MFL & INCLUSION | ||
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LEARNING & TEACHING | |||||||
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I don't have a lot to say about behaviour as such, because I've never tackled behaviour problems head on. What I can say, emphatically, is that in all the projects where we've tackled curriculum development, the first sign of progress is an improvement in general behaviour and in 'on task' behaviour. In the Maximising Potential programme, and in the earlier Working Together projects, we always ask MFL departments to select their most difficult groups to work with, that way they can quickly see the benefits of the curricular changes they are making and gain encouragement to make further progress. Improvements in attainment are slower to manifest themselves, but inevitably follow once engagement with learning is in place. Which comes first - better behaviour, or better learning? It seems quite clear that the two are inextricably interlinked - like two strands of DNA - but that it is the teacher's responsibility to set the upward spiral in motion. However challenging some pupils may be, there are always some activities which motivate them better than others. Over the years, with the help of the schools involved, I have built up a checklist of what we called 'motivational features' that can be built into any teaching programme. You can download a copy of it here: | |||
| Checklist: Motivational features | |||
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Here are some extracts from Effective Provision for Special Educational Needs (EPSEN). It was published in 1994 by HMIe Scotland, and terminology has changed a bit since then, but the main points are still relevant; in particular, that amongst the many factors that can hinder learning, an inappropriate curriculum is the most prevalent. Fortunately, it is also the one that teachers can do something about, and if MFL teachers need some help to identify barriers to learning, the teachers who can help them to do that are already to hand. The big question, for me, is to decide whether lack of motivation is the cause or the effect of poor learning? This is the thinking behind the collaborative practice that is a feature of the Maximising Potential programme. | |||
| EPSEN extracts (pdf) | |||
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Some time ago I wrote an article for the Scottish Languages Reviewabout pupils' need to experience themselves as successful language learners if they are to be motivated and engaged, and the implications of this for the decisions we make about teaching. National policy has moved on a bit since 2005, but the main point of the article is still relevant: | ||
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Motivation is essential for progress in language learning. It can override low levels of aptitude and adverse circumstances. It is the key issue in language learning; without it nothing will be achieved, but with it, 99% of people will be able to learn a language, regardless of most other circumstances. This is the summary of Chapter 1 in Scottish CILT's DVD pack on motivation in modern language learning. The pack is made up of interviews with Professor Zoltan Dörnyei of the University of Nottingham and follow-up activities. For the whole pack go to: | ||
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SOME LINKS TO FURTHER READING | ||
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Here a link to CILT's list of sources of information and advice on the links between behaviour and learning. They include pieces which emphasise the special needs of boys, the importance of choice, independent learning and meta-cognition; the effectiveness of collaborative learning, peer learning, etc. | ||
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6.11.09 WOWW | ||
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SOUND BITES | ||
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The problem is the problem - not the person If it works, do more of it - if it doesn’t, do something different' From the Solution Oriented School programme (SOS) | ||
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This work is licenced under a Creative Commons Licence. | ||
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Page last updated: 6.11.09 | ||||
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