Embed Size (px)
DESCRIPTION
Two teachers comprehensions, perceptions, and use of Understanding by Design Jason Martel University of Minnesota Contact information included in PowerPoint
Citation preview
Twoteachers’comprehensions,perceptions,anduseofUnderstandingbyDesign
JasonMartelUniversityofMinnesotaACTFLAnnualConven7on11/18/11
Objectiveofstudy
TounderstandhowWigginsandMcTighe’s(2005)UnderstandingbyDesignframework(henceforthUbD)isconsideredandappliedinatradi7onalforeignlanguagecontext
Rationale
Noempiricalstudyofthisframework
Usedalloverthecountryinschoolsofeduca7onandprofessionaldevelopmentprograms
Althoughthisstudy’spar7cipantsareuniversity‐levelinstructors,theresultsareextendabletoK–12contexts,inwhichUbDismorecommonlyused
Valuepremises
Ibelievethat: Foreignlanguagesarebestlearnedthroughcontent,
whichgivesanauthen7cpurposetoforeignlanguageuseintheclassroom(Cammarata,2009;2010;Lyster,2011;Snow,Met,&Genesee,1989)
UbDisanexci7ngframeworkthatcanhelpforeignlanguageteacherstointegratecontentintotheircurricula
Tradi7onalforeignlanguageteachingneedstomoveawayfromform‐focusedpedagogiestoonesthatcontextualizefocusonformwithinapredominantfocusonmeaning(Tedick&Walker,1994)
WhatisUbD?
WhathaveyouheardaboutUbD?Haveyouuseditbefore?Ifso,whatwasitlike?
WhatisUbD?
Acurriculumdevelopmentframeworkbasedonconstruc7vistprinciplesthatlinksplanning,assessment,andteaching
Aninversionofthetradi7onalapproachtocurriculum‐planning Stage1:iden7fydesiredresults Stage2:determineacceptableevidence Stage3:planlearningexperiencesandinstruc7on
Keyconcepts:bigideas,enduringunderstandings,essen7alques7ons,sixfacetsofunderstanding,GRASPS,WHERETO
UbDandforeignlanguage
ForeignlanguageiscommonlyreferredtoinUbDasa“skill‐focusedarea”(Wiggins&McTighe,2005,p.112);thistypeofdescrip7oncanreinforcepedagogiesthattreatlanguageasanobjectratherthanasubjectformeaningfulcommunica7on(Tedick&Walker,1994)
Foreignlanguageeduca7onismovingawayfromobject‐focusedpedagogies(e.g.,grammartransla7on)towardscommunica7veonesthatprovideopportuni7esforexchangesofmeaningfulinforma7on(Richards&Rodgers,2001)
Theessen7alques7onsexamplesprovidedinUbDseemtoimplydiscussioninstudents’na7velanguage,forexample: “Whatdis7nguishesafluentforeignerfromana7vespeaker?” “Whatcanwelearnaboutourownlanguageandculturefrom
studyinganother?”(McTighe&Wiggins,2004,p.89)
Researchquestions
Whatarethepar7cipants’percep7onsofUbD,inpar7cularconcerningitsviabilityforforeignlanguageteaching?
WhatimpacthasUbDhadontheirteaching?
Methodology/methods
Casestudymethodology(Creswell,2007;Merriam,2009;Stake,1995,2000)
Purposefulsampling(Paion,2002);par7cipantsinvolvedinacourseonforeign/secondlanguagecurriculumdesignusingUbD
Qualita7vedatacollec7onmethods:observa7ons,interviews,anddocuments(Merriam,2009)
Mul7plecasestudy(Stake,1995,2000;Yin,2008)
Qualita7vecodingtechniques,cross‐caseanalysis(Creswell,2007;Merriam,2009)
Case#1:Antonia
TeachesItalianatauniversityinanadjunctposi7on
WasteachingfirstandthirdsemesterItalianat7meofstudyandwasusinganewtextbookforfirstsemestercoursecalledAvan1(Aski&Musumeci,2009)
IsanItalianna7ve
Experiencedform‐focusedinstruc7onwhileini7allylearningsecondlanguages(English,La7n,German)
IscurrentlyworkingtowardsaM.A.inCurriculum&Instruc7onwithafocusonforeignlanguageeduca7on;hastakenseveralclassesinforeign/secondlanguageteachingandlearningattheuniversity
Case#2:Loretta
TeachesItalianatuniversityinanadjunctposi7on
WasteachingfirstandfourthsemesterItalianat7meofstudyandwasusinganewtextbookforfirstsemestercoursecalledAvan1(Aski&Musumeci,2009)
IsanItalianna7ve
Experiencedform‐focusedinstruc7onwhileini7allylearningsecondlanguages(French,English,German)
IscurrentlyworkingtowardsaM.A.inCurriculum&Instruc7onwithafocusonforeignlanguageeduca7on;hastakenseveralclassesinforeign/secondlanguageteachingandlearningattheuniversity
Morecontext
AntoniaandLoreiawerebothenrolledinasecond/foreignlanguagecurriculumdesigncourseatthe7meofthestudy Theyreadpor7onsoftheUbDtext,notall(thiswastheir
introduc7ontoUbD) Thecoursefocusedoncontent‐basedinstruc7on(CBI) Thecoursealsoexposedthemtoothercurricular
frameworkssuchasStollerandGrabe’s(1997)“SixTs”framework
Giventhiscontext,thepar1cipants’percep1ons/useofUbDinthisstudymustbeconsideredinrela1ontousewithCBI
Theme#1:Variedtake‐aways
Thepar7cipantsexpresseddifferenttake‐aways Antonia:bigideas
Morethanjustlanguageforms A“frame”ora“path”
Loreia:assessment Thinkaboutassessmentinanewway Alignclassroomac7vi7eswithassessments;wentbackto
testssheuses
Aninteres7ngphenomenongiventheirclosecollabora7on/thesimilarityofinputtheyexperienced Linesupwiththeconceptofmul7plepointsofentry
(bothmen7onedthisconceptintheirinterviews)
Theme#1:Variedtake‐aways
Antonia:“WhatdoIwantthestudenttolearnattheendofthis?WhatdoIwantthemtoknow?ThatthereisPradaandGucciandArmani?OrdoIwanttomakethemthinkmorewhyinItalyisitsoimportanttobewelldressed?WhydoItaliansliketobewelldressed?What’sbehindthat?Whatdoesitshowabouttheirmentality,theirwayoftheirwayofthinkingaboutfashion?”
Theme#1:Variedtake‐aways
Jason:“WhenyouthinkbacktoUbD,whatarethefirstthingsthatcometomindforyou?”
Loreia:“Assessment,becausethat’snotthewayIusedtothink;Ididn’tusedtothinkinthoseterms.”
Theme#2:Implementationconcerns
Thepar7cipantsexpressedthatUbD: “…mademethinkdifferently…it’smorelikemyline
ofthinkingisdifferent.”(Loreia) Haspoten7alinforeignlanguageteaching(Loreia) Requiresadifferentwayofusingthetextbook
(Antonia)
Theyalsoexpressed: Aneedforconcreteexamples Thattheywereexcitedtouseprojecttheycreated,if
possible
Theme#2:Implementationconcerns
Jason:“IsthereanythingaboutUbDthatyoucouldusewhilealsousingAvan1thetextbook?”
Loreia:“Wecanalwaysstartthinkingabouttheassessmentfirstandthengoingbacktotheac7vity…Someofthethingsyoucanapplynomaierwhatyoudo,nomaierwhattextbookyouhave,aslongasyoucanreallycoverthesyllabusandthattherearenottoomanyincongrui7es.”
Theme#2:Implementationconcerns
Jason:“HowdoyouperceiveUbDasafitwithatextbooklikeAvan1?”
Antonia:“Youcoulduse[Avan1]asthereferenceforthestudents…RatherthanjustdoingthechapterasitisinAvan1actuallyplanaunitonthatandthenyoutakefromAvan1thepartsandintegrateyourunit…WeuseAvan1asasupplement,asatool,butnotasamain.”
Theme#3:Wholekitandkaboodle
Thepar7cipantscarriedoutafewminorimplementa7onsinprac7ce,e.g.,pilo7ngofunitforfourth‐semesterclass
TheiremailssuggestthatUbDhasnotsignificantlyaffectedtheirprac7ce
Thissuggeststhatforthem“doing”UbDinvolvesusingaproduct(e.g.,aunit)initsen7rety
Theme#3:Wholekitandkaboodle
Antonia:“AsImen7onedtoyoutheothernight,myonlyconcernisthatmylessonsarefollowingasyllabusdevelopedbythecoordinators.ThereforeIdon'thavemuchopportunitytomodifythelessonplans,inboththeclassesIteach.Ifyouthinkthisisnotanissueforyourstudy,thenitwillbefuntohelpyou.”
Theme#3:Wholekitandkaboodle
Loreia:“Iwillbehappytopar7cipateinyourstudy;however,myonlyconcernisifIcanreallyhelp,becausethingshaven’tchangedmuchinthecurriculumofthesecondyear,sinceonlythefirstsemesterofthefirstyearhasbeenrevised.Icouldimplementpartofaunitinmy[fourthsemester]class,whenIworkedonaprojectlastsemester(intheCurriculumDesignclass),butotherthanthatourprogramdoesn’tfollowthebackwarddesignatthismoment.”
Implications
WhatdothefindingsofthisstudymeanforusingUbDinforeignlanguageteaching?
Implications
ProvidemodelsofforeignlanguageUbDunits Wealsoneedsomewayofsharingonesthatare
made,e.g.,MCTLCSwapShop Looktootherdisciplines’modelsintheUbDtext
Developstrategiesforimplemen7ngUbDinprac7ceinababystepsratherthanawholekitandkaboodleway Explodethemesoftextbookswithenduring
understandings,essen7alques7ons,supplementarytexts,performanceassessments
Implications
Fostercollabora7onswithteachersinotherdepartmentsinschool Co‐developmentofcurricularunits Content‐relatedteaching(Curtain&Dahlberg,2010;
Na7onalStandardsinForeignLanguageEduca7onProject,1999)
Moredifficultattheuniversitylevel,accordingtoLoreia
Providesustainedprofessionaldevelopmentopportuni7es
UbDandCBI
CBIisrecommendedinACTFL’sProgramstandardsfortheprepara1onofforeignlanguageteachers(ACTFL,2002);itisa“hottopic”inforeignlanguageteaching,andteachersintradi7onalcontextsneedtoworkouthowtoappropriateit
TheuseofUbD/CBIisadras7cdeparturefromhowforeignlanguagesaretaughtinmostschools(cf.Tedick&Cammarata,2010);weneedtodevelopstrategiesforappropria7ngboth
UbDcanfacilitatethecrea7onofcontent‐basedthema7cunits;itcanbeusedasatooltohelpimplementCBI
ModelsfromotherdisciplinesaremorehelpfulforCBI,suchastheNutri7onUnit
Aparticularconcern
LackofcontentknowledgewhenUbD/CBIareusedtogether(cf.Cammarata,2009;Pessoaetal.,2007) Wingingit/relyingonintui7on
Stayingonthesurface
Lookingtootherdisciplines’standards(content‐relatedinstruc7on)
Matchingcontenttocogni7velevelofstudents
Fosteringcollabora7onswithteacherselsewhereinschool
Acontentknowledgeexample
Atrue/falseac7vityfromaFrenchclassItaughtthispastsummer Thetropicalrainforestisn’tindanger
Globalwarmingisaresultofthepopula7on/humanac7vity
Airpollu7oninci7esbeganinthe20thcentury
Agriculturecontributestowaterpollu7on
Wehavereducedthegreenhouseeffect
Oceanleveliscurrentlyrising
Futureresearch
HowshouldwestudyUbD? Surveysandcasestudiesofforeignlanguageteachersand
teachereducators Avarietyoflevels,especiallyimplementa7oninlower‐
level/ter7arysetngs
Linkwithteachercogni7ons(Borg,2006) Knowledgebaseforteaching Teachers’beliefsaboutforeignlanguageteachingand
learning
Weneedtostartaconversa7onaboutUbDandforeignlanguageteaching/learning
Questions?Comments
Pleasefeelfreetocontactmewithanyfurtherques7ons/comments: [email protected]
ThisPowerPointisavailablefordownloadat: …..
References
AmericanCouncilontheTeachingofForeignLanguages(ACTFL).(2002).Programstandardsfortheprepara1onofforeignlanguageteachers.Washington,DC:ACTFL.
Aski,J.,&Musumeci,D.(2009).Avan1(2nded.).McGrawHill.
Borg,S.(2006).Teachercogni1onandlanguageeduca1on:Researchandprac1ce.London:Con7nuum.
Cammarata,L.(2009).Nego7a7ngcurriculartransi7ons:Foreignlanguageteachers’learningexperiencewithcontent‐basedinstruc7on.TheCanadianModernLanguageReview,65(4),559–585.
Creswell,J.W.(2007).Qualita1veinquiryandresearchdesign:Choosingamongfivetradi1ons(2nded.).ThousandOaks,CA:Sage.
References
Curtain,H.,&Dahlberg,C.A.(2010).Languagesandchildren:Makingthematch(4thed.).Boston:Allyn&Bacon.
Lyster,R.(2011).Content‐basedsecondlanguageteaching.InE.Hinkel(Ed.),Handbookofresearchinsecondlanguageteachingandlearning,Vol.2(pp.611–630).NewYork:Routledge.
McTighe,J.,&Wiggins,G.(2004).UnderstandingbyDesign:Professionaldevelopmentworkbook.Alexandria,VA:ACSD.
Merriam,S.B.(2009).Qualita1veresearch:Aguidetodesignandimplementa1on.SanFrancisco:JoseyBass.
Na7onalStandardsinForeignLanguageEduca7onProject(1999).Standardsforforeignlanguagelearninginthe21stcentury.Yonkers,NY:Author.
References
Paion,M.Q.(2002).Qualita1veresearch&evalua1onmethods(3rded.).ThousandOaks,CA:SagePublica7ons.
Pessoa,S.,Hendry,H.,Donato,R.,Tucker,G.R.,&Lee,H.(2007).Content‐basedinstruc7onintheforeignlanguageclassroom:Adiscourseperspec7ve.ForeignLanguageAnnals,40(1),102–121.
Richards,J.C.,&Rodgers,T.S.(2001).Approachesandmethodsinlanguageteaching.Cambridge:CambridgeUniversityPress.
Snow,M.A.,Met,M.,&Genesee,F.(1989).Aconceptualframeworkfortheintegra7onoflanguageandcontentinstruc7on.TESOLQuarterly,23,201–217.
References
Stoller,F.L.,&Grabe,W.(1997).Asix‐T’sapproachtocontent‐basedinstruc7on.InM.A.
Snow&D.M.Brinton(Eds.),Thecontent‐basedclassroom:Perspec1vesonintegra1nglanguageandcontent(pp.78–94).WhitePlains,NY:AddisonWesleyLongman.
Stake,R.E.(1995).Theartofcasestudyresearch.ThousandOaks,CA:Sage.
Stake,R.E.(2000).Casestudies.InN.Denzin&Y.Lincoln(Eds.),Thehandbookofqualita1veresearch(pp.435–454).ThousandOaks,CA:SagePublica7ons.
Tedick,D.J.,&Cammarata,L.(2010).Implemen1ngcontent‐basedinstruc1on:TheCoBaLTTframeworkandresourcecenter.InJ.Davis(Ed.),Worldlanguageteachereduca7on(pp.243–273).Greenwich,CT:Informa7onAgePublishing.
References
Tedick,D.J.,&Walker,C.L.(1994).Secondlanguageteachereduca7on:Theproblemsthatplagueus.ModernLanguageJournal,78(3),300–312.
Wiggins,G.,&McTighe,J.(2005).Understandingbydesign.Columbus,OH:PearsonEduca7on,Ltd.
Yin,R.K.(2009).Casestudyresearch:Designandmethods(4thed.).ThousandOaks,CA:Sage.
