Title: CREATIVITY
1CREATIVITY
2(No Transcript)
3Sense of cultural understanding
Personalised learning
Experimentation / new combination of language
Variety of sources (poems, songs, ICT)
Engagement / stimulating imaginations, emotions
and personal responses
Taken from KS3 Learning Unit (Nugget) on
Creativity, sections on Good Practice and
Developing your Practice
4MFL learning unit CreativityPossible pitfalls
to avoid
1b. Over-ambitious experimentation in the use of
language ... a possible solution strategy Give
learners, particularly younger learners, clear
guidance so that they understand the parameters.
Plan the creative activity as an integral part
of the lesson planning process so that learning
objectives, learning outcomes and the literacy
features are clear. Example Year 7 learners can
adapt a poem or the words of a song, by making
appropriate substitutions.
- 1a. Over-ambitious experimentation in the use of
language - Example
- Learners are so enthused by the task itself, e.g.
to write a poem and discuss its merits with other
learners, that they forget to adapt the language
that they know and instead, resort to translating
complex chunks of English, with disastrous
linguistic results. - Possible outcomes
- Learners are unable to express themselves as
independently as they want, so they lose
confidence and lack enthusiasm for subsequent
creative tasks. - The teacher plays safe and is discouraged from
experimenting again.
5MFL learning unit CreativityPossible pitfalls
to avoid
2b. Lack of curriculum time ... a possible
solution strategy The MFL Framework of objectives
is content free, so your department can decide
how much content to deliver. You know that it is
more important to encourage effective linguistic
progression, as outlined in the framework, than
to offer an indigestible, content heavy, scheme
of work. Example In the MFL Framework
documentation, you will find reference to the
clustering of objectives. The six themes
developed there show how lessons can achieve more
than one objective. The clustering of objectives
can save valuable curriculum time, creating space
for creative approaches to learning. Reference
should also be made to the e-Learning unit Using
the Framework, where the clustering of objectives
is explained and practical MFL illustrations
given.
- 2a. Lack of curriculum time
- MFL teachers sometimes feel that there is
insufficient time for their language. They often
feel that they are under so much pressure to 'get
through' the scheme of work at Key Stage 3 that
there is no time for more creative activities. - Possible outcomes
- Some, but not all learners, will recognise the
lack of flair and creativity in lessons, as
compared to other subject lessons in their
curriculum. Dull, predictable lessons or lessons
that lack a sense of culture, gained when
language learners communicate in a conversational
style about everyday topics, are going to
disillusion learners. The level of learners'
motivation suffers.
6la publicité
Projet en Français tu dois créer ta propre
publicité !
Luzet
-
- Instructions
- Think of a product (a car, a mobile phone,
toothpaste, washing powder, a can of soup, a tin
of beans, a cake, a pair of glasses) that will
be called after you. - Find how to say it in French and give it your
name. - Example le yaourt Luzet.
- Find a picture of your product on the Internet
or clipart and write a few catchy phrases to sell
it. - Here are some suggestions
AIR LUZET
7- CORE IDEA
- un produit publicitaire en français !
- Sorte de produit
- Nom du produit
- Slogan
PERIPHERAL IDEAS Une campagne de publicité pour
promouvoir ton produit
Un poster (basic writing)
Un spot télévisé (speaking and performing)
Un spot pour la radio (speaking)
Un article de journal (advanced writing)
May lead to formal / informal assessment
8Framework objectives addressed
9Mon animal imaginaire
10SLN 2 Our Challenges
- To share ideas and good practice in the field of
creativity. - To develop creative activities which are linked
to KS3 Strategy objectives. - To build up on Target Language skills acquired
last year. - To stimulate higher order thinking skills in a
stimulating and imaginative learning context. - To develop the use of coaching as a collaborative
method.