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Authentic Classrooms:Leading Students Toward
ProficiencyAATSP Denver, CO
July 20, 2015Session #197
NATIONAL CAPITAL LANGUAGE RESOURCE CENTER AT THE GEORGE WASHINGTON UNIVERSITY
Anna Uhl Chamot, PhDSheila Wands Cockey, MALS, MEd
Overview & Objectives
• Definition of authentic culture-based
lessons
• Rationale for using Understanding by
Design (UbD) in planning culture-based
lessons
• Learning Strategies & Can-Do Statements
• Demonstrate examples of culture-based
lessons
• Provide resources for planning authentic
culture-based lessons
• Practice planning using UbD principles
Authentic Classrooms
• What is an authentic classroom?
• Use of authentic materials• Creation of an authentic
space• Use of language all of the
time• Use of authentic patterns of
interaction• Extension beyond the walls
Important ideas are explored through the medium of another language; they are
interesting in their own right.
Authentic Cultural Vehicles
What cultural information can each vehicle reveal?
How can we use language learning to infuse culture?
What cultural artifacts are effective vehicles for language learning?Literature
Art & ArchitecturePeriodicalsPerformance: Music, Dance, Drama, FilmFood & ClothingHistory, Science, Math
Leading Students Toward Proficiency
What proficiencies do we wish our students to have?
How do we prepare for authentic language opportunities?
How do we set up opportunities to use authentic language?
How do we evaluate the progress toward proficiency?
Una Carta a Dios
Enduring Understandings / Big Ideas
Develop Essential Question
State Desired Results (Objectives)
Determine Evidence (Assessments)
LAST: Identify Learning ExperiencesEunizze.blogspot.co
m
Ojalá que llueva café
State Enduring Understandings / Big Ideas
Develop Essential Question
State Desired Results (Objectives)
Determine Evidence (Assessments)
LAST: Identify Learning Experiences
Guerra, Juan Luis. (1989). Ojalá que llueva café. On Ojalá que llueva café [CD]. Miami, FL: Karen
Records.
https://www.youtube.com/watch?t=164&v=uJimpth-yNs
ResourcesChamot, A.U. (2009). The CALLA handbook: Implementing the Cognitive Academic Language Learning Approach (2nd Ed.). White Plains, NY: Pearson-Longman. Cockey S.W., Ed. (2015). Teaching World Languages: A Practical Guide. http://nclrc.org/TeachingWorldLanguages/index.html NCSSFL-ACTFL. NCSSFL-ACTFL Can-Do Statements: Performance Indicators for Language Learners. Alexandria, VA. The National Standards Collaborative Board. (2015). World-Readiness Standards for Learning Languages. 4th ed. Alexandria, VA: Author. Wiggins, G. & McTighe, J. (2005). Understanding by design, Second edition. Alexandria, VA: Association for Supervision and Curriculum Development.
Comidas de origen latinoamericana
Group Preparation
State Enduring Understanding
Develop Essential Question
State Desired Results (Objectives)
Determine Evidence or Assessments
Identify Learning Experiences
Y tú, ¿Quién eres?
Group Preparation
State Enduring Understanding
Develop Essential Question
State Desired Results (Objectives)
Determine Evidence or assessments
Identify Learning Experiences
http://hitchcock.itc.virginia.edu/SpanishFilm/secure/clip.php?filename=280209032911
Using UbD with Film and Museum Exhibits
Y tu, ¿quién eres?
Comidas de origen latinoamericana
Variety is the spice of life! So, spice it up!If it’s real, it’s more interesting.
If it’s hands-on, it’s more memorable.
Authentic Classrooms:Leading Students Toward
Proficiency
AATSP Denver, COJuly 20, 2015Session #197
Anna Uhl Chamot, Ph.D.Sheila Wands Cockey,
MALS, M.Ed.