Csc power point 2012 mar 4 for wiki

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Csc power point 2012 mar 4 for wiki

  1. 1. Still Standards after All These Years Karen Luond Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com http://fowdyhendrickson.wikispaces.com/
  2. 2. INTRODUCTION Who are you? Why did you become a world language teacher? Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  3. 3. OVERVIEWBy the end of this workshop you will: PART I Reaffirm the value and power of standards-based instruction PART II Plan instruction PART III Prepare for the challenges of the 21st Century Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  4. 4. OVERVIEWBy the end of this workshop you will: PART I Reaffirm the value and power of standards- based instruction PART II Plan instruction PART III Prepare for the challenges of the 21st Century Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  5. 5. Standards . . .
  6. 6. Standards . . . “The 5 Cs . . . The Standards . . . The National Standards . . . The Standards for Learning Languages . . . The National Foreign Language Standards . . . The Standards for Foreign Language Learning in the 21st Century . . . whatever you call them, you know them—or you should know them— as the visionary goals guiding foreign language education and reflecting best instructional practices in the United States today and for the past 15+ years.” Cutshall, Sandy. “More Than a Decade of Standards: A Look at how Far We’ve Come.” The Language Educator. January 2012, pg. 42 Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  7. 7. National Standards . . .
  8. 8. POP QUIZHow well do you know the National Standards for Foreign Language Learning?
  9. 9. POP QUIZ1. D 1. D (All seven of these are identified2. B as essential curricular elements)3. B (Option C describes what a 2. A student needs to do within the 3. D modes of communication) 4. C4. A (Option D describes how 5. D culture used to be categorized: Big C for arts, literature; Little C 6. C (Arabic, Chinese, Classical for daily routines, celebrations; Languages, French, German, and sometimes as Middle C for Italian, Japanese, Portuguese, systems such as economics of Russian, and Spanish); however, politics) standards in American Sign Language (ASL), Hindi, Korean, Modern Greek, Scandinavian languages, Swahili, Urdu, Yoruba, and Zulu are underway.) Cutshall, S., More Than a Decade of Standards: A Look at How Far We’ve Come. (January 2012) The Language Educator 7, 46-47
  10. 10. WI “Flower” Standards Model
  11. 11. Interpersonal Communication Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  12. 12. Presentational Communication Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  13. 13. Interpretive Communication Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  14. 14. Standards . . . “(Keith) Cothrun sees a major impact of the Standards movement as helping to unite the profession across languages and levels. He continues, “It has also gotten teachers—the classroom practitioners—to think about what really is important in the study and acquisition of language. And it’s not necessarily learning things in isolation; it’s not about being able to recite the rules. It’s actually about application. That has served us in providing students satisfaction in what they are learning in the classroom. Students in Standards-based programs are walking away with proficiency in the language— and that’s what they come to our classrooms for, to use the language in a very practical fashion and to communicate.” Cutshall, S., More Than a Decade of Standards: A Look at How Far We’ve Come. (January 2012) The Language Educator 7, 44-45
  15. 15. WI “Flower” Standards Model
  16. 16. Standards as a Mind Set FROM . . . TO . . . “What will “What do I my students teach on be able to Monday?” do?”“I’ve had 4years of “I can talk to(Language) and you about . .”I don’tremember athing.” Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  17. 17. How Howthe National have have the National Standards Standards influenced your instruction? influenced your instruction? Do you believe that all students can learn a foreign language?Where do you start when youplan instruction? What do you want your students to be able to do …..by the end of the year? ….when they exit your program? Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  18. 18. Greatest Successes in districts:Curriculum writing that involves teachers actively, takes place over a number of years, facilitates collegial dialogue, creates experimental plans, enables teacher to take ownership of curriculum, assist in articulation.Support for professional development for teaching strategies through outside consultants, workshops, resources (new textbooks, technology), involvement of teachers across levels.Assessment projects to connect teaching and testing through resources and training in district or national plans (e.g., AFLAP, LinguaFolio, proficiency testing.) Phillips, June K. and Abbot, Marty, (2011). A Decade of Foreign Language Standards, Retrieved February 2010, from http://www.actfl.org/i4a/pages/index.cfm?pageid=5301, pp. 8, 9
  19. 19. Roadblocks?
  20. 20. Greatest Challenges in districts: Administrative support . . .budget, time, stable leadership, teacher turnover Teacher reluctance to change with concerns on those who are unwilling to abandon a primarily grammatical syllabus, focus on textbook coverage, consider Standards a waste of time, want classroom autonomy not collaboration, rely on discrete-point pencil-paper tests, see language as the outcome not communication. Concern is also expressed for preparation and induction of new teachers. Only 56% felt that teacher education graduates are familiar with Standards. Status of foreign languages as not being a core subject with resulting lack of funding, exclusion from district priorities. Phillips, June K. and Abbot, Marty, (2011). A Decade of Foreign Language Standards, Retrieved February 2010, from http://www.actfl.org/i4a/pages/index.cfm?pageid=5301, pg. 9
  21. 21. By the end of this workshop you will: PART I Reaffirm the value and power of standards-based instruction PART II Plan instruction PART III Prepare for the challenges of the 21st Century Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  22. 22. Theme: The Environment Level: Novice high / Intermediate lowEssential questions: How do others see global environmental issues? What do they/we do to preserve the environment? What role do I play inprotecting the global environment?Communication Mode: Interpretive Interpersonal PresentationalPerformance Read an article from the Internet In small groups, have a conversation Create a presentation (podcast, Prezi,Assessment about environmental conservation- about power point, video, other?) to be Demonstrate understanding of text What you think is the greatest shared with our Bild der Anderen and purpose. environmental problem and why. partner school in Lithuania on our What you do to protect the class Wiki. (Must include text and environment, and/or what you don’t visuals) do and why. What you find interesting about environmental issues in Germany.Links to Culture Culture Practices: D3 :Beliefs and Attitudes–Evidence: Students will identify some common beliefs and attitudes about theand the other environment through reading articles from magazines and on the internet, as well as through a survey and letterWisconsin Standards:Connections exchange with the e-mail partner school in GermanyComparisons Products: E1 -Comparing objects and symbols that promote environmental protection (e.g. recycling, saving energy, etc.)Communities E2- Mutual influences: Examining the role of our culture and German culture in global environmental efforts E4-Geography-Impact of Germany’s geography on environmental issuesEvidence Connections: Across disciplines-F1, F2, F3 Interdisciplinary unit, taught in cooperation with Field Ecology class(How these standards Added Perspective G1-Popular media –students will view video and print ads for environmental protection andare incorporated in the conservation in Germanyinstruction) G2-Accessing Resources: Access information from internet and print resources (including e-mail partner school correspondence) Comparisons: Language: H1-Structures, H2 Idioms, H3 Translation, H5 Phonetics Culture: I1, I2, I3 Communities: J3-Communication (Wiki exchange and inter-disciplinary exchange with Science class)Structures and Vocabulary: Grammar: Functions:Vocabulary: •Review / re-enter geography, nature, •Modal verbs (one must, should, can, •Agreeing/disagreeingWhat needs to be transportation vocabulary wants to, ) •Asking for clarificationtaught for students to be •Vocabulary specific to environmental •Command forms (as needed for •Expressing an opinion (e.g. Ich finde,successful in the issues (e.g. global warming, pollution, poster) meiner Meinung nach . . .)performance conservation, etc.) •Question formation-(written forassessment survey, oral for interpersonal task) •Comparative and superlative forms (e.g. greater problem, greatest problem)Unit Draft-Karen Luond Fowdy, Monroe High School
  23. 23. THEME: Daily routine LEVEL: Novice high / Intermediate lowESSENTIAL QUESTIONS: What is my life like? What is your life like? How do I spend my time? How does my daily routine andmy concept of time shape who I am? Interpersonal Presentational InterpretivePerformance Talk to each other about your Prepare a presentation that Read emails from Costa RicanAssessment daily routine. describes daily routine. Propose teens to determine cultural trends •Describe your daily routine and your project in advance and individual differences. talk about your likes/dislikes and considering the following: what is good and bad about your MODE OF PRESENTATION: routine. chart, video, power point, poster, •Consider what you do on drawing, play, children’s story, weekdays and weekends and song, poem, reflection/essay, talk about the time you spend rehearsed interview . . . with friends and family. AUDIENCE: •Discuss what you have learned •Students in another country about the daily routine in Costa •Peers / Spanish 2 students Rica to the daily routine of teens when they study this theme in Monroe, WI, USA. •Self reflection PURPOSE •Inform students in another country of American culture •Reflect about insights gained from class discussions of this topic •Promote a healthy routine •Awareness of how people spend their timeStructures and Vocabulary: Grammar: Functions:Vocabulary:What needs to betaught for students tobe successful in theperformanceassessment
  24. 24. Daily routine: Given the Theme andPerformance Assessments . . . Determine the vocabulary, grammar and functions the students will need to know and use in order to successfully complete the Interpersonal Performance Assessment. Describe how you will prepare the students for this assessment. Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  25. 25. Classroom Activities – Building Repertoire Building repertoire Teacher/class practice Students practice Moving from . . Teacher Open-Ended RECEPTION & Building toward Controlled PRODUCTION RECEPTION Students demonstrate Teacher introduces Teacher introduces unit Teacher practices In class: Students Students demonstrate Practiced, vocabulary, teaching for vocabulary with class- practice vocabulary in ability to identify Memorized RECEPTION students practice using partners (working toward vocabulary by picture and LESSON PLAN individual packets of production). by context description – CONSTRUCT flashcards, TPR, etc. Homework: Vocabulary PRODUCTION Practice Vocabulary Quiz -Teacher models In class- Homework- Apply homework to vocabulary in context of Students practice Students practice student led class activity- unit performance task(s)- vocabulary in context of vocabulary in context of (e.g. partner/group work -Students see/hear unit performance task(s) unit performance task(s) or game) model of performance task (e.g. conversation by native speakers) Teacher refers to Students practice Peer coached practice -Teacher models modeled performance performance task with Students practice performance task: task and how it is reflected partners, providing performance task in small Teacher initiated and in the rubric. opportunity for teacher groups with a student guided class discussion “coach” who gives that parallels interpersonal Homework: Elements input. feedback based on rubric performance task of performance task in written homework (e.g. gap filling, providing answers or questions within context of conversation, etc.) Interpersonal Spontaneous, Performance Task Independent REAL-LIFEAPPLICATION
  26. 26. Classroom Activities – Building Repertoire Building repertoire Teacher/class practice Students practice Teacher Open-Ended RECEPTION &Moving from . . . Controlled PRODUCTION RECEPTIONBuilding toward Teacher introduces Students demonstratePracticed,MemorizedLESSON PLANCONSTRUCTSpontaneous,IndependentREAL-LIFEAPPLICATION
  27. 27. Focus on Performance Assessments: A Unifying Force Different Teachers’ interests levels/articulation Different Teachers’ talents languagesDifferentbackgrounds Teachers’ personalitiesand experiences Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  28. 28. By the end of this workshop you will: PART I Reaffirm the value and power of standards-based instruction PART II Plan instruction PART III Prepare for the challenges of the 21st Century Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  29. 29. Part III – 21st Century Global Education and International Initiatives Alignment with Common Core State Standards. http://www.actfl.org/commoncore A Decade of Foreign Language Standards Impact, Influence, and Future Directions http://www.actfl.org Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  30. 30. Shift in focus Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  31. 31. REVIEWBy the end of this workshop you will: PART I Reaffirm the value and power of standards-based instruction PART II Plan instruction PART III Prepare for the challenges of the 21st Century Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com
  32. 32. REFLECTION Why did you become a world language teacher? Why do your students want to learn a new language? Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com

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