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Hkis workshop dept presentation
 

Hkis workshop dept presentation

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    Hkis workshop dept presentation Hkis workshop dept presentation Presentation Transcript

    • HKIS workshopForeign Language Proficiency: Performance Assessment & Instructional Practiceproficiency based curriculum planning & assessments Oct 1-2 2011 For ISM ML dept A. Vargas/N. Mes
    • What is Proficiency? = “what can they do with the language?”S can speak thelanguage fluently, • Can you?S can read and • So what?write • Now what? – not enough!
    • Proficiency-based Curriculum Planning = CONTEXT! NOT Immersion – Negotiation of meaning – Even for beginners – provide the zone of proximity, it doesn’t matter if students don’t understand, keep feeding the information
    • Thematic focus for teaching should be(by Helena Curtain)• Communicatively purposeful• Cognitively engaging• Intrinsically interesting – tap students own interests• Culturally connected – even candy wrappers can be the source of cultural thoughts
    • Planning Learning Objectives
    • 3 modes of communicationInterpersonal Interpretive Presentational
    • All Three = Performance Task
    • Learning Objectives= What can students do with what they learned?= language FUNCTIONS
    • Powerful verbs for language functionsdemonstrate tell ask & answer identifyTalk about retell express comparerespond suggest criticize relateinterpret create relate summarizeCome to agree decide negotiate infer
    • Let’s see if these objectives are good.(keep it simple –context will help students)• Tell time• OK• Learn 10 new words• X – no purpose• Talk about likes and dislikes• X – no goal• Understand the meaning of the text• X – how do they demonstrate this?• Plan a menu• X - too narrow• Know the differences between A and B• X – change to “Compare”
    • Functions for Unit for Clothing• Level 1• Ask the price/express their preference• Level 2• Compare/describe/state likes&dislikes/tell• Level 3• Suggest what to wear/give reasons for likes• Level 4• Suggest reasons for what to wear for occasions/discuss/sell an idea/persuade/criticize/compare/debate
    • Assessing Performance Toward Proficiency
    • Assessing performance toward proficiencyProficiency does not mean perfectionInstruction and assessment at each level should target: Conceptual control Partial control Full control
    • What forms my global identity?
    • • Interpretive – Watch video of last year’s exchange students• Presentational – Design a poster that identifies what creates your global identity (family, reading, media, interests, travel, language learning, etc.). – Explain the poster you designed to the class.• Interpersonal – Try to come to consensus what key elements are
    • Respecting the environment
    • • Interpretive –Read a website about actions students abroad take to respect the environment• Interpersonal –Spontaneous conversations comparing what local students do to what they found out from the website• Presentational –Create an infomercial
    • Assessments should have a goal and purpose = GRASP!Move from: To: Decide if it’s logical to infer Answer that…and provide evidence questions from the reading to supportafter reading why and why not.Move from: To:Share class Find out who has the busiestschedules day.
    • standards-based assessments• Provide how the best performance looks like.• It’s important to TEACH students this, not just assume they would know
    • Assessing Presentational mode•Did everyone hear it? Was it clear? Eyecontact? Not reading?•Was the content (what does this mean)? –supported by evidence of various aspects, maintopic is clear•Was information accurate, relevant andorganized?•Was the language clear and appropriate to thetask and the context? Did it interfere with thecommunication?
    • Rubrics• Rubric should be Rubric is for feedback assignment specific  Will my students know how good is good enough?  How can my assessment task pull out the desired performance?  Is my feedback focused on what really counts to help students increase their proficiency?
    • Differentiated Rubric (proficiency level)• ‘Differentiated instruction and products will require differentiated rubric’. – As a precondition, it needs Benchmarks for each proficiency level.• Benchmarks are not just word list, but functions and purposes.• You can’t necessary communicate even when you memorize all the vocabulary. Benchmark 3 Benchmark Functions/ 2 purposes Functions/ Benchmark 1 purposes Functions/ purposes
    • Resources from the workshop for yourfurther Professional Developments
    • Teaching Foreign Language K-12: A Library of Classroom Practices:http://www.learner.org/resources/series185.htmlThis video library and professional development guide bring to life the Standards forForeign Language Learning in the 21st Century. Illustrates effective instruction andassessment strategies in K-12classrooms around the country. 27 teachers and theirstudents; eight languages; full range of competency levels. (#30 was recommended byMr. Sandrock)
    • World Language Assessment: Get in the Mode!http://www.ecb.org/worldlanguageassessment/Seven video segments (15 minutes each) take teachers into K-12 classrooms toexplore issues and examples of assessing world languages. Focuses on three modes ofcommunication, includes web resources, provides a framework of formative andsummative assessments for use at any grade level.
    • Image sources:• http://www.flickr.com/photos/graphicreality/818287997/sizes/z/in/photostream/• http://www.flickr.com/photos/familymwr/5115357756/sizes/l/in/photostream/• http://www.flickr.com/photos/sharynmorrow/9676184/sizes/z/in/photostream/• http://globalengage.ibo.org/eng/post/international-global-citizens-award• http://www.flickr.com/photos/22177648@N06/2137734862/• http://www.transportgooru.com/2010/03/webinar-alert-experience-from-others- how-to-successfully-apply-the-its-knowledge-resources-for-decision-making/