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10/15/2016
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Program Design Institute: Sustaining Learning Beyond
the Summer
Greta Lundgaard – Paul [email protected] - [email protected]
Identify Your Mindset
Which photo best represents language learning?
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CONNECTING CULTURE, CONTENT & LANGUAGE
CONNECTING CULTURE,CONTENT & LANGUAGE
What is your program’s focus?
Culture Content Language
Culture
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CONNECTING CULTURE,CONTENT & LANGUAGE
What is Your Program’s Focus?
Culture Content Language
Language
CONNECTING CULTURE,CONTENT & LANGUAGE
What is your program’s focus?
Culture Content Language
Content
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Co
L
Cu
Connecting Culture,Content & Language
Culture
Language
Content
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CultureContent
Are you maximizing the opportunities to develop language?
Are you maximizing the opportunities to develop language?
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Program Models
STUDENTS
RESOURCES
After school
Weekend
Online
Blended
Sports camp
Summer camp
Standards-based
Service learning
Study abroad camp
Yearlong, academic program
Mentor/Mentee
Tutorial
What are learners
learning?
How will learners
know their progress?
Virtual Elements
Intensity
(minutes per session)
Support (Tutors,
Mentors)
Frequency
(daily, weekly)
Face-to-Face
Elements
Program Components
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Program Models
Survey your landscape:
• What resources do you already have?
• What resources might you tap?
Program Models
Survey your landscape:
• What obstacles exist?
• How creatively can you overcome them?
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Putting Together a Successful Program
What are
the pieces
of the puzzle?
Supporting Language Learning
What are the pieces of the puzzle?
Content Focus
Planning for Growth
Assessment
Professional Learning
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Action Plans
Action Plans
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Action Plans
Key Decision Point:
Deciding Content
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ContentCulture
Language
Program Design
Deciding Content
Evolution of Content
Wedding Customs
Family celebrations
Roles of Men and Women
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What are learners learning?
How will learners know their progress?
What topics are learners
exploring?
What are the “deliverables”?
Support (Tutors,
Mentors)
What are learners
accessing to read, hear,
view?
How are learners
developing and practicing language?
Deciding Content
Key Decision Point:
Identifying Assessments
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Why do we assess our students?
• What information do you hope to learn?
• What do you do with that information?
Why do we assess our students?
Learning Checks Formative Assessment Summative Assessment
• Decide if I need to reteach something
• Check: did students “get it?”
• Check how students are doing: can I move on?
• Help me plan instruction
• Can students use what was taught?
• Monitor students’ progress and adjust instruction accordingly
• Assessment for learning
• Did we reach our goals?
• Show students theirimprovement
• Assessment of learning (so students know where they are and what they need next)
• Inform teacher of the next “level”
• Motivate students
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Latest Trends and Best Practices
• Integration of instruction and assessment
• Focus on performance = what can the student DO in the target language
• Focus on function = language for a purpose
• Focus on engagement = students involved in tracking their own learning
Assessing Communication
• A demonstration of what students can do in the real world with what they know
• Performance assessment may involve one or more of the three modes of communication
– Interpretive: comprehend and analyze (one-way)
– Interpersonal: exchange and negotiate (two-way)
– Presentational: create a message (one-way)
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Action Plans:Identifying Assessments
Why is it important to consider assessment in designing year-round language learning?
What may be different from assessment in a STARTALK program?
Key Decision Point:
Planning for
Program Implementation and Growth
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Planning for Program Implementation &
Growth
Involve All Stakeholders
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Recruit the Best Personnel Available
Plan a Logical and Sequential Program Implementation
ChineseGrades -5
Chinese Continuing
Chinese Entry Level
HindiEntry Level
RussianEntry Level
ChineseIII, IV, V, AP
Chinese II, III, IV, V
Hindi II, III, IV, V
Russian II, III, IV, V
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Establish Realistic Performance & Proficiency Targets to Guide
Curriculum Development
Plan for Ongoing Professional Development
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Professional Learning = Capacity Building
Key Decision Point:
Developing Teachers:
Professional Learning
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Professional Learning Goals
• Ongoing
• Collaborative
• Long-term
• Outcome oriented
• Research-based
• Application focused
• Relationship nurturing
• Meets the needs of instructional and administrative staff
Provide targeted effective professional development which is
Launch Points for Professional Growth
• Creating and promoting a community focused on student learning
–How does good classroom management enhance learning?
–How do relationships promote student learning?
–How does goal setting serve as a foundation for learning?
–How does peer and self assessment affect student learning?
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Launch Points for Professional Growth• Implementing and delivering learning experiences
focused on proficiency–What is the role of the teacher in a proficiency-based
curriculum?–What is the role of grammar in a proficiency-based
curriculum?–What is the role of culture in a proficiency-based
curriculum?–What is the role of resources in a proficiency-based
curriculum?
Launch Points for Professional Growth• Using appropriate & research-based teaching
strategies
–What strategies lead to learner-centered experiences?
–What strategies align with brain-based learning research?
– In what ways can discovery learning increase cognitive engagement?
– In what ways does differentiation respond to individuals and groups of learners?
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Launch Points for Professional Growth
• Demonstrating evidence of learning with assessments
–How can formative assessment provide evidence of student progress?
–How can summative assessments provide valid and reliable data?
–How can checks for learning serve as pathways to proficiency?
–How can assessments be motivating and relevant to learners?
Launch Points for Professional Growth
• Empowering teachers to be leaders
–How can a growth mindset lead to increased teacher efficacy?
–How can collaboration lead to increased teacher efficacy?
–How can ownership and motivation lead to increased teacher efficacy?
–How can teacher efficacy lead to increased student efficacy?
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CC0 Public Domain
How We Can
Webinars on Key Points
• Assessment: November 1
• Technology: December 5
• Program Planning & Design: January 10
• Curriculum Design: January 31
Contact Trey Calvin ([email protected]) for invitation to webinar
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Action Plans
• Based on your prior thinking and new information from today:
– What is your goal?
– What are the next steps in your action plan?
