WAFLT Summer Institute 2011 Putting Standards into Practice presented by: Karen Luond Fowdy Lisa Hendrickson
INTRODUCTION <ul><li>INTRODUCTIONS </li></ul>
<ul><li>Where do you START when you plan curriculum and instruction? </li></ul><ul><li>How do you know that your students ...
CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme...
CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme...
Standards as a Mind Set FROM . . . TO . . . “ What do I teach on Monday?” “ I’ve had 4 years of (Language) and I don’t rem...
By the end of this presentation you will have considered these questions . . . <ul><li>Where do you START when you plan cu...
“ Flower” Standards Model
CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme...
 
The Environment
Theme <ul><li>A theme describes a UNIT of instruction that is . . . </li></ul><ul><ul><li>Global in nature </li></ul></ul>...
THEME:  Starting points . . . Textbook
THEME:  Starting points . . . Grammar
THEME:  Starting points . . . Technology tool
THEME:  Starting points . . . Activities
Key Questions
What do I/you think and feel? Environmental issues How do I/you look at the world? Nature and geographical features What's...
Themes . . .
CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme...
<ul><li>From the Key Questions (page  4 ), choose: </li></ul><ul><li>Level:  </li></ul><ul><li>Key Question: </li></ul><ul...
Standards as a Mind Set FROM . . . TO . . . “ What do I teach on Monday?” “ I’ve had 4 years of (Language) and I don’t rem...
CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme...
WI “Flower” Standards Model
Three Modes of Communication Presentational Interpersonal Interpretive
What Verify How well Expand and Enrich Structures and Vocabulary Practice pieces
3 modes of communication: “Teach” the mode . . . <ul><li>Read the description of your assigned mode (from page  5  of the ...
Die Umwelt  (Performance Assessments) <ul><li>Interpretive:  Understand information from a website about student environme...
Check: Sorting the Modes . . . <ul><li>With your group, determine which mode of communication each performance assessment ...
<ul><li>DESIGN   a  Performance Assessment  in one of the three Modes of Communication ( Presentational ,  Interpersonal  ...
<ul><li>Where do you START when you plan curriculum and instruction? </li></ul><ul><li>How do you know that your students ...
CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme...
What Verify How well Expand and Enrich Structures and Vocabulary Practice pieces
What do I/you think and feel? Environmental issues How do I/you look at the world? Nature and geographical features What's...
VERTICAL CURRICULUM DESIGN How do I/you look at the world? Nature and geographical features What’s my/your life like? Desc...
Resources <ul><li>ACTFL Proficiency Guidelines </li></ul><ul><li>Wisconsin Performance Guidelines </li></ul><ul><li>(Plann...
CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme...
WI “Flower” Standards Model
Learning a language is far more than an intellectual, cognitive challenge. It is a means to grow and mature through the ex...
<ul><li>Look at your performance assessments. </li></ul>INFUSING CULTURE <ul><li>Determine if culture is a key element in ...
<ul><li>Look at your performance assessments. </li></ul>MORE REFLECTION <ul><li>CONSIDER:  I n addition to being  “cultura...
CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme...
What Verify How well Expand and Enrich Structures and Vocabulary Practice pieces
Setting the stage for learning . .  (Examples from  Umwelt  unit) <ul><li>What do we know?  </li></ul><ul><li>CONTENT (Pre...
<ul><li>LIST  the  Structures ,  Vocabulary ,  Language functions  and other knowledge that the students will need to know...
You  know the lesson . .  Don’t forget the students!
Setting the stage for learning . . . <ul><li>What do we know?  </li></ul><ul><li>CONTENT (Previous themes, vocab) </li></u...
How do you plan instruction – moving from guided to independent production? Setting the stage for learning . . .
Planning Instruction <ul><li>Guided  practice to independent production   (pg. #11 “Building Repertoire” </li></ul><ul><li...
Building repertoire Classroom Activities – Building Repertoire Spontaneous, Independent REAL-LIFE APPLICATION Practiced, M...
CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme...
Reflection <ul><li>Is there a sense of connectedness among the three modes? </li></ul><ul><li>Are the communication standa...
A shift in FOCUS <ul><li>Teacher-centered   </li></ul><ul><li>Talking about language   </li></ul><ul><li>Coverage   </li><...
<ul><li>Where do you START when you plan curriculum and instruction? </li></ul><ul><li>How do you know that your students ...
Wrap up . . .  <ul><li>I went to this workshop about . . . </li></ul><ul><li>And now I can . . . </li></ul>
Thank you! We hope you  and your students  enjoy the journey! Lisa Hendrickson Karen Luond Fowdy
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WAFLT Summer Institute 2011: Preconference PM

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WAFLT Summer Institute 2011: Preconference PM

  1. 1. WAFLT Summer Institute 2011 Putting Standards into Practice presented by: Karen Luond Fowdy Lisa Hendrickson
  2. 2. INTRODUCTION <ul><li>INTRODUCTIONS </li></ul>
  3. 3. <ul><li>Where do you START when you plan curriculum and instruction? </li></ul><ul><li>How do you know that your students are developing proficiency over time? </li></ul>GETTING STARTED
  4. 4. CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme </li></ul><ul><li>Step Three: Brainstorming </li></ul><ul><li>Step Four: Performance Assessments </li></ul><ul><li>Step Five: Communication Standards </li></ul><ul><li>Step Six: Performance Guidelines </li></ul><ul><li>Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities </li></ul><ul><li>Step Eight: Structures and Vocabulary </li></ul><ul><li>(Designing instruction) </li></ul><ul><li>Step Nine: Check the Unit: Reflection </li></ul>
  5. 5. CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme </li></ul><ul><li>Step Three: Brainstorming </li></ul><ul><li>Step Four: Performance Assessments </li></ul><ul><li>Step Five: Communication Standards </li></ul><ul><li>Step Six: Performance Guidelines </li></ul><ul><li>Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities </li></ul><ul><li>Step Eight: Structures and Vocabulary </li></ul><ul><li>Step Nine: Check the Unit: Reflection </li></ul>
  6. 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. 7. By the end of this presentation you will have considered these questions . . . <ul><li>Where do you START when you plan curriculum and instruction? </li></ul><ul><li>How do you know that your students are developing proficiency over time? </li></ul>OVERVIEW
  8. 8. “ Flower” Standards Model
  9. 9. CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme </li></ul><ul><li>Step Three: Brainstorming </li></ul><ul><li>Step Four: Performance Assessments </li></ul><ul><li>Step Five: Communication Standards </li></ul><ul><li>Step Six: Performance Guidelines </li></ul><ul><li>Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities </li></ul><ul><li>Step Eight: Structures and Vocabulary </li></ul><ul><li>Step Nine: Check the Unit: Reflection </li></ul>
  10. 11. The Environment
  11. 12. Theme <ul><li>A theme describes a UNIT of instruction that is . . . </li></ul><ul><ul><li>Global in nature </li></ul></ul><ul><ul><li>Large enough to include more than one “C” </li></ul></ul><ul><ul><li>Worth doing </li></ul></ul><ul><ul><li>Can be re-introduced and expanded at different levels of instruction </li></ul></ul><ul><li>A theme is NOT limited to . . . </li></ul><ul><ul><li>An activity </li></ul></ul><ul><ul><li>A grammar point </li></ul></ul><ul><ul><li>A vocabulary list </li></ul></ul><ul><ul><li>A technology tool </li></ul></ul>
  12. 13. THEME: Starting points . . . Textbook
  13. 14. THEME: Starting points . . . Grammar
  14. 15. THEME: Starting points . . . Technology tool
  15. 16. THEME: Starting points . . . Activities
  16. 17. Key Questions
  17. 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
  18. 19. Themes . . .
  19. 20. CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme </li></ul><ul><li>Step Three: Brainstorming – What will students be able to do? </li></ul><ul><li>Step Four: Performance Assessments </li></ul><ul><li>Step Five: Communication Standards </li></ul><ul><li>Step Six: Performance Guidelines </li></ul><ul><li>Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities </li></ul><ul><li>Step Eight: Structures and Vocabulary </li></ul><ul><li>Step Nine: Check the Unit: Reflection </li></ul>
  20. 21. <ul><li>From the Key Questions (page 4 ), choose: </li></ul><ul><li>Level: </li></ul><ul><li>Key Question: </li></ul><ul><li>Theme : </li></ul>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)
  21. 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 . . .”
  22. 23. CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme </li></ul><ul><li>Step Three: Brainstorming </li></ul><ul><li>Step Four: Performance Assessments </li></ul><ul><li>Three modes: Interpersonal- Interpretive- Presentational </li></ul><ul><li>Step Five: Communication Standards </li></ul><ul><li>Step Six: Performance Guidelines </li></ul><ul><li>Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities </li></ul><ul><li>Step Eight: Structures and Vocabulary </li></ul><ul><li>Step Nine: Check the Unit: Reflection </li></ul>
  23. 24. WI “Flower” Standards Model
  24. 25. Three Modes of Communication Presentational Interpersonal Interpretive
  25. 26. What Verify How well Expand and Enrich Structures and Vocabulary Practice pieces
  26. 27. 3 modes of communication: “Teach” the mode . . . <ul><li>Read the description of your assigned mode (from page 5 of the handout) </li></ul><ul><li>Identify the key characteristics of the mode </li></ul><ul><li>Prepare to “teach” the mode to your colleagues in student-friendly language </li></ul>
  27. 28. Die Umwelt (Performance Assessments) <ul><li>Interpretive: Understand information from a website about student environmental initiatives in Germany </li></ul><ul><li>Presentational: Create a poster, song, rap, new article, short story, (other!) about the environment </li></ul><ul><li>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 </li></ul>
  28. 29. Check: Sorting the Modes . . . <ul><li>With your group, determine which mode of communication each performance assessment is “testing” </li></ul>
  29. 30. <ul><li>DESIGN a Performance Assessment in one of the three Modes of Communication ( Presentational , Interpersonal and Interpretive) for your theme and level. </li></ul>PRACTICE Refer to the descriptions of the different modes on pages 5 + 6 of your handout.
  30. 31. <ul><li>Where do you START when you plan curriculum and instruction? </li></ul><ul><li>How do you know that your students are developing proficiency over time? </li></ul>
  31. 32. CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme </li></ul><ul><li>Step Three: Brainstorming </li></ul><ul><li>Step Four: Performance Assessments </li></ul><ul><li>Step Five: Communication Standards </li></ul><ul><li>Step Six: Performance Guidelines </li></ul><ul><li>Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities </li></ul><ul><li>Step Eight: Structures and Vocabulary </li></ul><ul><li>(Designing instruction) </li></ul><ul><li>Step Nine: Check the Unit: Reflection </li></ul>
  32. 33. What Verify How well Expand and Enrich Structures and Vocabulary Practice pieces
  33. 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
  34. 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
  35. 36. Resources <ul><li>ACTFL Proficiency Guidelines </li></ul><ul><li>Wisconsin Performance Guidelines </li></ul><ul><li>(Planning Curriculum for Learning World Languages, pp 236-241) </li></ul><ul><li>Linguafolio ( www.waflt.org ) </li></ul><ul><li>The Keys to Assessing Language Performance (Paul Sandrock –available from ACTFL) </li></ul>
  36. 37. CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme </li></ul><ul><li>Step Three: Brainstorming </li></ul><ul><li>Step Four: Performance Assessments </li></ul><ul><li>Step Five: Communication Standards </li></ul><ul><li>Step Six: Performance Guidelines </li></ul><ul><li>Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities </li></ul><ul><li>Step Eight: Structures and Vocabulary </li></ul><ul><li>(Designing instruction) </li></ul><ul><li>Step Nine: Check the Unit: Reflection </li></ul>
  37. 38. WI “Flower” Standards Model
  38. 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
  39. 40. <ul><li>Look at your performance assessments. </li></ul>INFUSING CULTURE <ul><li>Determine if culture is a key element in your assessments. If it is not . . . </li></ul><ul><li>Discuss ways to adapt one of the performance assessments so that it includes key concepts from the target culture. </li></ul>
  40. 41. <ul><li>Look at your performance assessments. </li></ul>MORE REFLECTION <ul><li>CONSIDER: I n addition to being “culturally connected” are the assessments . . </li></ul><ul><li>“ cognitively engaging </li></ul><ul><li>intrinsically interesting </li></ul><ul><li>communicatively purposeful” </li></ul><ul><li>FROM: Helena Curtain </li></ul>
  41. 42. CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme </li></ul><ul><li>Step Three: Brainstorming </li></ul><ul><li>Step Four: Performance Assessments </li></ul><ul><li>Step Five: Communication Standards </li></ul><ul><li>Step Six: Performance Guidelines </li></ul><ul><li>Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities </li></ul><ul><li>Step Eight: Structures and Vocabulary </li></ul><ul><li>Step Nine: Check the Unit: Reflection </li></ul>
  42. 43. What Verify How well Expand and Enrich Structures and Vocabulary Practice pieces
  43. 44. Setting the stage for learning . . (Examples from Umwelt unit) <ul><li>What do we know? </li></ul><ul><li>CONTENT (Previous themes, vocab) </li></ul><ul><li>What can we do? </li></ul><ul><li>FORMS (Structures and functions) </li></ul>
  44. 45. <ul><li>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. </li></ul>PRACTICE *Consider ideas from your original unit “BRAINSTORM’” notes *See also “Language Functions and other Related Tasks” in LWL pp. 256-258
  45. 46. You know the lesson . . Don’t forget the students!
  46. 47. Setting the stage for learning . . . <ul><li>What do we know? </li></ul><ul><li>CONTENT (Previous themes, vocab) </li></ul><ul><li>What can we do? </li></ul><ul><li>FORMS (Structures and functions) </li></ul>
  47. 48. How do you plan instruction – moving from guided to independent production? Setting the stage for learning . . .
  48. 49. Planning Instruction <ul><li>Guided practice to independent production (pg. #11 “Building Repertoire” </li></ul><ul><li>Formative and Summative Assessments </li></ul><ul><li>Worksheets, quizzes, activities, etc. </li></ul><ul><li>Consider “conceptual/partial/full control” (Dr. Chantal Thompson) </li></ul><ul><li>The textbook and other resources </li></ul><ul><li>Technology tools </li></ul><ul><li>Other?? </li></ul>
  49. 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
  50. 51. CURRICULUM PLANNING FLOW CHART <ul><li>Step One: Standards as a Mindset </li></ul><ul><li>Step Two: Key Question and Theme </li></ul><ul><li>Step Three: Brainstorming </li></ul><ul><li>Step Four: Performance Assessments </li></ul><ul><li>Step Five: Communication Standards </li></ul><ul><li>Step Six: Performance Guidelines </li></ul><ul><li>Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities </li></ul><ul><li>Step Eight: Structures and Vocabulary </li></ul><ul><li>Step Nine: Check the Unit-Reflection </li></ul>
  51. 52. Reflection <ul><li>Is there a sense of connectedness among the three modes? </li></ul><ul><li>Are the communication standards targeted in the performance appropriate for the task? </li></ul><ul><li>Are students engaged in learning while they are doing the assessment? </li></ul><ul><li>Are the expected performances set at the appropriate level? </li></ul><ul><li>Is the unit worth doing? </li></ul>
  52. 53. A shift in FOCUS <ul><li>Teacher-centered </li></ul><ul><li>Talking about language </li></ul><ul><li>Coverage </li></ul><ul><li>Testing </li></ul><ul><li>Sequential curriculum design </li></ul><ul><li>Learning in isolation </li></ul><ul><li>Learning about cultures </li></ul><ul><li>Student-centered </li></ul><ul><li>Using the language </li></ul><ul><li>Developing proficiency </li></ul><ul><li>Assessment </li></ul><ul><li>Spiraling curriculum design </li></ul><ul><li>Transfer of learning </li></ul><ul><li>Functioning within cultures </li></ul>LESS MORE
  53. 54. <ul><li>Where do you START when you plan curriculum and instruction? </li></ul><ul><li>How do you know that your students are developing proficiency over time? </li></ul>REFLECTION . . .
  54. 55. Wrap up . . . <ul><li>I went to this workshop about . . . </li></ul><ul><li>And now I can . . . </li></ul>
  55. 56. Thank you! We hope you and your students enjoy the journey! Lisa Hendrickson Karen Luond Fowdy

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