The aim of this activity is to generate discussion and to share ideas. If you wish to provide ‘answers’, they could be written on the backs of the cards. Having gathered this factual information, the group should now reflect on the implications for their own teaching, their department and their school. Show Slide 7, then ask participants to discuss the questions on Resource 5, focusing on both pedagogical factors and practicalities. Note that several suggested points for discussion are given in blue after each question. These should be used at the trainer’s discretion (see notes opposite). feedback with the group. Review the by looking back at the training objectives on Slide 3 and considering how far these have been achieved. 20 mins 5 mins At the trainer’s discretion, the suggested areas for discussion (or ‘answers’) on Resource 5 could be removed from the sheet to encourage open discussion, perhaps for the first five minutes. Participants could then be given another sheet with the prompts on and asked to compare and continue their discussion. Some trainers may choose to use the sheet as it is, add their own prompts and/or join in and guide group discussions as they go along. When reviewing the training objectives, it is useful to ask the group if there are any points they would like to pick up on in subsequent sessions.
2.11Show the rest of Slide 13. Compare results and discuss reasons. Give out some blank cards for participants to add other skills they may have thought of. See notes opposite. 2.12 Show Slide 14. Ask the group to consider these two areas: knowledge and confidence. How far would they agree that knowledge and confidence sum up what students need? One of the photos shows a Year 12 student on work experience in a French nursery school, where his confidence proved to be even more valuable than his knowledge! Trainers may wish to substitute a photo of their own to illustrate a personal view on the subject. 2.13 Issue Resource 8 and ask participants to use the sheet as a ‘skills checklist’ to identify and track individual students’ strengths and areas for development (see notes opposite). 5 mins university students need to demonstrate. This is an opportunity to explore the wide range of skills that A Level language learning promotes, and to encourage colleagues to make this explicit to their students. If the training is taking place over a series of sessions, Resource 8 could be set as a pre-session task to be followed up next time. If the training is taking place on a single day, participants could be asked to spend a few minutes reflecting on what they know about the students they already teach, and then follow this up using Resource 8 in their own time.
To develop strategies to ensure students progress feedback on the student priorities task from Section 3 above. 4.1 Show Slide 20 and outline the objectives for this section. 4.2 Show Slide 21 and ask the group to reflect on these two key challenges for 2 minutes or so. Reactions to the challenge of target language use might provide a good springboard for discussion. Invite any comments/clarify if necessary, before expanding on the subject in the following activities. 4.3 Give participants a copy of Resource 10. Invite them to consider how TL use can be maximised by both teacher and students. They should fill in the table with suggestions and comments, then share their ideas with colleagues. 4.4 Show Slide 22 and invite responses to the questions. Mention the following points: Use of open-ended questions High expectations 5 mins 10–15 mins 5–10 mins (Opportunities for using the target language) (PowerPoint images) (Example responses to images)
Teacher setting good example Patience and perseverance (not taking the easy way out and reverting to English) Posters and classroom displays Glossary of functional language Native speaker modelling pronunciation 4.5 Give out some extra blank copies of Resource 10. Set a task to use this sheet as a checklist for an A level lesson observation in school/college. If the training is taking place over several days, ask participants to be prepared to give feedback next time. Otherwise, encourage them to make use of the checklist within their department. 4.6 Show Slide 23. Explain that the way we begin a lesson is crucial in engaging students and establishing good routines. Invite responses to the following questions: 3 mins 5 mins 5 mins