2/13/2015 1 UW STARTALK Teacher Program Reunion February 12, 2015 University of Washington Language Learning Center Welcome back to STARTALK! • New directions for Teacher Programs (Bridget) • Teacher Effective for Language Learning (TELL) • STELLA: STARTALK TELL Alignment • Great new resource from ACTFL (Michele) • Keys to Planning for Learning • STARTALK Best Practices • Innovations from our STARTALK Alumni • Lena Doubivko • Anatoliy Klots • Nelli Tkach • Lilia Yerosheva • Svetlana Abramova UW STARTALK Teacher Program 2 Teacher “Proficiency” • Just like our students move up the proficiency scale (or along the proficiency continuum), so do we as educators. • Beginning Emerging Advancing UW STARTALK Teacher Program 3 Characteristics of Effective Teachers? • TELL Framework • Preparing for student learning • Environment • Planning • Advancing student learning • The learning experience • Performance and feedback • Learning tools • Supporting student learning • Collaboration • Professionalism UW STARTALK Teacher Program 4 Let’s look at one piece together • Handout of TELL Self-Assessment for the Learning Experience • http://www.tellproject.org/wp- content/uploads/2014/05/ TELL_SelfAssessment_LE_grayscale.pdf UW STARTALK Teacher Program 5 Resources to help you “advance” • STELLA overview: https ://startalk.umd.edu/STELLA/ • Specific resources for the Learning Experience domain: • https ://startalk.umd.edu/STELLA/STELLA_ModuleLearningExperience.2014 UW STARTALK Teacher Program 6
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UW STARTALK Teacher Program ReunionFebruary 12, 2015
University of Washington Language Learning Center
Welcome back to STARTALK!
• New directions for Teacher Programs (Bridget)• Teacher Effective for Language Learning (TELL)• STELLA: STARTALK TELL Alignment
• Great new resource from ACTFL (Michele)• Keys to Planning for Learning
• STARTALK Best Practices
• Innovations from our STARTALK Alumni• Lena Doubivko• Anatoliy Klots• Nelli Tkach• Lilia Yerosheva• Svetlana Abramova
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Teacher “Proficiency”
• Just like our students move up the proficiency scale (or along the proficiency continuum), so do we as educators.
• Beginning Emerging Advancing
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Characteristics of Effective Teachers?
• TELL Framework• Preparing for student learning
• Environment
• Planning
• Advancing student learning• The learning experience
• Performance and feedback
• Learning tools
• Supporting student learning• Collaboration
• Professionalism
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Let’s look at one piece together
• Handout of TELL Self-Assessment for the Learning Experience
• NCSSFL-ACTFL Global Can-Do Benchmarks (based on LinguaFolio(R)) (2013)
• World Languages 21st Century Skills Map
• Framework for effective curriculum, unit, and lesson design
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CCSS Anchor Standards for English Language Arts (ELA)• READING:
• Key Ideas and Details• Craft and Structure• Integration of Knowledge and Ideas• Range of Reading and Level of Text Complexity
• WRITING: • Text Types and Purposes• Production and Distribution of Writing• Research to Build and Present Knowledge• Range of Writing
• SPEAKING & LISTENING:• Comprehension and Collaboration• Presentation of Knowledge and Ideas
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Focus on Developing Language Proficiency• Focus on developing language proficiency through performance
opportunities (tasks)
• ACTFL Proficiency Guidelines (2012)
• ACTFL Performance Descriptors for Language Learners (2012)
• NCSSFL-ACTFL Global Can-Do Benchmarks (2013)• What can students do with the language?
• Opportunities for continuous student self-assessment and teacher formative assessment
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What Does Proficiency Data Mean?
Proficiency tests measure…
“what individuals can do with language in terms of speaking, writing, listening, and reading in real-world situations in a spontaneous and non-rehearsed context”
(ACTFL 2012)
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Proficiency Targets: High School World Language Courses
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Seattle World Language (from Seattle WL teachers based on AP Incentive grant with Donna Clementi in 2011)
Course Level Targets: NL NM NH IL IM IH AL AMLevel ILevel IILevel IIILevel IVLevel VLevel VI
Seattle IB (from Seattle WL teachers based on AP Incentive grant with Donna Clementi in 2011)
Course Level Targets: NL NM NH IL IM IH AL AMIB 4IB 5IB 6
Proficiency Targets: K-12 Immersion Programs
Seattle Immersion (proposed 1/24/2013)
Targets NL NM NH IL IM IH AL AM3rd Grade5th Grade8th Grade9th Grade10th Grade11th Grade12th Grade
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21st Century Skills*
• Communication
• Critical Thinking and Problem Solving
• Creativity and Innovation
• Collaboration and Cross-Cultural Understanding
*Partnership for 21st Century Skills www.p21.org
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Questions to Consider
• Who are today’s learners and what do they need?
• How does a 21st Century Curriculum Address the Needs of Today’s Learners?
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Standards-Based and Text-Rich Unit Design
“Learners acquire language best in meaningful contexts. Authentic texts, those that are created by speakers of the language for speakers of the language, provide an ideal starting point for a thematic unit by establishing a meaningful context.”
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Keys to Planning for Learning p. 25
История освоения космосаHistory of Space Exploration
(in USA: “The Space Race”)
Abramova
Svetlana
Vladimirovna
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Glory to the Soviet People – the Conquerors
U
S
S
R
P
O
S
T
A
L
The Communists are laying down the path to the stars
1/4/57
First
artificial
satellite
4/12/61
First man
in space
6/16-
19/63
First
woman in
space
Authentic Text: A Postage Stamp
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Vocabulary: “Less is More”
“Vocabulary is key to learning a language and the expanded amount of time on a topic allows for acquisition of new vocabulary by allowing learners time to acquire vocabulary in context before being required to use it in increasingly more involved tasks.”
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Keys to Planning for Learning p. 26
Словарь - Vocabulary
искусственный спутник (artificial satellite)
космический корабль(rocket ship)
орбитальная станция(space station)
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Mindset for Thematic Unit Design
Design units that are…• Communicatively purposeful• Culturally focused• Intrinsically interesting• Cognitively engaging• Standards-based
(based on Helena Curtain’s 3 principles for unit design)
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Keys to Planning for Learning p. 26
Mindset for Lesson Plan Design
• Learner-Centered Classroom
• Motivation
• Self-efficacy
• Differentiation
• Brain-based learning
• 90%+ Use of the Target Language
• Comprehensible Input
• Lesson TransitionsKeys to Planning for Learning pp. 41-46
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Backward Design for Lesson Planning
• Identify desired results
• Set clear learning objectives
• Determine acceptable evidence
• How will learners demonstrate their progress on the objectives?
• Plan learning experiences and instruction
Keys to Planning for Learning pp. 46-48
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What is assessment?
“Assessment is the giving and using of feedback against standards to enable improvement and the meeting of goals.”
Wiggins & McTighe
Understanding by Design (2005)
Keys to Planning for Learning p. 59
Formative and Summative Assessments
• Formative• Assessment for learning
• Take place throughout daily lessons
• Helpful feedback for teacher & learner
• Do not have to be graded
• Summative• Assessment of learning
• Measure whether learner met the goals of instruction
• Should capture most important learning of the unit and allow learners to apply that learning to real-life situations
• (T)arget language• (A)ccuracy on certain structures• (L)isten and respond appropriately• (K)ind to conversational partner
6. Index Cards7. Exit Slips
Keys to Planning for Learning pp. 64-65
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DRAWING for a COPY
of the BOOK!
STARTALK-Endorsed Principles for Effective Teaching & Learning andCharacteristics of Effective Language Lessons
• Implementing a Standards-Based and Thematically Organized Curriculum
• Facilitating a Learner-Centered Classroom
• Using the Target Language and Providing Comprehensible Input for Instruction
• Integrating Culture, Content, and Language in a World Language Classroom
• Adapting and Using Age-Appropriate Authentic Materials
• Conducting Performance-Based Assessment
https://startalk.umd.edu/principles/
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“Russian Fantasy & Science Fiction in Film”Elective Project Section on Film & Culture
Instructor: Lena Doubivko
Time frame: July 16 – August 10, 2012 (14 lessons)
Main objective: to help students make connections between the STEM-oriented content they were learning in the morning and film as a medium of expression.
1. Students can watch and understand authentic Russian and Soviet feature, documentary and animated films
2. …discuss the content of the films using appropriate cinematic terms
3. …research information about the films
4. …choose appropriate strategies and social registers while presenting their opinion on the films with teachers and peers
5. …publish reviews on the films watched on the website of the section (google web site “Club of the Film Experts and Film Critics”)
6. …present their views on the films and the section in front of the audience.
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Culminating Performance Tasks to provide evidence that students have achieved the stated learning objectives
• Interpretive tasks: Students will be able to understand feature, documentary and animated films watched in the section. Students will find answers in the films to the questions posed by the teacher.
• Interpersonal tasks: Discuss the experience of material watched, express critical opinion on the themes, characters and language of the films. Reflect on the opinion of other students. Use basic cinematic terms studied in the section.
• Presentational tasks: Reflect on your experience in the section and on the films watched in the specially created website “Club of STARTALK Film Critics.” Publish your reviews on the website. Share your experiences informally with the other STARTALK students and with the STARTALK News Team. Use various approaches to tell about your experience in the Film section in the final multimedia project “Space as Dream and Reality”.
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End of Project Performance Tasks
• Students will present their final multimedia project “Space as Dream and Reality” (“Космос как реальность и предчувствие”), in which they will express their views on the films and the section in front of the audience.
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Final Multimedia Projects (Examples)
• Drawing of extraterrestrial life from films watched. Presentation on comparative analysis of the aliens
• Group presentation on “Evolution of representation of aliens in film”
• Synchronized Russian soundtrack of a Star Trek episode
• Song about aliens in films watched
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“Russia in the 20th century”Elective projects on history and culture
Instructor: Anatoliy Klots
Time frame: July 21 – August 15, 2014 (14 lessons)
Main objective: to research historic background of STEM topics of STARTALK (space race) and learn to analyze events and sources critically.
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Objectives
• Students understand and can discuss topics related to history (government, class, political system)
• Students can watch/listen to and discuss authentic materials
• Students can understand critical political terms (republic, empire, totalitarian state), historical events (Bolshevik revolution, WWII, perestroka), know main figures (Nicolas II, Lenin, Stalin, etc)
• Students select topic and write a short essay
• Students improve their presentational skills and tell about their research to the general audience
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Facilitating a Learner-Centered Classroom
• Interpretive task: Students understand instructor’s presentation and supplemental materials (clips, animated films, short texts). Students reply to short questions based on previous lecture.
• Interpersonal task: Every slide contains questions for discussion in small groups. Students reflect on opinions of other students
Example: The end of history discussion
• Presentation task: Students are assigned short written assignments daily in Moodle. They have to reply to other posts. Students present their research during the mock up presentation.
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Authentic materials: Integrating Culture, Content, and Language in a World Language Classroom
• Quotes of Russian tsars, officials (Stolypin, Vitte) writers and poets (Tolstoy, Blok, Mandelshtam), Lenin, Stalin, Russian and Soviet newspapers, etc.
• Culturally and historically significant terms (kolhoz, Gulag, NEP, whites and reds, censorship, Social Realism, Thaw, perestroika, etc)
• Paintings of Russian and Soviet authors, maps, photos, posters.• Short story by Arkadiy Averchenko• “Soviet Toys” animated film by Dziga Vertov• Film clips, audio clips• Songs by Vysotsky, Okudzhava, Galich, • Clips of several Russian rock bands
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Final presentations
• Students select a topic and explain why (Moodle)
• Students present a list of sources (Moodle)
• Students write annotations (Moodle)
• Students write an essay (2-3 pp, Word)
• Students work on PPT presentations
• Presentation rehearsal
• Final product
• Reflections (Moodle questionnaire)
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Example of Student Presentation
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Корейская ВойнаДмитрий Петров
Sample slides from a student’s presentation (2014)
Target language
visuals
Как все начиналось
• После Второй Мировой Войны началось противостояние между СССР и США. Оно включало в себя многие конфликты и гонки вооружения.
• Корея разделена на Северную и Южную.
• Видя в этом возможность устроить опосредованную войну, Коммунистические страны во главе с СССР и Китаем поддерживали Северную Корею. США же и страны ООН, во главе с Великобританией и Францией, вели Демократичекую политику в Южной Корее.
• Естественно, ситуация накалялась, пока 25 июня 1950 года Северная Корея не напала на Южную.
• СССР активно не учавствовали в этой войне, так как иначе Запад мог начать ядерную войну, но они снабжали Северную Корею и Китай вооружением, посылали военных советников в Корею и отправляли на войну пилотов, потому что войска Северной Кореи не умели обращаться с самолетами.
