# data[].attributes.body
I- different types of activities to involve all the students
S- to use your classroom environment as visual aids
s_ bothering or interrupting the student when he or she starts building the idea .

# data[].attributes.body
K - Keep improving students' fluency
I - Use chunks of language for all 4 skills
S - Start using textivate
S - Stop using current Speaking and Writing assessments

# data[].attributes.body
K -  learning through challenging but fun and interactive activities
I -  more chunking from younger years in French, but also working with my department to ensure that chunking is used in Bahasa and Mandarin too
S - exploring the Language Gym and starting to use it more effectively with Years 5 and 6
S - moving away from teaching single words

# data[].attributes.body
K - Keep an induction set as an 'appetizer' with language gym.
I - Changing the attitudes of students who look at language lessons as a boring and uncomfortable subject.
S - Generate student ideas by using creative methods and stimulation with the 'chunking' technique.
S - Stop from destroying the talents that pupils possess with stereotype activities that are just a waste of time.

# data[].attributes.body
K - keep the introduction as an 'appetizer' of the lesson with the language gym

# data[].attributes.headline
K- chunking when doing     speaking activity

# data[].attributes.subject
K- chunking when doing     speaking activity

# data[].attributes.body
I- More board games
S - More learning walks
S - Less learning outcomes per    lesson

Jeyeng

# data[].attributes.body
K - Keeping oral fluency in mind  when mapping the curriculum.

I  -  Ensuring that assessment levels match student levels.

S  - Differentiation, scaffolding and sentence builder for weaker students.

S -  Success criteria is measured by what the child has achieved in the language not only by the grade achieved.

# data[].attributes.body
K - Fun and interactive learning
I - Explore different activities and enhance cultural awareness of the target language.
S - whole school activities to create the awareness of learning languages. May be?
S - Too many inputs per lesson

# data[].attributes.body
K- learning through songs
I- looking into sentence builder
S- more communication with primary department
S- teaching only vocabulary but chunks

# data[].attributes.body
K --> I will continue to do a variety of things because students get bored with the same type of activities.
I --> I want to the oral oral fluency of my students by modelling answers and working on the pronunciation.
S -->  I am going to start using speaking help sheets to enable students to . learn chunks of language to improve their fluency. I will also start using more songs to help students to retain phrases.
S -->  I will stop doing activities that do not promote oral fluency such as reading comprehension which students can do at home.

# data[].attributes.body
Keep using speaking activities in every lesson.
Improve on using communities and events to raise the profile of languages.
Start promoting languages so trip and event.
Stop going too fast in the curriculum

# data[].attributes.body
K - Keep all the useful information and pick and choose what works with my own class.
I - include chunks of language for all level
S- start using more structured speaking activities table mat. Start using textative. Start having more fun & hands on activities.
S- Stop spending too much time on writing activities in class but more on practical approaches.

# data[].attributes.body
Keep promoting the subject locally and giving weaker students access to it using different qualifications available
Improve the frequency of opportunities given to students to speak in class
Start encouraging others in the Faculty to use the "chunking" technique in the Junior school
Stop introducing grammar too systematically or traditionally

# data[].attributes.body
K. Keep using repetition activities and building up the language in blocks.
I. Spending more time on pronunciation from a very early start.
S. Thinking how we can implement the some of the methodology in Asian languages.
S. Stop any counter productive teaching the Target Language based on facts and research
.

# data[].attributes.body
K-variety of workshops on offer
I-the length of the JAWS
S- preparing so many resources but use what I have more: drill/repeat/revisit,etc...
S-focusing on grammar so much

# data[].attributes.headline
K- Using engaging, fun activities that aim to repeat chunks of language

# data[].attributes.subject
K- Using engaging, fun activities that aim to repeat chunks of language

# data[].attributes.body
I - Spending more time going through the sentence builders (loved the fast-pace white-board tasks!)
S - develop a more consistent approach to differentiation for students with dyslexia
S- being reluctant to big changes (if they are for the better!)

Vero

# data[].attributes.body
K - the engaging atmosphere, the really inspiring change of approach, the hands on practical  examples
I -
S - changing the approach to chunking in MFL department, thinking about changing our old ways to become more attractive for students
S - giving mechanical and boring lessons, being bound too much by the SOWs

# data[].attributes.headline
K - keep using a lot of speaking activities at the start of the lesson (starter)

# data[].attributes.subject
K - keep using a lot of speaking activities at the start of the lesson (starter)

# data[].attributes.body
I - Incorporate songs to make it fun and engaging
S - Use more apps to set homework
S - Stop using too much English and encourage the students to speak in the target language

# data[].attributes.body
K - Games/ interactive ideas
I - More time for own dept discussion ie. French, Mandarin, Malay, Spanish....etc. Less time on Speed geeking as I only remember what I shared (repeated thousand times).
S - Ideas to reinforce oral fluency
S - teaching single vocab.

# data[].attributes.body
K practical ideas on active listening
i my use of speaking frames
s incorporating ideas from the dyslexia awareness meeting into the classroom and lessons
s wanting to translate absolutely everything

# data[].attributes.body
K- ideas and language chunks
I- go into more details with apps and website
S- songs, use sentence starters, apps,
S- examples in a variety of languages

# data[].attributes.body
K-- kick start the conti GYM routine
I -- institutionalize it
S - - Sing it (pye laoshi)
S - - spread it

# data[].attributes.body
K - Teaching in chunks, using phonology as much as possible, having fun in the classroom to keep students engaged
I - Constantly find new ways (IT or non IT based) to enhance T&L
S - Experiment with Textivate
S - Not forcing my Hod to organise MFL interschool events!

# data[].attributes.body
K -  Chunking
I -   Use of technology
S -  More games to promote oral fluency & se sentence builders as well as the repetition
S - Spending too less time for one topic.

# data[].attributes.body
k- lots of active learning!
I- We need more time together
S- try all these useful speaking activities
S- Use more target language

# data[].attributes.body
K: ‘Conti’ methodology
I: Using the ‘Speak to me baby’ concept, but along the lines of a dictogloss
S: EU song contest
S: Giving student articles where they don’t know at least 90% of the language.

# data[].attributes.body
K: the fast pace and repetitive nature of activities
I:  grouping vocab into chunks
S:  using sentence builders
S: long vocab lists

# data[].attributes.body
K is for KEEP - language chunking

I is for IMPROVE - So many positives, but perhaps one day instead of 2?

S is for START - sentence builders!

S is for STOP - I will never introduce vocab in single words again!!

# data[].attributes.body
K:Keep on having fun
I: Improve the facility (aircon in meeting room, ladies in the 6th floor
)
S:Start paying more attention to speaking
S:Stop dull exercises

# data[].attributes.body
Very good and useful sharing. Really amazing conference.

# data[].attributes.body
K - Use of songs to enhance use of TL
Reuse songs to allow interleaving
I - Developing my use of technology in classroom using google classroom and also as HWK with flip chart
S - Gian sessions and the process of learning language using chunks and all the activities seen
Implement Spelling bee competition across fobisia
S - Move away from teaching one word to teaching chunks

# data[].attributes.body
K - teaching and recycling chunks, using lots of pair-work speaking practice
I - having a more unified philosophy of teaching and learning in our department,
S - using sentence starters in my teaching sequences, paying greater attention to phonology when rehearsing/presenting language
S - "preparing scripts"

Thanks for putting on a fabulous conference @GISLanguages!

# data[].attributes.body
K- the language activities to practise language chunks.
I- the length of the jaws
S- to focus on using sentence builders and having more games;
S- repeating meaningless lists of vocabulary

# data[].attributes.body
K- Using speaking mats over and over
I- Explain everything
S- using thief game
S- drinking too many beers

# data[].attributes.body
K- recycling vocabulary from one unit to the next
I-the cultural aspect of French via more activities, trips, exchanges, collaborative days etc
S-using Textivate and Quizlet more often
S-drinking so much coffee

# data[].attributes.body
K- the incredibly handsome Head of Fac
I- the weather
S- using sentence builders in my lessons
S- handing out long lists of vocab to prelearn