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MAXIMISING POTENTIAL
Supplementary support for the LTS programme

units 5 & 6

Links to other support pages on this site:

Max: main page

Links to home pages:

This page is intended for those who are working on Units 5 & 6 of the MFLE Maximising Potential programme and who wish to explore certain issues further.

You will find:

Suggestions for further reading
Links to related websites
Archive material from earlier projects which gave rise to the current programme

Where do we start?

If you have not already done so, you may wish to explore other pages on this site where you will find more material on the twin subjects of Modern Foreign Languages and Inclusion. Go to home page

If you are searching for specific material which is not included here, contact me, Hilary McColl, at h.mccoll@clara.co.uk and I will do my best to find what you are looking for.

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	EXTENDED RATIONALE FOR UNITS 5 & 6:		Managing change
			Managing change


	UNIT 5: STARTING POINTS FOR DEVELOPMENT


	Independent learning


Supplementary materials These PowerPoint presentations follow the theme of 'barriers' used in the presentation in Unit 1, but this time they are intended as starting points for discussions with pupils about their learning.


	Notes (pdf)
	Do you sometimes get stuck? (ppt)

		What do you do when you get stuck? (ppt)

	Picture bank (Word)

Links See Highland's L&T Toolkit pages on Independent learning: http://www.highlandschools-virtualib.org.uk/ltt/whole_learner/independent.htm Self-Regulated Learning: A Literature Review Self-regulation includes the ability to concentrate, become involved in group activities, restrain impulsive and disruptive behaviour and work autonomously. The report is based on a review of the existing literature on self-regulation, with a focus on children aged 5-16. Find a link to the report here: http://www.learningbenefits.net/Publications/ResearchReports.htm


	Collaborative learning


	Archive material An approach to collaborative writing


	Writing a story together (pdf)

		Links Collaborative learning Various CPD resources including research summary and checklist. http://www.ltscotland.org.uk/learningaboutlearning/collaborativelearning/research/rscollaborativelearning.asp Link to Guidance Document 9, from Nottingham Education Department. A straightforward introduction, written to support EAL but relevant to all languages (pdf) http://www.nottinghamschools.co.uk/eduweb/uploadedFiles/9.pdf Cooperative interventions: Strategies to promote positive behaviour Education Resources Information Centre (USA). Factors that facilitate effective collaboration. http://eric.ed.gov/ERICDocs/data/ericdocs2/content_storage_01/0000000b/80/26/e2/3b.pdf University of Berkely California: Tools for Teaching Collaborative Learning: Group Work and Study Teams http://teaching.berkeley.edu/bgd/collaborative.html Exploring Collaborative Storytelling for Hearing Impaired Students "this study attempted to explore the relationship between creativity and [the] hearing-impaired students by employing [the] information technology to support collaborative creative activity." Perhaps the strategies described in this study from Taiwan could be used to support creativity in foreign language learning by students of all abilities? http://www.apsce.net/ICCE2008/papers/ICCE2008-paper223.pdf

Teaching boys

Are women really better at language? Report of research by Nikhil Swaminathan
http://www.sciam.com/article.cfm?id=are-women-really-better-with-language

Boys 'need to move in lessons'. Teachers should let boys walk around during lessons to aid their learning, American research suggests. A report from the University of Virginia found boys learnt better when lessons were "high-activity" and presented ideas and concepts visually.The study also called for greater competition in schools, saying boys responded positively to it. For more information: http://news.bbc.co.uk/1/hi/education/8468660.stm

Presenting planning information in visual form

Teachers, as well as pupils, have different learning styles. The Venn diagram in the accompanying pdf file suggests an alternative way of presenting information once a development plan has been agreed. It is unlikely that you would want to introduce all of these measures at one time, but notice how the developments near the outside of the Venn diagram are ones which need to be tackled before developments nearer the centre.

The same information could also be shown in a mind map, where first steps would be shown near the centre of the diagram and later steps nearer the periphery. If you are allocating different areas to be developed initially by different people, colour could be used to indicate areas of responsibility.

If teachers are not yet familiar with Venn diagrams and mind mapping, this may be a good way to become familiar with their use, with a view to later exploring their potential for presenting information in class. If you are working with a department, this approach would allow some measure of choice to participants about where to start, while at the same time ensuring progression through the development programme.


	Venn diagram


	UNIT 6: MAKING LINKS


	Since Maximising Potential was launched in Autumn 2007 it has become clear that Curriculum for Excellence will emphasise the importance of Citizenship within the MFL curriculum. Indeed, MFL may well have a unique contribution to make in terms of global citizenship. Unit 6 should be able to help with planning for this, particularly as it reminds us that we need to value diversity within our communities as well as abroad. We should also remember that the first community we're concerned with is the classroom community. How do we go about building a sense of community in the classroom?


	Links Links to pages on the MFL & Inclusion site that may be of interest in this connection:

	Cross curricular issues Linking communities

Links to relevant Learning and Teaching Scotland websites:

Education for Citizenship
International Education


	This page updated: 3.2.10
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