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Welcome• Please sign in to verify your attendance• Register Online if you haven’t already• Make a Nametag• Tables by Language
Notes:Bathrooms available between rooms 107 & 108And on the other side of Room 107
District World LanguageProfessional Development
Oct-19-2011
Textbook Adoption• Chinese, Spanish, IB (French to follow)• Want to contribute to the process?
– Email Ed at wange@bsd405.org for Chinese– Email Paris at granvillep@bsd405.org for
Spanish• Possible Process
– Reach consensus on selection criteria– Narrow to 3 textbooks that meet the criteria– Evaluate the 3 textbooks– Select and Pilot– Feedback phase
The Future of World Language Washington
State Standards
ACTFL National Standards
ILT Initiatives
Support you
Course Leaders - Thank you!
ChineseMeitsu Chuang-Mendel (Newport)
French Rhonda Eastman (International)
International Baccalaureate (IB) Sandrine Collomb (Interlake)
International Spanish Academy (ISA) Lisa Falkenhagen (Newport)
JapaneseMiyuki Stuart (Chinook)Linda Hurley (Bellevue)
SpanishSergio Martinez (Bellevue)Susan Fane-Tomczak (Odle)
Curriculum DevelopersParis Granville
• on ACTFL standards survey team 1995
• 1 of 28 teachers filmed for Standards Training Videos
(Annenberg / WBGH)• Trained teachers in SF, Princeton, Stanford, Iowa
State University• Edited the journal Learning
Languages• Author of two books on
integrating culture and communication
• Teaching 4 classes at Interlake
Edward Wang• Master’s Degree from
Stanford – East Asian Studies
• IB Trained and teacher 1997
• Oral Proficiency Interview training
• Taught Chinese in Taiwan• Teaching 4 classes at
Interlake
Purpose Common Assessments• Information on the effectiveness of
the curriculum to support you and your students
• Allow you to identify skill weaknesses and skill strengths among your students.
• Measure Performance in a Language – the ability to “do” language
• Allow us to design and choose learning experiences that will support student growth
Common Assessments for High SchoolYears 1 2 and 3• 1st Quarter : Interpersonal Writing• 2nd Quarter: Interpretive Communication• 3rd Quarter: Interpersonal Speaking• 4th Quarter: Presentational Writing
Objectives for Today
Interpersonal Writing
4 Po
int R
ubri
cs
Creating Prompts
Interpersonal WritingReflect
Interpersonal Writing• 3 – Done it, taught it to students,
can train others to teach it• 2 - Taught it and am
experimenting with it• 1 – I’m not sure what this is
Interpersonal WritingCommunication that includes active negotiation of meaning among individuals. Adjustments and clarifications can be made. Both the interpersonal and negotiated dimensions can be realized for example, through an exchange of personal letters or email.
Interclass Email Exchange• Add exemple here
Characteristics of Interpersonal Writing• Active Negotiation of Meaning• Two-way interactive
communication • Writing that reacts to reading
or audio stimulus
Good Prompts1. Fly swat formats that would
make good prompts for Interpersonal Writing
2. Take the prompt3. Flip inappropriate prompts
in to the whirlpool4. Explain why you chose your
prompt
Wonderings?
Objectives for Today
Interpersonal Writing
4 Po
int R
ubri
cs
Creating Prompts
Smart Response Senteo
• Choose a partner• Take one clicker per pair• Turn the Senteo On• Find Class• Join 103• Collaborate to answer the
questions
Smart Response Clickers – Multiple Choice
Which of the modes do NOT include writing?
–A Interpersonal–B Interpretive–C Presentational
SMART Response QuestionTo set the properties right click and selectSMART Response Question Object->Properties...
Question – T or F
Language Control continues to improve as students begin to create with language – True or False?
SMART Response QuestionTo set the properties right click and selectSMART Response Question Object->Properties...
Opinion QuestionIn your professional life what type of writing do you use most often?A. Informal Interpersonal ExchangesB. Edited writing
SMART Response QuestionTo set the properties right click and selectSMART Response Question Object->Properties...
Interpersonal Writing• 3 – Done it, taught it to students,
can train others to teach it• 2 - Taught it and am
experimenting with it• 1 – I’m not sure what this is
SMART Response QuestionTo set the properties right click and selectSMART Response Question Object->Properties...
What are your professional development needs?A. Technology TrainingB. Training from the publisherC. Classroom StrategiesD. Global ScholarE. Other – I promise to send an
email to wange@bsd405.orgF. Standards-based Grading
SMART Response QuestionTo set the properties right click and selectSMART Response Question Object->Properties...
Purpose of a 4 point rubric
• Meaningful feedback• Student improvement• Communicate student to others• Streamline the grading• Increase validity• Flexibility • Uniform format
Generic 4 point rubric4 In depth inferences and skill that go
beyond what was taught.
3 Higher Level performance, skills and knowledge
2 Lower Level performance, skills and knowledge
1 Able to complete the task with help, shows a partial understanding of simpler details
0 Even with help, no understanding or skill demonstrated
Generic 4 point rubric4 In depth inferences and skill that go beyond
what was taught.
3 Higher Level performance, skills and knowledge
2 Lower Level performance, skills and knowledge
1 Able to complete the task with help, shows a partial understanding of simpler details
0 Even with help, no understanding or skill demonstrated
Generic 4 point rubric4 In depth inferences and skill that go
beyond what was taught.
3 Higher Level performance, skills and knowledge
2 Lower Level performance, skills and knowledge
1 Able to complete the task with help, shows a partial understanding of simpler details
0 Even with help, no understanding or skill demonstrated
Teacher Input
World Language Standards
International Spanish Academy Criteria
International Baccalaureate Criteria
Apply Rubrics to student samples10 Minutes
Objectives for Today
Interpersonal Writing
4 Po
int R
ubri
cs
Creating Prompts
Break Out SessionsFacilitated by Course Leaders
Comment the Rubrics• Course Leader will choose a
recorder• Take no more than 8 minutes
to talk about…–Wonderings–Additions–Corrections
Create a Prompt• Download the template from the dropbox
email• Work in pairs or individually to research
and create a prompt with the template• Course Leader will complete a Google
survey on prompt titles • Teachers deliver their interpersonal writing
prompt to the a drop box.• If teachers have time, they create a mark
scheme that ties the specific task to the standard 4 point rubric
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