1. 1. Refreshed World Languages Standards Spring, 2014
2. 2. Norms and Expectations:
3. 3. The acquisition of knowledge doesn't mean you're growing. Growing happens when what you know changes how you live.
4. 4. Learning Goal: The participant will be able to evaluate their current teaching practices in relationship to Standards and Proficiency based instruction and assessment in order to improve their teaching practice and increase student proficiency in World Languages learning.
5. 5. Objectives: Participants will be able to: Evaluate their own teaching practices with regards to World Languages Standards Identify the modes of communication present in the World Languages standards Understand how Proficiency is related to World Languages Standards Understand Standards Based Grading and Assessment
6. 6. Pre-assessment Self evaluation Standards, Proficiency, and Assessment
7. 7. Level 1: I am ready to grow my knowledge about Standards and proficiency Level 2: I can identify and define the following terms: modes of communication ACTFL World-Readiness Standards for Language Learning Florida Next Generation State Standards for World Languages Proficiency Levels Standards Based Grading and Assessment Level 3: I can evaluate my current teaching practices in relationship to Standards and Proficiency based instruction and assessment in order to improve my teaching practice and increase student proficiency in World Languages learning. Level 4: I can share my Standards and Proficiency based world languages classroom with others and help them in their professional growth. Remember to be given a score you must meet ALL of the benchmarks for that level.
8. 8. Tracking your learning! Please Color in your level of Understanding of Standards, Proficiency and Assessment based on your Self Assessment Questionnaire. Be prepared to support your score with evidence! You can color of the leaf if you are between levels. For example, if you meet all benchmarks in 2 but cant quite do all level 3 you would be at 2.5 Level 1 Level 2 Level 3 Level 4
9. 9. Tracking our class! Please: 1. Go to http://student.infuselearning.com/ 2.Enter the following code: 46645 3.Enter your first name 4.Take Quiz 5.Put your clip on your score! Level 1 Level 2 Level 3 Level 4
10. 10. What is your relationship with the Standards? DQ2 8
11. 11. Standards are a MINDSET Think of Standards as the goals that drive EVERY instructional decision in our classroom
12. 12. Knowing how, when, and why to say what to whom Those 10 words represent the ultimate goal of the World Language Classroom Formerly, most teaching in foreign language classrooms concentrated on the how (grammar) to say what (vocabulary). Standards for Foreign Language Learning: Executive Summary American Council on Teaching Foreign Languages
13. 13. While grammar and vocabulary are essential tools for communication The ability to communicate in meaningful and appropriate ways with users of other languages that is the ultimate goal of todays foreign language classroom.
14. 14. Backward Design and Language Teaching: We start at the end by determining what the learner needs to know and understand and how they are going to demonstrate their understanding FIRST. We design the WHAT and HOW we are going to teach LAST. We use National and State Standards to determine what students should know
15. 15. What Is Backward Design? Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and introduced in Understanding by Design (1998). This lesson design process concentrates on developing the lesson in a different order than in traditional lesson planning. Traditional Topics Activities Assessments Backward Design THREE STAGES Goals & objectives Assessments Activities Identify desired results. (What do they need to be able to do) Determine acceptable evidence (How are they going to demonstrate they can do it?) Plan learning experiences and instruction. (What activities and practice do they need to be able to do it?) Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. http://www.ascd.org/publications/books/198199/chapter1.html
16. 16. Standards Based Lesson Planning
17. 17. The Standards Modes of Communication Proficiency
18. 18. ACTFL Newly Refreshed Standards
19. 19. What does a Standards- Based Classroom look like? Think Pair Share Describe (or draw) with as much detail as possible what you would see and hear in a Standards-based classroom. What is the teacher doing? What are the students doing? What is the layout of the classroom? Etc.
20. 20. What is the Same? What is Different? Refreshed World-Readiness Standards Still Based on the 5 Goal Areas (Communication, Cultures, Connections, Comparisons, Communities) The guiding principle was to clarify what language learners would do to demonstrate progress on each Standard. (Not the vague understand) Reflect current educational landscape including common core State Standards, College and Career Readiness, and 21st Century Skills Key words added: critical thinking, creative problem solving, Interact and negotiate meaning, investigate, set goals, and reflect, explain/persuade/narrate, interpret and analyze, cultural competency
21. 21. Standards are reflecting the changes that we are seeing in education World Language students should be: Working collaboratively Setting Language Goals Making Comparisons Thinking Critically Using Language in the Real World Gaining Cultural Competency Negotiating meaning Communicating effectively
22. 22. Breaking Down the Standards Getting in the MODE
23. 23. Florida World Languages Standards: Modes of Communication
24. 24. Modes Review Quiz, Quiz, Trade
25. 25. What modes of communication are EASIEST for you to do in your classroom? Which is a challenge? Why? Table Discussion Round Robin Each person gets 1 minute to talk. Everyone else LISTENS (no talking). Youll have time to discuss at the end
26. 26. Breaking down the Standards: Lets Talk about Proficiency
27. 27. Think Pair Share TOPIC: Student language proficiency How do we know where our students should be at the end of the year? At the end of two years? How do we know how to get them there? How do we know when they get there? Discussion questions: What can a student who finishes level 1 be able to DO with the language? What can a student who finishes level 2 be able to Do? Level 3? Do THEY know what the expected proficiency level they should reach is?
28. 28. Proficiency! Moving Students up the Scale! Where do you find what proficiency level your students should be at? Florida Course Codes and Florida Next Generation Standards Go to http://cpalms.org and search your course description OR go to curriculum guides on SCPS World Languages Blackboard site.
29. 29. Level 1 Novice Low-Novice High Level 2 Intermediate Low-Intermediate Mid Level 3 Intermediate High Advanced Low Level 4 Advanced Low Advanced Mid But What does a NOVICE Student LOOK like ? What Can they DO with the Language?
30. 30. A Martianlandedin your neighborhoodand is asking around aboutthis thing calledthe Disneyworld. Using the paper andcardyou are given, describe Disneyworld for your new friend.
31. 31. Novice Low Describe it using only words. Try to think of the ten most important words to describe it. Be very generic. There can be spelling errors and wrong words like a Kindergartener would make. Novice Mid Describe it using simple phrases and lists. You do not need to always have verbs. There can be spelling errors and a few wrong words. Me like Novice High Describe it using simple sentences with few details. Use I like, It has and It is. Limit the sentences to 4 words or less. Intermediate Low Describe it using detailed sentences with words like with in at also. Intermediate Mid Describe it using detailed sentences. Combine some of your sentences with transition words like furthermore however. Intermediate high Describe it using a paragraph with detailed sentences. Include a simple personal story in the past tense. When I was little, I went Also include ordinal words like first last and then.
32. 32. Group Work TASK: Look at the ACTFL Proficiency Guidelines for Listening, Reading, Writing, and Speaking for the level you are given and Create a Learner Profile of what a student at that level can do in the language.
33. 33. Tracking your learning! Please Color in your level of Understanding of Standards, Proficiency and Assessment. Be prepared to support your score with evidence! Level 1 Level 2 Level 3 Level 4
34. 34. Breaking down the Standards Standards-based Assessment
35. 35. Teachers, students and parents are the primary users Teachers, principals, supervisors, program planners, and policy makers are the primary users During learning After learning Used to provide information on what and how to improve achievement Used to certify student competence Used by teachers to identify and respond to student needs Used to rank and sort students Purpose: improve learning Purpose: document achievement of standards Primary motivator: belief that success is achievable Primary motivator: threat of punishment, promise of reward Continuous Periodic Examples: peer assessment, using rubrics with students, descriptive feedback Examples: final exams, placement tests, state assessments, unit tests Assessment FOR learning vs Assessment OF learning
36. 36. Learning Goals We start at the end by determining what the learner needs to know and understand and how they are going to demonstrate their understanding FIRST. That end understanding is our Learning Goal! It is clearly based on the STANDARDS Students (and the teacher) should have a clear understanding about what they are expected to learn
37. 37. 1. Providing Clear Learning Goals & Scales The teacher provides a clearly stated learning goal accompanied by scale or rubric that describes levels of performance relative to the learning goal. Teacher Evidence Teacher has a learning goal posted so that all students can see it The learning goal is a clear statement of knowledge or information as opposed to an activity or assignment Teacher makes reference to the learning goal throughout the lesson Teacher has a scale or rubric that relates to the learning goal posted so that all students can see it Teacher makes reference to the scale or rubric throughout the lesson Student Evidence When asked, students can explain the learning goal for the lesson When asked, students can explain how their current activities relate to the learning goal When asked, students can explain the meaning of the levels of performance articulated in the scale or rubric
38. 38. Learning Goals VS Learning Activities A learning goal identifies what students will learn or be able to do as a result of instruction, separate from what they do to demonstrate the learning. Learning activities and assignments help students reach learning goals.
39. 39. Scales Scales are the STEPS that are going to get the student to the Learning Goal It is HOW we know the student is making progress with the Learning Goal It shows the student (and teacher) a clear path of what it takes to reach the learning goal It FOCUSES instruction on what is needed to meet the learning goal IT is NOT the activities needed to reach mastery of the goal but rather the knowledge needed to reach the learning goal
40. 40. Sample Scale based on Standards, Benchmarks and Performance indicators (SCPS curriculum guide) Subject: World Languages Course: Any World Language Performance Indicators Learning Goal: The student will be able to understand and interpret information, concepts, and ideas in writing from culturally authentic sources on a variety of topics in the target language Topic (Keywords): Print Realia (Ex. Menus, ticket stubs, websites, etc) Grade Level(s): Level 1 4.0 In addition to Score 3.0, in-depth inferences and applications that go beyond instruction to the standard The student will: Determine the main idea from simple texts that contain familiar vocabulary used in context (NH 2.1) Apply what was learned to a real world situations outside of the classroom Research and apply addition vocabulary not learned in class related to the theme No major errors or omissions regarding the score 4.0 content I can determine what type of customer this restaurant is marketing to and support your idea with evidence from the text I can go to a restaurant where the menu is in the target language or find a menu online and decide what you would order off of the menu I can show evidence of using additional vocabulary 3.5 In addition to score 3.0 performance, in-depth inferences and applications with partial success 3.0 The student will: The student will be able to understand and interpret information, concepts, and ideas in writing from culturally authentic sources on a variety of topics in the target language (NM) Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. (NM 2.1) No major errors or omissions regarding the score 3.0 content (simple or complex) Successful completion of interpretive performance assessment: I can Read and interpret an authentic menu and sort which vocabulary I would order in specific circumstances I can decide what a variety of people should order based on personal preferences and dietary needs I Use reading strategies to decipher unknown words 2.5 No major errors or omissionsregarding 2.0 content and partial knowledge of the 3.0 content 2.0 The student will: Recall a variety of vocabulary in the target language associated with the topic of study Recognize words and phrases when used in context on familiar topics (2.4) No major errors or omissions regarding the simpler details and processes but major errors or omissions regarding the more complex ideas and processes I can demonstrate understanding of vocabulary through: Completing of vocabulary choice board Passing a vocabulary quiz Exit tickets Classifying vocabulary 1.5 Partial knowledge of the score 2.0 content, but major errors or omissions regarding score 3.0 content 1.0 With help, a partial understanding of some of the simpler details and processes and some of the more complex ideas and processes. 0.5 With help, a partial understanding of the score 2.0 content, but not the score 3.0 content 0.0 Even with help, no understanding or skill demonstrated
41. 41. Tracking Student Progress The teacher facilitates tracking of student progress on one or more learning goals using a formative approach to assessment. Teacher Evidence Teacher helps student track their individual progress on the learning goal Teacher uses formal and informal means to assign scores to students on the scale or rubric depicting student status on the learning goal Teacher charts the progress of the entire class on the learning goal Student Evidence When asked, students can describe their status relative to the learning goal using the scale or rubric Students systematically update their status on the learning goal
42. 42. Tracking our class! Please: 1. Go to http://student.infuselearning.com/ 2.Enter the following code: 46645 3.Enter your first name 4.Take Quiz
43. 43. If time.
44. 44. Weather Report Weather report (Novice) Students create a script and visuals for a weather report. They record the weather report and present it to the class. Learning goal: Students use weather expressions, time, dates correctly
45. 45. Standards and Benchmarks addressed: Presentational Writing: WL.K12.NM.5.1: Provide basic information in writing using familiar topics, often using previously learned expressions and phrases. Presentational Speaking - WL.K12.NM.4.6: Present simple information about a familiar topic using visuals.
46. 46. Lets refresh it and make it better Lets add Big Idea, real world connection, and some higher level decision making by adding: Communicating in another language in order to obtain information is important and can help you make decisions. How will adding this understanding change the way I approach the topic. The topic is still the same. Instead of having students present a weather report the students will read and listen to weather reports from a Spanish speaking country in order to make choices on what activities they are going to do. They will then talk about the weather and activities with friends during an Interpersonal performance assessment.
47. 47. What standards and benchmarks are added to this new project? Interpretive Listening: WL.K12.NH.1.4 Demonstrate understanding of key points on familiar topics presented through a variety of media. Interpretive listening: WL.K12.NM.1.4 Demonstrate understanding of simple information supported by visuals through a variety of media. Interpretive Reading: WL.K12.NM.2.1 Demonstrate understanding of written familiar words, phrases, and simple sentences supported by visuals. Interpretive Reading: WL.K12.NM.2.4 Recognize words and phrases when used in context on familiar topics. Interpersonal Communication: WL.K12.NH.3.2 Exchange information about familiar tasks, topics and actives, including personal information. Interpersonal Communication: Understand and use in context common concepts such as numbers, days of the week in simple situations. Connections: WL.K23.NH.6.1 Use information acquired through the study of the practices and perspectives of the target culture to identify some of their characters and compare them to own culture.
48. 48. And there is more! Marzano indicators: Identifying critical information (DQ2 6) Processing new information with students (through learning strategies cognates/similar root words) (DQ2 10) Reviewing content (DQ3 14) Examining similarities and differences (DQ 3 17) Lessons within units (DQ 2 43) Attention to established content standards (DQ 2 44)
49. 49. What new skills and language will they use in this new task? (new or reviewing) Ask and answer questions about weather Ask and answer what activities someone is going to do and WHY Use cognates to help aid reading and listening comprehension. Recognize different forms of a word (ex. nubes/ nubloso, sol/soleado) Review of date format and days of the week Celsius conversion Geography and climate of country they are exploring
50. 50. Your Turn to Practice