"Every teacher needs to improve, not because they are not good enough, but because they can be even better”
"Every teacher needs to improve, not because they are not good enough, but because they can be even better”
Chartered Status for teachers - is it really worth it?
Let's talk about the Chartered Status for educators. As someone who entered the teaching profession in 2004 and completed their MA in TEFL in 2009, I must admit that I fell behind on research papers. However, the introduction of the College of Teaching caught my attention and reignited my passion for professional growth.
In 2022, I proudly achieved the Chartered Status with the Chartered College of Teaching. My journey began in May 2021 with the Certificate in evidence-informed practice, followed by three phases and challenging exams. The result? A newfound confidence in bridging the gap between educational theory and research with my teaching practice.
Now, the question arises: Is it really worth it? Absolutely! I wholeheartedly recommend this path to all teachers. The Chartered Status not only provides recognition for your expertise but also equips you with a deeper understanding of evidence-based practices, enhancing the impact you can make in the classroom.
By embracing the Chartered journey, you open doors to a supportive community of educators, access to cutting-edge research, and opportunities for professional development. It elevates your credibility as a practitioner, helping you stay at the forefront of educational advancements and positively impacting student outcomes.
So, teachers and school leaders, seize the chance to enhance your professional journey. Join the ranks of the Chartered College of Teaching and unlock the potential to transform education for the better. Together, let's continue to evolve and inspire our students. 🚀📚 #CharteredStatus #ProfessionalDevelopment #EducationTransformation.
In 2022, I proudly achieved the Chartered Status with the Chartered College of Teaching. My journey began in May 2021 with the Certificate in evidence-informed practice, followed by three phases and challenging exams. The result? A newfound confidence in bridging the gap between educational theory and research with my teaching practice.
Now, the question arises: Is it really worth it? Absolutely! I wholeheartedly recommend this path to all teachers. The Chartered Status not only provides recognition for your expertise but also equips you with a deeper understanding of evidence-based practices, enhancing the impact you can make in the classroom.
By embracing the Chartered journey, you open doors to a supportive community of educators, access to cutting-edge research, and opportunities for professional development. It elevates your credibility as a practitioner, helping you stay at the forefront of educational advancements and positively impacting student outcomes.
So, teachers and school leaders, seize the chance to enhance your professional journey. Join the ranks of the Chartered College of Teaching and unlock the potential to transform education for the better. Together, let's continue to evolve and inspire our students. 🚀📚 #CharteredStatus #ProfessionalDevelopment #EducationTransformation.
Cognitive load theory
As educators, we understand the importance of continuous learning and self-improvement. Exploring the field of learning itself has been one of the most captivating aspects of our profession. Not only does it provide us with valuable insights, but it also equips us with the tools to better support our students. Dylan William's quote, "every teacher needs to improve, not because they are not good enough, but because they can be better," resonates deeply with this belief. It reminds us that regardless of our experience level, there are always opportunities for growth and development. In this blog post, I want to share my personal journey as a teacher and the exhilarating experience of joining the Chartered College of Teaching and embarking on the Chartered Teacher Programme.
Discovering the Chartered College of Teaching:
In 2021, I decided to take my professional development to new heights by becoming a member of the Chartered College of Teaching. This decision opened up a world of possibilities for me, providing access to an extensive network of educators and a wealth of resources. The Chartered Teacher Programme, in particular, captured my interest, as it promised to deepen my understanding of evidence-informed practice and expose me to the latest research in the field.
The Exhilarating Experience:
Throughout my journey with the Chartered Teacher Programme, I have been exposed to a wide range of learning opportunities. Engaging with evidence-informed practice has broadened my perspectives and refined my teaching strategies. Exploring research papers and academic journals has allowed me to stay up-to-date with the latest findings and methodologies. Moreover, the collaborative nature of the programme has connected me with passionate and inspiring teachers from across the UK, fostering meaningful discussions and sharing of ideas.
Deliberate Practice and Area of Focus:
As part of the programme, I delved into the second phase, which involved undertaking deliberate practice on an area of focus. For me, this centered around managing the cognitive load placed on teachers during explanations and instructions. Through deliberate practice, I refined my instructional techniques, seeking ways to streamline information delivery and optimize student comprehension.
Sharing Insights Through Video:
As a culmination of my deliberate practice, I created a video that showcased the rationale behind my teaching strategies. This video not only encapsulated my journey of growth but also served as a tool to share my insights with fellow educators. In the video, I provided references to research papers that influenced my practice, and I encouraged viewers to reach out for copies of these valuable resources.
Continuing the Journey:
My experience with the Chartered College of Teaching and the Chartered Teacher Programme has been transformative. It has reinforced the idea that there is always room for improvement and has empowered me to become an even more effective educator. I urge fellow teachers to embrace opportunities for professional growth and consider joining this remarkable community of educators.
Final thought...
As teachers, our commitment to learning should extend beyond our classrooms. The Chartered College of Teaching and the Chartered Teacher Programme offer an extraordinary pathway to professional growth, empowering us to refine our practice through evidence-informed approaches. By actively engaging with the latest research, collaborating with passionate educators, and reflecting on our teaching strategies, we can become even better teachers. Embrace the journey of professional growth, watch my video, and let's continue to evolve as educators together.
Discovering the Chartered College of Teaching:
In 2021, I decided to take my professional development to new heights by becoming a member of the Chartered College of Teaching. This decision opened up a world of possibilities for me, providing access to an extensive network of educators and a wealth of resources. The Chartered Teacher Programme, in particular, captured my interest, as it promised to deepen my understanding of evidence-informed practice and expose me to the latest research in the field.
The Exhilarating Experience:
Throughout my journey with the Chartered Teacher Programme, I have been exposed to a wide range of learning opportunities. Engaging with evidence-informed practice has broadened my perspectives and refined my teaching strategies. Exploring research papers and academic journals has allowed me to stay up-to-date with the latest findings and methodologies. Moreover, the collaborative nature of the programme has connected me with passionate and inspiring teachers from across the UK, fostering meaningful discussions and sharing of ideas.
Deliberate Practice and Area of Focus:
As part of the programme, I delved into the second phase, which involved undertaking deliberate practice on an area of focus. For me, this centered around managing the cognitive load placed on teachers during explanations and instructions. Through deliberate practice, I refined my instructional techniques, seeking ways to streamline information delivery and optimize student comprehension.
Sharing Insights Through Video:
As a culmination of my deliberate practice, I created a video that showcased the rationale behind my teaching strategies. This video not only encapsulated my journey of growth but also served as a tool to share my insights with fellow educators. In the video, I provided references to research papers that influenced my practice, and I encouraged viewers to reach out for copies of these valuable resources.
Continuing the Journey:
My experience with the Chartered College of Teaching and the Chartered Teacher Programme has been transformative. It has reinforced the idea that there is always room for improvement and has empowered me to become an even more effective educator. I urge fellow teachers to embrace opportunities for professional growth and consider joining this remarkable community of educators.
Final thought...
As teachers, our commitment to learning should extend beyond our classrooms. The Chartered College of Teaching and the Chartered Teacher Programme offer an extraordinary pathway to professional growth, empowering us to refine our practice through evidence-informed approaches. By actively engaging with the latest research, collaborating with passionate educators, and reflecting on our teaching strategies, we can become even better teachers. Embrace the journey of professional growth, watch my video, and let's continue to evolve as educators together.
FLASH Feedback: Empowering Students Through Skill-Based Feedback
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Introduction
Fast Logical Aspirational Student Help (FLASH) feedback is an innovative approach to providing feedback without the use of grades. Instead, it utilises a skill-based coding system to support teachers in assessing student progress. This blog post explores the benefits of FLASH feedback, including its effectiveness in fostering student improvement and reducing teachers' marking time. The Power of Feedback: Feedback is a vital component of the learning process, helping students understand their strengths and areas for growth. Traditional grading systems often fall short in providing meaningful feedback, as they focus solely on assigning a numerical or letter grade. FLASH feedback goes beyond this by offering specific comments without grades, proving to be a more effective approach to student development. Empowering Students Through FLASH Marking: One of the key advantages of FLASH marking is its ability to empower students to take ownership of their learning. By introducing marking codes derived from higher-grade descriptors, students can better understand the expectations and criteria for success. This allows them to assess their own work using these codes, identifying their achievements and areas requiring improvement. Efficiency and Effectiveness: Teachers often face the challenge of time constraints when providing feedback on student work. FLASH feedback offers a solution by streamlining the marking process. By utilising the coding system, teachers can quickly identify strengths and areas for improvement, reducing the time spent on extensive written comments. This efficiency benefits both teachers and students, enabling more timely feedback. Ongoing Refinement and Research: While FLASH feedback shows promise, it is important to acknowledge that further research is needed, especially in the context of Modern Foreign Language (MFL) teaching. The limited availability of research in this area calls for future studies to explore the effectiveness of FLASH feedback specifically in MFL classrooms. Continued trialling and refinement of the coding system will also ensure its relevance and suitability for various subjects and grade levels. Measuring Impact: Understanding the impact of feedback strategies on student performance is crucial. Evaluating the effectiveness of FLASH feedback should be a priority, examining how it influences student learning outcomes, motivation, and engagement. By collecting data on student progress, teachers can assess the efficacy of FLASH feedback and make informed decisions about its implementation. Resources and Next Steps: To delve deeper into the FLASH feedback approach, the Education Endowment Foundation (EEF) website offers valuable resources and research findings. Educators interested in implementing FLASH feedback can access FLASH codes for marking on Tes, providing a practical starting point for exploring this methodology. Conclusion: FLASH feedback presents a promising alternative to traditional grading systems, promoting student growth and engagement. By focusing on skill-based coding and specific comments, FLASH feedback empowers students to reflect on their work, recognise their achievements, and identify areas for improvement. As further research and refinement are conducted, the impact of FLASH feedback in MFL and other subjects will become clearer. Let's embrace innovative feedback practices to enhance student learning and foster a culture of continuous improvement. Education Endowment Foundation Tes |
Structure Strips |
I've been trying different resources to support my GCSE students to write the long writing tasks in the target language. So I've been using these structure strips with my students and it's been highly successful.
As I presented it to them, it's the baby steps towards independence in writing. It helps them to organise their ideas and show them what they should write for each section and develop their confidence. It promotes good technique and the writing tasks become less challenging. The idea is that after a certain time of successfully completing this type of controlled practice, students can move away from this structure strip and start a free production stage. Click on the boxes on the right to access my structure strips on TES.
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Palm reading - speaking activity |
I had so much fun doing this role play activity, and so did my students. They were so thrilled and excited listening and asking questions to what their partners were predicting for their future. "Will I travel around the world?" "What kind of job will I do?" " Will I be famous? "Etc.
So this is how you do it; Prepare some cue cards for your students, for both the palm readers and the clients. You can differentiate at this stage by adapting the information you supply in the cards, i.e. Just prompts or full sentences and questions in the future tense. Students take turns predicting the future or asking questions. Chairs and tables have to be rearranged in order to have students facing each other. As for the timings, it's a bit like speed dating, they change partners every 2 minutes. After some rounds, students change roles. I predict engaged students speaking happily in Spanish and a very pleased teacher! |
Quizlet Live |
I have to admit that I'm a big fan, and frequent user of Quizlet. I use this app on a weekly basis to support my teaching.
These are some examples of how I use this app: - To introduce new vocabulary using the Flashcards option. - To be set as homework to study and learn the vocabulary on a specific topic. - As vocabulary spelling test in class. - As a resource to practise and prepare for an oral exam having questions and answers available 24/7 for the students to listen to. - To play games like Gravity I find it really versatile and the latest use I have for this app it'is Quizlet Live, which works a bit like Kahoot. So this is how it works: Using any of the vocabulary sets that you've already created (or one made by others) you generate a game room for your students to play. Each student needs their phone or ipad with internet access to be able to enter the play room and take part in the game. Quizlet Live will group the students automatically and they'll compete in groups answering questions. It's really fun and a good way for students to build-up team work within the class and to make students work with people they don't normally work with. Each student has a turn to play and without them noticing they practise the target vocabulary whilst having fun. Excellent plenary! |
Using QR codes to provide feedback |
I'm trying a new way to provide feedback on written work produced by my students using QR Codes.
So this is what I've done. I've created a template to provide feedback on writing to my students with QR codes for specific areas, such as tenses, giving opinions, infinitives, etc. Areas I've noticed my students need to improve on. When giving back my students' work, I include that template where I have highlighted one or two areas they need to consult to support them when redrafting their work. When students scan their codes on their phones or tables, the codes will reveal the specific information I want them to improve on, this could be in a form of spoken feedback or redirecting them to a specific language website, etc. Want to give it a go? Cloud QR is an excellent app to give verbal feedback, it's very easy to use. I can create different folders for each of my classes, I can rename each voice file with students name and I can easily print on one A4 different QR codes. Then I can stick them on their books and students can scan and listen to my feedback. Definitely easier and faster than writing. I have been also using these QR codes to record myself reading my students' writing and they've been using these as a listening activity to correct their work. |
Translation activities in the language classroom
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The process of translation is crucial in the acquisition of a second language. Translation has impact on how people learn a new language (Duff, 1989). To understand correctly how it impacts the learning process, it’s important to define the concept under ‘translation’. In this perspective, we could define the translation as only the process to change the words for one language to words from another language. Nonetheless, according to the Cambridge Dictionary, ‘to translate’ is “the act to change the words of one language into the words in another language that have the sale meaning”. Thus, the translation is successful only in a case where the meaning is kept.
The translation seems something natural, nevertheless, in the past, it had been generally felt that the translation during the process of learning a new language was something prejudicial for the learner (Surcouf, 2010). Nowadays, translation has been incorporated into materials, curriculum development, and teachers use it in class. In my opinion translation exercises are important in the language classroom because it promotes noticing and language awareness, and highlights the differences and similarities between the new and existing language. Some ideas for classroom activities
Here are some examples of how I've used games to do translations in the language classroom:
Feedback: EBI pink highlighter / WWW green highlighter
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Activities for creative writing |
1. Connectigrams are brilliant to explore the different meanings we can convey when using a variety of connectives. Connectigrams are great for students to focus on different ways to use connectives and make their ideas more creative and extend them too.
I use them before setting a long essay, so it's my pre-writing task. I've found this brilliant resource on Twitter #MFLtwitterati by Dr Gianfranco Conti @gianfrancocont9 |
2. This other activity is a variation of a connectigram. Students are given a "keyword" and with that keyword, they have to define it, draw it, write a sentence with it, create a question where the answer is the keyword, words related to it and finally, they write a paragraph. I do this activity after we have finished studying a topic, e.g. If the topic was school, I may choose to do a Keyword connectigram with "timetable" as a keyword.
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3. This is my other favourite post-writing activity. After my students have written a long essay, e.g. IGCSE 130-140 word essay, I ask them to find in their own essays examples for each box of the handout. It could be examples of opinions, connectives, past tense verbs etc.
In this ways we evaluate, at a sentence level, the accuracy of their work and students analyse and self-assess their work. |
4. Finally, have a look at the different ideas in the Pinterest board below. It's amazing to discover and get excited with all the different ways teachers creatively look for new ways to engage their students. These boards are great to inspire students.
Revision Time
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These are some ideas for you to try with your students during the revision sessions. Some of them are perfect to do independently, some other are better in class.
The first idea is from MorganMFL. It's a dice revision activity. I normally do it with my classes before their oral exams and I ask them to sit in pairs "face-to-face " with a handout with the speaking questions in front of them and a dice. - All the students facing the whiteboard will ask the questions to the students in front of them. - The student answering the questions roll the dice and depending on the number on the dice it's the question in the handout that they will answer. - Each handout contains 6 questions on a certain topic. So if the dice shows a 2 that corresponds to question 2 in the hand out, number 6 for questions 6 in the handout and so on. - They do this activity for 2 minutes after that, all the students facing the board have to move one place to the left. - The others stay in their sits and wait for another partner to sit in front of them. Variations: - You can decide if the students asking the questions have their partner's answers with them, in case you want them to support them in case their partners forget their own answers. - You can also give an extra handout for the students asking the questions in order for them to give marks for pronunciation, fluency and/or grammar. Let me know how it goes. |
20 days of Spanish A-level
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This resource is for A-level students after they have gone on study leave. This resource was prepared for my AQA New A-Level students.
It's a guided revision in the run-up to their exams. The activities that I'm suggesting for each day can be found on Quizlet and some are based on their own IRP or their notes for the topics. I'm following the POMODORO technique of quality instead of quantity, so I'm suggesting that they students sent the timer for 20 minutes of revision with no distractions, -no phones or tv in the background. After the 20 minutes, they can relax and praise themselves for doing it and no procrastinating their revision time. |
Revision Clocks
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Another brilliant idea from #mfltwitterati
This is used by different teachers, not necessarily MFL teachers. The idea is to set a time for each topic the students are revising. I have printed the activity below in A3 paper and students can work individually or in pairs answering each section of the clock in a given time. Originally it's 5 minutes per section but depending on the questions you want to target you may go for less than 5 minutes. The examples I'm attaching is for IGCSE Spanish. The revision clocks are for the role plays vocabulary, questions and instructions. |
Knowledge Organisers for MFL |
A "knowledge organiser" is a revision mat for a certain topic.
I've had students who are amazing at creating their own revision resources, in the form of a word map, charts, knowledge organisers, you name it. We, as teachers, don't really need to worry much about these independent, proactive students. However, the resource here is to guide those students who need more support in organising their own revision time outside the classroom. Please find below the links to these resources for AQA Spanish GCSE. Hope your students find them helpful. |
Transition work from GCSE to A-level (Bridging work) |
These ideas are to assist teachers and students close the gap between the GCSE content and topics to A-Level.
Some teachers like to send their students home after their GCSE exams with some transition or bridging work for the summer. The idea is to keep the enthusiasm and momentum for learning the language going. The kind of work shared could come in the form of grammar revision, cultural focused, project-based, maybe a list of films and books to read, and the list continues. Some teacher like to inspire their students by sharing their AS topic boards on Pinterest. I have collaborated with some with @icpjones. In this way, the students are in control of what they want to explore. The boards I'm sharing are full of authentic material and articles, links to songs etc which can be easily accessed in content by using online dictionaries such as the good old language reference or https://lingro.com/ Hope you can find something useful here. Some of them are from TES and some others I had them for a long time. Please if you recognise any of this, drop me a line so I can properly acknowledge you. I'm also sharing my Pinterest boards and a couple of Spotify lists to get the students singing! |
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Templates for different MFL activities
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These are different templates for MFL activities inspired by the work of amazing teachers like: Gianfranco Conti, Steve Smith Danielle Warren Dylan Viñales, Esmeralda Salgado, and so many others! We're so lucky to share ideas on social media, especially on Twitter #mfltwitterati.
As someone said "Twitter is my daily CPD" and here are some templates for activities and a little explanation on how to use them with your students. Hope these help you save some planning time. a) Dice translation Instructions for students: There will be 6 sentences or key words on the board attached to numbers 1 to 6. Working in pairs throw the dice and say the sentence with the key word which corresponds to the sentences. Note for the teacher: Use the template to add the sentences for your students. Students can use a digital dice app on their phones. b) Piedra, papel o tijeras- evolución Instructions for students: Play the game with a partner, whoever loses needs to translate a particular sentence or answer a question. If the translation is correct, you can evolve from egg, to chick, to bird, to elephant to supergirl! If you get it wrong, you stay the same. The person who gets to supergirl wins! Note for the teacher: Prepare cards with the sentences/structures you want the students to translate. On one side L1 and on the back L2 c) Duck walk Instructions for students: Pick up a duck with a number and translate the sentence with the number they display. When done, return and pick another one. The team who completes all the translations from the board wins! Note for the teacher: Prepare 2 sets of cards for the "Blue team" and "Red team" with the sentences/structures you want the students to practise. d) Listening pyramids Instructions for students: Start at the top and write what you hear. The sentence gets more complex each time. Note for the teacher: Print the template with the gaps for the students to answer. You may need to make each box bigger or add / reduce the number of boxes. e) Trapdoor Instructions for students: In pairs secretly pick an option for each chunk of text. Student A reads the sentences out loud, guessing what their partner (Student B) has chosen. If you guess correctly you continue to the next section/next trapdoor. If you guess incorrectly you must return to the beginning. This continues until you reach the end. Then you swap. Note for the teachers: Each possible choice has to be grammatically correct. A variation for more advanced students: students can create their own "trapdoor" game for a partner. f) Sentence Stealer Sentence Stealer- You are given 4 pieces of paper. On each piece you have to write a number for any 4 sentences displayed on the board. You have to read a random sentence to each other, if your partner has the sentence you read, s/he keeps that piece of paper. The person with more pieces of paper wins! Time: 5 minutes Note for the teacher: Display the sentences on the board in the TL, number them so students can just write a number on each paper. Walk around the classroom encouraging them to use the TL Variations : Intermediate Sentence Stealer- The sentences on the board have some gaps. Students read the sentences they want to steal, but read them by adding the information missing in the gaps. Advance Sentence Stealer Translation: Each of the sentences on the board are in English along with the first initial for their correct translation in the TL. Students have to use the first initials to find the correct translation for the sentence they want to steal from their partners. You can find the templates on Tes as well |
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Bitmoji Virtual classrooms
I recently discovered the virtual classrooms thanks to @morganmfl on Twitter. For my bridging work I'll be sharing my virtual classroom containing links to all the resources I think can be useful for this stage and it's totally student-led.
The full tutorial on how to create your own virtual classroom is beautiful explained in Danielle's bog. She mentions a very easy to follow video tutorail byThomas Blakemore. The tutorial is extremely useful too if you want to create your own virtual classroom. A big thank you!
The full tutorial on how to create your own virtual classroom is beautiful explained in Danielle's bog. She mentions a very easy to follow video tutorail byThomas Blakemore. The tutorial is extremely useful too if you want to create your own virtual classroom. A big thank you!
virtual_classroom.pptx | |
File Size: | 1916 kb |
File Type: | pptx |
Please have a look at my other Bitmoji Virtual Classrooms for KS2 French, and A-level ones:
Bitmoji classroom KS2 French Greetings
Bitmoji classroom KS2 French fruits
Bitmoji classroom KS2 French colours
Bitmoji classroom: Transition Y11 GCSE Spanish into Y12 A-level Spanish
Bitmoji classroom Guillermo del Toro
New AQA A-level Oral exam |
The new AQA Paper 3 is quite interesting, simulating and challenging enough for students to show critical and analytical thinking in both parts of the exam.
PART 1: Stimulus card. Candidates are offered 2 cards from which they have to choose one to discuss with the examiner. Candidates have 5 minutes to prepare that card. After that, the examiner will start the discussion by asking the first of the three printed questions on the stimulus card. Successful candidates have to demonstrate they understood the material provided in the card and expand the discussion, including also information about the sub-theme by giving examples to justify and support their opinions. It is important to note that candidates have to ask two questions to the examiner during this discussion, failing to do that will result in a lower mark. Part 1 lasts about 6 minutes. PART 2: IRP To start part 2, candidates have 2 minutes to present their research project to the examiner. During this time, the examiner has to take notes about the main areas and points of research that the candidate has covered in his/her research project, this will help to structure the next part of the exam as the examiner will ask the candidate to supply more information about the research. The last part of the test is the discussion of the IRP. Based on the presentation the examiner will ask question to the candidate to clarify, expand and justify opinions. This part of the test lasts about 10 minutes. Please have a look at the different resources available on TES to support students in Year 13 for Paper 3 |
A-Level Spanish - Laberinto del fauno |
The film Laberinto del Fauno directed by the talented Mexican director Guillermo del Toro in 2006 is one of the most fascinating films to explore and exploit in the A-level classroom. It has so many areas to study and develop that students enjoy learning and talking about it, t's an enchanting fairy tale for grown-ups.
The main characters, activities. Before watching the film, I create some QR codes for the students to scan with their ipads or smart phones. When scanning the codes each student can see a picture of one of the main characters. Then, they have to describe in Spanish that character in their picture in Spanish, both a physical description and how they imaging the personally. They also have to predict whether the role of that character is a hero/ a monster/ a goodie / a baddie ...(to put it in broad language) and justify their opinions. After they have finished writing their description, they take turns in front of the class to introduce their character without revealing at this stage any pictures to the rest of the class yet. TO CONCLUDE this activity we share the pictures to the whole class and we discuss what they think of these characters. Note: It's really interesting to see how each student uses at this stage the language the know to tackle the task, and for those listening, how they use their listening skills to start imagining the character. Another activity, after watching the film, to analyse the character of the film I ask my students to create a mini-book, dedicating a page per character and describe their personalities. They all choose the characters but it you want to narrow this activity more you can suggest : Ofelia, Capital Vidal, Fauno, Carmen, Mercedes, doctor, el hombre palido, el Tarta, etc. Symbols and Motives Resources online There are also so many useful sites, prezis and blogs to support you when analysing Laberinto del Fauno: https://prezi.com/m/9obdtg-cc2ps/el-laberinto-del-fauno/ http://www.languagesresources.co.uk/SpanishALCulture.html https://prezi.com/m/pernamnresnh/el-laberinto-del-fauno/ http://www.fantasymundo.com/articulo.php?articulo=467 https://sixthformspanish.wordpress.com/tag/ellaberintodelfauno/ http://www.todoele.net/actividades_mat/Federico_laberinto_del_fauno.pdf If you are planning on buying some photocopiable resources, Zigzag publications offers a very useful compendium of handouts. https://zigzageducation.co.uk/synopses/4508-el-laberinto-del-fauno-a-level-spanish |