ESL LinguaFolioESL LinguaFolioPilot TrainingPilot Training

Faye Rollings-CarterFaye Rollings-CarterRollings-Carter Consulting, LLCRollings-Carter Consulting, LLC

October 3, 2008October 3, 2008

Objectives for Oct. 3-4Objectives for Oct. 3-4

What is LinguaFolio?What is LinguaFolio?

How is LinguaFolio used in the How is LinguaFolio used in the classroom?classroom?

What are the expectations for What are the expectations for the ESL LinguaFolio Pilot the ESL LinguaFolio Pilot Project?Project?

LinguaFolioLinguaFolio

is a standards-based, self-is a standards-based, self-directed directed formative assessmentformative assessment tool that records ongoing tool that records ongoing learner progress and, along learner progress and, along with external summative with external summative assessment results, provides a assessment results, provides a comprehensive comprehensive view of student performance.view of student performance.

Balanced AssessmentsBalanced AssessmentsFormative Formative

OngoingOngoing

FrequentFrequent

Usually briefUsually brief

Not very formalNot very formal

No gradeNo grade

Informs Informs instruction or instruction or learninglearning

SummativeSummative

PeriodicPeriodic

Measures student Measures student progress progress

Evaluates mastery Evaluates mastery of material or of material or contentcontent

Formative Assessment Formative Assessment OptionsOptions

Quick checks of comprehensionQuick checks of comprehension

Work samplesWork samples

Self-assessments of language Self-assessments of language competencies, including LinguaFolio competencies, including LinguaFolio checklistschecklists

Reflections on cross-cultural or Reflections on cross-cultural or intercultural experiencesintercultural experiences

Summative Assessment Summative Assessment OptionsOptions

ESLESL W-APTW-APT ACCESSACCESS IPTIPT Graded classroom Graded classroom

assessmentsassessments quizquiz unit testunit test performance taskperformance task project with a project with a

graded rubricgraded rubric

Foreign LanguageForeign Language SOPA, STAMP, SOPA, STAMP,

NOELLANOELLA ACTFL’s OPI and WPTACTFL’s OPI and WPT AP and IB examsAP and IB exams National Language National Language

ExamsExams Performance taskPerformance task Graded classroom Graded classroom

assessmentsassessments

PassportPassport Summary of Summary of

language learning language learning and intercultural and intercultural experiencesexperiences

Self-assessment Self-assessment grid (with dates)grid (with dates)

Linguistic profileLinguistic profile

BiographyBiography Language goalsLanguage goals Language historyLanguage history Intercultural Intercultural

experiencesexperiences Self-assessment Self-assessment

checklistschecklists

DossierDossier Samples of Samples of

written work and written work and projectsprojects

Certificates that Certificates that indicate language indicate language skillsskills

Video and/or Video and/or audio recordingsaudio recordings

LinguaFolioLinguaFolio allows learners allows learners to:to:

Examine their language Examine their language competencies competencies

Develop reflective learning skillsDevelop reflective learning skills Manage their own language Manage their own language

learninglearning Provide a holistic view of their Provide a holistic view of their

language performancelanguage performance Consider their cross-cultural or Consider their cross-cultural or

intercultural understandingintercultural understanding

European Language European Language PortfolioPortfolio

EUROPEAN LANGUAGE PORTFOLIOPORTFOLIO EUROPÉEN DES LANGUES

European CommonEuropean CommonScale of ReferenceScale of Reference

ACTFL K-12ACTFL K-12PerformancePerformanceGuidelinesGuidelines

ACTFLACTFLProficiencyProficiencyGuidelinesGuidelines

LFLF

LinguaFolioLinguaFolio

Research from the ELP Research from the ELP pilotpilot

Increased . . Increased . . MotivationMotivation Active learning Active learning Self-confidenceSelf-confidence Time thinking Time thinking

about learningabout learning Teacher creativityTeacher creativity

Improved relations Improved relations between between learner/teacher learner/teacher

Stronger focus on Stronger focus on communicationcommunication

More informed More informed parentsparents

Greater realization Greater realization of language use in of language use in communitycommunity

LinguaFolio Nebraska LinguaFolio Nebraska StudyStudy

Dr. Ali Moeller, University of Nebraska, Dr. Ali Moeller, University of Nebraska, is conducting a five year longitudinal is conducting a five year longitudinal study investigating the:study investigating the:

Impact of goal setting on student Impact of goal setting on student achievementachievement

Role of self-assessmentRole of self-assessment Implementation of LF as an Implementation of LF as an

assessment tool to promote assessment tool to promote articulated K-16 language programarticulated K-16 language program

C1/C2C1/C2 Can follow films employing a Can follow films employing a considerable degree of slang and idiomatic useconsiderable degree of slang and idiomatic use

B2B2 Can understand most TV news and current Can understand most TV news and current affairs programsaffairs programs

B2B2 Can understand a large part of many TV Can understand a large part of many TV programs on topics of personal interestprograms on topics of personal interest

B1B1 Can follow many films in which visuals and Can follow many films in which visuals and action carry much of the story line and action carry much of the story line and language is straightforwardlanguage is straightforward

A2A2 Can identify main points and follow changes Can identify main points and follow changes of topic of factual TV news items and form an of topic of factual TV news items and form an idea of the main contentidea of the main content

Watching TV and FilmWatching TV and Film

Think-Pair-ShareThink-Pair-ShareAnswer the following questions on Answer the following questions on

Handout #1 Handout #1 and then discuss with a and then discuss with a partner:partner:

1.1. Where would you rate yourself on this Where would you rate yourself on this scale? Why?scale? Why?

2.2. What goals would you set to reach the What goals would you set to reach the next level?next level?

3.3. What learning experiences or practice What learning experiences or practice would you need to meet those goals?would you need to meet those goals?

Piloting LinguaFolioPiloting LinguaFolio 5-state pilot during 2005-20065-state pilot during 2005-2006

World languages World languages GA, KY, NC, SC, VAGA, KY, NC, SC, VA LinguaFolio and LinguaFolio Jr.LinguaFolio and LinguaFolio Jr.

ESL LinguaFolioESL LinguaFolio Creation Creation Work with the ESL LinguaFolio Work with the ESL LinguaFolio

February 2007 at LEP Coordinators’ February 2007 at LEP Coordinators’ meetingmeeting

10 volunteer districts: 10 volunteer districts: Arapahoe Charter, Cumberland, Arapahoe Charter, Cumberland, Montgomery, New Hanover, Randolph, Montgomery, New Hanover, Randolph, Sampson, Stanly, Stokes, Vance, WarrenSampson, Stanly, Stokes, Vance, Warren

Meeting datesMeeting dates2007: March, August, December2007: March, August, December2008: January & June2008: January & June

ESL LinguaFolioESL LinguaFolio Creation Creation Evolution of ESL LinguaFolio Grids Evolution of ESL LinguaFolio Grids

and Checklistsand Checklists Grade spans: 3-5, 6-8, 9-12Grade spans: 3-5, 6-8, 9-12 Levels and Grids > I can statementsLevels and Grids > I can statements Alignment with SCOS revisions, Alignment with SCOS revisions,

WIDA standards and academic WIDA standards and academic language needslanguage needs

See Handout #2See Handout #2

ESL LinguaFolioESL LinguaFolio AdaptationsAdaptations

Changes to the Passport and Changes to the Passport and Biography to reflect ESL learning Biography to reflect ESL learning environmentsenvironments

Closer alignment with state ELP Closer alignment with state ELP standards and LF Can do standards and LF Can do statementsstatements

Can Do Statements-Can Do Statements-ReadingReading

Novice High (2007)Novice High (2007)I can understand words and phrases on I can understand words and phrases on

everyday signs, such as exit, no smoking, everyday signs, such as exit, no smoking, danger, and days of the week.danger, and days of the week.

I can understand simple written messages in I can understand simple written messages in the classroom, such as very good, the classroom, such as very good, homework, and dates.homework, and dates.

Beginning-Level 2 (2008)Beginning-Level 2 (2008)I can understand signs and simple written I can understand signs and simple written

messages in the school and community.messages in the school and community.

Can Do Statements-Can Do Statements-ListeningListening

Intermediate High (2007)Intermediate High (2007)I can sometimes identify main ideas I can sometimes identify main ideas

and specific information on a variety and specific information on a variety of topics presented on TV, radio, film of topics presented on TV, radio, film and computer presentations.and computer presentations.

Expanding-Level 4 (2008)Expanding-Level 4 (2008)I can select the main idea and most I can select the main idea and most

details of TV programs or films on details of TV programs or films on familiar social, classroom and familiar social, classroom and academic topics.academic topics.

ESL LinguaFolioESL LinguaFolio Pilot Pilot 2008-2009 school year2008-2009 school year ESL, dual language/immersion, and ESL, dual language/immersion, and

heritage language programsheritage language programs Project Launch: October 3-4, 2008 Project Launch: October 3-4, 2008 Collaboration and sharing of progress Collaboration and sharing of progress

through wiki at through wiki at http://http://esllfpilot.pbwiki.comesllfpilot.pbwiki.com/ /

Project Finale: Friday, April 3, 2009Project Finale: Friday, April 3, 2009

Wiki PostingsWiki PostingsPost on your wiki page on or before these dates:Post on your wiki page on or before these dates:

November 15, 2008 – Posting #1November 15, 2008 – Posting #1 Class description and implementation plansClass description and implementation plans

December 15, 2008 – Posting #2December 15, 2008 – Posting #2Reflection on use of 3 sections of LF and LF-like activities Reflection on use of 3 sections of LF and LF-like activities

January 15, 2009 – Posting #3January 15, 2009 – Posting #3Teacher impressions to date & resolutions for new Teacher impressions to date & resolutions for new semestersemester

February 15, 2009 – Posting #4February 15, 2009 – Posting #4Reflection on intercultural piecesReflection on intercultural pieces

March 15, 2009 – Posting #5March 15, 2009 – Posting #5Student and teacher feedbackStudent and teacher feedback

ReflectionsReflections1.1. I can define LinguaFolio.I can define LinguaFolio.

2.2. I can name the three parts of I can name the three parts of LinguaFolio.LinguaFolio.

3.3. I can describe the difference I can describe the difference between formative and between formative and summative assessment.summative assessment.

15 minute break15 minute break

Develop own ESL LFDevelop own ESL LF Do in second languageDo in second language Explore PassportExplore Passport BiographyBiography

ChecklistsChecklists Choose 1 reflection piece to doChoose 1 reflection piece to do

Dossier-Discuss with partner what Dossier-Discuss with partner what you might put in your own dossieryou might put in your own dossier

Return to Passport and fill in Return to Passport and fill in information information

PassportPassport Read through Read through

Passport Passport Mark areas Mark areas

where you have where you have questionsquestions

Do NOT fill in Do NOT fill in anything anything

BiographyBiography Evaluate your Evaluate your

proficiency in proficiency in your second your second language with language with ALL checklistsALL checklists

Choose 1 Choose 1 interculturality interculturality piece to piece to complete nowcomplete now

DossierDossier Find a partner and Find a partner and

discuss what you discuss what you might include in your might include in your dossier to illustrate dossier to illustrate your proficiency and your proficiency and language language achievementsachievements

Make a list of items Make a list of items to includeto include

PassportPassport Return and fill in Return and fill in

your information your information based on the based on the work you have work you have just completedjust completed

Be back in 1 hour 15 Be back in 1 hour 15 minutesminutes

Language & CultureLanguage & Culture Language reflects the culture of Language reflects the culture of

those who speak it.those who speak it. Culture is the context within Culture is the context within

which communication occurs.which communication occurs. Language proficiency is linked to Language proficiency is linked to

cultural awareness and cultural awareness and understanding.understanding.

InterculturalityInterculturality Definition: understanding of culture Definition: understanding of culture

so that language used is appropriate so that language used is appropriate to the context and audienceto the context and audience

Learners need to be able to self-Learners need to be able to self-assess cultural understanding and assess cultural understanding and behavior so that they develop behavior so that they develop interculturality skillsinterculturality skills

Reflecting on Reflecting on InterculturalityInterculturality

ESL LinguaFolio-like ESL LinguaFolio-like ActivitiesActivities

Definition: Can-Do activities Definition: Can-Do activities used in the classroom which used in the classroom which focus on language skillsfocus on language skills

Writing ESL LF-like activitiesWriting ESL LF-like activities1.1. Identify activities that are already Identify activities that are already

ESL LinguaFolio-like activitiesESL LinguaFolio-like activities2.2. Expand LinguaFolio-like activities Expand LinguaFolio-like activities

to strengthen language skillsto strengthen language skills

Science-ConservationScience-ConservationLinguaFolio-like ActivityLinguaFolio-like Activity

Easily With Help

I can name 4 objects that can be I can name 4 objects that can be recycled.recycled.

I can answer simple questions about I can answer simple questions about ways to conserve water.ways to conserve water.

I can read an article about recycling I can read an article about recycling water and identify the first 4 steps.water and identify the first 4 steps.

I can watch a TeacherTube video about I can watch a TeacherTube video about gasoline conservation and write a gasoline conservation and write a summary describing how driving summary describing how driving habits can waste gasoline.habits can waste gasoline.

Handout #3

In your grade level group, choose a partner In your grade level group, choose a partner or two and create a LinguaFolio-like or two and create a LinguaFolio-like activity with 5 can-do statements for a activity with 5 can-do statements for a lesson lesson

1.1. Grades K-2: Calendar & WeatherGrades K-2: Calendar & Weather2.2. Grades 3-5: Cost/Money Grades 3-5: Cost/Money 3.3. Grades 6-8: Maps Grades 6-8: Maps 4.4. Grades 9-12: Character Development Grades 9-12: Character Development 5.5. DLI and HL: Choose from above based DLI and HL: Choose from above based

on grade level on grade level

15 minute break15 minute break

Reflective TeachingReflective Teaching The Teacher . . . The Teacher . . .

Models target language Models target language Helps learners to communicate by Helps learners to communicate by

scaffolding speechscaffolding speech Engages learners in activities that Engages learners in activities that

produce oral and written languageproduce oral and written language Involves learners regularly in Involves learners regularly in

evaluating their progress and evaluating their progress and thinking about how they learnthinking about how they learn

Learner AutonomyLearner AutonomyDoes NOT Does NOT

mean. . . mean. . . Self-instructionSelf-instruction Teacher Teacher

transferring transferring all control to all control to learnerslearners

Does mean. . . Does mean. . . Learners accept Learners accept

responsibility for responsibility for their learning, their learning, review their learning review their learning and evaluate its and evaluate its effectivenesseffectiveness

Learners exhibit a Learners exhibit a capacity for capacity for reflectionreflection

Reflective LearningReflective LearningThe Learners . . . The Learners . . .

Think about their own learning Think about their own learning through a deliberate step-by-through a deliberate step-by-step processstep process

Gradually develop a useful Gradually develop a useful repertoire of learning repertoire of learning strategiesstrategies

Demystify the learning process Demystify the learning process through ongoing teacher, peer through ongoing teacher, peer and self-evaluationand self-evaluation

Learners’ reflections include . . .Learners’ reflections include . . . Connecting what they already Connecting what they already

know to what they are learningknow to what they are learning Checking frequently to see what Checking frequently to see what

they can and cannot do yetthey can and cannot do yet Determining which activities Determining which activities

help them learn most effectivelyhelp them learn most effectively Setting small, achievable goalsSetting small, achievable goals Planning and monitoring future Planning and monitoring future

learninglearning

Student Self-CheckStudent Self-Check What am I learning?What am I learning? Why am I learning it?Why am I learning it? How am I learning it?How am I learning it? How successful is my learning?How successful is my learning? How can I demonstrate my How can I demonstrate my

learning?learning? What am I going to do next?What am I going to do next?

Student Reflection Student Reflection Activity Activity

About my learningAbout my learning I have learned… I have learned… I can…I can… I am good at…I am good at… I haven’t I haven’t

managed…managed… I don’t I don’t

understand…understand… I have difficulty I have difficulty

in…in…

About the lessonsAbout the lessons I like best…I like best… The most The most

interesting thing interesting thing is…is…

I don’t like…I don’t like… The most boring The most boring

thing is…thing is…

Practices that Support Practices that Support Reflective LearningReflective Learning

Cooperative LearningCooperative Learning JournalingJournaling Peer- Assessment and Peer- Assessment and

Self-AssessmentSelf-Assessment Portfolios Portfolios Problem-Based LearningProblem-Based Learning RubricsRubrics

ACTIVITYACTIVITY

Admit/Exit SlipsAdmit/Exit Slips Application CardsApplication Cards Learning LogsLearning Logs K-W-L ChartsK-W-L Charts Think, Pair, ShareThink, Pair, Share

Handout #4

FinaleFinaleOn the index card provided,On the index card provided,

write down one thing write down one thing that you learned todaythat you learned today

which you can use which you can use in your classroom or in your classroom or

in your work with students.in your work with students.

DebriefingDebriefing