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Habits of Mind and Language learning

Habits of Mind and Language learning. Robyn Moloney International Grammar School. In this presentation…. Dimensions of Learning Habits of Mind Habits of Mind shortlist for languages A unit of work written to develop one Habit Other resources. Learning model: Dimensions of Learning.

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Habits of Mind and Language learning

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  1. Habits of Mind and Language learning Robyn Moloney International Grammar School

  2. In this presentation… • Dimensions of Learning • Habits of Mind • Habits of Mind shortlist for languages • A unit of work written to develop one Habit • Other resources

  3. Learning model: Dimensions of Learning 5 types or dimensions of thinking essential to good learning: • Attitudes and perceptions about learning • Acquiring and integrating knowledge • Extending and refining knowledge • Using knowledge meaningfully • Productive habits of mind

  4. What kind of thinking do our students do? • how do I say? L2 acquisition, construction, building of 4 skills- • why does it float, why does it work that way? Cognitive processes in L1/ L2- in content- integrated or immersion learning • how come they/we do that? Noticing, reflecting. Intercultural processing

  5. Outstanding people- which habits do they use?

  6. Which habits for languages? • Persisting • Managing impulsivity: writing “the first thing you think of” • Listening with empathy • Striving for accuracy • Applying past knowledge

  7. Thinking Through Modern Foreign Languages • Lin & Mackay • Language tasks, games, with thinking skills highlighted, identified

  8. A unit written around one habit • Striving for accuracy • Year 9/10 • topic: environment • Author: Lucy Howard Shibuya at IGS.

  9. Indicative time: 11 weeks • Unit description:this unit focuses on developing the skills that will enable students to discuss and write about to a high degree of accuracy the topic of the natural environment. Student activities relate to the Habits of Mindwhichform the basis of the unit of work and importantly match the process and not only the content. Outcomes:5.UL.15.UL.25.UL.35.UL.45.MLC.15.MLC.25.MBC.15.MBC.2 • Habit of Mind- Striving for accuracy and precision • Habit outcome • Exploring Meaning Deeper understanding of what striving for accuracy means • Expanding Capacity Experiment with a number of strategies to refine work. Marking code; 2B4T strategy; Checklists for activities • Increasing Alertness A set of criteria for the students to be able to recognise when to strive for accuracy.The students need to be able to recognise opportunities to apply this HOM. • Extending Values Students express the value of the habit of mind by being more inclined to use it in their work and their behaviour.Both formal and informal reward structures need to reflect the application of the HOMS. • Building Commitment Students need to be able to reflect and look at their goals. This can be done through rubrics, reflective journal writing

  10. Can you think of any other strategies for striving for accuracy? • We will fill these in twice more before the end of term- once in week 5 and once in week 11 • Try and add one more strategy for week 5. • 2B4T strategy- first you proofread your work / then get a friend to proofread it / then ask the teacher

  11. The main assessment task this term will be to create a webpage around the topic The Natural Environment • There are 4 major components to this webpage • 1.A factual text describing an area of the environment • 2. An interview or survey about this area presented as a video file • 3. A creative writing task- e.g. A letter to the editor of a newspaper discussing environmental problems in the area you have written about in your factual text or maybe a cartoon depicting environmental issues • 4. A reflective journal to be kept throughout the term recording your experiences in preparing this research task.

  12. Steps towards accuracy in writing Decide topic Plan outline, including gathering necessary information Make sure there is a vocabulary list and essential structures to start with. Be sure to have key words written down. Have a dictionary as a resource Have all notes, handouts etc ready to refer to Be prepared to apply past knowledge and write down any questions for the teacher for the next class. Write first draft, check yourself use as much detail as possible. When you have finished draft- ask yourself the question “Have I checked everything?” and “Is it the best possible work I can produce?” Get a peer to check( use marking code) Ask teacher to check and use marking code

  13. Marking Code • When correcting any writing, use this code as a means for developing metacognitive ability as you are checking your completed work for accuracy and precision. The following symbols should appear above the line where the mistake is. The error can then be rectified in the next draft. • Sp Spelling mistake • T Tense is incorrect • P wrong particle • ^ Something is missing • W Incorrect word • ひ hiragana mistake • カ katakana mistake • K Kanji mistake • WO Word order is wrong

  14. Reading accuracy • These are some important ways to make sure we are getting as much of the correct information as we possibly can • With the following reading passage please do the following before reading: • Read through the vocabulary list once and check you are clear on meanings. Use dictionaries if necessary. • Skim read the passage and highlight new words including words from the vocabulary list • Underline new kanji • Note any new structures. • Read the passage carefully. • Complete the exercise at the end of the passage • Homework- Spend 30 minutes re-reading the passage and write 5 global questions in English about the passage.

  15. Journal When reflecting on the week, consider the following: What were my goals for the week? Did I achieve them? Am I on track with my project and my work? Am I happy with the work I have done so far? How did I use the Habits of Mind, especially striving for accuracy and precision? Did I use them when I needed to? Was I effective in applying them Is there a quotation that would help me apply a particular habit? What is something I feel that I have done well this week?

  16. evaluation • Were the order of subtopic, level of difficulty and time allocation sufficient? • Did the chosen Habit of Mind match the process? • Were the teaching methods appropriate and effective? • Were the resources suitable and adequate? • Were there any problems with assessment setting, conducting or marking? • Student response to teaching learning and assessment experiences, including their development in and understanding of the Habit of Mind. • Additions and modifications

  17. www.habits-of-mind.net • www.ansn.edu.au – many excellent links and resources

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