1. World Languages:Next Generation StandardsSession 1: Presentational Writing and SpeakingSeminole County World Languages Workshop Dec. 6th, 2011

2. Our Objectives: Understand the how the Sunshine StateNext Generation World LanguagesStandards impact teaching and learning. Identify and Comprehend the Modes ofCommunication Use Backward Design to planinstruction Collaborate with other teachers toCreate Standards Based PerformanceAssessment 3. Knowing how, when, and why to say whatto 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 4. While these components of language are crucial, the current organizing principle for foreign language study is communication, which also highlights the why, the whom, and the when. So, while grammar and vocabulary are essential tools for communication 5. The ability to communicate in meaningful and appropriate ways with users of other languages that is the ultimate goal of todays foreign language classroom. 6. Florida World Languages StandardsModes of Communication 7. The New Standards Drum roll, please. 8. Standard 1: InterpretiveListening:The student will be able to understand and interpretinformation, concepts, and ideas orally from avariety of culturally authentic sources on avariety of topics in the target language. 9. Standard 2: Interpretive Reading:The student will be able to understand and interpret information, concepts, and ideas in writing from a variety of culturally authentic sources on a variety of topics in the target language. 10. CommunicationThe student will be able to engage in conversations andexchange information, concepts, and ideas orally andin writing with a variety of speakers or readers on avariety of topics in a culturally appropriate context inthe target language. 11. Standard 4: PresentationalSpeakingThe student will be able to present information, concepts, and ideas to an audience of listeners on a variety of topics in a culturally appropriate context in the target language. 12. Standard 5: Presentational WritingThe student will be able to present information, concepts, and ideas to an audience of readers on a variety of topics in a culturally appropriate context in the target language. 13. Examples of Learning Goals by CommunicationStandardsINTERPRETIVEINTERPERSONAL PRESENTATIONALListeningReadingSpeaking/WritingSpeakingWriting-I can - I can-I can greet and say- I can greet - I can greetrecognizeidentify goodbye to friendspeople andpeople andsome cognates and adultsintroduce introducecommonly and- I can introduce myself andmyself.used words utilizemyself and a friend.others. - I can tell myandvisuals to - I can ask questions - I can tellage and myexpressionshelp meto adults politely. my age andbirthday.such as hello, understand - I can ask questions my- I can tell thegoodbye, how theto friends (name, birthday. date/time andare you, meaning of age, phone number,- I can tellmy phoneplease, thankaetc.). and answer the date andnumbers.you, phone text.questions about time.numbers,myself (name, age,dates, timesphone number, etc.).and 14. Florida World Languages Intercultural Standards 15. Standard 6: CultureThe student will be able to use the target language to gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own. 16. Connections, Comparisons, CommunitiesStandard 7: ConnectionsThe student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.Standard 8: ComparisonsThe student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others.Standard 9: CommunitiesThe student will be able to use the target language both within and beyond the school setting to investigate and improve his/her world beyond 17. Where Do We Start? 18. Backward Design and Language Teaching: How? We start at the end by determining what thelearner needs to know and understand and howthey are going to demonstrate theirunderstanding FIRST. We design the WHAT andHOW we are going to teach LAST. We use National and State Standards todetermine what students should know NOTtextbooks!================================== When using the backward processes ourassessment methods:-Assess what learners can do with the language and not justwhat they know about the language. 19. 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.TraditionalBackward Design THREE STAGESTopics Goals & objectivesActivities AssessmentsAssessmentsActivitiesIdentify desired results. (What do they need to be able to do) Determine acceptable evidence (How are they going to demonstrate they can do it?)Wiggins, G & McTighe, J. (1998). Understanding by Design.Alexandria, VA: Association for Supervision and CurriculumDevelopment.Plan learning experiences and instruction. (What activities and practice do they need to be able to dhttp://www.ascd.org/publications/books/198199/chapter1.html 20. Backward Design and Language Teaching: HOW?Stage 1: Identify Desired Results -National Standards for World Languages are grouped around five categories (the5 Cs), each with sub-categories. Communications: Communicate in Languages Other Than English Cultures: Gain Knowledge and Understanding of Other Cultures Connections: Connect with Other Disciplines and Acquire Information Comparisons: Develop Insight into the Nature of Language and Culture Communities: Participate in Multilingual Communities at Home & Around the WorldThe state of Florida has defined Performance Standards for World Languages,and indicated Benchmarks for each one. 21. Backward Design and Language Teaching: HOW? Stage 2: Determine Acceptable Evidence - The issue of assessment How will we know if students have achieved desired results? 22. Types of Evidence 1. Performance tasks: authentic, require anaudience; known beforehand and guide work 2. Academic Prompts: Open ended ?s thatdemand critical thinking; exams requiringanalysis, synthesis, evaluation Quiz and Test Items: simple content-focused thatassess factual information, concepts Informal Checks for Understanding. Questions forstudents, viewing work, conversations. etc 23. Performance Tasks Realistic context Requires judgment and innovation Asks student to do the subject Real life situations. Assesses the students ability to use repertoire ofknowledge and skill for a complex task Allows opportunity to plan, rehearse, revise, refine 24. Backward Design and Language Teaching: HOW?Stage 3: Plan Learning Experiences and Instruction What will the students need to know in order to achieve the desired goal, learning, or understanding? How will they best learn this knowledge?Learning experiences are planned after desired results and the method ofmeasurement of those results are identified. 25. BREAK