Purpose of the survey is to gather information regarding this current experimental period to better help us prepare for the Common Assessments that will be tied to the Common Core Standards
Think-Pair-Share to come up with definition before displaying the actual defintion.
Wall of key non-verbal language and filler words/phrases for maintaining conversation
Encompasses social mores regarding how polite the language should be, how to begin, maintain, and end a conversation
Teachers may choose to assess one of the students featured or both students. They can use the same rubric but just use a different colored pen/pencil/crayon for each student.
Interpersonal speaking presentation v4.8 redacted
Welcome to the 2/8 Professional Development Workshop Please sign in on sheet to verify attendance Grab a handout Discuss the common assessments and fill out the SurveyMonkey survey—link is in your email inbox. Meitsu Chuang-Mendel Paris Granville Edward Wang
The Future of World Languages Washington ACTFL NationalState Standards Standards Our Curriculum
Meitsu Chuang-MendelBio International Baccalaureate (IB) lead examiner for Mandarin ab initio 2004-2011 Instructor for IB Mandarin ab initio teacher training courses Education advisory board member for Confucius Institute of State of Washington Supervisor for PLU Chinese student teacher program Oral Proficiency Interview (OPI) training Taught Chinese for more than 15 years in Taipei and Beijing international schools Currently teaching 3 classes at Newport High
Workshop on Interpersonal Speaking Objective Teachers will develop instructional strategies to facilitate and assess students’ interpersonal speaking.
Interpersonal SpeakingDefinition Communication that includes active negotiation of meaning among individuals. Clarifications can be made. Example: a conversation between a sales associate and a customer regarding a product
Characteristics of Interpersonal SpeakingActive negotiation of meaningTwo-way interactive communicationImprovised—UNSCRIPTED and UNREHEARSED*Conversation often maintained byCommunication Strategies Get rid of this script!
Example of Non-Verbal Strategies (not completely serious!)
What are Communication Strategies? Definition Verbal and non-verbal Metacognitive strategies StrategiesReferenced fromNakatani, Y. “The Effects of Awareness-Raising Training on OralCommunication Strategy Use.” The Modern Language Journal. 2005.
Communication Strategies help seeking— “slower please”, “please repeat” question asking paraphrasing circumlocution appropriate body language to maintain conversation fillers (or time-gaining strategies)– “well…” comprehension checks random reaction words/phrases— “really?”Referenced fromThe ACTFL Performance Guildlines for K-12 Learners. 1998.Nakatani, Y. “The Effects of Awareness-Raising Training on OralCommunication Strategy Use.” The Modern Language Journal. 2005.
Activity—Role PlayTake a role play card and please perform it withsomeone using the language you teachDuring the role play conversation, check off thecommunication strategies you used on the handout
Share your StrategiesExamples of: Filler words/reaction words to maintain Um…then conversation the alligator Non-verbal language bit his head (gasp) Yikes! off…
Gallery WalkWalk around to see what strategies the other groupsbrainstormedDiscuss/reflect on the various strategies listed
How to Scaffold CommunicationStrategies—Strategy of the Week
Communication Strategy DiaryRaises studentsmetacognition:“thinking abouttheir own learning”
Scaffolding Richness of Language How to “jumpstart” communication Conversation scaffold example:
Interpersonal Speaking Rubric Overview of the gradationsReferenced from The ACTFL Performance Guildlines for K-12 Learners. 1998.
Interpersonal Speaking RubricReferenced from The ACTFL Performance Guildlines for K-12 Learners. 1998.
Common Assessment• As quick and easy as possible• Offer evidence of the level of performance in Interpersonal Speaking
Video Samples of StudentsPlease check your email for the links to the followingvideos: Chinese French German Spanish English (ESL Students)Mark the performance(more rubrics available)
Think-Pair-ShareSome possible questions you could discuss: What were some challenges you faced while you were assessing the speakers? Did you mark the students at the same level that your colleagues marked them? Did you think the assessment was an appropriate Interpersonal Speaking assessment? Why or why not?
In closing—we want to hear your feedbackPlease open your OutlookPlease find the Evaluation emailClick on the link to get to RegonlineLog in and complete the evaluationFeel free to open the discussion on any topicof interest