in a beginners class tonight so any tips on how to manage things will be much appreciated................

In general, much more attractive than the previous ILP especially if its going to be in colour. I've printed out a black and white copy but might
wait until week 2 before I start using this. Would you prefer it if they filled this in on line on the VLE? I don't think it will be possible for all of
them. Some may not have internet access at home and I don't think we can rely on them to use a public library computer. Please advise as I'm
not 100% sure what to tell them.
And why have I had probs trying to fill it in?

Thanks Chrissi"

Chrissi: Hi Julie, thank you very much for all your comments.
Pg 2: I have added an explanation about language and literacy above under Page 2. Please have a look and let me know if you need any further clarification. Thanks.

Pg 3: I have changed the wording to make it clearer. Now it is read 'course objectives met at...' ... beginning/middle/end of the course. Yes, course objectives are set at the beginning of the course (can however be adjusted during the course). Please see further up (under Page 3) for more details and explanations. It is all about when these objectives are met. At what stage of the programme?

Pg 4: I am glad you see the benefits of tutorials. If you have a larger group and limited time, I would suggest to group learners according to skills/abilities, let them work for the first 2-3 weeks together and then invite learners in groups.This will safe you time (for further ideas please see above Page 4,5 ). Some tutorials could also be completed online. If you ask them to fill in the relevant forms before the tutorial and provide you with access to it (the VLE is an excellent tool for that) then this would also safe you time.

Not sure about the problem you experience in editing it. I have checked it again and it seems to work fine on mine. Anybody else there having problem editing the word version? Please let me know. I have uploaded a new word version. Perhaps you could try again. Thanks.

Completing the 'My learning journey'. Electronically, if possible and uploading to your class VLE (as explained above). You might have to provide a small training session (10min before the beginning of a lesson) on how to access the VLE and how to download and upload materials. Grouping more experienced with less experienced ICT users always helps to safe time. Paper versions are also fine.

Lindsey, Quality Manager
"Hi Chrissi, I've had a look at the ILP and think it is a much more user friendly document than the previous one. There are a couple of section headings which I think may confuse learners or tutors so wondered if you could change the wording:

About me - 'Family' Should this be surname? -
'Why (ES/GR/DE/IT/FR) - i wasn't sure what this meant or what the letters stood for?

I think the remaining sections are fine and should provide the learners with a well structured journey.

I found some of the sections vague, in that I wasn't quite sure how they should be completed, but this might be because I wasn't involved in its design.

It will be interesting to see how the tutors find using this version and I'd like to be involved in any feedback meetings that you have."

Chrissi: Hi Lindsey,

Thank you very much for getting back to me. Regarding your questions.

1. Family: This section was intended for learners to write a few words about their family. After you mentioned it, however, I decided to replace it with Surname. There is no need to ‘reveal’ anything more personal in this document.

2. The acronyms for the individual languages have also been replaced to avoid misunderstanding. Thank you for pointing it out. All sections in blue, are related to MFL courses only and would have to be replaced with relevant information for other subject areas.

You mentioned that you would be unsure about what to complete in some of the pages. Please read the instructions provided on the print-out and if you still have any questions or suggestions, perhaps we could discuss it to improve this document further. I have made the above changes, the new files are online. Karen has the location and will be able to print the updated versions.

I am glad you feel that we are on the right track.

During this term, I will continue collecting feedback and at the end we could have a session with you and the tutors and share their experiences with using this ILP before moving on to distribute it to other subject areas.

Julie, MFL tutor
"Dear Chrissi,

I finished a 10 wk ACLbeginners French class last night and at the end of the lesson, after learners had completed the final sections of the ILP, I asked them for their feelings about it. Here are some of their comments:

'Too long for a 10 week course'
'Needs to be condensed for a beginners course'
'Tutorials are a good idea'
'The "I can do" section is a good idea'

I have left the learning plans in the folder containing the class register. Unfortunately in the last few weeks of the course attendance was
quite poor and only 8 learners came last night (I started with 19!). So consequently only 8 ILPs were fully completed. However, I did manage
to do 15 tutorials so I'm quite proud of that!

I did work out how to edit the ILP in the end and have used slightly different versions/wording with different groups. In particular, the wording used for the tutorial needs to be reconsidered. I think we have to imagine what it is going to be like to sit with a learner and actually ask them these questions and then decide which questions are going to work best. And in general, I feel we need to avoid being repetitive with our questions to learners as some have pointed out that they feel they are being asked for the same information more than once but in slightly different ways.

Anyway, my other classes don't finish until summer 09."

Mauricion, MFL tutor
"Hi Chrissi, I am not using the new ILP. All my learners were given the old paper-based ILPs at enrolment and proceeded to complete their details on those forms. I mentioned to two of the groups that a new ILP was being developed back in October 2008 but learners showed little interest.

In addition, none of my learners seem keen on using the VLE, so completing the ILP on line doesn’t seem a possibility in my groups. Besides, this would have had to be done outside class time as we have no access to computers where I teach (Whickham Comprehensive and Joseph Swan School).

I showed the printed version to my class at Joseph Swan and explained it was a trial. Learners did not like the idea of the picture. I have not re-visited this with any of my groups this year. I’ve had little time recently to monitor progress of this through the wiki.

Please let me know how things progress and if we all move to the new version I’ll arrange for my students to transfer their info from the old forms onto the new version. In any case, It would be on paper rather than on-line. Thanks"

Jean, MFL tutor
"Questionnaire about the trial ILP (to be completed by MFL tutors) Have you used the new ILP in your courses? If the answer is no, please explain briefly why Yes, although a couple of 'late arrivals' have managed to avoid filling theirs in so far; the majority of this class didn't want to do it online, by the way .

If you have used it, please comment on the following: Looks : Fine, although responses to the cute little figures (copyrighted drawing) were mixed - most felt adults didn't really need them! C

ontent : Good, although some of the questions were queried by the students eg. rating their literacy and other skills - those who ARE able can do it, those who actually need help prefer to ignore this section

What do your learners say? "Ho-hum"

How could it be improved further? Possibly shorter? At least for printed format, it's a bit unwieldy and not everyone wishing to acquire language skills necessarily wants to, nor even has time to, work online; we 'educators' do rather tend to think everyone else functions as we do, but the bulk of this class want to learn to communicate with friends or for personal sorts of reasons - no great interest in 'achieving' qualifications or learning study skills. Even though effective study skills would make the language learning easier, many see that as an add-on, being 'old enough' (let's say 'mature') to know which learning style best suits them and vocally expressing dislike of efforts to change them.

For next year, could we get the paper format printed up as stapled-together A3 sheets, to make a booklet that looks less bulky, please?"

Data analysis and evaluation
MFL tutors were engaged throughout the project and showed real interest and ownership of new ILP to make it work for them and their learners. Involving them in the design process made a difference. They were not presented with a final ILP but one that was work-in-progress that would be shaped based on everybody’s contributions and suggestions. Some tutors used the new ILP and participated in discussions with their learners to receive feedback and provide constructive feedback and suggestions on how it can be improved further. Also, MFL tutors posted comments within our wiki to share their views and are helping in shaping the improved ILP.

Design In general feedback received showed that the new ILP is an improvement of the existing ILP and tutor’s voice is more positive towards using it within their practice with their learners. The majority of tutors and learners liked the design and could identify with it. A few learners were not happy that there is a place for their photograph nor did some learners feel that the background was appropriate for adults.

Content Most of the content seems to help tutors and learners. In particular learners liked the ‘I can do’ section. One tutors highlighted the fact that it has been used within tutorials and that learners believe that they benefit from them. However an issue was raised by learners about recording functional skills within this document. They could not see the relevance of these information linked to their MFL course.

Length The majority of tutors and some learners mentioned that the new ILP is too lengthy and that there are a few repetitions, which should be avoided. Also, the tutorial sheets could be enhanced further to be used more effectively within the sessions.

Use and format It was recorded that some learners didn’t show interest in using an ILP for their learning (no interest in obtaining certificates, more focused towards informal learning and use of language skills gained within their everyday life) and that the current format A4 landscape is perhaps not the best. One tutor suggest an alternative larger format and a more professional look (binded) instead of the current photocopies. Also some tutors and learners expressed that an electronic version of the ILP would be problematic, since there are accessibility and perhaps skills issues at the moment that prohibit the use of ICT.

Evaluation and ideas for further improvement
I am very thankful for all comments received from tutors and learners. The vision is that the new ILP becomes a valuable and effective tool to record the learner journey to be used across Adult Learning and Skills within the organisation. Participating tutors have shown real interest in shaping the final ILP and this is very encouraging. Tutors and learners have identified strengths and areas for further development of this document which will be taking into account in re-shaping the new ILP and trialling it within a different subject area. MFL tutors will also have the opportunity to use the improved version in their next courses.

The length of the ILP seems to be a major issue and content will be re-examined and shortened.

Also, tutorial sheets will contain less pre-set questions and tutors will be invited to tailor content and questions and add their own depending on their preferences, group and individual learners. It has been decided to change the background image and pick a more neutral one that still adds some colour and character to the document. It needs to be discussed with Adult Learning and Skills to offer the improved trial version in colour and printed professionally in 2 different formats A4 and A3 to make it more accessible and also create an electronic version for learners who wish to use it. At the moment the use of the VLE, which is under development, seems to be a distant dream. However, this dream can be turned into a goal with a strategic approach, action plan and support of management.

Thank you very much for all your work so far. The improved version will be online very soon.

Tool Shed

chrissinerantzi — Tue, 18 Aug 2009 06:10:28 CDT

"If the only tool in your toolbox is a hammer,

you will treat everything as a nail!"

Abraham Maslow

Instead of an introduction
Have you seen a good surgeon operating without tools, without high-quality and good tools? I don't think so...

We practitioners do also need tools. However we need to be perhaps more resourceful in our approach to tools and have an open mind of what we could use to enhance our sessions. Imagination! Creativity! Experimentation! Well, I read somewhere that we are only limited by our imagination, and that is so true! There are loads of things around us that we could use. Things that we have in our house, are freely available and others that don't cost much.

We use low- and high-tech resources (somebody would probably add medium-tech resources to the list) and need, in my opinion to keep a healthy balance and allow further experimentation and promote possibility thinking (creative+critical thinking+play) a term introduced by Anna Craft.

Please find below a small selection of some tools that might be useful for you.

Tools to get to know yourself and your learners

Multiple Intelligence: How does your own mind work and think? What elements of your intelligence are the strongest? Do the test and find out. Use it with your learners too. Access here.

Johari window: A model for mapping personality awareness. How do you see yourself? How do learners see you? Access here.

Blogging: Keep an electronic diary. Reflect, evaluate and improve practice. Excellent reflective tool. Enable comments and invite your learners to participate and/or keep their own learning journal. There are many bloggers out there. If you like, try blogger.

Tools to spice up your presentations

Get a digital camera and start taking photos that you will be able to use in your classes. Encouage your learners to use theirs during their holidays. Ask them to create a story book, keep a visual diary or create a set of flashcard etc.

Need loads of photos to create resources? Always check the copyright note before you do anything! Access www.sxc.hu where you will find loads and loads of great photos about any topic. Have a look.

How do you feel about interactive educational games and stuff?
Always wanted to create your own? Here is your chance to create a variety of interactive games. Access www.classtools.net and try it!!!

What about crosswords? Access eclipse crossword maker, download the software for free and start creating your own crosswords. To be used online or printed. Excellent tool!!!

Try Quiz-Basters and other interactive game makers that support foreign language at http://www.teachers-direct.co.uk/resources/. Free to use. Transform a boring activity in something exciting and why not ask your learners to create an activity!!!

What about animations? Yes, you can create your own in a few minutes and you can invite your learners to create their own too. Audio and visual, really cool. Try it at http://gonamimate.com

Do you like posters? Yes? Why not invite your learners to create some? Or you can introduce a topic based on a poster. Excellent online resource. Very creative!!! Just access www.glogster.com Have fun and learn!

Ever heard of clouds? Have a look at www.wordle.net and be amazed. Transform a text into a great resource and be creative. Can be used as a basis for loads of different activities.

Toys, toys and more toys!!!
Do you have kids? Do they have loads of toys? Perhaps you could use one or the other in your teaching.

Think about transport (little cars), eat and drink (plastic toy food, till, play money etc.). Even playdough and little people, animals, board and card games etc. will come in very very handy. Don't give anything away before thinking carefully if they could somehow be used in your sessions. If you don't have kids, why not go to a car-boot and get some real bargains. You will be surprised what you will find for very little. Spice up your sessions with kids toys.

Your adult learners will love them!!! However, use them in a meaningful way and always link the activities to your objectives.

What about clothes and accessories???

Excellent for introducing clothing, shopping and for role-plays. Why not dress-up? It will make it all more real. Clothing, wigs, hats and other accessories are also great fun and very effective learning aids. Try it!!!

Goodies for increasing creativity even further
Mindmaps. Excellent technique to increase creativity and visualise and organise anything really. Excellent tool for course and session planning, creating scenarios, stories, practising vocabulary etc. etc. The possibilities are endless. More about mindmaps and mindmapping. Visit Tony Buzan's World.

Using technology in and beyond the classroom
Podcasting. Read all about it and get some super tips!!! Click here and read and download loads about integrating ICT into your classroom!!!

What about youtube or other video sharing e-communities? We talked about using

Primary Spanish

chrissinerantzi — Mon, 10 Aug 2009 17:47:53 CDT

Development space for Val and Chrissi (colour coding, added by Chrissi -> green, added by Val -> red
Entry 3 (10 week course)

Adult Learning and Skills Unit Gateshead CouncilScheme of Work

Title of course : Spanish Entry3	Name of lecturer : Val Ingoe
Overall aim of course is to: 1. Develop the basic survival skills to cope with the most typical situations met by visitors travelling abroad for a few days (basic grammar, speaking, listening, reading, writing, awareness of accuracy and register etc). 2. Encourage individual learning and give learners the tools to acquire some independence in language learning (i.e. basic grammar, vocabulary and listening skills) and the means to develop their own learning strategies. 3. Create/develop intercultural understanding by learning about Christmas, Three Kings, All Souls festival, bull fighting & Las Fallas. using the language studied. 4. Prepare learners for further study. Awarding Body: NOCN	Overall objectives of course : Learners will be able to: 1. Recognise and use very basic words or phrases in Spanish on the topics covered in the syllabus as well as follow very basic instructions which are very slowly and carefully articulated. 2. Understand native speakers when they deal with the topics covered in class, provided they speak slowly. 3. Have some independence in language learning (i.e. basic grammar vocabulary and listening skills).
Length of the course : 10 weeks	Venue: […]
Book used : Usborne beginners Spanish or BBC Talk Spanish	Additional material: Handouts, worksheets, web resources, cards, story books

Week	Topic	Lesson Objectives	Grammar/Syntax	Teaching/Learning Strategies	Aids Resources	Assessment Activities
1	Induction and Introduction to the course The alphabet & pronunciation guide	Getting to know each other Describe course content Recognise a number of letters and sounds. Ask each other their names.	Introduction to letters and sounds Introduction to the verb llamarse- to be called	Ice breaker Presentation Discussion Q & A	ICT (projector) Whiteboard/flipchart Worksheets Digital camera web (link to alphabet resource with audio)	Listening and speaking activities HW: Learn to spell their names
2	The Alphabet, letters and sounds Basic classroom instructions	Recognise and use letters and sounds. Understand punctuation system. Recall basic classroom instructions.	The Alphabet. Letter combinations. Punctuation.	Exposition Discussion Brainstorming Q&A Group and individualised activities.	Val: Alphabet Flashcards Val: Simple Spanish words flashcards Whiteboard/flipchart T-shirt & Markers Worksheets Digital camera.	Q&A, Reading and speaking activities. Listening and writing activities. Creative learning activity (T-shirt). summative assessment + recording
3	Greetings/ Introductions	Effective use of Greetings and Introductions. Stating how you are, what you are called	Personal pronouns. Nouns (Singular, Plural) Gender. Article (definite, indefinite).	Exposition Q&A Role play Brainstorming Work in pairs ICT individualised activity Video	Whiteboard role play Worksheets Game web-based video Digital camera web-based activity link to resource	Video: Talk Spanish Q&A. Role play activities: Greetings & introduce yourself & others in the family. Grammar/Syntax activity. AUDIO: Listening activities. ICT: BBC online Mi Vida Loca or Talk Spanish. summative assessment + recording
4	Tutorials	To identify individual learning needs, progress and difficulties.		one-to-one support Feedback	Digital camera ILP
5	Countries and Languages	State where you are (not) from and languages you speak.	Negative statements 'δεν'.	Exposition Q&A Role play web-based activity Video	ICT projector Val: maps/countries flashcards crossword Whiteboard/flipchart Worksheets web-based video Digital camera web-based resource link to activity	Vocabulary activities. Grammar/Syntax activity. VIDEO: Talk Greek. Role play: Where are you from? ICT: Talk Greek online challenge. summative assessment + recording
6	Numbers 0-12	Use of Numbers 0 to 12.	Forming simple questions and answers.	Q&A Exposition Work in pairs Brainstorming Role play	Whiteboard/flipchart Number game Val: Flashcards Dice web-based activity link to resource	Q&A. AUDIO: Listening activities Syntax activity. Role play: Where are you from? Number activities. assessment + recording
7	Introducing friends & family	Talk about Family and friends.	The verb tener 'to have' and other common verbs.	Listen & repeat Discussion Work in pairs Individualised activities Draw and label people shown	Whiteboard Photographs Blank paper, crayons Magazine clippings, glue Digital camera web-based resource link to activity	Speaking activity. Vocabulary activity. AUDIO: Listening activities. summative assessment + recording
8	Colours and size Classroom objects	Use basic colours when describing objects.	Practise using adjectives when describing classroom objects	Listen & repeat Discussion Q&A Work in pairs	ICT projector Flashcards Shopping game, store leaflets/magazines Digital camera web-based activity link to activity	Q&A summative assessment + recording
9	Pets and other animals	Talk about pets and farm animals	This is… a… These are… use of Singular and Plural forms.	Listen & repeat Role-play Small group activity.	Val animal Flashcards Crossword Matching game Interactive game Poster activity Digital camera web-based resource link to activity	Worksheet summative assessment + recording
10	Revision Learner satisfaction forms & feedback from whole group	Demonstrate skills learnt related to topics covered during course.	Repeat basic grammar, syntax. Q&A.	Class participation Q&A Video	Whiteboard/flipchart Game Crossword Video Digital camera	VIDEO: España Viva or Sueños BBC

Feedback

chrissinerantzi — Fri, 17 Jul 2009 07:49:36 CDT

External NOCN moderation, 17 July 2009, Thank you all for your hard work. Begonia and Chrissi

"Hi All
As you know the external moderator from NOCN looked at a sample of the language skills files today.
He was yet again extremely pleased with the standard of work produced and his comments included:

fantastic use of media to demonstrate competence (he particularly enjoyed seeing the video that Mauricio made of his Spanish classes)
good practice for using target language in class
portfolios were well laid out with correct cross referencing of materials
learners have good understanding of the language and some are above the level at which they are learning

Thank you to everyone involved in this- tutors, moderators and curriculum leads- you have all worked very hard and this shows in the results! Well done- I look forward to seeing you at some of the training sessions over the summer (dates available soon)"

Regards
Melanie Bancroft
Curriculum and Vocational Learning Manager

External NOCN moderator visit 2nd April at the Dryden Centre. We would like to thank all MFL tutors for their hard work. Begonia and Chrissi.

Email received from Sonya Anderson, Senior Adult Learning and Skills Manager: "Just a quick email to congratulate you both [Chrissi and Begonia] on the recent success of your moderation visit. It is quite an accolade to have student files to be viewed as ‘Best seen in the North East for years’. Well done and thank you so for all your hard work and effort. It is much appreciated across Adult Learning and Skills. Regards Sonya Anderson Senior Adult Learning and Skills Manager"

Ideasfactory

chrissinerantzi — Tue, 14 Jul 2009 14:41:02 CDT

Being imaginative makes our sessions a hit! Share your ideas with the team.

How creative are you?

Do you use your creativity in your teaching?

Do you promote creative learning?

This is the area to share concrete ideas. How do you introduce specific topics? What resources do you use? What activities? What props?

Please use the categories in this section to add your ideas.

Travelling abroad? Why not bring some authentic and free resources back, such as

tickets
shopping bags
catalogues
bills
receipts
postcards
use your digital camera, to take photographs and short video clips

Anything else? We are only limited by our imagination. Come on, be creative!!!

TP observations

chrissinerantzi — Mon, 13 Jul 2009 15:58:54 CDT

or Teaching Practice Observations

General findings of observations carried out during 2008/09

good practice

•In general, tutors are good communicators and have created a welcoming atmosphere for learners.

•All tutors are supportive beyond classroom time.

•Learners are happy with their progress and learning.

areas for enhancement

•Target language

•Aids and resources, activities

•ICT and VLE

•ILPs

•Portfolio building

•Tutorials

•Pair- and group work

•Housekeeping, Health & Safety etc.

•Innovative teaching

Wow factor

Formal
Carried out by an observer of the Adult Learning and Skills Unit. The purpose of such observations are developmental. Focus of the observation is teaching and learning.

Every tutor will be observed at least once within each academic year (depending on previous grade received) if you an active tutor and have classes running within Adult Learning and Skills. The observer for the MFL and Arts Team is Chrissi Nerantzi (me).

Academic Year 2008/09: Observations will be carried out after the Easter break (starting in April 09). Please contact Chrissi about your classes and let her know when it would be convenient for you and your students to be observed.

The following documents will be required 3-4 days before the observation takes place:

Scheme of Work
Session Plan of the observed session
Session Plans of previous sessions
Reflective diary up-to-date (if available)

Templates
Lesson Plan Template
Scheme of Work Template

Also learners should be able to present the following on the day of the observation (up-to-date, please)

Individual Learning Plan
Portfolio

The observer will keep notes during the observation. The observation will last 60min. The observer will after the observation has been completed chat with your learners and ask them to see their portfolios and ILPs which should all be up-to-date. You and the observer will find a quiet area to discuss details of the observation. Please ask one of your learners to facilitate an activity until you get back to your class. You will receive constructive feedback about the observed session and are invited to share your own views and reflections with the observer. The main questions the observer will focus are:

How well do learners achieve?
How well are learners guided and supported?
How effective is learning?
How effective is teaching?
How well do programmes and activities meet the needs and interests of learners?
How is technology used within the session?

The report written by the observer will be read by both and you are invited to add your comments and sign the document at the end after you have understood the content. The report will include good practice, action points agreed, if necessary, to enhance your practice further and you will be supported until the next observation if you would like to.

The report will include a grade, which will determine when you will be observed again but most importantly it will give an indication how teaching and learning looks like in your classroom.

Grade 1 (outstanding) after 12 months
Grade 2 (good) after 12 months
Grade 3 (satisfactory) after 6 months
Grade 4 (inadequate) after 3 months

Detailed information about observations, grading and inspections at http://www.hertsdirect.org/infobase/docs/pdfstore/gradtoolkit.pdf

Adult Learning and Skills Documentation
OTL Record
OTL Prompt Sheet

Remember,

Healthy & Safety!!!
Keep your register up-to-date including Risk Assessment
Introduce the observer to the learners
Plan your session well, relax and enjoy teaching.

If you would like to discuss any of the above, please get in touch with me. I would be very happy to chat with you over the phone/web before the observation to clarify any issues you might have and make the observation a positive and useful experience.

Informal or Peer Observations
Peer observations are very useful and informal opportunities to invite a colleague into your classroom and ask him/her to focus on 1 element of your practice and provide constructive feedback at the end of the session. This openness and honesty, in a respectful and constructive manner is a valuable developmental tool. Use it!!!

Watch the video clip for more information and some excellent examples. Click here.

Training

BegoniaSanchez — Sun, 12 Jul 2009 19:36:08 CDT

Update your skills and/or learn a new one!

Embrace learning for life!!!

Let us know on what courses you are on at the moment. If you would like to go on a course and need some advice please contact me (Chrissi) and I will be very happy to help.

What courses we are on at the moment or starting over the next months?
Chrissi: e-guide and e-guide plus NIACE (Jan - May 09)
Begonia: IVA with NOCN (Nov 08 - May 09) Equality and Diversity with Vision2learn ( April-June 09 )
Nancy: ?
Julie: ?
Jean: ?
Mauricio: ?
David: ?

Check out CiLT for Continuing professional development conferences and events for MFL teachers. Get a Comenius grant to cover the cost!!!

Also, why not access and view the online Comenius-Grundtvig training courses available through for which you will be able to get funding!!! Don't wait, access the database now!!! DeBono, NLP, MFL and loads more.

Always wanted to become a coach?
Here is your chance. Become a Subject Learning Coach! Get a taster at the networks first! More info at www.subjectlearningcoach.net

Would you like to improve your ICT skills?
Why not join one of the courses offered by NIACE. For more info access www.niace.org.uk

How about some Skills for Life Training?
Embedding skills for life is vital in MFL!!! Visit www.sflip.com

Other courses (non-accredited) available at
http://www.openlearn.open.ac.uk/ Have a look!

What about joining a course at Adult Learning and Skills? at http://www.gateshead.gov.uk/Education%20and%20Learning/Adult%20Learning/adult/home.aspx If there is a fee, please check with the curriculum manager first.

NEW!!! You can also access vision2learn and complete an online course for FREE and achieve a UK-recognised qualification. Loads to choose from. I would suggest to start with

Practical Emotional Intelligence Skills
Equality and Diversity
Health and Safety

which are always HOT topics in education!!!

Anything else? Do you have any courses to suggest? Please feel free to add them to the list.

Never stop learning!!!

Our MFL wiki Home

chrissinerantzi — Sat, 11 Jul 2009 03:48:43 CDT

Looking for the Moderation section. Please click here.

A must from September 2009 for all accredited and non-accredited MFL courses ILPs Portfolios Tutorials (10 week course - 1, 30 week course - 2) VLE (use MFL space) Evidence of reflective practice (evaluation of sessions/courses) SOW upload to VLE by the 10 September 09 Please plan for all the above. Thank you very much.

A must from September 2009 for all accredited and non-accredited MFL courses

ILPs
Portfolios
Tutorials (10 week course - 1, 30 week course - 2)
VLE (use MFL space)
Evidence of reflective practice (evaluation of sessions/courses)
SOW upload to VLE by the 10 September 09

Please plan for all the above. Thank you very much.

Hello everybody and a warm welcome to our wiki.

We are a group of MFL tutors teaching in the North-East of England for the Adult Learning and Skills Unit of the Gateshead Council.

This wiki was born on the 2 July 2008 by Chrissi. It will (hopefully!) become the platform for fruitful communication, dialogue and exchange of ideas that will enable us to learn with and from each other.

This requires contribution from all members and I hope you will embrace the idea and concept and make this space yours to enhance teaching and learning in MFL within Gateshead Council.

Please respect each other and do not publish anything offensive within this wiki. Thank you very much.

Languages represented at the moment

French
German
Greek
Italian
Spanish

We are a small but powerful team of tutors and always keen in expanding. If you know a native speaker (even if the language is not represented at the moment), with MFL and teaching qualifications, we would love to hear from them. In the immediate future we are looking to have 2 tutors per language, which will enable communication and fruitful exchange and cover too if needed. Please contact Melanie Bancroft for an application pack if you know anybody who would be interested. Thank you very much.

Not sure what a wiki is? Please watch the video clip to find out.

Please register as soon as possible with the Institute for Learning if you haven't done so already and let us know your membership number. Thank you very much. Click here.

Links

chrissinerantzi — Thu, 14 May 2009 08:34:40 CDT

Organisations

Asset Languages
Asset Languages is the assessment scheme for the DCSF Languages Ladder and is being developed by Cambridge Assessment through OCR and Cambridge ESOL, as part of the National Languages Strategy.

Association for Language Learning (ALL)
ALL is the major subject association in the UK for teachers of all languages in all sectors of education and in the field of business training.

Association for Language Learning North-East (ALLNE)
North-East Networks for MFL teachers, tutors and students

Centre for Excellence in Leadership (CEL)
Leadership for the Further Education System

Comenius Netword
Languages in Adult Education, regional events, training and network opportunities

Common European Framework
Languages within the EU and common policy and framework to promote language
learning across the EU

Department for Universities, Innovation and Skills

Innovative Teachers' Network
A global community of educators who share a common interest in enhancing teaching and learning through the innovative use of information and communication of technology (ICT). The Innovative Teachers Network makes it easy to find the resources you need to transform your classroom into a technology-rich environment for classroom learning!

Institute for Learning (IfL)
The Institute for Learning is the professional body for teachers, trainers, tutors and student teachers in the learning and skills sector.

Learning and Skills Council (LSC)
Policy body to improve the skills of England’s young people and adults to ensure we have a workforce of world-class standard.

Lifelong Learning UK (LLUK)
Responsible for the professional development of staff working in the UK lifelong learning sector

National Centre for Languages (CiLT)
Promoting a greater national capability in languages. Loads of information about policy and strategies. Get informed about the European Language Portfolio for Adult and Vocational Language Learners. Click here.

National Institute of Adult Continuing Education (NIACE)
The largest organisation working to promote the interests of adult learners and potential learners in England and Wales.

Office for Standards in Education (Ofsted)
Inspects and regulates to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. Access the Good Practice Database available from QIA by clicking here.

Quality Improvement Agency (QIA)
Teaching and Learning Programme, Resources

Quality Improvment Agency: Gold Dust Resources
Designed to support the development of generic skills, knowledge and understanding of teachers in the lifelong learning sector.

Regional Language Network North-East (rln)
Advice on languages in the region

Teachers TV
Thousands of education programmes and online. Go straight to MFL related resources by clicking here.

Trainingzone
The UK's most popular site for corporate training professionals, with an online network of more than 40,000 active members. Worth signing up for the newsletter!!!

e-Reading

Ofsted Report: The changing landscape of Languages (Jul 08)

DIUS Consultation: Informal Adult Learning, Shaping the Way Ahead (JUn 08)

Awards

IT superheroes competition - Nominate your hero!!!

e-learning awards - by elearning age

QIA Star Awards - For people making a difference in learning and skills

World of Learning Awards - Reward people, programmes and organisations that stand out!

National Training Awards - Uk's premier award for training and development

General MFL Sites

BBC languages

The Language Investigator (aimed at Primary School teachers who are interested introducing a multilingual dimension into their lessons)

Livemocha
Learn Languages Online: The social way to learn a language!

Our very own links collection at http://delicious.com We have now our very own links collection at http://delicious.com
Please access the above link and enrich the collection (well, at the moment there is only 1 link) with your favourite sites that are useful for learning the language(s) you teach. Our access details are username: mflteam
password: gateshead1 Please remember to add a tag when adding a new exciting link. I have added a Greek site and have added the word ‘greek’ (all lower case) in the tags box at the bottom. Please add your favourite language links to our collection and share them with your learners. Our collection (no login required) can be accessed directly at http://delicious.com/mflteam If you would like to see just the links for a particular language, you would have to add ‘language’ at the end. So for example I would like to see just all Greek links, all I have to do is type http://delicious.com/mflteam/greek Try it! If we all add at least 5 links over the next few weeks and invite our learners to add their favourite ones too, that would be great. We would soon have a valuable collection that would enhance teaching and learning, in and beyond the classroom ;o) Thank you all for your contributions.
Cool Sites
Personalised watches. Great! Click here to access timissimo and make your very own special watch. Could also be used to create MFL watches, why not!!!

Greek

chrissinerantzi — Wed, 13 May 2009 05:26:42 CDT

Greek is the oldest language in Europe with a history reaching back 4000 years. It is a beautiful and challenging language that will assist you in discovering the roots of other languages and see the links between them.

Greek is spoken in Greece and in Cyprus. There are around 11 millions Greeks and 4 millions living abroad. I guess, one of them is me ;o)

Learner Profile

Most of the learners of Greek are lovers of everything Greek. They holiday regularly in Greece, some intend to work or retire there and others have a Greek connection. It seems to be more popular with 40+ learners and men seem to enjoy this challenge more than women, which is a bit unusual for language learners.

Courses so far

Non-accredited courses
Beginners Greek
Greek Cuisine
Eat 'n' Speak Greek

Accredited courses
Entry Level
Level 1

Tutor(s)
Chrissi Nerantzi

Useful Websites and materials to be adapted for your session

www.ilearngreek.co.uk (Site for Learning Greek: Loads of links with an interactive part with loads of activities that encourage further autonomous study)

http://greeksalad.ning.com/ (a wiki about Greek food)

www.bibliagora.co.uk (get all the Greek books in print to your door. Competitive prices, excellent service!

German

chrissinerantzi — Wed, 13 May 2009 05:26:15 CDT

Learning to learn - it's essential to review at home the work done in class, to help you incorporate the new information you have learned into things you already know. You need a suitable atmosphere to study in at home and perhaps need to think about when the best "quiet time" for your studying will be. Find somewhere where you feel comfortable and relaxed and start - perhaps by playing some music - by thoroughly relaxing, so that you can concentrate on the pleasureable experience of learning German.

Learning might involve the use of all your senses, so if you find it easiest to memorise things using sight, you might want to write out new words several times; draw pictures and label them; stick labels on items around the house; read as much German as you can.

If your favoured learning method is by hearing, then visit the websites with audio (the BBC Steps programme is good fun and easy to listen to), record your own voice so you can listen to new words and expressions, record dialogues (ideally with a native German speaker, if not, then with a fellow student), watch German films or TV, listen to German radio - even if you don't understand, you'll be picking up the 'music' and getting familiar with the sounds of the language!

Use your senses of touch and motion to help you to learn by, for example, touching the items you are naming, going around your house putting labels on everyday items, write new words in the air to familiarise yourself with their shapes or try 'acting out' what you're trying to learn, using your hands and feet to help you 'feel' your way into the new vocabulary. You might want to try 'acting out' little roleplays - for example, buying food in a shop - with a fellow learner or - even better! - with a helpful native speaker.

If you have a visual memory, try to link new words in with what you already know by drawing your own mind maps. Constantly try to find links between what you already know and the new words you are trying to learn. Feel free to experiment to find which learning methods suit you best - in class I'll introduce you to some, but you should use whatever methods help you most.

And remember, have fun with your German ;-) If it feels like hard work, then STOP!

Maybe you're too tired to learn, maybe you're putting too much pressure on yourself - being stressed is a BIG NO-NO ... change the music, have a little snack, see whether a glass of German (or other!) wine might help you to relax, then try again. If it still seems too stressful, then give up and choose a different time, perhaps a different combination of methods to practise what you already know and to incorporate new knowledge into that. Above all, don't give up ... sometimes it can take a long time before we find exactly what helps each of us individually to learn happily, but when "der Groschen fällt" it will all be worth it.

Viel Spaß!

Useful Websites and materials to be adapted for your session

.

French

chrissinerantzi — Wed, 13 May 2009 05:25:58 CDT

Useful Websites and materials to be adapted for your session

Italian

chrissinerantzi — Wed, 13 May 2009 05:25:41 CDT

Useful Websites and materials to be adapted for your session

Spanish

chrissinerantzi — Wed, 13 May 2009 05:25:20 CDT

WHY SPEAK SPANISH ?

A WORLD Language

There are about 400 million native Spanish speakers. This makes Spanish the second more important international language.

Spanish is truly a global language.

Spanish is the official language of 21 countries

Spanish is spoken in 19 nations in Latin America.

Spanish is one of the official languages in international conferences, the United Nations and the European Union.

An ATTRACTIVE Language

Spanish is easy to learn in the early stages

Spain is only two hours away by plane

Spain is the first tourist destination for British holiday makers.

Knowing the language allows you to experience the Spanish / Latino way of life away from the popular resorts.

More than 13 million British tourists visit Spain every year.

A Language for BUSINESS

The nineteen Spanish speaking nations of Latin America offer a vast potential for trade and investment

Spain plays a major role as one of Britains's most important trading partners.

Useful Websites and materials to be adapted for your session

Portfolios

chrissinerantzi — Mon, 20 Apr 2009 16:24:22 CDT

Portfolios are vital to capture the learning journey throughout a course and beyond for creating links to the wider world of the learner, his/her interests, aspirations and dreams but also his/her achievements and milestones.

Portfolios do empower learners. From Sep 09 all MFL learners will be encouraged to create a portfolio where they learning is recorded and can be tracked at any moment in time. It should represent a creative product and reflect the rich learning experience throughout their course.

What are portfolios and what could go in them? Please access this NLN link.

warning!!! incomplete section!!!

Resources about eportfolios at http://electronicportfolios.org/

Would you like to create an eportfolio? Try www.wordpress.com

Podcasts

chrissinerantzi — Thu, 18 Sep 2008 15:44:01 CDT

Perhaps we could create a few podcasts and upload them into this space. Perhaps the announcements could be a podcast. We will see. I am going to experiment or flirt ;o) with this idea to establish if they would be useful.

Here comes the very first one. Nothing exciting, just a test if it actually works. Made with audacity.

Podcast1 (18 Sep 08)