Welcome’to’STARTALK’Alignment! Program! Proposal! Curriculum Template! Lesson!Plans!...

Welcome to STARTALK

New Programs 2015 STARTALK Spring Conference

Curriculum Planning 2015!

1 Rosanne Zeppieri

I CAN

Learning Targets What will parAcipants be able to do with what they know by the end of the session?

explain the process for development of the curriculum templates and lesson plans.

select available resources and tools when planning the program.

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Alignment

Program Proposal

Curriculum Template

Lesson Plans (Student)

STARTALK Lesson Plan Template required for 2015! Required Syllabus for Teacher Programs!

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Syllabus (Teacher)

Backward Design

How would you define it?

ngiseD drawkcaB

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Backward Design During your team leader program, one of the new program leaders asks for a descripAon of backward

design. What would you say?

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Backward design is a method of

designing educaAonal curriculum by seSng goals before choosing instrucAonal methods and

forms of assessment.

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Backward Design

Plan learning experiences and instrucAon What will prepare learners/parAcipants to demonstrate what they can do

with what they know?

Determine acceptable evidence How will learners/parAcipants demonstrate what they can do with what they know by the end of the

program?

IdenAfy desired results What will learners/parAcipants be able to do with what they know by the end of the program?

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Narrow your focus. Be realis1c. Consider:

• How experienced/proficient are your learners/parAcipants?

• How much Ame do you have? • What will learners/parAcipants be able to do as a result of the course?

•  Is it really possible to teach an enAre method’s course?

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“Covering lots of content by lecturing…does not

mean anything other than that your students have been exposed to many ideas; they could not

necessarily use these ideas themselves.”

-‐Robert G. Fuller (1994)

STARTALK-‐Endorsed Principles for EffecHve Teaching & Learning and CharacterisHcs of EffecHve Language Lessons

1.  ImplemenAng a standards-‐based and themaAcally

organized curriculum 2.  FacilitaAng a learner-‐centered classroom 3.  Using the target language and providing

comprehensible input for instrucAon 4.  IntegraAng culture, content, and language in a

world language classroom 5.  AdapAng and using age-‐appropriate authenAc

materials 6.  ConducAng performance-‐based assessment

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ImplemenHng a Standards-‐Based and ThemaHcally Organized Curriculum

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Using the Target Language and Providing Comprehensible Input for InstrucHon

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IntegraAng Culture, Content, and Language in a World Language Classroom

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IntegraHng Culture, Content and Language in the World Language

Classroom

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AdapHng and Using Age-‐Appropriate AuthenHc Material

Conducting Performance-Based Assessment

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Checking for Learning • What do we mean “checking for learning”?

• How do I know what to check? • When do I use formaAve and summaAve checks for learning?

• What counts as evidence of learning? • How can students check for learning? • How can I give effecAve feedback? • How can I report progress of learning in meaningful ways?

• How can external assessment help in checking for learning?

Site Visit Reports NarraHve •  What is working well? •  What challenges exist at this Ame? •  What professional development opportuniAes did the

program provide for teachers and staff prior to the program? (Student Programs Only)

•  What special features of this program may be of interest to other STARTALK programs?

•  What recommendaAons are being made for the current year? •  What recommendaAons are being made for future years if

the program would be funded?

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Teacher Site Visit Report

1. The observed program matches the wriden descripAons of the program, (i.e., proposal and/or any approved changes to proposal; curriculum templates). 11. Learning experiences address implementaAon of a standards-‐based and themaAcally organized curriculum. 14. Learning experiences address the use of the target language and strategies for providing comprehensible input. 16. Learning experiences address how to adapt and use age-‐appropriate culturally authenAc materials.

Agree Not Yet No opportunity to assess/ Not intended to be part of the program

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Student Site Visit Report 1. The observed program matches the wriden descripAons of the program, (i.e., proposal and/or any approved changes to proposal; curriculum templates). 6. InstrucAon integrates language, culture and content. 8. The target language is used at least 90% of the Ame for communicaAon and instrucAon. 9. The target language input is comprehensible and students demonstrate that they understand the message. 17. Learning experiences address the interpersonal mode of communicaAon. 20. Students are assessed in each mode of communicaAon.

Agree Not Yet No opportunity to assess/ Not intended to be part of the program 19

I CAN SeSng Program Goals

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Required Planning Documents

Teacher EffecHveness for Language Learning

(TELL)

Teacher Programs Student Programs 21

Student Model Curricula

Title Grade Proficiency Level

Targeted Performance

Level My World and the World of (Mulan) (Character from target culture story)

K-‐5 Novice Mid Novice Mid/ Novice High

Oh, The Places You’ll Go! K–8 Novice Mid Novice Mid/ Novice High

Oh, the Places We Will Visit! Tourist and Traveler 6-‐12 Intermediate

Low Intermediate Low/Mid

Life as an Exchange Student 6-‐8 Novice Mid Novice Mid/ Novice High

Our IdenAAes, Our Heroes 6–12 Novice High Novice High/ Intermediate

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§ Overview and Theme

§ Program Goals

STAGE 1

§ Summative Performance Assessments

STAGE 2

STAGE 3

STAGE 1: What will learners/

parAcipants be able to do with what they know by the

end of the program?

§ Can-Do Statements

§ Learning Experiences

§ Resources § Schedule

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Model Curricula Title Oh, The Places You’ll Go!

Grade K–8

Proficiency Level Novice Mid

Targeted Performance Level Novice Mid/Novice High

Students will explore authenAc pracAces and products that relate to traveling to a foreign country. They will make the trip with their family to get to know different regions and to invesAgate endangered animals in that part of the world. Before leaving on the trip, they will make preparaAons. They will learn about the region, its geographical features, climate, and the endangered animals found there. At home in the United States, they will pracAce greeAngs so that they can address people they meet using appropriate register, Atles, courtesy expressions, and gestures. They will get their passport, and they will pack their suitcases. Once they arrive at their locaAon, they will join an expediAon to visit an area where endangered animals live. They will invesAgate the ecology, the animals’ habitats, and the issues that are affecAng their existence. When they return to the United States, they will use their language skills to tell others about the animals, describing the animal, commenAng on where it lives, and giving a simple reason about why the animal is endangered.

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Oh, The Places You’ll Go! Students will explore authenAc pracAces and products that relate to traveling to a foreign country. They will make the trip with their family to get to know different regions and to invesAgate endangered animals in that part of the world. Before leaving on the trip, they will make preparaAons. They will learn about the region, its geographical features, climate, and the endangered animals found there. At home in the United States, they will pracAce greeAngs so that they can address people they meet using appropriate register, Atles, courtesy expressions, and gestures. They will get their passport, and they will pack their suitcases. Once they arrive at their locaAon, they will join an expediAon to visit an area where endangered animals live. They will invesAgate the ecology, the animals’ habitats, and the issues that are affecAng their existence. When they return to the United States, they will use their language skills to tell others about the animals, describing the animal, commenAng on where it lives, and giving a simple reason about why the animal is endangered. 25

NCSSFL-‐ACTFL Can-‐Do Statements

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Student Program Global Benchmarks

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Student Program Learning Targets NCSSFL-‐ACTFL GLOBAL CAN-‐DO

BENCHMARKS Be sure to label the mode and

proficiency level of each statement.

PROGRAM CAN-‐DO STATEMENTS OR NCSSFL-‐ACTFL CAN-‐DO STATEMENTS Number the can-‐do statements here and

then transfer to Stage 3. Interpersonal

Novice Mid: I can communicate about very familiar topics using a variety of words and phrases that I have pracAced and memorized Novice High: I can communicate and exchange informaAon about familiar topics using phrases and simple sentences, someAmes supported by memorized language. I can usually handle short social interacAons in everyday situaAons by asking and answering simple quesAons.

1.  I can greet people I meet on my trip using memorized phrases, proper register, and appropriate cultural gestures. I can express pleasure in meeAng others.

2.  I can tell someone my name and ask someone his/her name.

3.  I can exchange some personal informaAon, such as my name, age, birthday, where I live, where I am going, when interacAng with the customs office.

4.  I can exchange informaAon about my trip with the help of visuals.

5.  I can exchange informaAon about endangered animals and their habitats.

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From Can-‐do Statements to LinguaFolio

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Stage 1 LinguaFolio is an online porrolio system that allows learners to collect and post evidence of their learning. The secAons include:

•  Biography •  Can-‐Do Statements •  Interculturality

Sample Evidence

Teacher Program TELL Domains

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Purpose Domains

Preparing for Student learning Environment Planning

Advancing Student Learning The Learning Experience Performance and Feedback Learning Tools

SupporAng Student Learning CollaboraAon Professionalism

TELL Planning Domain and Criteria

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Teacher Program TELL Domains and Criteria

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TELL Domains TELL Criteria Statements Number the Criteria statements here and then transfer to Stage 2.

Planning

1. P1. I plan learning experiences based on my local curriculum and state and na1onal standards.

2. P3. I ensure that my planning accommodates the needs of heritage/na1ve speakers and iden1fied excep1onal learners, as well as struggling or accelerated learners not officially iden1fied.

3. P3c. Units provide opportuni1es for students to gain competence in the three communica1ve modes.

4. P3a. Unit performance objec1ves are focused on proficiency targets and are based on meaningful contexts.

Performance and Feedback

5.  PF1. My students demonstrate growth across the modes. 6.  PF2. I employ a variety of feedback strategies designed to

assist the learner in growing toward the target.

Professionalism 7.  PR3. I am a reflec1ve prac11oner.

§ Program Overview

§ Learning Targets

STAGE 1

STAGE 2

STAGE 3

STAGE 2: How will learners/

parAcipants demonstrate what they can do with what they know by the end of the

program?

§ Summative Performance Assessment

§ Can-Do Statements

§ Learning Experiences

§ Resources § Schedule

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Student Stage 2: SummaAve Performance Assessments

INTERPRETIVE

TASK INTERPERSONAL

TASK PRESENTATIONAL

TASK Students listen to descripAons of endangered animals naAve to the region and match the descripAons to corresponding images of the animals. Using the images of the animals, students create a graphic organizer that categorizes the animals based on the type of problem each faces (climate change, people, loss of habitat, etc.).

Students parAcipate in a travel fair. They have images and realia from a region they plan to visit and meet others who are interested in traveling to that region or other areas. Students introduce themselves and exchange some personal informaAon before answering quesAons about where they are going and what they will see and do in a region.

Students compile a box of memorabilia from their trip to the target country. The boxes will be on display in a classroom museum where students will act as docents. When approached by visitors (parents, community members, teachers, classmates, etc.), they will idenAfy the arAfacts and give at least one fact about them.

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Teacher Stage 2: Performance Assessment

TELL CRITERIA STATEMENTS Number the Criteria

statements here and then transfer to Stage 3.

EVIDENCE/PRODUCT AND BRIEF DESCRIPTION

1.  P1: I plan learning experiences based on my local curriculum and state and naAonal standards.

1.  Standards-‐Based ThemaAc Unit -‐ In groups, parAcipants will design a themaAc unit. Each group member will design a sequenAal individual lesson plan within the unit.

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STAGE 1

§  SummaAve Performance Assessment

STAGE 2

§ Can-‐Do Statements

§  Learning Experiences

§ Resources §  Schedule

STAGE 3

STAGE 3: What will prepare learners/parAcipants to demonstrate what they can do with what

they know?

§  Program Overview

§  Learning Targets

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PROGRAM CAN-‐DO STATEMENTS

OR NCSSFL-‐ACTFL CAN-‐DO STATEMENTS

Learners can . . .

LANGUAGE, CULTURE, CONTENT

Learners need to use . . .

MAJOR LEARNING EXPERIENCES AND EVIDENCE

Learners will experience and demonstrate . . .

4.  I can exchange informaAon about my trip with the help of visuals.

•  Where did you go? I went to . . .

•  Where is it? It’s in (city). •  What did you see? I saw . . .

•  Do you have (item) in your suitcase?

•  Yes, I have (item). No, I forgot (item).

Students work in small groups to discuss their favorite pictures from the trip. Each student has one picture. They ask and answer quesAons to learn more about the images. Students work in small groups to discuss their favorite arAfact or souvenir from the trip. Students pair up. Each student has a visual suitcase with several items. Students take turns asking quesAons unAl they discover three items they have in common and one item that they forgot to pack. For example: Do you have a . . . Yes, I have a . . . No, I don’t have . . .

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Student Stage 3: Learning Experiences

Teacher EffecAveness for Language Learning tellproject.org

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STELLA Modules for Teacher Development hdps://startalk.umd.edu/STELLA/

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Teacher Stage 3: Learning Experiences

TELL CRITERIA STATEMENTS ParCcipants can …

INSTRUCTIONAL TOPICS & RESOURCES

ParCcipants need to know … ParCcipants will use…

MAJOR LEARNING EXPERIENCES & EVIDENCE

ParCcipants will experience & demonstrate …

Copy the TELL Criteria directly from Stage 2,

Column 1. Use one row for each statement.

List the key concepts that parAcipants need to know to meet

the TELL Criteria listed in the previous column. IdenAfy the major resources parAcipants will use to

work with these concepts.

Describe the key learning experiences that allow

parAcipants to demonstrate that they can meet the stated TELL

Criteria. Need to know Will use….

1.  P1: I plan learning experiences based on my local curriculum and state and na1onal standards.

§ World Readiness Standards

§  State Standards

§ World Readiness Standards for Learning Languages

§  Compare the ACTFL standards with their program state standards and develop a list of similari1es)

§  Develop a lesson plan incorpora1ng at least 2 of the 5Cs.

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Required STARTALK Lesson Plan Template for 2015!

Lesson For the purpose of this STARTALK template a lesson is defined as a single learning experience typically lasAng no more than sixty to ninety minutes. Learning experiences occur both in the classroom and/or in other seSngs. Longer blocks of Ame will involve several learning episodes and lesson plans.

Learning Episode For the purpose of this STARTALK template a learning episode is defined as a learning experience that addresses a specific aspect of a learning target or can-‐do statement. Learning episodes typically provide a limited amount of input with Ame allowed for guided and independent pracAce. The amount of Ame alloded for a learning episode is approximately equivalent to the age of the learner and will rarely be more than twenty minutes.

DefiniHons

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Guiding QuesAons Do the acAviAes in the lesson •  give students a reason for needing to/wanAng to pay adenAon and be on task? •  provide sufficient opportuniAes for understanding new words before expecAng

producAon? •  provide mulAple, varied opportuniAes for students to hear new words/

expressions used in highly visualized contexts that make meaning transparent? •  provide students with an authenAc purpose for using words and phrases? •  engage all students (as opposed to just one or two students at a Ame)? •  vary in the level of intensity and the amount of physical movement required? •  make the learner, not the teacher, the acAve parAcipant? •  build toward allowing students to demonstrate in meaningful and unrehearsed

ways that they are able to use what they know? •  make the best use of instrucAonal Ame to maximize student learning? •  take an appropriate amount of Ame considering the age of the learner?

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Stage 1 What will learners be able to do with what

they know by the end of this lesson?

DO What are the learning targets/can-‐do

statements for this lesson?

KNOW What vocabulary, grammaCcal structures, language chunks, cultural knowledge, and content/informaCon do learners need to

accomplish the lesson can-‐do?

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Stage 2 How will learners demonstrate what they can do with what they know by the end of

the lesson?

What will learners do (learning tasks/acHviHes/formaHve assessments) to demonstrate they

can meet the lesson can-‐do?

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Stage 3 What will prepare learners to demonstrate what they can do with what they know?

QuesHons to Consider Before and During Lesson Planning •  How will you facilitate the learning? •  What acHviHes will be used to ensure learners accomplish

the lesson can do? •  What will the teacher be doing? •  What will the students be doing?

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Opening AcHvity How can you capture the students’ energy and

commitment for today’s lesson?

Learning Episode: Learning Episode: Learning Episode: Learning Episode: Materials needed for this lesson ReflecHon/Notes to Self

Stage 3 What will prepare learners to demonstrate what they can do

with what they know?

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DO KNOW Learners will be able to: 1.  state where Marrakech is in the world 2.  state simple facts about Marrakech – big,

small, modern, tradiAonal 3.  describe the house 4.  name the different rooms of a home and

associated colors 5.  state the room they prefer 6.  idenAfy cultural items found in different

rooms

Learners need to know: 1.  in Africa, in Morocco, near the AtlanAc,

near Spain (recycle) 2.  Marrakech is/is not a big city, small city,

modern, tradiAonal. 3.  What is the house like? It’s big, small,

modern, tradiAonal 4.  Does the house have….? It has a kitchen,

entry, living room etc. 5.  What room do you prefer? I prefer the

(living room) 6.  The living room has … The kitchen has….

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STAGE 1: What will learners be able to do with what they know by the end of this lesson?

STAGE 2: How will learners demonstrate what they can do with what they know by the end of the lesson?

Learners will view images or freeze frames of the city of Marrakech and the home shown in the video and will be able to give a simple descripAon of the image. They will alternate asking and answering quesAons about those images. Learners will be given different images and will write words and phrases that describe that image in preparaAon for a guessing game the next day.

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STAGE 3: What will prepare learners to demonstrate what they can do with what they know?

Opening AcHvity How can you capture the students’ energy and commitment for today’s lesson?

Learners view quick clips of Marrakech, Morocco and recycle vocabulary from previous lessons saying what they can say, commenAng on locaAon, size, places, etc. Teacher may elect to give a word bank depending on level of class allowing students to circle words they idenAfy in the video or images.

Learning Episode

The teacher shares a few sentences in Arabic about the video with the class. Some are true, some are false or not in the video. Sample sentences: A big family lives in the house. The family is poor. The house is tradiAonal. Learners will watch the first part of the video seeing the entry, living area, dining area, bathroom, kitchen, stairway and first bedroom. As they watch they consider the sentences. At the end of the video, they mark sentences as true, false or no evidence. Then, they pair to compare their answers with a partner and generate simple sentences to prove or disprove the statements.

Teacher Program Syllabus

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Will parHcipants be expected to do anything prior to the start of the onsite program? If yes, what they will do? What is the agenda for each day of the program?

TIMELINE INSTRUCTIONAL TOPICS Date, Day 1 Date, Day 2 What will parHcipants do to extend their learning ajer the program ends?

Cau1on! 1.  Plan to adend appropriate

workshops on template development.

2.  Plan to adend Curriculum Development Labs during conference.

3.  Consider sending the template to your team leader when you have completed Stage 1.

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image: hdp://www.someecards.com

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Welcome’to’STARTALK’Alignment! Program! Proposal! Curriculum Template! Lesson!Plans!...

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