Backward Design for Lesson Planning & Assessment, Part 1 · 1.2 Students understand and interpret written and spoken language on a variety of topics 1.3 Students present information,

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Backward Design forBackward Design forLesson Planning &Lesson Planning &Assessment, Part 1Assessment, Part 1


Dr. Terri J. NelsonDr. Terri J. Nelson

Professor; Cal State, San BernardinoProfessor; Cal State, San Bernardino

Dr. Terri J. NelsonDr. Terri J. Nelson

Professor; Cal State, San BernardinoProfessor; Cal State, San Bernardino

Lesson Plan DesignLesson Plan Design

Backward Design:Know what you wantto accomplish so thatyou can createstrategies (plan theroute) for achievingyour goals.

CLASSRoad Topic 401 Copyright CLASSRoad

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Lesson Plan DesignLesson Plan DesignFundamental Questions:

What do you want students to know?

What do you want students to be able to do?

What do you wantWhat do you wantstudents to be ablestudents to be able

to do?to do?

What do you wantWhat do you wantstudents to be ablestudents to be able

to do?to do?


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Voulez-vous:a. une baguetteb. une briochec. un pain au

raisin?

Can’t I have aCan’t I have a“D” answer“D” answerinstead?instead?


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Est-ce que vous___ une

baguette?

voulez!voulez!


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What do you wantWhat do you wantstudents to know?students to know?What do you wantWhat do you wantstudents to know?students to know?


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Think about what you teach andhow you organize your lessons:

Are you getting what you want?

Is your lesson plan about what you taughtor about what students are able to do?

Is your lesson plan about what you taughtor about what students are able to do?

answer a multiple choice test with culturally appropriateanswers

conjugate the verbs correctly

spell the vocabulary words correctly

write a full paragraph describing themselves to others

answer specific questions with accuracy in terms ofgrammar and pronunciation


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How is your programHow is your program(or textbook)(or textbook)organized?organized?

How is your programHow is your program(or textbook)(or textbook)organized?organized?

Things in a house

Foods

Things in a house Things in a house

Family

Things in a houseThings in a house

Past tenses

--XXXX verbs

Direct objects


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Standards for FL LearningStandards for FL Learning

http://www.ecb.org/worldlanguageassessment/DPI_Cloversm.swf


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Communicative ModesCommunicative ModesInterpersonal Mode: negotiation of meaning(information) via oral or written word betweentwo or more people

Presentational Mode: communication ofinformation to an audience (oral or written)

Interpretive Mode: understandingpresentational materials within an appropriatecultural context

PerformanceStandards


Communication Mode: PresentationalLevel: NoviceDomain: Language Control

•Demonstrate some accuracy in oral and written presentations when reproducingmemorized words, phrases and sentences in the target language;

•Formulate oral and written presentations using a limited range of simple phrasesand expressions based in very familiar topics;

•Show inaccuracies and/or interference from the native language when attempting tocommunicate information which goes beyond the memorized or pre-fabricated;

•May exhibit frequent errors in capitalization and/or punctuation and/or production ofcharacters when the writing system of the target language differs from the nativelanguage


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•**http://www.actfl.org/i4a/pages/index.cfm?pageid=3329

•http://www.state.nj.us/education/frameworks/worldlanguages/appenda.pdf

•http://www.edgateteam.net/wl/wl_standardsactfl.htm

•**http://salrc.uchicago.edu/workshops/sponsored/102706/actflsummary.pdf

Integrated Performance Assessment(IPA)


Cluster assessment involving all three communicativemodes

Tasks are aligned with a single theme or content area

Tasks reflect the manner in which students naturally

acquire and use the language in the real world or theclassroom

ACTFL Manual on IPA:http://www.actfl.org/i4a/pages/index.cfm?pageid=3565


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What’s the purposeWhat’s the purposeof my lesson?of my lesson?

What’s the purposeWhat’s the purposeof my lesson?of my lesson?

Lesson Plan DesignLesson Plan Design

Turn your topic into aquestion.

Think of a fewquestions to redesignthe textbook chapteron clothing (hit pausebefore continuing).


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Unit on clothingUnit on clothingQuestion A:

What do you wear to the beach? to school? etc.

• Spend a few minutes evaluating this question. Click“pause” until you’re ready to continue.

Can there be more than one correct answer?

Are there some answers that are right and others that arewrong?

Does this question lead to negotiation of meaning?

Lesson DesignLesson DesignQuestion B:

What is your favorite item of clothing? Why?



Are there some answers that are right and others that arewrong?



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Lesson DesignLesson DesignQuestion C:

Can you know/ judge someone by their clothing?



Are there some answers that are right and others thatare wrong?


Lesson DesignLesson DesignKeep your questions appropriate to your class level.You may want to tie the lesson to other content theyare learning (i.e. in other classes).Elementary school question: What kinds of clothesdo we wear when the weather is sunny? windy?snowy? rainy? OR Let’s pack! as part of a theme-based sequence of lessons on travel.N.B. For elementary school students there may benegotiation on weather or geography task!

(See http://startalk.umd.edu/principles/ , Subject matter, Food facts, 0-0:35)


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Lesson DesignLesson Design

Middle school question: Should there be school dresscodes? OR Why do people dress differently in different partsof the world?

High school question: What factors influence the kinds ofclothing people wear and why (e.g. climate, religion, age,interests, etc.)? Which factors are the most influential? Why?

Adult/college question: Do clothes make the man/woman?

Unit on Transportation: what is thegoal for each of these questions?Unit on Transportation: what is thegoal for each of these questions?

How do you get from point A to point B?

What’s the best way to get from point A to point B?

Which mode of transportation is the most economical fortraveling from point A to point B?

Which mode of transportation is the most environmentallyresponsible in getting from point A to point B?

How might your transportation needs change if you lived inCityZ instead of CityY?


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Things to considerThings to consider

Which questions are the most relevant and important?In other words, why would students care about theanswers?

Can you build upon students’ knowledge (e.g. worldknowledge, linguistic knowledge, mathematical skills,creative talents)? This could include tying intoknowledge related to other disciplines (science,history, math, social studies, etc.).


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•• Dr. Terri J. NelsonDr. Terri J. Nelson

•• Professor; Cal State, San BernardinoProfessor; Cal State, San Bernardino

Our last lesson: summaryOur last lesson: summary

Backward Design: Knowing what you want students toachieve then creating a lesson to help them

Using the Standards for Foreign Language Learning andPerformance Standards to establish your goals

Creating Integrated Performance Assessment tasks forthree communicative modes: Interpersonal, Interpretive,Presentational

Creating themes that matter to engage your students


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Organizing the lessonOrganizing the lessonOrganizing the lessonOrganizing the lesson

Where are your studentscognitively?

Where are your studentscognitively?

Grade by grade analysis (Pre-K to Grade 5):http://www.pbs.org/parents/goingtoschool/index.html

Multiple Intelligences (Gardner):http://www.pbs.org/wnet/gperf/education/ed_mi_overview.html

Theories of Learning (see Perry for adult learning):http://gsi.berkeley.edu/teachingguide/theories/index.html


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Bloom’s TaxonomyBloom’s TaxonomyLine up your tasks with students’ developmentalstages.

Build critical thinking & problem-solving skills.

See also: http://www.teachervision.fen.com/tv/printables/misc07/BloomsTaxonomyVerbs.pdf



Cluster assessment involving all three communicativemodes

Tasks are aligned with a single theme or content area

Tasks reflect the manner in which students naturally

acquire and use the language in the real world or theclassroom

ACTFL Manual on IPA:http://www.actfl.org/i4a/pages/index.cfm?pageid=3565


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Lesson Design: Do/KnowLesson Design: Do/Know

Question: Do clothes “make the man/woman”?

Students will:interpretive: with a partner, locate three texts in thetarget language related to clothing within a subculturein a target-language country. The texts can be videoor text-based. (Teacher will provide initial informationor name of subculture.)

See also: http://www.learner.org for sample video lessons


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Students will:presentational: summarize three texts in aPowerPoint presentation to share information aboutthe subculture and its clothing preferences.interpersonal: compare findings with other studentpairs to determine where there are commonalities(age, socioeconomic status, activities, etc.) andwhere there are differences.


Students will be able to:1.1 Students engage in conversations, provide and obtain information, expressfeelings and emotions, and exchange opinions1.2 Students understand and interpret written and spoken language on avariety of topics1.3 Students present information, concepts and ideas to an audience oflisteners or readers on a variety of topics.2.2 Students demonstrate an understanding of the relationship between theproducts and perspectives of the culture studied.3.1 Students reinforce and further their knowledge of other disciplines throughthe foreign language.4.2 Students demonstrate understanding of the concept of cultures throughcomparisons of the cultures studied and their own.


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Lesson Design: Support materialsLesson Design: Support materials

Vocabulary support:differentiation between different “groups” such as culturallyappropriate terms for different age groups, socioeconomicstatus, jobs (e.g. “working class”), etc.vocabulary related to clothing

Linguistic or grammatical supportSample sentences for modeling: Group X tends towards more(adjective) clothing whereas Group Y prefers clothing that ismore (adjective).

Strategies support:Practice reading for the gist or watching videos and using visualclues to enhance understanding.

Materials needed:Materials needed:

Vocabulary Support resources

Grammatical Support resources

Text, image, audio, video media resources

In-class manipulables / photos / objects

Learning checks / formative assessments (moreinfo to come)


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AssessingAssessingPerformancePerformance

AssessingAssessingPerformancePerformance

Types of AssessmentsTypes of Assessments

to give a grade

to demonstrate progress

to show learning

to encourage or motivate students

to keep students on task

...

What different reasons can you think of for assessingyour students?


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Types of AssessmentTypes of AssessmentKind Definition Purpose Examples

Standardized

Tests designed by outsideentities administered to large

groups of students

Comparison betweengroups of students or

institutions

AP exam, SAT, GRE,CSET

SummativeTests designed by teachers

or programs to evaluatestudent achievement

(outcomes)

Evaluation (e.g. grades,accreditation reports)

Chapter exams, unittests, IPA,

finals/midterms, portfolios

Formative

Formal or informal learningchecks or evaluations; could

be student-generated,colleague-generated or

teacher-generated

Make interimcorrections or revisions

to achieve intendedoutcomes, provideadditional support;

constructive feedback

Teacher evaluations(classroom visitations),

quizzes, self-assessments

http://web.mit.edu/tll/assessment-evaluation/types.html

Assessment isAssessment iscontinuous

on-going

used for a variety of purposes

dependent on the activity

dependent on the goals and/or expected outcomes

for students, teachers, department chairs, institutions,districts


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Designing an IPA (Summative) AssessmentDesigning an IPA (Summative) AssessmentDesigning an IPA (Summative) AssessmentDesigning an IPA (Summative) Assessment

How will you know how well the student has completed the task?

Interpretive Task: with a partner, locate three texts in the target languagerelated to clothing in a single target-language country.

Objectives:

1.2 Students understand and interpret written and spoken language on avariety of topics2.2 Students demonstrate an understanding of the relationship between theproducts and perspectives of the culture studied.3.1 Students reinforce and further their knowledge of other disciplinesthrough the foreign language.4.2 Students demonstrate understanding of the concept of culturesthrough comparisons of the cultures studied and their own.

Sequence of ActivitiesSequence of Activities

Support Activities /Learning Checks

Formative AssessmentSummative

Assessment

Students watch a video andname distinctive clothing

(advance organizers)

Students search the web andfind at least three other

examples of the subculturedepicted.

IPA Task

Students can identify articlesof clothing (vocabulary)

using adjectives, a variety ofverbs, etc.

Students create a poster for aspecific subculture’s clothing

choices.

Students can identify keyideas in an article. (Forthcoming slides)


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Designing anassessmentDesigning anassessment

1.2 Students understand and interpretwritten and spoken language on a variety oftopics

Novice: Can read for the gist, identify key wordsIntermediate: Can summarize main points in

English, Can identify text type, Uses contextualclues to determine meaning

2.2 Students demonstrate an understandingof the relationship between the productsand perspectives of the culture studied.

Novice: Can identify clothing differences betweendifferent target culture groups and between target

culture & U.S.Intermediate: Begins to hypothesize about clothingchoices within target culture based on knowledge

about U.S. culture

3.1 Students reinforce and further theirknowledge of other disciplines through theforeign language.

Can distinguish three different subcultures basedon clothing preferences.

Begins to make inferences regarding stereotypes ofthese subcultures.

4.2 Students demonstrate understandingof the concept of cultures throughcomparisons of the cultures studied and theirown.

Can compare and contrast target subcultures withU.S. subcultures

Design a rubricDesign a rubricGoal

(understand and interpret)

Approaches Meets Exceeds

Can provide 1 sentencesummary of article in English √

Identifies topic sentence ormain idea in each paragraph -Can match key words related

to clothing to pictures +Identifies three clothing

differences between U.S. &target culture

√

http://video.ecb.org/ecb/worldlanguageassessment/Types_of_Assessment

_384K_Stream.wmv2:12-4:11


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PerformancePerformanceStandardsStandards

PerformancePerformanceStandardsStandards

Comprehensibility: How well is the student understood?

Comprehension: How well does the student understand?

Language Control: How accurate is the student’s language?

Vocabulary:How extensive and applicable is the student’s

vocabulary?

Cultural Awareness:How is the student’s cultural knowledge reflected in

language use?

CommunicationStrategies:

How well does the student maintain communication?

http://flenj.org/CAPS/?page=147

Design a rubricDesign a rubricGoal

(understand and interpret)Approaches Meets Exceeds

Listening Comprehension: Canidentify vocabulary used whenprovided a list of possibilities.

√

Reading Comprehension: Usesextralinguistic cues and familiar

vocabulary to determine gist.-

Vocabulary: Determines meaning ofpreviously unfamiliar words through

text.+

Cultural Awareness: Can identifycharacteristics of subculture (diversity

within culture)√


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Tecktonik, ParisTecktonik, Parishttp://www.youtube.com/watch?v=ZkGum1YYkGk

http://www.dailymotion.com/video/x31bel_tecktonik_fun (0:15(0:15--0:31)0:31)

http://www.trends-setter.com/2007/10/22/tecktonik-whats-this/

Worksheet:1 sentence summary

Topic sentence/main ideaKey words matched to clothing

Three clothing differences

Tecktonik, ParisTecktonik, Paris

Task:Identifiez le look tecktonik dans

cette photo. Task:Changez-le en tecktonik..

Task:What American subculture

might correspond to tecktonik?Why?

Task:Imagine what the couple sitting

on the bench is thinking.


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Designing the IPA Task RubricDesigning the IPA Task Rubric

Remember the goal: Tasks reflect the manner in which students naturally

acquire and use the language in the real world or the classroom

Example: Presentational / PowerPoint Presentation:What are the characteristics of a good presentation?

Provide a checklist for qualities for the PPT: spell-check, good visuals,bullet points (not full sentences)Provide a checklist for qualities for the presentation: eye contact orsmile, well-prepared (rehearsed), don’t just read

What are the content goals?Describe the groupDescribe the clothingComparison to U.S. group

SummarySummarySummarySummary


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Backward DesignBackward Design

Backward Design: Determine what you want students to be able to know anddo.

Align your goals with the Standards for Foreign Language Learning.

Use the ACTFL Performance Standards to guide your expectations.

Keep students’ cognitive abilities in mind.

Use your textbook as a support rather than a guide.

Lesson/Unit DesignLesson/Unit Design

Lesson/Unit Design:

Determine the theme of your unit: try to formulate a question that matters.

Decide upon the tasks for the final Integrated Performance Assessment.

Create your assessment rubrics so you’ll be reminded of what is important andwhat to reinforce.

All other activities should be in preparation of the final Integrated PerformanceAssessment tasks.

Think about the Learning Checks (informal assessments) and FormativeAssessments for the unit while developing the sequence of activities.


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ResourcesResourcesResourcesResources

Resources for Lesson PlanningResources for Lesson PlanningResources for Lesson PlanningResources for Lesson Planning

StarTalk Lesson Planning Guides: http://startalk.umd.edu/lesson-planning/ andStarTalk videos, principles, etc. (http://startalk.umd.edu/principles/ -- click onExamples!)

Adapt worksheets, lessons and thematic units from other subjects.abcteach.com, yesnet.yk.ca, others

Use the ACTFL Performance Guidelines(http://www.actfl.org/i4a/pages/index.cfm?pageid=3327) or Linguafolio(http://www.ncssfl.org/links/index.php?linguafolio) to keep track of progress

Starting with the End in Mind (Pearson, downloadable .pdf):http://www.pearsonschool.com/live/customer_central/landingpage/endinmind/media/EndinMind_Bro_32201_1.pdf


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Information on Assessment or IntegratedInformation on Assessment or IntegratedPerformance AssessmentPerformance Assessment

Information on Assessment or IntegratedInformation on Assessment or IntegratedPerformance AssessmentPerformance Assessment

StarTalk Workshop on Assessment by Paul Sandrock(http://startalk.umd.edu/2011/meetings/NFPE/pre/presentations/DesigningAssessmentsPS.pdf)*** Highly recommended

Wisconsin website on FL Assessment (by Paul Sandrock et al),includes videos(http://www.ecb.org/worldlanguageassessment/index.htm)

Information on Assessment or IntegratedPerformance Assessment

Information on Assessment or IntegratedPerformance Assessment

StarTalk Multimedia Workshops (http://startalk.umd.edu/teacher-development/workshops/2009/CAL)

Sample lesson:http://njwltech.wikispaces.com/file/view/kendall-clothing-assess.pdf

Essentials of Language Teaching (NCLRC)http://www.nclrc.org/essentials/assessing/asindex.htm

Content-Based Learning (CARLA, U of Minnesota):http://www.carla.umn.edu/cobaltt/modules/assessment/ipa/index.html (see“Instructional Modules /Assessment for CBI”)


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Information on Rubric DesignInformation on Rubric Design

CARLA, University of Minnesota: ***Highly recommend summer workshop onassessment

Virtual Assessment Center: CARLA, University of Minnesota:http://www.carla.umn.edu/assessment/VAC/index.html

Content-Based Instruction:http://www.carla.umn.edu/assessment/vac/evaluation/res_1.html

Teaching Foreign Languages K-12 Workshop

Interactive website on assessment:http://www.learner.org/workshops/tfl/session_07/index.html

Video on Assessment:http://www.learner.org/vod/vod_window.html?pid=2114


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Documents

Backward Design for Lesson Planning & Assessment, Part 1 · 1.2 Students understand and interpret written and spoken language on a variety of topics 1.3 Students present information,