Refreshed world languages standards final

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Refreshed World Languages Standards Spring, 2014

Transcript of Refreshed world languages standards final

Refreshed World Languages Standards

Spring, 2014

Norms and Expectations:

The acquisition of knowledge doesn't mean you're growing. Growing happens when what you know changes how you live.

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.

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

Pre-assessment Self evaluation – Standards, Proficiency, and Assessment

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.

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 ½ of the leaf if you are between levels. For example, if you meet all benchmarks in 2 but can’t quite do all level 3 you would be at 2.5

Level 1

Level 2

Level 3

Level 4

Tracking our class!

Please:1. Go to

http://student.infuselearning.com/ 2.Enter the following code: 466453.Enter your first name4.Take “Quiz”5.Put your clip on your score!

Level 1

Level 2

Level 3

Level 4

What is your relationship with the Standards?

DQ2 8

Standards are a MINDSET…

Think of Standards as the goals that drive EVERY instructional decision in our classroom

“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

• 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 today’s foreign language classroom.

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

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.

TraditionalTopicsActivitiesAssessments

Backward Design THREE STAGESGoals & objectives AssessmentsActivities

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

Standards Based Lesson Planning

• The Standards

• Modes of Communication

• Proficiency

ACTFL Newly Refreshed Standards

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.

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

What does it mean to us?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

Breaking Down the Standards

Getting in the MODE

Florida World Languages Standards: Modes of Communication

Modes Review

• Quiz, Quiz, Trade

• What modes of communication are EASIEST for you to do in your classroom? Which is a challenge? Why?

Table Discussion – Round RobinEach person gets 1

minute to talk. Everyone else LISTENS (no talking).

You’ll have time to discuss at the end

Breaking down the Standards:Let’s Talk about Proficiency…

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?

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.

Level 1 – Novice Low-Novice HighLevel 2 – Intermediate Low-Intermediate MidLevel 3 – Intermediate High – Advanced LowLevel 4 – Advanced Low – Advanced Mid

But What does a NOVICE Student LOOK like ? What

Can they DO with the Language?

A Martian landed in your neighborhood and is asking around about this thing called the “Disneyworld.” Using the paper and card you are given, describe Disneyworld for your new friend.

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”.

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.

• 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

BREAK

Breaking down the Standards…

Standards-based Assessment

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

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

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

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.

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

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 standardThe 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 omissions regarding 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  

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

Tracking our class!

Please:1. Go to

http://student.infuselearning.com/ 2.Enter the following code: 466453.Enter your first name4.Take “Quiz”

If time….

Let’s “refresh” a Standards-based

project

Weather ReportWeather 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

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.

Let’s “refresh” it and make it better…

• Let’s 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.

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.

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)

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

Your Turn to Practice