LINGUAFOLIO :  Can-Do Learning and Student Self-Assessment   National Chinese Language Conference May 1, 2009 Dr. Jacque B...
FIRST, A FEW QUESTIONS <ul><li>What do you  hope to gain  by attending the National Chinese Language Conference? </li></ul...
LinguaFolio is <ul><li>A standards-based, self-directed  formative assessment   tool that records ongoing learner progress...
LinguaFolio is a tool for  <ul><li>understanding how you learn  </li></ul><ul><li>reflecting on your cultural interactions...
National Standards Common European Framework of Reference ACTFL Proficiency & Performance Guidelines LF LinguaFolio
<ul><li>DOSSIER </li></ul><ul><li>Text ,  audio,  and digital work samples </li></ul><ul><li>LANGUAGE  </li></ul><ul><li>B...
Language Biography Can-Do’s Kentucky
I can understand when I read... Nebraska about the weather simple directions simple stories with pictures
 
 
Interculturality Presentational Interpretive Products Practices Perspectives Interpersonal Communication Cultures
 
Step One <ul><li>Before using LF it is important to </li></ul><ul><li>self-assessment  your own  language competencies,  <...
Step Two: Model <ul><li>Don’t be afraid to talk about what you can do in the language and where you want to improve. </li>...
Step Three: Integrate <ul><li>Each day, post on the board 1-3 learning goals in the form of  can- do  statements, in the t...
Step Four: Provide Opportunities for Students <ul><li>To use the language meaningfully and in authentic contexts </li></ul...
Self-Assessment for a lesson <ul><li>  Easily   With help </li></ul><ul><li>I can identify 5 rooms in a house.  __   __ </...
Post Activity Reflection <ul><li>What surprised me about the students we Skyped in Morelia, Mexico was… </li></ul><ul><li>...
Learning Goals <ul><li>Today you’ll learn how to… </li></ul><ul><li>complete a work application </li></ul><ul><li>introduc...
Student’s Individual Goals <ul><li>Before I chat online with my friend in ___, I will have to know how to… </li></ul><ul><...
 
 
 
 
 
<ul><li>WHAT ARE THE COMMON EXCUSES OF SOMEONE SAYING “I CAN’T DO IT?” </li></ul>
<ul><li>THE FEAR OF  </li></ul><ul><li>UNKNOWN!!! </li></ul>
<ul><li>to evaluate and describe language proficiency in  CLEAR & SIMPLE  terms </li></ul><ul><li>to  DOCUMENT & REFLECT  ...
<ul><li>GOAL SETTING??? </li></ul>
<ul><li>Short term goals </li></ul><ul><li>Challenging </li></ul>
<ul><li>Short term goals </li></ul><ul><li>Realstic </li></ul>
<ul><li>Short term goals </li></ul><ul><li>Specific </li></ul>
<ul><li>Short term goals </li></ul><ul><li>Personalized </li></ul>
<ul><li>Short term goals </li></ul><ul><li>Measurable </li></ul>
Describing what learners  can do <ul><li>Essential Question: What lives around me? </li></ul><ul><li>What animals do I hav...
 
Embedding CAN DOs in Instructional Activities <ul><li>I teach the names, characteristics and sounds of animals by modeling...
<ul><li>Long terms goal </li></ul><ul><li>Life long language leaners </li></ul>
Empowering Students Happiness lies in the joy of achievement and the thrill of creative effort - Franklin D. Roosevelt
 
<ul><li>Think about the goals you wrote. </li></ul><ul><li>Did you meet them? </li></ul><ul><li>What is your next step or ...
Resources <ul><li>National Council of State Supervisors for Languages </li></ul><ul><li>www.ncssfl.org </li></ul><ul><li>E...
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Vanhouten Chiang Linguafolio Self Assessment

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  • Ruta Welcome to this conference workshop on LF for language educators who want to learn about LF &amp; how to use this relatively new instrument to assess and document language competencies for various uses. Introduce us Ask participants: How many of you are teachers? Administrators? At what level do you teach: ES/MS/HS/IHE? Form a group of 4 and discuss what you know about LF: origins, components, what you may have learned form using it, etc. Knowledge Level of LF: How many have heard of LF? Keep your hand up if you’ve heard a presentation on LF? Have you used any part of LF in your teaching? You’ve used it enough and you can give examples during this presentation?. Housekeeping details re. asking questions, jot down and hold them until the end of the section
  • Vanhouten Chiang Linguafolio Self Assessment

    1. 1. LINGUAFOLIO : Can-Do Learning and Student Self-Assessment National Chinese Language Conference May 1, 2009 Dr. Jacque Bott Van Houten Janna Chiang KY Department of Education Jefferson County Public Schools
    2. 2. FIRST, A FEW QUESTIONS <ul><li>What do you hope to gain by attending the National Chinese Language Conference? </li></ul><ul><li>What do you want to know by the end of today? </li></ul><ul><li>What do you hope to be able to do after attending this session? </li></ul><ul><li>How will you know you’ve accomplished these goals? </li></ul>
    3. 3. LinguaFolio is <ul><li>A standards-based, self-directed formative assessment tool that records ongoing learner progress and, along with external summative assessment results, provides a comprehensive view of student performance. </li></ul>
    4. 4. LinguaFolio is a tool for <ul><li>understanding how you learn </li></ul><ul><li>reflecting on your cultural interactions </li></ul><ul><li>realizing what you can do with language and providing evidence that proves it </li></ul><ul><li>developing the ability to set short, focused, and achievable goals </li></ul><ul><li>empowering autonomous learning </li></ul>
    5. 5. National Standards Common European Framework of Reference ACTFL Proficiency & Performance Guidelines LF LinguaFolio
    6. 6. <ul><li>DOSSIER </li></ul><ul><li>Text , audio, and digital work samples </li></ul><ul><li>LANGUAGE </li></ul><ul><li>BIOGRAPHY </li></ul><ul><li>Language </li></ul><ul><li>learning </li></ul><ul><li>background </li></ul><ul><li>Can-do </li></ul><ul><li>statements </li></ul><ul><li>Learning </li></ul><ul><li>goals </li></ul><ul><ul><li>PASSPORT </li></ul></ul><ul><ul><li>Summarized </li></ul></ul><ul><ul><li>snap shot of </li></ul></ul><ul><ul><li>self- </li></ul></ul><ul><ul><li>assessments </li></ul></ul><ul><ul><li>Record of </li></ul></ul><ul><ul><li>external </li></ul></ul><ul><ul><li>assessment </li></ul></ul><ul><ul><li>results </li></ul></ul>
    7. 7. Language Biography Can-Do’s Kentucky
    8. 8. I can understand when I read... Nebraska about the weather simple directions simple stories with pictures
    9. 11. Interculturality Presentational Interpretive Products Practices Perspectives Interpersonal Communication Cultures
    10. 13. Step One <ul><li>Before using LF it is important to </li></ul><ul><li>self-assessment your own language competencies, </li></ul><ul><li>reflective upon how you learn language, </li></ul><ul><li>think about specific instances in your life where you integrate language and culture, and </li></ul><ul><li>set goals for yourself . </li></ul>
    11. 14. Step Two: Model <ul><li>Don’t be afraid to talk about what you can do in the language and where you want to improve. </li></ul><ul><li>Share with students your teaching goal for the lesson or your personal learning goal. </li></ul><ul><li>Share your intercultural experiences with your students </li></ul>
    12. 15. Step Three: Integrate <ul><li>Each day, post on the board 1-3 learning goals in the form of can- do statements, in the target language. Go over the goals at the beginning of class, refer to them when relevant during class, and provide a way for students to self-assess the extent to which they meet each goal. </li></ul>
    13. 16. Step Four: Provide Opportunities for Students <ul><li>To use the language meaningfully and in authentic contexts </li></ul><ul><li>To interact culturally </li></ul><ul><li>To set goals </li></ul><ul><li>To self-assess </li></ul><ul><li>To provide evidence of what they can do </li></ul>
    14. 17. Self-Assessment for a lesson <ul><li> Easily With help </li></ul><ul><li>I can identify 5 rooms in a house. __ __ </li></ul><ul><li>I can make a chore list for my </li></ul><ul><li>family members. __ __ </li></ul><ul><li>I can answer questions about my </li></ul><ul><li>room. __ __ </li></ul><ul><li>I can write a 4-sentence description </li></ul><ul><li>of my house for a realtor. __ __ </li></ul>
    15. 18. Post Activity Reflection <ul><li>What surprised me about the students we Skyped in Morelia, Mexico was… </li></ul><ul><li>I found the language used by my blogging friend easy/hard to understand because… </li></ul><ul><li>One thing I learned about myself or my own culture from blogging is… </li></ul><ul><li>What I still don’t understand is… </li></ul><ul><li>To prepare for the next time I blog, I want to… </li></ul>
    16. 19. Learning Goals <ul><li>Today you’ll learn how to… </li></ul><ul><li>complete a work application </li></ul><ul><li>introduce yourself and your family </li></ul><ul><li>use spell check </li></ul><ul><li>compare 2 works of art </li></ul><ul><li>describe a character in your favorite </li></ul><ul><li>book using visual supports </li></ul>
    17. 20. Student’s Individual Goals <ul><li>Before I chat online with my friend in ___, I will have to know how to… </li></ul><ul><li>I still have trouble with … so I have to work with … </li></ul><ul><li>The next step for me in the process of writing a … is …. </li></ul><ul><li>I want to learn more about … </li></ul>
    18. 26. <ul><li>WHAT ARE THE COMMON EXCUSES OF SOMEONE SAYING “I CAN’T DO IT?” </li></ul>
    19. 27. <ul><li>THE FEAR OF </li></ul><ul><li>UNKNOWN!!! </li></ul>
    20. 28. <ul><li>to evaluate and describe language proficiency in CLEAR & SIMPLE terms </li></ul><ul><li>to DOCUMENT & REFLECT on their language learning inside and outside school </li></ul><ul><li>to inform others about their proficiency in different languages </li></ul><ul><li>to set PERSONAL language learning objective and how to achieve it </li></ul>
    21. 29. <ul><li>GOAL SETTING??? </li></ul>
    22. 30. <ul><li>Short term goals </li></ul><ul><li>Challenging </li></ul>
    23. 31. <ul><li>Short term goals </li></ul><ul><li>Realstic </li></ul>
    24. 32. <ul><li>Short term goals </li></ul><ul><li>Specific </li></ul>
    25. 33. <ul><li>Short term goals </li></ul><ul><li>Personalized </li></ul>
    26. 34. <ul><li>Short term goals </li></ul><ul><li>Measurable </li></ul>
    27. 35. Describing what learners can do <ul><li>Essential Question: What lives around me? </li></ul><ul><li>What animals do I have in my house? </li></ul><ul><ul><li>I can… </li></ul></ul><ul><li>What animals are around in my neighborhood? </li></ul><ul><ul><li>I can… </li></ul></ul><ul><li>How can describe the animals? </li></ul><ul><ul><li>I can… </li></ul></ul>
    28. 37. Embedding CAN DOs in Instructional Activities <ul><li>I teach the names, characteristics and sounds of animals by modeling and then having students use masks & pretend to be the animal </li></ul><ul><ul><li>Formative self-assessment </li></ul></ul><ul><ul><li>I can… </li></ul></ul>
    29. 38. <ul><li>Long terms goal </li></ul><ul><li>Life long language leaners </li></ul>
    30. 39. Empowering Students Happiness lies in the joy of achievement and the thrill of creative effort - Franklin D. Roosevelt
    31. 41. <ul><li>Think about the goals you wrote. </li></ul><ul><li>Did you meet them? </li></ul><ul><li>What is your next step or goal for when you return to school? </li></ul>
    32. 42. Resources <ul><li>National Council of State Supervisors for Languages </li></ul><ul><li>www.ncssfl.org </li></ul><ul><li>ESL LinguaFolio European Language Portfolio </li></ul><ul><li>http://culture2.coe.int/portfolio/ </li></ul><ul><li>[email_address] (Janna Chiang) </li></ul><ul><li>[email_address] </li></ul>
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