Curriculum Reveiw Workshop

2014

Seminole County Public Schools

Learning Goal:

Teachers will be able to evaluate the current curriculum in relationship to Standards and Proficiency based instruction and assessment in order to improve teaching practice and increase student proficiency in World Languages learning.

What are Standards?

Content Standards (NGSS Standards for World languages)• What should students know and be able to do?

Performance Standards• How can students show they are achieving the content standards?

Proficiency Standards• How well are students achieving – how can we measure progress

over time?

Program Standards (district curriculum and resources) • When? Where? Who? – the elements of program design

State Standards: Connecting a National Vision to Local Implementation (PDF) by Paul Sandrock, ACTFL

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How to find Language Goals for Each Course Level:

1.Go to Cpalms (http://www.cpalms.org )

2.Read FLDOE Course Description

3.Find PROFICIENCY level expected in that level

4.Understand Performance and Performance indicators for each level

Proficiency Vs. PerformanceProficiency

• to communicate meaningful information

• in spontaneous interaction

• understandable to native speakers

• does not mean perfection

Performance

• performance in familiar contexts

• practiced and rehearsed

• connected to specific curriculum

Florida World Languages

Standards are based on

PROFICIENCY levels

Proficiency Levels

What are the proficiency levels?Novice

Intermediate Superior

Advanced

Proficiency Levels

Proficiency is like…Pizza

Novice

Superior

Advanced

Intermediate

Proficiency is like…Pizza

You start eating at the point of the pizza and there’s really

not much there.

When you start learning a language there’s very little you

can do with the language because there’s not much there.

Proficiency is like…Pizza

The farther up the pizza slice you eat, the more there is to eat.

The more language you learn, the more you can do with the language.

Proficiency is like…Pizza

Some people eat the crust and some don’t.

Some people speak language at the superior level, and some never achieve

that (even in their native language).

Proficiency is like…Pizza

Some people eat a cheese pizza, others eat pepperoni, while others eat only

veggies, and that’s ok.

When it comes to learning a language, not everyone learns the same vocabulary, and that’s ok, too.

Proficiency Levels Defined

Expected Proficiency Levels for Florida

Level 1: Novice Mid - Novice High

Level 2: Intermediate Low-Mid

Level 3: Intermediate High-Advanced Low

Level 4: Advanced Low-Advanced Mid

Novice low Novice Mid Novice High Intermediate Low

Intermediate Mid

Intermediate High Advanced Low Advanced Mid

Level 1 Level 2 Level 3

Level 4

Proficiency Sublevels

LOWa baseline performance for the level; sustained but skeletal for the level; “Just hanging on”MID (the largest sublevel)solid performance for level; quantity/quality for the level; may have some features of the next level

HIGH

sustained performance close to the next major level

Proficiency Sublevel Differences

• Differences between low and mid is the quantity and quality with the same function

• Differences between mid and high is not being able to sustain criteria for the next level

ACTFL Proficiency and Performance Descriptions

http://actflproficiencyguidelines2012.org/

http://www.actfl.org/sites/default/files/pdfs/PerformanceDescriptorsLanguageLearners.pdf

The Modes of Communication – critical to understanding the standards

Interpersonal

Interpretive

Presentational

Interpersonal CommunicationStudents engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.

1.The active negotiation of meaning among individuals

2.Participants observe and monitor one another to see how their intentions and meanings are being communicated

3.Adjustments and clarifications can be made accordingly.

4.Participants need to initiate, maintain, and sustain the conversation

Interpersonal communication

Is NOT ISOne-way communication Two-way exchange

Memorized (dialogues) Spontaneous (and unpredictable)

Only asking (all) the questions

Helping each other

Strict turn taking Following up and reacting; maintaining the conversation

Ignoring your partner; waiting to say something

Indicating interest: interactive body language, eye contact

Overly concerned about accuracy

Focusing on the message

Giving up when you don’t understand

If communication fails/falters, asking for clarification

Interpretive CommunicationStudents understand and interpret written and spoken language on a variety of topics

1.The interpretation of meaning, including cultural

2.The source is something heard, read, or viewed

3.No opportunity to interact with the writer, speaker, or producer

4.The task is to try to understand the gist and as many layers of details as possible

Interpretive communication

Is NOT IS

Translation Context-driven understanding (gist)

Hunt for trivial details Whole picture; mediating meaning with the text; focused task

Glossed readings; teaching all new vocabulary first

Familiar words in new context; and new words in a familiar context (authentic)

Reading, listening or viewing from the reader's perspective only

Use the author’s perspective and cultural perspective

Reading word for word Re-phrasing chunks, retelling; predicting; using the structural clues

Presentational CommunicationStudents present information, concepts, and ideas to a audience of listeners or readers on a variety of topics

1.The creation of messages2.The message may be delivered via

writing, speaking or visually presenting

3.No immediate opportunity to interact with the reader, listener, or viewer

4.The creator of the message needs to be aware of the audience and how to make an impact on that audience

Presentational communication

Is NOT ISNegotiated communication

One-way communication

Random Practice, rehearsed, polished (or on demand)

Unplanned Organized

Speaking or writing in a vacuum

An awareness of audience (formal/informal; cultural context)

Reliance of circumlocution Improved with dictionary and spell-check tools

Talking or writing only for the teacher

Maintaining attention of intended audience

We need to make sure ALL standards and

ALL modes of communication are

addressed in our curriculum

What is working?What are we currently emphasizing in curriculum?What do we need to do more of?What do we need to do less of?

Task #1 – Look at our current curriculum guide

Works CitedACTFL PERFORMANCE DESCRIPTORS FOR LANGUAGE LEARNERS. Alexandria, VA: American Council on the Teaching of Foreign Languages, 2012. Print.

"ACTFL Proficiency Guidelines." ACTFL Proficiency Guidelines.

Sandrock, Paul. Through World Languages: Developing Literacy through Language Learning. N.p.: American Council on the Teaching of Foreign Languages, n.d. PDF.

Sandrock, Paul. The Keys to Assessing Language Performance: A Teacher's Manual for Measuring Student Progress. Alexandria, VA: American Council on the Teaching of Foreign Languages, 2010. Print.

Swender, Dr. Elvira. "ACTFL Proficiency Levels in the Work World." Proc. of CIBER 2012 Conference, Chapel Hill, North Carolina. N.p.: n.p., n.d. 5-16. Print.