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Teacher talking time:
Teacher as facilitator - setting the task - guiding the task - checking in on pace of learning
How?

task is clear

materials are available/accessible

support from teacher

peer-assessment: reflecting upon own learning and others

adequate scaffolding appropriate to task

support autonomy, e.g. searching words, using sources

Ss familiar with whom they work, and are confident to 'lean on' that group

Strategic group-work: roles are inclusive and distributed effectively, all play roles equally, and according to ability, individual skills.

Rotation of roles and sharing of roles informed by discussion of roles.

Mini-workshops: gradually through small steps.

Role Types:

Avoid time-keeper/menial roles - use tech.

Plan the roles according to question and answer types

Appropriate scaffolding, e..g placemat.

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Too many students struggling

A set of LOs not suitable for that moment, and for various students.

Teacher talking time

Minimal student voice and choice, e.g. assessment.

Low motivation: student engagement isn't fostered: material is too difficult.

Pace of lesson not accessible to many

Primarily individual work - where collaborative work sparse

Focus pitched too high or too low

Lack of scaffolding

Lack of variety

Lack of consideration of various learner types (e.g. visual, auditive).

How to/Now what?

1. Clarity: learning intentions

2. Appropriate scaffolds to the task, e.g. questioning

3. Aspects of formative assessment, e.g. modelling, practice, repetition

4. planning in line with student prior-learning

5. Flexibility, changing the pace in response to student needs

6. Regular absentees: log shared with them, review of what's covered, e.g. homework calendar, ensuring all students have access to the learning. Reassurance.

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Knowing where everyone is at and responding to individual needs
Strategies - traffic lights
Concrete goals - all should be able to do it to some level
Reflection - students considering how well they are doing in relation to the learning
Clarity for students - how do I know I know?
Variety of ways to check in on learning - tests / role plays / presentations / tasks
Self-assessment - own answer first and then group answer
Collaborative work - students work in pairs / groups to support each other
Revisiting and refreshing
Peer-teaching before they progress
Applying the learning - clarity through use in context
Focusing on being able to do it
Scaffolding it so that we can all do it to some level
Put tangibles in place to allow them gain a foothold
Model and practice language in use
appropriate pacing for the students in your group

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Strand 1: the most-user friendly strand. The subtleties of the other strands are less accessible for average learners.

1.4 Struggle to use across 4 languages, because it's up to the student to source the material. It takes time to teach them to be independent, they need the skills, digital skills. Finding truthful sources (linked with 3.6).
The context depends - a school using tablets might facilitate this sooner.
E.g. sourcing a conversation can be tougher to find, especially for A1/A2 learner.

1.16 using social media in the actual class, conflict with AUP.
An approach: WhatsApp programme for creating text. Making a conversation using TikTok, or snapchat.

1.22 it suggests that the tech is accessible and readily used live.

Strand 3
3.6 to filter the material, they need to watch the clip,

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aimed to one level - to the middle
teacher talk - too much/mostly
one way of doing stuff - receiving and representing
right vs wrong
no group / pair work
dominant way of working - alone / pairs / groups
not knowing what is happening
disengaged students who cannot access the learning - too easy / too difficult
boring - for students who cannot access and for students who find it too easy
material that students perceive to be irrelevant
silence - kids not speaking at all - mix of dominant way of working and disinterest in students
ploughing on regardless - covering material
seating in rows of individual desks (rows can be made inclusive depending on the way of working - some schools & teachers tied to this)
Lack of awareness of diversity - not everyone is the same or perceives things the same

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Rank the following in order of priority for CPD

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Rank the following in order of priority for CPD

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Learning Intentions
Success Criteria
Questioning
Feedback
Student Autonomy
Student Interdependence
Assessment
Inclusion
Other

Each group had a go at ranking the above priorities for CPD. Discussions are collated below.

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https://sites.google.com/jctonline.ie/mflday6-spring-th-new/welcome

We looked through the materials as a reminder of the day. Breakout groups summarised key takeaways below.

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'Learning a language is a treasure that will follow its owner everywhere.' Chinese Proverb

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- a feeling of 'getting there' and doing things right, increased familiarity with the Spec, terminology
- increased understanding of languages at junior cycle
- for future: thinking about the exam, some concerns around that
- practical ideas
- good conversations
- school context being an important factor
- seeing an example from a context was significant
- liked that tchrs could see the example of the classroom
- steps in planning, the Padlet with resources
- nice balance of going back to basics and threading the connections through
- willingness to share / collaborate
- device use / textbook -> context of school is important

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- Addressing student motivation/ engagement/ relationships / working with others
- Motivation - wish/ urge to learn --> lifelong learning
- Inclusion / ensuring all learners are challenged
- Interdependence
- Creating strategies to study a language Language learning strategies for students (would be other)
-Addressing student motivation

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- Inclusion - differentiating up also - reassurance for senior cycle also
- Assess. - supporting all learners, incl. Classroom-Based Assessments and a refresher of process and quality practice, formative assess. - LIs / Success criteria / feedback
- Reflective practice - reinvigorate practice
- Student autonomy

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- very little discussion in school about the learning from the day
- very little time to meet and discuss
- lots of altering planning
- lots of use of resources - video
- more mixing and matching - injection of inspiration
- reinvigorating practice - back to what we can do in our classroom
- looking at formative assessment - feedback, in particular...quality feedback linked to success criteria and learning intentions, technological tools to increase engagement e.g. vocab practise, something worthwhile
- breakout rooms were great to meet other colleagues
- reflection PDF - very helpful and useful for reflecting on planning for learning

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Key finding from Modern Foreign Languages Report

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Key finding from Modern Foreign Languages Report

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https://www.gov.ie/en/publication/d4504-modern-foreign-languages-a-report-on-the-quality-of-practice-in-post-primary-schools/

We drew attention to the findings of the MFL report, as shared at our October in-person meeting.

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2.4 identify similarities and differences between the pronunciation, intonation and rhythm of the target language and that of other languages they know
(is this a routine thing that is built in all the time all along?)
(Depends on the language)
(Intonation and rhythm can be more difficulty)
(don't draw on knowledge of other languages)

2.3 recognise how gender and social conventions influence target language usage
(not enough in the LO)
(not sure how to develop this)
(Stand-up week - exploration through a lens and journey. Pronouns for jobs, chosen pronouns etc.)
(masculine and feminine - do discuss - is it organic)
(don't teach as an explicit LO)

1.21 fill out forms relevant to their age group and experience
(difficult to make relevant to them - authentic - hard)
(not specifically doing - could hone in on it more - are there online resources that could be exploited for this - would be developed in tandem with other LOs and is this the access to this LO)
(shoe-horned in?)
(forms in a broader sense - be a bit more creative in it)
(all over textbooks so it is there and we are doing it all the time in the textbooks)

1.18 write a series of phrases and sentences linked with simple connectors such as but, and, or, as
(too limited as a LO and more of an assessment criteria)
(students should be able to do this from first year - it is cohesive texts - more than with developing written skill. Should be more in this to explore how do I write well in French, German, Spanish, Italian. Make it more meaty in tandem with other LOs.)
(Develop all of those LOs quite naturally across three years. It is happening all the time across the three years.)

1.4 source, select and share audio stimuli such as songs, conversations, advertisements through appropriate digital technologies
(Sallie: does this quite a lot. Sourcing little ads, songs, adverts for young kids etc. but reminding them that it is for A1/A2 - modeled with ones found by the teacher - little language)
(Do we need to give parameters - I haven't had them source conversations.)

3.3 reflect on what they have learned about the country/countries associated with the target language
(Anything goes - quite broad)

3.5 identify and reflect on common stereotypes about the target culture/s, including their own, and explain if and how their attitude towards the target country/countries is evolving

3.6 select, process and present information through the appropriate use of digital technologies, and evaluate it for truth and reliability

3.9 appreciate how cultural differences influence social relations, such as in greetings and eating together