Transcript of LINKING STANDARDS AND PROFICIENCY TO YOUR CLASSROOM Mary Lynn Redmond Marty Abbott ACTFL President...
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- LINKING STANDARDS AND PROFICIENCY TO YOUR CLASSROOM Mary Lynn
Redmond Marty Abbott ACTFL President ACTFL Executive Director
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- Todays Learning Goals Hello I can Describe the WHAT, HOW, and
HOW WELL to guide my teaching and my students learning Connect key
national initiatives to my daily classroom instruction Identify
effective and appropriate means to measure student growth Describe
various components for supporting and evaluating teacher
effectiveness
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- Unlock the Gateway to Communication
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- Backward Design 1. What are the goals? Identify desired results
2. How will you and learners know they reached the goals? Identify
acceptable evidence 3. What does it take to get there? Plan
learning experiences and instruction
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- Backward Design 1. What are the goals? Identify desired results
WHAT Standards HOW WELL Proficiency Levels
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- Standards for Learning Languages Hello 1993 1996 Standards
developed under Goals 2000 Educate America Act 1996 Publication of
Standards for Foreign Language Learning: Preparing for the 21 st
Century (with 10 languages) 2000 Publication of Standards for
Foreign Language Learning in the 21 st Century (with Chinese) 2006
Publication of Standards for Foreign Language Learning in the 21 st
Century (with Arabic) 2013 Refreshed World-Readiness Standards for
Learning Languages Timeline
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- Standards Collaborative Board (16 national language
organizations) Our Common Core: 5 Cs and the 11 descriptive
standards State Standards in over 40 states Local curricula based
on these Standards Teacher preparation based on these
Standards
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- Process to refresh the Standards influenced by 2011 report, A
Decade of Foreign Language Standards: Impact, Influence, and Future
Directions Guiding Principles for refreshing standards: Maintain
the essence of each standard Clarify the language
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- FROM: Interpersonal Communication: Students engage in
conversations, provide and obtain information, express feelings and
emotions, and exchange opinions. TO: Interpersonal Communication:
Learners interact and negotiate meaning in spoken, signed, or
written conversations to share information, reactions, feelings,
and opinions
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- FROM: Practices of Culture: Students demonstrate an
understanding of the relationship between the practices and
perspectives of the culture studied. TO: Relating Cultural
Practices to Perspectives: Learners use the language to
investigate, explain, and reflect on the relationship between the
practices and perspectives of the cultures studied
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- FROM: Lifelong Learning: Students show evidence of becoming
life- long learners by using the language for personal enjoyment
and enrichment TO: Lifelong Learning: Learners set goals and
reflect on their progress in using languages for enjoyment,
enrichment, and advancement
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- 15 Speaking and Listening Reading
---------------------------------- Listening Writing
----------------------------- Speaking Language
http://www.actfl.org/commoncore Conventions How language functions
Vocabulary Linking Common Core & World Languages
www.actfl.org/commoncore
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- Performance Points Toward Proficiency Documenting Student
Growth
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- Describing Performance Performance Descriptors 2012 WHAT:
Standards for Learning Languages Five Cs Three Modes of
Communication HOW WELL: 2012 Performance Descriptors for Language
Learners Update and revision of 1998 Performance Guidelines for K-
12 Learners www.actfl.org Publications Performance Descriptors
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- Performance Three Modes of Communication: Interpersonal,
Interpretive, Presentational Three Ranges of Performance: Novice
Intermediate Advanced
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- ACTFL Proficiency Guidelines
www.actflproficiencyguidelines2012.org
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- ACTFL Proficiency Guidelines
www.actflproficiencyguidelines2012.org/speaking
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- DomainExamplesWhat it describes Functions Ask formulaic
questions Initiate, maintain, and end a conversation Create with
language Narrate and describe Make inferences Functions are the
global tasks the learner can perform in the language 21
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- DomainExamplesWhat it describes Functions Ask formulaic
questions Initiate, maintain, and end a conversation Create with
language Narrate and describe Make inferences Functions are the
global tasks the learner can perform in the language Contexts and
Content Oneself Ones immediate environment General interest
Work-related Contexts are situations within which the learner can
function; Content is the topics which the learner can understand
and discuss 22
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- DomainExamplesWhat it describes Functions Ask formulaic
questions Initiate, maintain, and end a conversation Create with
language Narrate and describe Make inferences Functions are the
global tasks the learner can perform in the language Contexts and
Content Oneself Ones immediate environment General interest
Work-related Contexts are situations within which the learner can
function; Content is the topics which the learner can understand
and discuss Text Type Words Phrases Sentences Questions Strings of
sentences Connected sentences Paragraphs Text type controlled by
the learner is that which the learner is able to understand and
produce in order to perform the functions of the level 23
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- DomainWhat it answersWhat it describes Language Control How
accurate is the language learners language? Describes the level of
control the learner has over certain language features or
strategies to produce or understand language 24 How / How well able
to be understood and to understand
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- DomainWhat it answersWhat it describes Language Control How
accurate is the language learners language? Describes the level of
control the learner has over certain language features or
strategies to produce or understand language VocabularyHow
extensive and applicable is the language learners vocabulary?
Describes the parameters of vocabulary used to produce or
understand language 25 How / How well able to be understood and to
understand
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- DomainWhat it answersWhat it describes Language Control How
accurate is the language learners language? Describes the level of
control the learner has over certain language features or
strategies to produce or understand language VocabularyHow
extensive and applicable is the language learners vocabulary?
Describes the parameters of vocabulary used to produce or
understand language Communica- tion Strategies How does the
language learner maintain communication and make meaning? Describes
the strategies used to negotiate meaning, to understand text and
messages, and to express oneself 26 How / How well able to be
understood and to understand
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- DomainWhat it answersWhat it describes Language Control How
accurate is the language learners language? Describes the level of
control the learner has over certain language features or
strategies to produce or understand language VocabularyHow
extensive and applicable is the language learners vocabulary?
Describes the parameters of vocabulary used to produce or
understand language Communica- tion Strategies How does the
language learner maintain communication and make meaning? Describes
the strategies used to negotiate meaning, to understand text and
messages, and to express oneself Cultural Awareness How is the
language learners cultural knowledge reflected in language use?
Describes the cultural products, practices, or perspectives the
language learner may employ to communicate more successfully in the
cultural setting 27 How / How well able to be understood and to
understand
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- Proficiency Performance Advanced Intermediate Novice
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- Quantity and Organization of Language Expands Isolated words
Words and phrases Discrete sentences Strings of sentences Connected
sentences Single paragraphs Multiple paragraphs Extended cogent
discourse
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- Backward Design 1. What are the goals? Identify desired results
2. How will you and learners know they reached the goals? Identify
acceptable evidence
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- NCSSFL-ACTFL Can-Do Statements
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- Culmination of a collaborative effort between NCSSFL and ACTFL
Combination of two documents into one cohesive set of statements
NCSSFL LinguaFolio ACTFL Proficiency Guidelines 2012 The
NCSSFL-ACTFL Can-Do Statements
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- Intermediate Low - Interpersonal ACTFL Proficiency Guidelines -
Speaking Can-Do Global Benchmark Speakers at the Intermediate Low
sublevel are able to handle successfully a limited number of
uncomplicated communicative tasks by creating with the language in
straightforward social situations. Conversation is restricted to
some of the concrete exchanges and predictable topics necessary for
survival in the target-language culture. These topics relate to
basic personal information; for example, self and family, some
daily activities and personal preferences, and some immediate
needs, such as ordering food and making simple purchases. Speakers
are primarily reactive and struggle to answer direct questions or
requests for information. They are also able to ask a few
appropriate questions. I can participate in conversations on a
number of familiar topics using simple sentences. I can handle
short social interactions in everyday situations by asking and
answering questions.
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- Global Benchmarks Global Can-Do Benchmarks General description
of the proficiency level for each of the modes
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- Screen shot Bold Global Can-Do Benchmarks General description
of the proficiency level for each of the modes
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- Screen shot Bold Bold statements Main indicators for the level
and the mode
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- Screen shot Bold Target statements (Checklist) Provide
instructional focus Create class evidence Should emphasize
re-spiraling
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- Screen shot Bold
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- Todays Learning Goals Hello I can Describe the WHAT, HOW, and
HOW WELL to guide my teaching and my students learning Connect key
national initiatives to my daily classroom instruction Identify
effective and appropriate means to measure student growth
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- Backward Design 1. What are the goals? Identify desired results
2. How will you and learners know they reached the goals
NCSSFL-ACTFL Can-Do Statements Integrated Performance Assessment
AAPPL
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- IPA - Novice Level TASK OVERVIEW: The university will be
traveling to various study abroad fairs in Spanish-speaking
countries. You have been assigned the responsibility of creating a
flier to promote our university to prospective international
studies interested in studying in the U.S. INTERPRETIVE TASK: In
order to understand what international universities are like, you
look for information on the Internet. Your teacher finds the
following text about la Universidad de Puerto Rico en Ro Piedras.
Read the text carefully and complete the comprehension questions
that accompany it. INTERPERSONAL TASK: Now you need to gather more
information about the university experience of other students at
our university. Talk with a classmate to learn more about his/her
personal activities at the university. You want to know about
his/her majors, classes, daily schedule, living situation,
weekend/leisure activities, and transportation. Find out as much as
you can from your partner in order to incorporate details into your
flier. PRESENTATIONAL TASK: Based on what you have learned from
your research, your knowledge of the university, and class
discussions, create a flier in which you promote GVSU to
Spanish-speaking university students. Your flier might include
information about classes, living situations, transportation,
recreational opportunities (sports/clubs/other campus/regional
activities).
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- AAPPL - DEMO http://aappl.actfl.org/
http://aappl.actfl.org/demo
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- Todays Learning Goals Hello I can Describe the WHAT, HOW, and
HOW WELL to guide my teaching and my students learning Connect key
national initiatives to my daily classroom instruction Identify
effective and appropriate means to measure student growth By
adopting this WHAT, HOW and HOW WELL what will students notice is
different in language classrooms?
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- Todays Learning Goals Hello I can Describe the WHAT, HOW, and
HOW WELL to guide my teaching and my students learning Connect key
national initiatives to my daily classroom instruction Identify
effective and appropriate means to measure student growth Describe
various components for supporting and evaluating teacher
effectiveness
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- Position Statement - Draft Teacher Effectiveness & Student
Growth Demonstrate for stakeholders the value of successful
language learning and teaching; Need multiple measures of student
growth based on evidence over time Employ performance assessments
aligned to NCSSFL- ACTFL Can-Do Statements (all three modes of
communication, linked to proficiency levels) Feedback/data on
learning targets should inform teachers and students (next steps
for instruction and reflection for goal-setting) Hello
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- Backward Design 1. What are the goals? Identify desired results
2. How will you and learners know they reached the goals? Identify
acceptable evidence 3. What does it take to get there? Plan
learning experiences and instruction The Keys to Planning for
Learning: Effective Curriculum, Unit, and Lesson Design
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- The Curriculum Framework is based on building proficiency in
the three modes of Communication embedded in a Cultural context,
and enriched by Connections, Comparisons, and Communities. 48 The
Keys to Planning for Learning Unit Design Plan learning experiences
and instruction
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- Website:
http://www.actfl.org/publications/books-and-brochures/the-
keys-planning-learning Resources and Templates Plan learning
experiences and instruction
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- iPad App ACTFL Unit and Lesson Planner (Available on
iTunes)
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- www.actfl.org www.caepnet.orgwww.caepnet.org. Fox &
Morrison, ACTFL, 201351 and Teacher Education Program
Credentialing
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- 2013 ACTFL/CAEP Standards developed between 2009 and 2013 with
input from the profession at all levels, aligned with the:
Standards for Foreign Language Learning in the Twenty-First Century
(2006) [the Five Cs], refreshed as World-Readiness Standards for
Learning Languages (2013); Interstate Teacher Assessment and
Support Consortium (InTASC) Standards National Board for
Professional Teaching Standards for accomplished teachers (NBPTS)
International Standard for Technology Education (ISTE) For the
ACTFL/CAEP standards, go to
https://www.actfl.org/professional-development/actfl-caep
https://www.actfl.org/professional-development/actfl-caep
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- Alaska Arizona Arkansas Connecticut Delaware * Florida Georgia
* Hawaii Texas Utah Vermont Virginia * Washington Wisconsin Wyoming
States Using Demonstration of Language Proficiency for Some Aspect
of Teacher Credentialing State Teacher Certification Maine *
Maryland * New Jersey New York * North Carolina * Ohio * Oklahoma
Pennsylvania *
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- Which standards to use? 2002 (ACTFL/NCATE) or 2013
(ACTFL/CAEP)? Use one set or the other, dont mix them If your
program starts with 2002, continue with that set until it achieves
national recognition even if it takes until after spring 2016. You
are in the pipeline. 2014 fall 20152002 or 2013 Spring 2016
forward2013
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- Recommended FL Program Components (no change) 1.Development of
proficiency in all areas, especially oral 2.Ongoing assessment of
proficiency 3.Language, linguistics, culture, and literature
components 4.Dedicated methods course on teaching of FL, taught by
qualified faculty 5.Early field experiences in FL classrooms
6.Field experiences and student teaching supervised by qualified FL
faculty 7.Opportunities for candidates to experience and use
technology 8.Opportunities for structured study-abroad / immersion
experiences Judith L. Shrum
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- Standard for Foreign Language Learning in the 21 st Century
(2006); refreshed as World-Readiness Standards for Language
Learning (2013)
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- Standards rena med StandardFrom (2002)To (2013) 1 Language,
Linguistics, Comparisons Language Proficiency: Interpersonal,
Interpretive, and Presentational 2 Cultures Literatures, Cross-
Disciplinary Concepts Cultures, Linguistics, Literatures, and
Concepts from Other Disciplines 3 Language acquisition theories and
creating supportive environment Language Acquisition Theories and
Knowledge of Students and Their Needs 4 Integration of Standards
into Curriculum and Instruction Integration of Standards in
Planning, Classroom Practice, and Use of Instructional Resources 5
Assessment Assessment of languages and cultures Impact on Student
Learning 6 Professionalism Professional Development, Advocacy and
Ethics
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- Resources/Questions Contact information: Judith Shrum
jshrum@actfl.org 540-320-0499 Contact information: Judith Shrum
jshrum@actfl.org 540-320-0499
http://www.actfl.org/professional-development/actfl-caep
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- How will you use these initiatives and the resulting documents
to influence language teaching and learning?
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- Address teacher effectiveness/evaluation: role in providing
evidence to meet requirements of your states formula Support
language learners: in instructional settings or as independent
learners Advocate for language programs: early start, longer
sequences
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- Position Statement - Draft WHY: Reaching Global Competence The
ability to communicate with respect and cultural understanding in
more than one language is an essential element of global
competency. Global Competence vital for global economy,
diplomacy/defense, global problem-solving, diverse communities
Global Competence described: readiness to communicate, interact,
withhold judgment, be alert to differences and miscommunication,
act with respect, and increase knowledge of other cultures
Hello
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- Todays Learning Goals Hello I can Describe the WHAT, HOW, and
HOW WELL to guide my teaching and my students learning Connect key
national initiatives to my daily classroom instruction Identify
effective and appropriate means to measure student growth Describe
various components for supporting and evaluating teacher
effectiveness What is one way standards and proficiency will
improve students language learning?
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