Foreign Languages in the 21st Century Classroom A Series of Workshops from theDepartment of International and Second Language Studies at theUniversity of Arkansas at Little Rock and the Arkansas Department of Higher Education September 2011-April 2012 1
2011-2012 Grant Schedule• AM & PM - 9/12 - Sessions 1 & 2 – Introduction to the Partnership for the 21st Century Skills and the FL Skills Map• AM - 10/10 Session 3 – LIS – Think Creatively / Work Creatively• PM - 10/10 Session 4 – LIS – Critical Thinking / Problem Solving• AM - 10/31 Session 5 – LIS – Communication and Collaboration• PM - 10/31 Session 6 -- IMT – Information Literacy• AM – 12/5 Session 7 – IMT -- Media Literacy• PM – 12/5 Session 8 – IMT -- Technology• AM - 1/30 Session 9 – share/evaluation/report on fall Skills Map activities by participants• PM - 1/30 Session 10 – LCS – Flexibility and Adaptability• AM - 2/27 Session 11 – LCS – initiative and Self–Direction• PM - 2/27 Session 12 – LCS – Social and Cross-Cultural Skills• AM – 4/2 Session 13 – LCS – Productivity and Accountability• PM – 4/2 Session 14 – LCS – Leadership and Responsibility• AM & PM - 4/26 - Sessions 15 & 16 – share/evaluation/report on spring Skills Map activities by participants 2
Today’s Schedule8:30-9:15 – breakfast, conversation, andhousekeeping9:15-9:30 – Summary of P-21, the 5Themes, the 3 Modes of Communication,and 4 Proficiency Levels9:30-11:45 – Think Creatively/WorkCreatively11:45-12:45 – Working lunch12:45-2:30 – Critical Thinking/ProblemSolving 32:30-3:00 – Summary: OH, AHA!, OMG!
Partnership for 21st Century Skills: Review of What You Should Know 4
What we “Know”• Proficiency levels? N / I / A / S Novice – OUTCOME: Students in the novice range are able to comprehend and use short memorized phrases and sentences. This proficiency level reflects the beginning stages of language learning which could be at the elementary, middle, or high school levels.
What we “Know”• Proficiency levels? Intermediate:OUTCOME: Students are able to express their own thoughts, provide descriptions, and communicate about familiar topics using sentences and strings of sentences. They comprehend general concepts and messages about familiar and occasionally unfamiliar topics. They can ask questions on familiar topics.
What we “Know”• Proficiency levels? AdvancedOUTCOME: Students in the advanced range are able to narrate and describe using connected sentences and paragraphs in at least three time frames when discussing topics of personal, school, and community interest and can comprehend main ideas and significant details regarding a variety of topics.
21st Century L2 Learners• Students learn to use the language• Learner-centered with teacher as facilitator/collaborator• Focus on the three modes: interpersonal, interpretive, and presentational• Backward design focusing on the end goal
21st Century L2 Learners• Use of thematic units and authentic resources• Emphasis on learner as “doer” and “creator”• Emphasis on the perspectives, practices, and products of the culture• Integrating technology into instruction to enhance learning
21st Century L2 Learners• Using language as the vehicle to teach academic content• Differentiating instruction to meet individual needs• Personalized real world tasks• Seeking opportunities for learners to use language beyond the classroom
21st Century L2 Learners• Assessing to find out what students can do• Students know and understand criteria on how they will be assessed by reviewing the task rubric• Learners create to “share and publish” to audiences more than just the teacher.
What We’re “Learning” Interdisciplinary Themes Global AwarenessFinancial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy Environmental Literacy
Critical Thinking/Problem Solving Dr. Dave McAlpine 16
Critical Thinking and Problem Solving Criteria• Students as inquirers frame, analyze, and synthesize information as well as negotiate meaning across language and culture in order to explore problems and issues 17
Hallmarks of these Criteria• Exercising sound reasoning in understanding• Making complex choices and decisions• Understanding the interconnections among systems• Identifying and asking significant questions that clarify various points of view and lead to better solutions• Framing, analyzing, and synthesizing information in order to solve problems and answer questions
Some Thoughts onCritical Thinking and Problem Solving• “To be playful and serious at the same time is possible, and it defines the ideal mental condition”, John Dewey• The best thing we can teach our students is how to teach themselves• Thinking skills is one of three foundational skill sets critical to workplace success. Thinking skills are the “raw materials” that enable mastery of all the other other competency domains (US Dept. of Labor).• Critical Thinking is the capacity of active investigative thinking. 20
Some Thoughts on Critical Thinking and Problem Solving• Critical thinking is purposeful, reasoned, and goal directed.• When we engage in high-quality thinking, we function both critically and creatively.• Habits of mind, such as analysis, interpretation, precision and accuracy, problem solving, and reasoning, can be AS or MORE IMPORTANT than content knowledge in determining success.• Problem Solving is understood to be the process of applying scientific methods of defining and describing a problem, generating potential solutions, and implementing, 21
Some Thoughts on Critical Thinking and Problem Solving monitoring, and evaluating the effectiveness of one’s intervention. In P-21, it is the application of learning and innovation skills to a specific area of inquiry (L2 content).• Basic skills still form the essential elements for problem solving.• Students need to have persistence and tolerance for ambiguity to keep searching for a solution.• Problem solving involves teamwork and cooperation. 22
Definition Key WordsRemembering: can the define, duplicate, list, memorize, recall, repeat, reproduce, statestudent recall or remember the classify, describe, discussinformation?Understanding: can the explain, identify, locate, recognize, report, select, translate, paraphrasestudent explain ideas orconcepts? choose, demonstrate, dramatize,Applying: can the student use employ, illustrate, interpret, operate,the information in a new way? schedule, sketch, solve, use, writeAnalyzing: can the student appraise, compare, contrast, criticize,distinguish between the differentiate, discriminate, distinguish,different parts? examine, experiment, question, testEvaluating: can the student appraise, argue, defend, judge, select,justify a stand or decision? support, value, evaluateCreating: can the student assemble, construct, create, design,create new product or point of develop, formulate, writeview? 24
Old Paradigm Current ParadigmObjectives Stated in terms of grammatical Stated in terms of what Paradigm Shift in Instructional Planning knowledge as provided in learners should know and be textbook able to do with the languageContent/Culture Content limited to bits and Interdisciplinary and cultural pieces of cultural information connections; integration of included in textbook; cultural and academic content; connections to other culture explored by means of disciplines absent the 3 PsSkills Practice of individual skills: Integrated practice of the 3 listening, speaking, reading, Modes of Communication writingThe Learner Mostly passive and learn the Actively engaged in learning material presented by the and constructing meaning; has teacher opportunities to explore own interestsThe Teacher The center of instruction and Facilitates instruction and the audience for learners; guides student learning; students work to impress the provides feedback and teacher assistanceMaterials Textbook as primary material Textbook as one of many tools; uses authentic materialsAssessment Purpose to evaluate student Purpose to assess progress in achievement; focus on meeting standards, provide discrete-point grammar items; feedback, and improve paper-and-pencil instruction; completion of real- world tasks
Creativity is the Future of Educationhttp://youtu.be/S0UgTe2xml4 26