World Languages: Next Generation Standards Session 1: Presentational Writing and SpeakingSeminole County World Languages Workshop Dec. 6th, 2011
Our Objectives: Understand the how the Sunshine State Next Generation World Languages Standards impact teaching and learning. Identify and Comprehend the “Modes of Communication” Use “Backward Design” to plan instruction Collaborate with other teachers to Create Standards Based Performance Assessment
“Knowing how, when, and why to say whatto whom” Those 10 words represent the ultimate goal of the World Language Classroom Formerly, most teaching in foreign language classrooms concentrated on the how (grammar) to say what (vocabulary). Standards for Foreign Language Learning: Executive Summary American Council on Teaching Foreign Languages
While these components of language are crucial, the current organizing principle for foreign language study is communication, which also highlights the why, the whom, and the when. So, while grammar and vocabulary are essential tools for communication…
The ability to communicate in meaningful and appropriate ways with users of other languages that is the ultimate goal of today’s foreign language classroom.
Florida World Languages Standards Modes of Communication
Standard 1: InterpretiveListening:The student will be able to understand and interpretinformation, concepts, and ideas orally from avariety of culturally authentic sources on avariety of topics in the target language.
Standard 2: Interpretive Reading: The student will be able to understand and interpret information, concepts, and ideas in writing from a variety of culturally authentic sources on a variety of topics in the target language.
Communication The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language.
Standard 4: PresentationalSpeakingThe student will be able to present information, concepts, and ideas to an audience of listeners on a variety of topics in a culturally appropriate context in the target language.
Standard 5: Presentational Writing The student will be able to present information, concepts, and ideas to an audience of readers on a variety of topics in a culturally appropriate context in the target language.
Examples of Learning Goals by Communication StandardsINTERPRETIVE INTERPERSONAL PRESENTATIONALListening Reading Speaking/Writing Speaking Writing-I can - I can -I can greet and say - I can greet - I can greetrecognize identify goodbye to friends people and people andsome cognates and adults introduce introducecommonly and - I can introduce myself and myself.used words utilize myself and a friend. others. - I can tell myand visuals to - I can ask questions - I can tell age and myexpressions help me to adults politely. my age and birthday.such as hello, understand - I can ask questions my - I can tell thegoodbye, how the to friends (name, birthday. date/time andare you, meaning of age, phone number, - I can tell my phoneplease, thank a etc.). and answer the date and numbers.you, phone text. questions about time.numbers, myself (name, age,dates, times phone number, etc.).and
Florida World Languages Intercultural Standards
Standard 6: CultureThe student will be able to use the target language to gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own.
Connections, Comparisons, CommunitiesStandard 7: ConnectionsThe student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.Standard 8: ComparisonsThe student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others.Standard 9: CommunitiesThe student will be able to use the target language both within and beyond the school setting to investigate and improve his/her world beyond
Backward Design and Language Teaching: How? We start “at the end” by determining what the learner needs to know and understand and how they are going to demonstrate their understanding FIRST. We design the WHAT and HOW we are going to teach LAST. We use National and State Standards to determine what students should know NOT textbooks!================================== When using the “backward processes” our assessment methods: -Assess what learners can do with the language and not just what they know about the language.
What Is Backward Design? Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and introduced in Understanding by Design (1998). This lesson design process concentrates on developing the lesson in a different order than in traditional lesson planning. Traditional Backward Design THREE STAGES Topics Goals & objectives Activities Assessments Assessments Activities Identify desired results. (What do they need to be able to do) Determine acceptable evidence (How are they going to demonstrate they can do it?)Wiggins, G & McTighe, J. (1998). Understanding by Design.Alexandria, VA: Association for Supervision and CurriculumDevelopment. Plan learning experiences and instruction. (What activities and practice do they need to be able to dhttp://www.ascd.org/publications/books/198199/chapter1.html
Backward Design and Language Teaching: HOW? Stage 1: Identify Desired Results -National Standards for World Languages are grouped around five categories (the 5 C’s), each with sub-categories. Communications: Communicate in Languages Other Than English Cultures: Gain Knowledge and Understanding of Other Cultures Connections: Connect with Other Disciplines and Acquire Information Comparisons: Develop Insight into the Nature of Language and Culture Communities: Participate in Multilingual Communities at Home & Around the WorldThe state of Florida has defined “Performance Standards” for World Languages, and indicated “Benchmarks” for each one.
Backward Design and Language Teaching: HOW? Stage 2: Determine Acceptable Evidence - The issue of assessment How will we know if students have achieved desired results?
Types of Evidence 1. Performance tasks: authentic, require an audience; known beforehand and guide work 2. Academic Prompts: Open ended ?s that demand critical thinking; exams requiring analysis, synthesis, evaluation Quiz and Test Items: simple content-focused that assess factual information, concepts Informal Checks for Understanding. Questions for students, viewing work, conversations. etc
Performance Tasks Realistic context Requires judgment and innovation Asks student to “do” the subject “Real life” situations. Assesses the student’s ability to use repertoire of knowledge and skill for a complex task Allows opportunity to plan, rehearse, revise, refine
Backward Design and Language Teaching: HOW? Stage 3: Plan Learning Experiences and Instruction What will the students need to know in order to achieve the desired goal, learning, or understanding? How will they best learn this knowledge?Learning experiences are planned after desired results and the method ofmeasurement of those results are identified.