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NYC World Languages Jan. 2012
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NYC World Languages Jan. 2012

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Transcript

  • 1.  
  • 2.
    • Welcome, Introductions, and Goals for the Day
    • Reconnect/Reflect
    • Graduation Performance System
    • ISSN World Languages Performance Outcomes
    • Lesson Sharing
    • Authentic Materials Workshop with Lori Langer de Ramirez
    • Campus Debrief/Planning
  • 3.
        • Name
        • What you teach
        • Where you teach
        • “ I stand for [name of student]”
    Introductions
  • 4.
        • You’ve been teaching more than 1 year
        • You’ve been teaching more than 3 years
        • You’ve been teaching more than 5 years
        • You’ve been teaching more than 10 years
        • You’ve been teaching more than 15 years
    Please remain standing if . . .
  • 5.
        • Network with other ISSN teachers in NYC
        • Share & collaborate around World Languages instruction
        • Identify challenges & strategies to overcome them
        • Leave with new ideas to help your students
        • Share your gifts: give a little get a lot!
    Goals for the Day
  • 6.
        • Inspiration: Why did you become a world language teacher?
        • Frustration: What are some challenges you face in teaching world languages to students?
        • Motivation: What keeps you going in face of those challenges?
    Reconnect/Reflect Please respond to each prompt on a different sticky note
  • 7.
        • Find a partner – someone you haven’t met yet
        • Introduce yourselves
        • Share and discuss your responses to the 3 questions
        • At the signal, say “thank you” and find a new partner – repeat the process (total of 3 times)
    Party Mixer Protocol
  • 8.  
  • 9.  
  • 10. “ Global competence is the capacity and disposition to understand and act on issues of global significance. ” Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence: Preparing Our Youth to Engage the World , 2011 “ Earth at Night ” CC by cote on Flickr
  • 11. Global Leadership Performance Outcomes
    • Investigate the World: Students investigate the world beyond their immediate environment
    • Recognize Perspectives: Students recognize their own and others’ perspectives
    • Communicate Ideas: Students communicate their ideas effectively with diverse audiences
    • Take Action: Students translate their ideas into appropriate actions to improve conditions
  • 12. Global Leadership Performance Outcomes
  • 13. Investigate the World Recognize Perspectives Take Action Communicate Ideas All Content Area Performance Outcomes are now organized into the 4 Global Competency domains:
  • 14. Investigate the World Recognize Perspectives Take Action Communicate Ideas In World Languages, how do students . . . ?
  • 15.
    • Point to your partner; identify partners A and B
    • Partner A tells B how World Language students Investigate the World and Recognize Perspectives
    Talk a Mile a Minute
  • 16. Investigating the World and Recognizing Different Perspectives “ Sometimes the world seems upside down ” CC by jen_maiser on Flickr
  • 17.
    • Point to your partner; identify partners A and B
    • Partner A tells B how World Language students Investigate the World and Recognize Perspectives
    • Partner B tells A how World Language students Communicate Ideas and Take Action
    Talk a Mile a Minute
  • 18. Communicating Ideas and Taking Action 42601677.10 CC by torres21 on Flickr
  • 19. World Languages Performance Outcomes
    • Investigate the World: Students use World Languages to investigate a global issue, situation, or event.
    • Recognize Perspectives: Students recognize the impact of their culture and the cultures of the World Languages on themselves and others.
    • Communicate Ideas: Students communicate their thinking in the World Languages.
    • Take Action: Students translate the results of their language study into appropriate actions.
  • 20.  I agree. x I disagree. + That’s a new idea. ? I don’t understand. * This is important. ! That’s interesting! Coding the Text: Please read & annotate the Performance Outcomes
  • 21.
      • Presenter provides context for lesson (2 min)
      • Participants read document(s) and take notes (5 min)
      • Participants ask clarifying questions – “Just the facts, Ma’am” (3 min)
      • In rounds, participants respond to the lesson (15 min)
        • I like . . . , I notice . . . , I wonder if . . . ?
        • I could use [specific aspect] in my class by . . . [describe]
    Lesson Sharing Protocol
  • 22.
        • S tudent Choice Are there options for students to make choices about content, process, and/or product within this task?
        • A uthentic Is this task asking students to do something adults do in the “real world”?
        • G lobal How are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action?
        • Public E xhibition of Learning How will students have the opportunity to present their learning to an authentic audience?
    S.A.G.E. The Elements of Quality Task Design
  • 23. Something I Learned A Question I Still Have What Worked for Me Today Suggestions for Next Time Reflection on the Day
  • 24. www.issnny.ning.com Join school, region, & content area groups! Sign up for the ISSN Ning (online network) Check out the Asia Society resources online www.asiasociety.org/education

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