6. Endless possibilities
Sports, transports
Outings, leisure, cultural exchange….
All levels
Free interpretation and students have to be involved
in the task
7. Text and visual
Not to interpret
To enhance communication
Students engage to choose effective
lines
8. Favorite TV shows
« Dans le système de justice pénal le
peuple est représenté par deux groupes
distincts, mais tout aussi importants.
Les policiers qui enquêtent sur le crime
et les procureurs de district qui
poursuivent les contrevenants. Voici
leurs histoires
9. Visual interpretation
New in the MYP
Alignment with the DP program
Cater for cultural diversity in classrooms
10. Context of the task
In the middle of a unit of work on Sports
Capitalized on students interest on extreme sports
Visual found in a teachers magazine
Studied further written texts in class and as
resources
12. Visual and Text
Le président Jacques Chirac a rendu hommage dimanche soir au
plongeur Jacques Mayol, ce "visionnaire" qui restera "comme le
symbole d'une quête d'absolu, d'équilibre, d'éternité". "Par son talent
exceptionnel, Jacques Mayol avait su exprimer avec justesse l'aspiration
de toute une génération pour un monde qui donne toute sa place à la
nature, à la beauté, à l'harmonie", a déclaré le chef de l'Etat dans un
communiqué.
"Repoussant toujours plus loin les limites, puisant au plus profond de lui
la force de l'exploit, il témoignait, à travers les océans, de la rigueur, de
l'exigence, du dépassement de soi des très grands sportifs", a-t-il ajouté.
"Visionnaire, Jacques Mayol restera pour "la génération Grand Bleu"
comme le symbole d'une quête d'absolu, d'équilibre, d'éternité", a-t-il
conclu.
14. analysis & interpretation
Grade 10 summative task- Visual interpretation
1/Quel est le nom de la personne photographiée?
_____________________________________________________________________________________________
2/ Si on se base sur les informations données par le texte, à quelle profondeur veut-il aller?
_____________________________________________________________________________________________
3/Utilise t’ il d’un équipement particulier pour ce sport? Pourquoi?
_____________________________________________________________________________________________
_____________________________________________________________________________________________
4/ En vous basant sur les informations de ce texte, est –ce- que la France a du succès dans ce sport?
_____________________________________________________________________________________________
15. Questions
Visual Interpretation
5/ Dans quelle competition cette photo a-t’elle ete prise?
_____________________________________________________________________________________________
6/ Quel genre d’informations sont- elles données dans ce texte?
_____________________________________________________________________________________________
7/ Pourquoi fait-on référence à une tour de 38 étages dans le texte?
_________________________________________________________________________________________________________________
_________________________________________________________________________
8/ A quel autre sportif célèbre pouvez- vous comparer cet homme et pourquoi?
Justifiez votre réponse.
_____________________________________________________________________________________________
_________________________________________________________________________________________________________________
_________________________________________________________________________
9/ Pourquoi est-il photographié à l’envers?
_________________________________________________________________________________________________________________
_________________________________________________________________________
16. Visuals & Spoken text
Diploma Program- Grade 11
Videos
Intercultural awareness
Examples for French
“Toi plus Moi” Gregoire
“Lettre a France” Michel Polnareff
18. Challenges
Lack of time
Requires a minimum level in the language
Does not work with all learners
Is one teaching tool among many
Notas del editor
Vienna international School French department- 3 sessions of 42 minutes per week- share my experience about works in grade 8 ( phase 2 of MYP), Grade 10 (phases 3-4 and Grade 11- use of visuals as such started last year in our programme in the middle school.
Enables students to show what they can do rather than what they can not do. Positive approach to learning- creative writing has the advantage to give evidence on how students process their learning- Worked with Grade 8 last year on holidays and “on an exchange in France”, “leisure”Did not really work this year with Grade 8 and unit on leisure and their favorite shows/game/book etc
Can be used for oral and written tasks as long as there are clear parameters on what students are meant to do with the visuals
Used Harry Potter in French lateron in the class. Questionable by some colleagues but had the merit to have been seen by all the students in my class, regardless of their nationality and their background.
Sample for the formative task- using Austria as a context to scaffold learning and make connection with host country
As long as visuals are linked to the current topic- big advantage is that visuals will spare some students from being off topics. Students are in most cases, producing more than expected, visuals give options to students, visuals help students process what they have learnt in a way that they choose.
Ensure differentiation
Baumgartner- Austrian and world wide known- Capitalized on students interests on extreme sports- authentic topic, relevant and topic of the day….. Gave us the opportunity to view part of “the Grand Bleu”
Fomative task-
We asked students to create their own questions- started with the picture itself and then with the text- brainstorming activity- then we compared with teachers’ questions- saw commonalities
We are not evaluating knowledge in itself but rather the way it is used by students- the visuals is used in concomitance with the text to help students go further with their acquired knowledge on the topic. This activity gives another dimension of application to the knowledge learnt by students- They actually work deeper without realizing it and it is a much more engaging learning tool for them.
Requires teaching the vocabulary of interpretation- Not too many- teaching staff has to agree on what is expected of students in terms of quantity- questions should not require a lengthy response
3 viewings- second viewing is a silent viewing to focus on body language and cultural context of the spoken text- another level to the language will be expressed through visuals and is better understood and processed by students- Leads to many different activities that can be completed by students from different nationalities and backgrounds- fits global topics of the language B program. Videos, due to their lengths seem to be more appropriate to senior students in our context and experience.
Themes of the songs apply to students from all nationalities as they express universal situations. Works very well within the IB language B programme.
Requires more time to let students present their works ( presentations)