Post on 21-Dec-2015
transcript
Find Someone Who…Signature
1. Can name the 5 C’s of the National Standards
2. Can explain the ACTFL Proficiency Guidelines
3. Can give an example of an interpretive task
4. Can identify the characteristics of a Novice speaker
6. Can list the criteria that distinguish an Intermediate from a Novice speaker
7. Can describe a “big idea” in world languages
8. Knows who Wiggins and McTighe are
To begin with the end in mind means to start with a clear
understanding of your destination. It means to know
where you’re going so that you better understand where you are now so that the steps you take
are always in the right direction.-Stephen R. Covey, The 7 Habits of Highly Effective People, 1989, p.
98
Plan lessons that will enable
students to show you the results
you want
Decide what you want students to know and be able to do at the end of the unit
Determinehow students will show you what they can
do
Step 3 (Middle)
Step 1 (Start) Step 2 (End)
Greg Duncan, http://www.interprepinc.com
Why “backward”?The stages are logical but they go against
habitsWe’re used to jumping to lesson and activity ideas - before clarifying our
performance goals for studentsBy thinking through the assessments
upfront, we ensure greater alignment of our goals and means, and that teaching
is focused on desired results
STEP ONE: Decide what you want students to know and be able to do at the end
of the unit
1.Program Theme
2.Sub-Themes
3.Goals – Outcomes
4.Knowledge and Skills
STEP ONE: Key: Focus on Big Ideas
Identify the Goal(s) for the unit:
What content standards are addressed explicitly by the unit?
Enduring Understandings: What specific insights about big ideas do we want students to leave with?
What essential questions will frame the teaching and learning, pointing toward key issues and ideas,
and suggest meaningful and provocative inquiry into content?
What should students know and be able to do?
Choose a Program ThemeLook to the Standards
Create interest-based learning experiences that maintain the integrity of the standards
Teaching to the Standards
• “The major shift is to look at language learning not as an abstract study of vocabulary, grammar, and linguistics, but as a useful tool to meet the demands of contemporary life.”
National Standards for Foreign Language Learning
“Knowing how. When, and why to say what to whom.”
• ACTFL stresses that the organizing principle needs to be communication, which also highlights the why, the whom, and the when. So, while grammar and vocabulary are essential tools for communication, it is the acquisition of the ability to communicate that is the ultimate goal of today’s world languages classroom.
NOVICEMinimal
communicative ability
15 to 20 Words
Memorized phrases
Lists
Create with languageAsk & answer questions
Handle a simple situation or transaction
Sentence-level speechControl of present tense
INTERMEDIATE
Major Levels of the ACTFL
Proficiency Scale
ADVANCED
Narrate and describe in all major time frames
Discuss topics concretely and abstractlyHandle a linguistically unfamiliar situation
Choose a Program Theme Themes begin from an overarching idea that can branch
out in many different directions permitting learners to pursue personal interests through the world
languages unit/curriculum
From TOPIC To THEME
Animals On the Farm
Geography Desert Life
Travel An Exchange Student in China
Extra-curricular Activities Living a Healthy Life
Choose a Program ThemeThemes Based on Concepts That Pique
Student Interest And Raise Questions That Make Learners Want To Investigate The Ideas Embodied In The Curriculum
Unit• Getting to Know One Another
• How Animals Live• Global Citizenship
• Healthy Living• Immigration: Clashing Cultures
• Identify and Belonging• Similarities and Differences
HEALTHY LIVING
Interpretive CommunicationUnderstand written and oral texts about ways to
stay healthyInterpersonal
CommunicationExchange information
with peers about ways to stay healthy and give
advicePresentational Communication
Create a Public Service Announcement about healthy
living
Cultural ProductsRead food labels; study the
food pyramid; listen to advertisements to
understand the idea of healthy living in the target
cultureCultural PracticesCompare and contrast their
practices with those of teens in the target culture
Cultural PerspectivesRead about ways people in
the target culture stay healthy
ComparisonsDiscover perspectives on
healthy living that are similar and/or different
from their ownCommunities
Use the target language to inform members of the
target culture living in the United States about healthy
living habits
ConnectionsUse measuring systems;
use technology to research target language websites
on healthy living
TEENAGERS AROUND THE WORLD
How can I get to know you better?
Interpretive Communication
Interpersonal Communication
Presentational Communication
Cultural Product
Cultural Practices
Cultural Perspectives
Comparisons
Connections Communities
GOALS AND OUTCOMES
(Aligned with the National Standards and Describe What Students “Can Do” with the Language
1.
2.
3.
4.
5.
TEENAGERS AROUND THE WORLD
KNOWLEDGE AND SKILLS
(The Linguistic and Cultural Knowledge That Students Will Learn as They Investigate the Theme)
1.
2.
3.
4.
5.
TEENAGERS AROUND THE WORLD
Standards as a Mindset
Theme/Key Questions/Big Ideas
Performance Assessment
Learning Activities
Brainstorming: What will students be
able to do?
Curriculum Planning
Paul Sandrock
Plan lessons that will enable
students to show you the results
you want
Decide what you want students to know and be able to do at the end of the unit
Determinehow students will show you what they can
do
Step 3 (Middle)
Step 1 (Start) Step 2 (End)
STEP TWO:
Decide what you want students to know and be able to do at the end of the unit
Determinehow students will show you
what they can do
Assess what we value, and value what we assess
Move beyond "Teach, test, and hope for
the best"
NOVICEMinimal
communicative ability
15 to 20 Words
Memorized phrases
Lists
Create with languageAsk & answer questions
Handle a simple situation or transaction
Sentence-level speechControl of present tense
INTERMEDIATE
Major Levels of the ACTFL
Proficiency Scale
ADVANCED
Narrate and describe in all major time frames
Discuss topics concretely and abstractlyHandle a linguistically unfamiliar situation
• Read an authentic recipe in the target language and answer a series of questions about the ingredients, the preparation, and cooking of the item.
• Before traveling to the target culture, you want to make sure you are up to date with hip European fashion. Read an article on fashion trends for teenagers. Then summarize in English what your read in as much detail as possible.
• ?
INTERPRETIVE COMMUNICATION TASKS
INTERPERSONAL COMMUNICATION TASKS
• Imagine that you are traveling by train in Spain. You need to get from Madrid to Sevilla by early evening. You have lots of luggage with you and would like to avoid transferring trains as much as possible. Ask the person at the counter (played by another student) for the information that will help you decide which train to take.
• Research unemployment issues in a target language country at the library or on the Internet. Working in groups of four, exchange ideas and information about the topic and generate your own solutions to the unemployment issue.
• ?
PRESENTATIONAL COMMUNICATION TASKS
• A new student from France just enrolled in your school. The guidance counselor asks you to give the girl/boy a tour of the school. You have to speak in French because she/he does not understand much English.
• During a trip to Latin America, you write a post card to your Spanish teacher describing your experiences.
• ?
Interpretive• Understanding spoken or written language
Interpersonal• Two-way, meaningful, spontaneous
communication
Presentational• Edited and rehearsed written or spoken
communication
Plan lessons that will enable
students to show you the results
you want
Decide what you want students to know and be able to do at the end of the unit
Determinehow students will show you what they can
do
Step 3 (Middle)
Step 1 (Start) Step 2 (End)
Consider the following questions:• Are the goals clear?
• Do the goals require students to “uncover” big ideas or merely remember
discrete information?• How will you determine if students have
achieved the goals?• What is your teaching plan?
• Are all parts of the curriculum/unit coherent?
• Has the unit veered from the end goals?