Csc power point 2012 mar 4 for wiki

Still Standards after All These Years

Karen Luond Fowdy and Lisa Hendricksonhttp://WorkshopsforWorldLanguageInstruction.com http://fowdyhendrickson.wikispaces.com/

http://workshopsforworldlanguageinstruction.com/

http://fowdyhendrickson.wikispaces.com/

INTRODUCTION

Who are you? Why did you become a world language

teacher?

Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com


OVERVIEW

By the end of this workshop you will: PART I Reaffirm the value and power of

standards-based instruction PART II Plan instruction PART III Prepare for the challenges of the

21st Century



OVERVIEW

By the end of this workshop you will:

PART I Reaffirm the value and power of standards-based instruction

PART II Plan instruction PART III Prepare for the challenges of the

21st Century



Standards . . .

Standards . . .

“The 5 Cs . . . The Standards . . . The National Standards . . . The Standards for Learning Languages . . . The National Foreign Language Standards . . . The Standards for Foreign Language Learning in the 21st Century . . . whatever you call them, you know them—or you should know them—as the visionary goals guiding foreign language education and reflecting best instructional practices in the United States today and for the past 15+ years.” Cutshall, Sandy. “More Than a Decade of Standards: A Look at how Far We’ve Come.” The Language Educator. January 2012, pg. 42



National Standards . . .

POP QUIZ

How well do you know the National Standards for Foreign Language Learning?

POP QUIZ

1. D2. B3. B (Option C describes what a

student needs to do within the modes of communication)

4. A (Option D describes how culture used to be categorized: Big C for arts, literature; Little C for daily routines, celebrations; and sometimes as Middle C for systems such as economics of politics)

5. D (All seven of these are identified as essential curricular elements)

6. A7. D8. C9. D10. C (Arabic, Chinese, Classical

Languages, French, German, Italian, Japanese, Portuguese, Russian, and Spanish); however, standards in American Sign Language (ASL), Hindi, Korean, Modern Greek, Scandinavian languages, Swahili, Urdu, Yoruba, and Zulu are underway.)

Cutshall, S., More Than a Decade of Standards: A Look at How Far We’ve Come. (January 2012) The Language Educator 7, 46-47

WI “Flower” Standards Model

Interpersonal Communication



Presentational Communication



Interpretive Communication



Standards . . .

“(Keith) Cothrun sees a major impact of the Standards movement as helping to unite the profession across languages and levels. He continues, “It has also gotten teachers—the classroom practitioners—to think about what really is important in the study and acquisition of language. And it’s not necessarily learning things in isolation; it’s not about being able to recite the rules. It’s actually about application. That has served us in providing students satisfaction in what they are learning in the classroom. Students in Standards-based programs are walking away with proficiency in the language—and that’s what they come to our classrooms for, to use the language in a very practical fashion and to communicate.”

Cutshall, S., More Than a Decade of Standards: A Look at How Far We’ve Come. (January 2012) The Language Educator 7, 44-45

WI “Flower” Standards Model

Standards as a Mind SetFROM . . .

TO . . .

“What do I teach on Monday?”

“I’ve had 4 years of (Language) and I don’t remember a thing.”

“What will my students be able to do?”

“I can talk to you about . .”



How have the National Standards influenced your instruction?

Do you believe that all students can learn a foreign language?

Do you believe that all students can learn a foreign language?

Where do you start when you plan instruction?Where do you start when you plan instruction? What do you want your students

to be able to do …..by the end of the year?….when they exit your program?

What do you want your students to be able to do …..by the end of the year?….when they exit your program?

How have the National Standards

influenced your instruction?



Greatest Successes in districts:

Curriculum writing that involves teachers actively, takes place over a number of years, facilitates collegial dialogue, creates experimental plans, enables teacher to take ownership of curriculum, assist in articulation.

Support for professional development for teaching strategies through outside consultants, workshops, resources (new textbooks, technology), involvement of teachers across levels.

Assessment projects to connect teaching and testing through resources and training in district or national plans (e.g., AFLAP, LinguaFolio, proficiency testing.)

Phillips, June K. and Abbot, Marty, (2011). A Decade of Foreign Language Standards, Retrieved February 2010, from http://www.actfl.org/i4a/pages/index.cfm?pageid=5301, pp. 8, 9

http://www.actfl.org/i4a/pages/index.cfm?pageid=5301

Roadblocks?

Greatest Challenges in districts:

Administrative support . . .budget, time, stable leadership, teacher turnover

Teacher reluctance to change with concerns on those who are unwilling to abandon a primarily grammatical syllabus, focus on textbook coverage, consider Standards a waste of time, want classroom autonomy not collaboration, rely on discrete-point pencil-paper tests, see language as the outcome not communication. Concern is also expressed for preparation and induction of new teachers. Only 56% felt that teacher education graduates are familiar with Standards.

Status of foreign languages as not being a core subject with resulting lack of funding, exclusion from district priorities.

Phillips, June K. and Abbot, Marty, (2011). A Decade of Foreign Language Standards, Retrieved February 2010, from http://www.actfl.org/i4a/pages/index.cfm?pageid=5301, pg. 9

http://www.actfl.org/i4a/pages/index.cfm?pageid=5301


standards-based instruction

PART II Plan instruction PART III Prepare for the challenges of the

21st Century


Theme: The Environment Level: Novice high / Intermediate lowEssential questions: How do others see global environmental issues? What do they/we do to preserve the environment? What role do I play in protecting the global environment?

Communication Mode: Interpretive Interpersonal Presentational

Performance Assessment

Read an article from the Internet about environmental conservation-Demonstrate understanding of text and purpose.

In small groups, have a conversation abouta)What you think is the greatest environmental problem and why.b)What you do to protect the environment, and/or what you don’t do and why.c)What you find interesting about environmental issues in Germany.

Create a presentation (podcast, Prezi, power point, video, other?) to be shared with our Bild der Anderen partner school in Lithuania on our class Wiki. (Must include text and visuals)

Links to Culture

and the other Wisconsin Standards:ConnectionsComparisonsCommunitiesEvidence(How these standards are incorporated in the instruction)

CulturePractices: D3 :Beliefs and Attitudes–Evidence: Students will identify some common beliefs and attitudes about the environment through reading articles from magazines and on the internet, as well as through a survey and letter exchange with the e-mail partner school in GermanyProducts: E1 -Comparing objects and symbols that promote environmental protection (e.g. recycling, saving energy, etc.)E2- Mutual influences: Examining the role of our culture and German culture in global environmental efforts E4-Geography-Impact of Germany’s geography on environmental issuesConnections: Across disciplines-F1, F2, F3 Interdisciplinary unit, taught in cooperation with Field Ecology classAdded Perspective G1-Popular media –students will view video and print ads for environmental protection and conservation in GermanyG2-Accessing Resources: Access information from internet and print resources (including e-mail partner school correspondence)Comparisons: Language: H1-Structures, H2 Idioms, H3 Translation, H5 Phonetics Culture: I1, I2, I3Communities: J3-Communication (Wiki exchange and inter-disciplinary exchange with Science class)

Structures and Vocabulary:What needs to be taught for students to be successful in the performance assessment

Vocabulary:Review / re-enter geography, nature, transportation vocabularyVocabulary specific to environmental issues (e.g. global warming, pollution, conservation, etc.)

Grammar:Modal verbs (one must, should, can, wants to, )Command forms (as needed for poster)Question formation-(written for survey, oral for interpersonal task)Comparative and superlative forms (e.g. greater problem, greatest problem)

Functions:Agreeing/disagreeingAsking for clarificationExpressing an opinion (e.g. Ich finde, meiner Meinung nach . . .)

Unit Draft-Karen Luond Fowdy, Monroe High SchoolTemplate from Planning Curriculum for Learning World Languages, Wisconsin Department of Public Instruction, 2002

THEME: Daily routine LEVEL: Novice high / Intermediate lowESSENTIAL QUESTIONS: What is my life like? What is your life like? How do I spend my time? How does my daily routine and my concept of time shape who I am?

Interpersonal Presentational Interpretive

Performance Assessment

Talk to each other about your daily routine. •Describe your daily routine and talk about your likes/dislikes and what is good and bad about your routine. •Consider what you do on weekdays and weekends and talk about the time you spend with friends and family. •Discuss what you have learned about the daily routine in Costa Rica to the daily routine of teens in Monroe, WI, USA.

Prepare a presentation that describes daily routine. Propose your project in advance considering the following:MODE OF PRESENTATION:chart, video, power point, poster, drawing, play, children’s story, song, poem, reflection/essay, rehearsed interview . . . AUDIENCE: Students in another countryPeers / Spanish 2 students when they study this themeSelf reflectionPURPOSEInform students in another country of American cultureReflect about insights gained from class discussions of this topicPromote a healthy routineAwareness of how people spend their time

Read emails from Costa Rican teens to determine cultural trends and individual differences.

Structures and Vocabulary:What needs to be taught for students to be successful in the performance assessment

Vocabulary: Grammar: Functions:

Daily routine: Given the Theme and Performance Assessments . . .

Determine the vocabulary, grammar and functions the students will need to know and use in order to successfully complete the Interpersonal Performance Assessment.

Describe how you will prepare the students for this assessment.


Moving from . . Building toward

TeacherControlled

RECEPTIONTeacher introduces

Teacher/class practice Students practice Open-EndedRECEPTION &PRODUCTION

Students demonstrate

Practiced,MemorizedLESSON PLANCONSTRUCT

Teacher introduces unit vocabulary, teaching for RECEPTION

Teacher practices vocabulary with class- students practice using individual packets of flashcards, TPR, etc.

In class: Students practice vocabulary in partners (working toward production).

Homework: Vocabulary Practice

Students demonstrate ability to identify vocabulary by picture and by context description –PRODUCTION

Vocabulary Quiz

-Teacher models vocabulary in context of unit performance task(s)-

-Students see/hear model of performance task (e.g. conversation by native speakers)

In class-Students practice

vocabulary in context of unit performance task(s)

Homework-Students practice

vocabulary in context of unit performance task(s)

Apply homework to student led class activity- (e.g. partner/group work or game)

-Teacher models performance task: Teacher initiated and guided class discussion that parallels interpersonal performance task

Teacher refers to modeled performance task and how it is reflected in the rubric.

Homework: Elements of performance task in written homework (e.g. gap filling, providing answers or questions within context of

conversation, etc.)

Students practice performance task with partners, providing opportunity for teacher

input.

Peer coached practiceStudents practice

performance task in small groups with a student “coach” who gives feedback based on rubric

Spontaneous,IndependentREAL-LIFE

APPLICATION

Interpersonal Performance Task

Building repertoireClassroom Activities – Building Repertoire

Building repertoireClassroom Activities – Building Repertoire

Moving from . . .Building toward

TeacherControlled

RECEPTIONTeacher introduces

Teacher/class practice Students practice Open-EndedRECEPTION &PRODUCTION

Students demonstrate

Practiced,MemorizedLESSON PLANCONSTRUCT

Spontaneous,IndependentREAL-LIFE APPLICATION

Focus on Performance Assessments:A Unifying Force

Different levels/articulation

Different languages

Teachers’ interests

Differentbackgrounds and experiences

Teachers’ personalities

Teachers’ talents



standards-based instruction PART II Plan instruction

PART III Prepare for the challenges of the 21st Century


Part III – 21st Century

Global Education and International Initiatives Alignment with Common Core State

Standards. http://www.actfl.org/commoncore A Decade of Foreign Language Standards

Impact, Influence, and Future Directions http://www.actfl.org


Shift in focus


REVIEW


standards-based instruction PART II Plan instruction PART III Prepare for the challenges of the

21st Century


REFLECTION

Why did you become a world language teacher?

Why do your students want to learn a new language?
