Authentic Classrooms:Leading Students Toward

ProficiencyAATSP Denver, CO

July 20, 2015Session #197

NATIONAL CAPITAL LANGUAGE RESOURCE CENTER AT THE GEORGE WASHINGTON UNIVERSITY

Anna Uhl Chamot, PhDSheila Wands Cockey, MALS, MEd

Overview & Objectives

• Definition of authentic culture-based

lessons

• Rationale for using Understanding by

Design (UbD) in planning culture-based

lessons

• Learning Strategies & Can-Do Statements

• Demonstrate examples of culture-based

lessons

• Provide resources for planning authentic

culture-based lessons

• Practice planning using UbD principles

Authentic Classrooms

• What is an authentic classroom?

• Use of authentic materials• Creation of an authentic

space• Use of language all of the

time• Use of authentic patterns of

interaction• Extension beyond the walls

Important ideas are explored through the medium of another language; they are

interesting in their own right.

Authentic Cultural Vehicles

What cultural information can each vehicle reveal?

How can we use language learning to infuse culture?

What cultural artifacts are effective vehicles for language learning?Literature

Art & ArchitecturePeriodicalsPerformance: Music, Dance, Drama, FilmFood & ClothingHistory, Science, Math

Leading Students Toward Proficiency

What proficiencies do we wish our students to have?

How do we prepare for authentic language opportunities?

How do we set up opportunities to use authentic language?

How do we evaluate the progress toward proficiency?

Una Carta a Dios

Enduring Understandings / Big Ideas

Develop Essential Question

State Desired Results (Objectives)

Determine Evidence (Assessments)

LAST: Identify Learning ExperiencesEunizze.blogspot.co

m

Ojalá que llueva café

State Enduring Understandings / Big Ideas

Develop Essential Question

State Desired Results (Objectives)

Determine Evidence (Assessments)

LAST: Identify Learning Experiences

Guerra, Juan Luis. (1989). Ojalá que llueva café. On Ojalá que llueva café [CD]. Miami, FL: Karen

Records.

https://www.youtube.com/watch?t=164&v=uJimpth-yNs

ResourcesChamot, A.U. (2009). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach (2nd Ed.). White Plains, NY: Pearson-Longman. Cockey S.W., Ed. (2015). Teaching World Languages: A Practical Guide. http://nclrc.org/TeachingWorldLanguages/index.html  NCSSFL-ACTFL. NCSSFL-ACTFL Can-Do Statements: Performance Indicators for Language Learners. Alexandria, VA.  The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author. Wiggins, G. & McTighe, J. (2005). Understanding by design, Second edition. Alexandria, VA: Association for Supervision and Curriculum Development.

Comidas de origen latinoamericana

Group Preparation

State Enduring Understanding

Develop Essential Question

State Desired Results (Objectives)

Determine Evidence or Assessments

Identify Learning Experiences

Y tú, ¿Quién eres?

Group Preparation

State Enduring Understanding

Develop Essential Question

State Desired Results (Objectives)

Determine Evidence or assessments

Identify Learning Experiences

http://hitchcock.itc.virginia.edu/SpanishFilm/secure/clip.php?filename=280209032911

Using UbD with Film and Museum Exhibits

Y tu, ¿quién eres?

Comidas de origen latinoamericana

Variety is the spice of life! So, spice it up!If it’s real, it’s more interesting.

If it’s hands-on, it’s more memorable.

Authentic Classrooms:Leading Students Toward

Proficiency

AATSP Denver, COJuly 20, 2015Session #197

Anna Uhl Chamot, Ph.D.Sheila Wands Cockey,

MALS, M.Ed.