October 27th Essential Standards PD Presentation Transcript
¡Bienvenidos! Race to the Top – New Common Core and Essential Standards for World Languages
Para empezar…IntroductiontotheCommonCore The Common Core State provide understanding of what students are expected to learn, so that teachers and parents know what they need to do to help them are designed to be robust and relevant to the real world reflect the knowledge and skills that our young people need for success in college and careers designed so that American students are fully prepared for the future, (able to compete successfully in the global economy) Common Core Adoption
PLC Meeting Norms We will maintain a positive tone at our meetings. We will not complain about a problem unless we can offer a solution. We will begin and end out meetings on time. We will contribute equally to the workload of this team. We will listen respectfully and consider matters from another´s perspective.
What to Incorporate… Essential Questions Learning Targets Why is it important to have a Common Core? How will the new Common Core and Essential Standards improve teaching and learning to ensure that high school graduates in every part of the nation have the knowledge and skills they need for college or a career? How will the new Common Core and Essential Standards improve education for all students? I can explain how the Common Core/Essential Standards are designed and organized. I can explain the differences between the current NCSCOS and the new Common Core/Essential Standards. I can identify the 4 Essential Standards for World Languages.
What to Incorporate… Essential Questions Learning Targets Essential Questions for your class should be open-ended. Why How EQs highlight the usefulness, the relevance, and the greater benefit of a unit. Often the “so what?” about the material covered. Is should be answerable to an extent by the end of the unit, but also have more than one possible answer. Learning Targets for your class/lesson should be specific to what you want the students to be able to do. aka: objectives LTs are statements of intended learning based on the standards. LTs are in “kid friendly” language Specific to the lesson for the day and directly connected to assessment
WorldLanguageEssentialStandards WorldLanguageEssentialStandards and ACTFL ForeignLanguageLearningSkills (5 C´s): Communication Culture Connections Comparisons Communities 4 EssentialStandards: Interpersonal Communication InterpretiveCommunication PresentationalCommunication Culture 3 NationalStandards (Strands): ConnectionstoLanguage &Literacy (CLL) ConnectionstoOther Disciplines (COD) Communities (CMT)
ACTFL Proficiency Levels Novice Low Novice Mid Novice High Intermediate Low Intermediate Mid Intermediate High Advanced Low Advanced Mid Advanced High Superior
The North Carolina World Language Essential Standards are organized by proficiency level, rather than grade level or grade span, to embed the multiple entry points for language learning across the K-12 spectrum.
Exit proficiency expectation have been determined that show what a student is expected to be able to do with the language at the end of a specific program or particular class
The proficiency expectation charts are included with the program descriptions in the preamble.
BreakingdowntheStandards In groups:
organize the standards to show the progression between proficiency levels
decide which Strand your group of Clarifying Objectives
Por ejemplo: Use single words and simple, memorized phrases to express needs, preferences, and feelings. Carry out unrehearsed conversations on familiar topics with some details. Understand how to express personal viewpoints on a variety of familiar and unfamiliar topics. Which one is novice? Intermediate? Advanced? Which Strand do these standards belong to? Use single words and simple, memorized phrases to express needs, preferences, and feelings. Carry out unrehearsed conversations on familiar topics with some details. Understand how to express personal viewpoints on a variety of familiar and unfamiliar topics. Novice CLL Intermediate Advanced
Formative Assessment FA is a process used by teachers and students during instruction that provides feedback to adjust ongoing teaching and learning to help students improve their achievement of intended instructional outcomes. FA is found at the classroom level and happens minute to minute or in short cycles. FA is not grades or used in accountability systems. The feedback involved in formative assessment is descriptive in nature so that students know what they need to do next to improve learning. Ejemplos: Questioning Discussions Learning Activities Feedback Conferences Interviews Student Reflections North Carolina Formative Assessment Learning Community Online Network (NC FALCON)
Technology Todaysmeet.org Tagxedo PB Works Ed Modo StudySpanish ¿Otros?
TimelineforChange New Essential Standards taught and assessed NCSCOS Taught NCSCOS Taught/ ES Training 2010-2011 2012-2013 2011-2012
What´s next Don´tforget! Choose a specific piece of the new Essential Standards that you would like to work with. Brainstorm new ways that you can apply to your classes for the Fall semester. Incorporate into your classes. Record the good, the bad, and the ugly! Bring this with you in January so we can reflect and share! Wiki NCDPI Resources January 24th (next ES PD)