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WAFLT Summer Institute 2011: Preconference PM
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  • 1. WAFLT Summer Institute 2011 Putting Standards into Practice presented by: Karen Luond Fowdy Lisa Hendrickson
  • 2. INTRODUCTION
    • INTRODUCTIONS
  • 3.
    • Where do you START when you plan curriculum and instruction?
    • How do you know that your students are developing proficiency over time?
    GETTING STARTED
  • 4. CURRICULUM PLANNING FLOW CHART
    • Step One: Standards as a Mindset
    • Step Two: Key Question and Theme
    • Step Three: Brainstorming
    • Step Four: Performance Assessments
    • Step Five: Communication Standards
    • Step Six: Performance Guidelines
    • Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
    • Step Eight: Structures and Vocabulary
    • (Designing instruction)
    • Step Nine: Check the Unit: Reflection
  • 5. CURRICULUM PLANNING FLOW CHART
    • Step One: Standards as a Mindset
    • Step Two: Key Question and Theme
    • Step Three: Brainstorming
    • Step Four: Performance Assessments
    • Step Five: Communication Standards
    • Step Six: Performance Guidelines
    • Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
    • Step Eight: Structures and Vocabulary
    • Step Nine: Check the Unit: Reflection
  • 6. Standards as a Mind Set FROM . . . 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 . . .”
  • 7. By the end of this presentation you will have considered these questions . . .
    • Where do you START when you plan curriculum and instruction?
    • How do you know that your students are developing proficiency over time?
    OVERVIEW
  • 8. “ Flower” Standards Model
  • 9. CURRICULUM PLANNING FLOW CHART
    • Step One: Standards as a Mindset
    • Step Two: Key Question and Theme
    • Step Three: Brainstorming
    • Step Four: Performance Assessments
    • Step Five: Communication Standards
    • Step Six: Performance Guidelines
    • Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
    • Step Eight: Structures and Vocabulary
    • Step Nine: Check the Unit: Reflection
  • 10.  
  • 11. The Environment
  • 12. 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
  • 13. THEME: Starting points . . . Textbook
  • 14. THEME: Starting points . . . Grammar
  • 15. THEME: Starting points . . . Technology tool
  • 16. THEME: Starting points . . . Activities
  • 17. Key Questions
  • 18. What do I/you think and feel? Environmental issues How do I/you look at the world? Nature and geographical features What's my/your life like? Describe seasonal activities Who am I / you? Free time activities
  • 19. Themes . . .
  • 20. CURRICULUM PLANNING FLOW CHART
    • Step One: Standards as a Mindset
    • Step Two: Key Question and Theme
    • Step Three: Brainstorming – What will students be able to do?
    • Step Four: Performance Assessments
    • Step Five: Communication Standards
    • Step Six: Performance Guidelines
    • Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
    • Step Eight: Structures and Vocabulary
    • Step Nine: Check the Unit: Reflection
  • 21.
    • From the Key Questions (page 4 ), choose:
    • Level:
    • Key Question:
    • Theme :
    PRACTICE BRAINSTORM: Think of everything associated with this theme appropriate to your level (resources, activities, . . . .) Include what the students will need to be able to communicate and understand in relation to the theme you have chosen. (Page 4 in Handout)
  • 22. Standards as a Mind Set FROM . . . 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 . . .”
  • 23. CURRICULUM PLANNING FLOW CHART
    • Step One: Standards as a Mindset
    • Step Two: Key Question and Theme
    • Step Three: Brainstorming
    • Step Four: Performance Assessments
    • Three modes: Interpersonal- Interpretive- Presentational
    • Step Five: Communication Standards
    • Step Six: Performance Guidelines
    • Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
    • Step Eight: Structures and Vocabulary
    • Step Nine: Check the Unit: Reflection
  • 24. WI “Flower” Standards Model
  • 25. Three Modes of Communication Presentational Interpersonal Interpretive
  • 26. What Verify How well Expand and Enrich Structures and Vocabulary Practice pieces
  • 27. 3 modes of communication: “Teach” the mode . . .
    • Read the description of your assigned mode (from page 5 of the handout)
    • Identify the key characteristics of the mode
    • Prepare to “teach” the mode to your colleagues in student-friendly language
  • 28. Die Umwelt (Performance Assessments)
    • Interpretive: Understand information from a website about student environmental initiatives in Germany
    • Presentational: Create a poster, song, rap, new article, short story, (other!) about the environment
    • Interpersonal: Interview each other about a) what you see as the greatest danger to the environment and why and b) what you do to protect the environment
  • 29. Check: Sorting the Modes . . .
    • With your group, determine which mode of communication each performance assessment is “testing”
  • 30.
    • DESIGN a Performance Assessment in one of the three Modes of Communication ( Presentational , Interpersonal and Interpretive) for your theme and level.
    PRACTICE Refer to the descriptions of the different modes on pages 5 + 6 of your handout.
  • 31.
    • Where do you START when you plan curriculum and instruction?
    • How do you know that your students are developing proficiency over time?
  • 32. CURRICULUM PLANNING FLOW CHART
    • Step One: Standards as a Mindset
    • Step Two: Key Question and Theme
    • Step Three: Brainstorming
    • Step Four: Performance Assessments
    • Step Five: Communication Standards
    • Step Six: Performance Guidelines
    • Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
    • Step Eight: Structures and Vocabulary
    • (Designing instruction)
    • Step Nine: Check the Unit: Reflection
  • 33. What Verify How well Expand and Enrich Structures and Vocabulary Practice pieces
  • 34. What do I/you think and feel? Environmental issues How do I/you look at the world? Nature and geographical features What's my/your life like? Describe seasonal activities Who am I / you? Free time activities
  • 35. VERTICAL CURRICULUM DESIGN How do I/you look at the world? Nature and geographical features What’s my/your life like? Describe seasonal activities Who am I/you? Free time activities indoors and outdoors Beginning Developing Transitioning Refining What do I/you think and feel? Environmental issues
  • 36. Resources
    • ACTFL Proficiency Guidelines
    • Wisconsin Performance Guidelines
    • (Planning Curriculum for Learning World Languages, pp 236-241)
    • Linguafolio ( www.waflt.org )
    • The Keys to Assessing Language Performance (Paul Sandrock –available from ACTFL)
  • 37. CURRICULUM PLANNING FLOW CHART
    • Step One: Standards as a Mindset
    • Step Two: Key Question and Theme
    • Step Three: Brainstorming
    • Step Four: Performance Assessments
    • Step Five: Communication Standards
    • Step Six: Performance Guidelines
    • Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
    • Step Eight: Structures and Vocabulary
    • (Designing instruction)
    • Step Nine: Check the Unit: Reflection
  • 38. WI “Flower” Standards Model
  • 39. 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
  • 40.
    • Look at your performance assessments.
    INFUSING CULTURE
    • Determine if culture is a key element in your assessments. If it is not . . .
    • Discuss ways to adapt one of the performance assessments so that it includes key concepts from the target culture.
  • 41.
    • Look at your performance assessments.
    MORE REFLECTION
    • CONSIDER: I n addition to being “culturally connected” are the assessments . .
    • “ cognitively engaging
    • intrinsically interesting
    • communicatively purposeful”
    • FROM: Helena Curtain
  • 42. CURRICULUM PLANNING FLOW CHART
    • Step One: Standards as a Mindset
    • Step Two: Key Question and Theme
    • Step Three: Brainstorming
    • Step Four: Performance Assessments
    • Step Five: Communication Standards
    • Step Six: Performance Guidelines
    • Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
    • Step Eight: Structures and Vocabulary
    • Step Nine: Check the Unit: Reflection
  • 43. What Verify How well Expand and Enrich Structures and Vocabulary Practice pieces
  • 44. Setting the stage for learning . . (Examples from Umwelt unit)
    • What do we know?
    • CONTENT (Previous themes, vocab)
    • What can we do?
    • FORMS (Structures and functions)
  • 45.
    • LIST the Structures , Vocabulary , Language functions and other knowledge that the students will need to know and control for reception / production in order to succeed in the Performance Assessments.
    PRACTICE *Consider ideas from your original unit “BRAINSTORM’” notes *See also “Language Functions and other Related Tasks” in LWL pp. 256-258
  • 46. You know the lesson . . Don’t forget the students!
  • 47. Setting the stage for learning . . .
    • What do we know?
    • CONTENT (Previous themes, vocab)
    • What can we do?
    • FORMS (Structures and functions)
  • 48. How do you plan instruction – moving from guided to independent production? Setting the stage for learning . . .
  • 49. Planning Instruction
    • Guided practice to independent production (pg. #11 “Building Repertoire”
    • Formative and Summative Assessments
    • Worksheets, quizzes, activities, etc.
    • Consider “conceptual/partial/full control” (Dr. Chantal Thompson)
    • The textbook and other resources
    • Technology tools
    • Other??
  • 50. Building repertoire Classroom Activities – Building Repertoire Spontaneous, Independent REAL-LIFE APPLICATION Practiced, Memorized LESSON PLAN CONSTRUCT Open-Ended RECEPTION & PRODUCTION Students demonstrate Students practice Teacher/class practice Teacher Controlled RECEPTION Teacher introduces Moving from . . . Building toward
  • 51. CURRICULUM PLANNING FLOW CHART
    • Step One: Standards as a Mindset
    • Step Two: Key Question and Theme
    • Step Three: Brainstorming
    • Step Four: Performance Assessments
    • Step Five: Communication Standards
    • Step Six: Performance Guidelines
    • Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
    • Step Eight: Structures and Vocabulary
    • Step Nine: Check the Unit-Reflection
  • 52. Reflection
    • Is there a sense of connectedness among the three modes?
    • Are the communication standards targeted in the performance appropriate for the task?
    • Are students engaged in learning while they are doing the assessment?
    • Are the expected performances set at the appropriate level?
    • Is the unit worth doing?
  • 53. 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
  • 54.
    • Where do you START when you plan curriculum and instruction?
    • How do you know that your students are developing proficiency over time?
    REFLECTION . . .
  • 55. Wrap up . . .
    • I went to this workshop about . . .
    • And now I can . . .
  • 56. Thank you! We hope you and your students enjoy the journey! Lisa Hendrickson Karen Luond Fowdy