TOOLS FOR TEACHING WHAT MATTERS Karen Luond Fowdy Lisa Hendrickson Stoughton School District April...

TOOLS FOR TEACHING WHAT MATTERS

Karen Luond Fowdy

Lisa Hendrickson Stoughton School

District

April 29, 2013

Karen Luond Fowdy Lisa Hendrickson

Why do students want to learn a new language?

Why did you want to learn a new language?

GETTING STARTED

Standards as a Mind SetFROM . . .

TO . . .

“What do I teach on Monday?”

“I’ve had 4 years of (Language) and I don’t remember a thing.”

“What will my students be able to do?”

“I can talk to you about . .”

How to design instruction with a focus on what students can do.

How to design Performance Assessments in the three modes of communication.

How to “share the journey” with your students.

By the end of this workshop, you will consider:

WI “Flower” Standards Model

Theme A theme

describes a UNIT of instruction that is . . . Global in nature Large enough to

include more than one “C”

Worth doing Can be re-

introduced and expanded at different levels of instruction

A theme is NOT limited to . . . An activity A grammar point A vocabulary list A technology

tool

Step One: Standards as a Mind-Set

Step Two: Theme / Topic / Targeted Proficiency Level

Step Three: Enduring Understandings and Essential Questions

Step Four: Performance Assessments (Summative)Interpretive – Presentational -- Interpersonal

Step Five: How Standards are addressedCultures / Comparisons / Connections / Communities

Step Six: What needs to be taught for students to be successful in the Performance AssessmentsLanguage Functions – Structures – Vocabulary

Step Seven:

Formative Assessments and Learning Activities

Step Eight: Resources

Thematic Curriculum Unit – Performance Assessment and Planning Guide

Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Topic: Targeted Proficiency Level: Nov. (l/m/h) / Interm. (l/m/h) / Adv. (l/m/h)

Enduring Understanding(s):

Essential Question(s):

Communication Mode:

Interpretive Presentational Interpersonal

Performance Task(Summative Assessment)

How Standards are addressed:Cultures(Products – Practices –Perspectives)

Comparisons(Language & Culture)

Connections(to and from other subjects)

Communities(beyond the classroom; lifelong learning)

What needs to be taught for students to be successful?

Language Functions Structures Vocabulary


Resource packet pp.????

Adapted from:Planning Curriculum for Learning World Languages Understanding by DesignWisconsin Department of Public Instruction Grant Wiggins & Jay McTigheJuly 2002 ©2003 ASCD

Resource packet Pg. 16


The AP Spanish Language and Culture

course is structured around six themes:

• Global Challenges

• Beauty and Aesthetics

• Families and Communities

• Science and Technology

• Contemporary Life

• Personal and Public Identities

Themes

Intermediate HighWhat do you/I think and feel?

Healthy routine / lifestyle

Intermediate MidHow do I/you look at the world?

Teen jobs

Intermediate LowWhat’s my/your life like?

Daily routine

Novice Mid/HighWho am I? Who are you?

Free time activities

Spiraling Curriculum

ENDURING UNDERSTANDINGSInvolve the Big Ideas that give meaning and importance to facts.Can transfer to other topics, fields, and adult life.

ESSENTIAL QUESTIONSProvocative questions foster inquiry, understanding, and transfer of learning.Drive the unit design.

Understanding by DesignGrant Wiggins and Jay McTighe

Thematic Curriculum Unit - Performance Assessment and Planning Guide

Theme: Daily RoutineTargeted Proficiency Level: Novice high/Intermediate Low

Enduring understandings: Every person has a certain rhythm of life (routine). Various factors influence this rhythm.

Essential questions: What factors influence people’s daily routines around the world? What is an ideal routine for you? How much control do you have over your everyday routine? What can you change to make your daily life more satisfying / healthier for you?

• THEME: School• Look at these images and brainstorm how they might

provide a global perspective of this theme• Develop Enduring Understandings and brainstorm

Essential Questions

Globalizing a Theme

Learning a language is far more than an intellectual, cognitive challenge. It is a means to grow and mature through the experience of other cultures. It gives breadth and depth to our personalities. It allows us to approach problems differently because we have experienced different worlds; it allows us, as Proust says, “to see with new eyes.” Veronica Lacy

Culture

Perspectives

Products Practices




Communication Mode:










Adapted from:Planning Curriculum for Learning World Languages Understanding by DesignWisconsin Department of Public Instruction Grant Wiggins & Jay McTigheJuly 2002 ©2003 ASCD

Resource packetpp. 8-9

Three Modes of Communication

Presentational

Interpersonal

Interpretive

Students 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 speaker, writer, or producer.4.The task is to try to understand the gist and as many layers of detail as possible.Paul SandrockMeasuring Student Progress: Did They Reach the Target? Presented at WAFLT Fall Conference 2011

INTERPRETIVE COMMUNICATION

Interpretive Presentational InterpersonalRead emails from Costa Rican teens and compare the daily routine in Costa Rica to the daily routine of Monroe teens.

Prepare a presentation that describes daily routine. Propose your project in advance considering the following:MODE OF PRESENTATION:chart, video, power point, poster, drawing, play, children’s story, song, poem, reflection/essay, rehearsed interview . .

Talk to each other about your daily routine. Describe your daily routine. Talk about your likes/dislikes and what is good/bad about your routine. Consider what you do on weekdays and weekends and talk about the time you spend with friends and family. Discuss ways that your culture influences your routine.

Performance Assessments (Summative)

Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.1.The creation of oral and written messages.2.The message is something spoken, written, or visually represented.3.No opportunity to interact with the listener, reader, or viewer.4.The task is to facilitate interpretation and understanding by the intended audience.

Paul SandrockMeasuring Student Progress: Did They Reach the Target? Presented at WAFLT Fall Conference 2012

PRESENTATIONAL COMMUNICATION

Presentational Assessment

Students 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.

Paul SandrockMeasuring Student Progress: Did They Reach the Target? Presented at WAFLT Fall Conference 2012

INTERPERSONAL COMMUNICATION

WI “Flower” Standards Model


Check: Sorting the Modes . . .

Determine which mode of communication each performance assessment is “testing”

You can check your answers on page 14 of the RESOURCES packet.




Knowledge and Skills:

Communication Mode:







What needs to be taught for students to be successful in the performance assessments?



Resources

APPLICATIONDESIGN a Performance Assessment in ONE of the communication modes: Interpretive, Presentational or Interpersonal for the theme of “SCHOOL” (at your level).

Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Topic:Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high)



Communication Mode:










ResourcesAdapted from:Planning Curriculum for Learning World Languages Understanding by DesignWisconsin Department of Public Instruction Grant Wiggins & Jay McTigheJuly 2002 ©2003 ASCD

Resource packetpp. 8-9

Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Topic:Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high)



Communication Mode:










Resources

What structures, vocabulary, and language functions will the students need to understand and know in order to successfully complete the performance assessments?

What needs to be taught?

Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Topic:Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high)Essential Question(s):

Communication Mode:

InterpersonalInterpretivePresentational




How Standards are addressed:Cultures(Products – Practices –Perspectives)Comparisons(Language & Culture)Connections(to and from other subjects)Communities(beyond the classroom; lifelong learning)




Resources

Moving from . . Building

toward

TeacherControlledRECEPTION

Teacher introduces

Teacher/class practice

Students practice Open-EndedRECEPTION &PRODUCTION

Students demonstrate

Practiced,MemorizedLESSON PLANCONSTRUCT

Teacher introduces unit vocabulary, teaching for RECEPTION

Teacher practices vocabulary with class- students practice using individual packets of flashcards, TPR, etc.

In class: Students practice vocabulary in partners (working toward production).Homework:

Vocabulary Practice

Students demonstrate ability to identify vocabulary by picture and by context description –PRODUCTIONVocabulary Quiz

-Teacher models vocabulary in context of unit performance task(s)-

-Students see/hear model of performance task (e.g. conversation by native speakers)

In class-Students practice

vocabulary in context of unit performance task(s)

Homework-Students practice

vocabulary in context of unit performance task(s)

Apply homework to student led class activity- (e.g. partner/group work or game)

-Teacher models performance task: Teacher initiated and guided class discussion that parallels interpersonal performance task

Teacher refers to modeled performance task and how it is reflected in the rubric.

Homework: Elements of performance task in written homework (e.g. gap filling, providing answers or questions within context of conversation,

etc.)

Students practice performance task with partners, providing opportunity

for teacher input.

Peer coached practiceStudents practice

performance task in small groups with a student “coach” who gives feedback based on rubric

Spontaneous,IndependentREAL-LIFE

APPLICATION

Interpersonal Performance Task

Classroom Activities – Building Repertoire

Resource packetPg. 15

Moving from . . .Building toward

TeacherControlled

RECEPTIONTeacher introduces

Teacher/class practice Students practice Open-EndedRECEPTION &PRODUCTION

Students demonstrate

Practiced,MemorizedLESSON PLANCONSTRUCT

Spontaneous,IndependentREAL-LIFE APPLICATION

Download Template at:http://fowdyhendrickson.wikispaces.com/

Classroom Activities – Building Repertoire

http://fowdyhendrickson.wikispaces.com/

Lesson planning resources from Greg Duncan

http://resourcesfromgreg.wikispaces.com/Lesson+

Planning

http://resourcesfromgreg.wikispaces.com/Lesson+Planning



SAMPLE LESSON – LA RUTINA:

SaludosQUIZ: Reflexive verbsLa rutina de ___Time expressionsTAREA: Worksheet - Time

A shift in focus . . .

Teacher-centered Talking about

language Coverage Testing Sequential

curriculum design Learning in isolation Learning about

cultures

Student-centered Using the language Developing

proficiency Assessment Spiraling curriculum

design Transfer of learning Functioning within

cultures

LESS MORE

Karen Fowdy and Lisa Hendrickson, Monroe, Wisconsin

How to design instruction with a focus on what students can do.

How to design Performance Assessments in the three modes of communication.

How to “share the journey” with your students.

REFLECTIONYou have considered:

Shift in focus from . . .

To . . .

Next step . . .(Check your email)

• Re-visit your TELL Self evaluation• Considering the work we have

done today, are there changes in your responses?

Write a brief, confidential reflection to share with Karen and Lisa. Include:• What is your “take away” from the

TELL project and workshop?• Where can you go from here? • How can we support you?

TOOLS FOR TEACHING WHAT MATTERS Karen Luond Fowdy Lisa Hendrickson Stoughton School District April...

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