TSD World Languages summer curriculum work 2010

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TSD World Languages summer curriculum work 2010 agenda and thought questions

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TSD World Languages summer curriculum work 2010

  1. 1. Thompson School district World languages Summer work 2010 Aligning Curriculum with the Colorado Academic World languages Standards 2010 http://tsdwlstandards.wikispaces.com/
  2. 2. Thompson School district Thompson School District World Languages Curriculum Work 2010 “ Knowing how, when, and why to say what to whom.” http://tsdwlstandards.wikispaces.com/
  3. 3. Agenda <ul><li>Welcome to all </li></ul><ul><li>Introduce new colleagues </li></ul><ul><li>Work for the week </li></ul><ul><li>TSD plan for WL </li></ul><ul><li>Unpacking the standards </li></ul><ul><li>Proficiency levels-what do they mean? </li></ul><ul><li>Level 4 and Level 5 AP/IB </li></ul><ul><li>What does a Level 2 student really know and is able to do when s/he starts Level 2? </li></ul><ul><li>Building curriculum maps and scope and sequence documents using extended format </li></ul><ul><li>Spanish work is Tues.-Wed. and French work is Wed.-Thurs. </li></ul>
  4. 4. Spanish work is Tues.-Wed. and French work is Wed.-Thurs <ul><li>Spanish I-5 curriculum maps and scope & sequence documents (including I-A (7th grade) and I-B (8th grade) </li></ul><ul><li>French I-5 curriculum maps and scope & sequence documents (including I-A (7th grade) and I-B (8th grade) </li></ul><ul><li>Materials/ tech for French adoption </li></ul><ul><li>Special group to tweak Spanish II District Exam 2010 </li></ul>
  5. 5. TSD plan for WL <ul><li>Elementary program </li></ul><ul><li>Middle School plan </li></ul><ul><li>High School plan-with AP/IB/CU Gold Credit </li></ul><ul><li>Implementation plan-ups and downs and glitches </li></ul><ul><li>Innovative lab experiment </li></ul><ul><li>Online courses </li></ul><ul><li>Flexibility needed for implementation </li></ul>
  6. 6. Unpacking the standards <ul><li>Connected to National Standards-5 C’s except we have 4 C’s </li></ul><ul><li>Prepared Graduation Competencies </li></ul><ul><li>Range-Level Expectations </li></ul><ul><li>Evidence outcomes </li></ul><ul><li>Multiple entrance/exit points </li></ul><ul><li>Other parts and their role in curriculum development </li></ul>
  7. 7. Proficiency levels- What do they mean? <ul><li>Novice-Low-Elementary and 6th grade classes </li></ul><ul><li>Novice-Mid-Levels I and II </li></ul><ul><li>Novice-High-Level III </li></ul><ul><li>Intermediate-Low-Level IV </li></ul><ul><li>Intermediate-Mid-Level V (AP/IB)-Correlates to the Common European Framework of Levels A-2-B-1) </li></ul><ul><li>Students can move in and around ranges-but where is the level sustained? </li></ul>
  8. 8. Level 4 and Level 5 AP/IB and CU Gold Credit <ul><li>AP tests are basically targeted at Intermediate-Mid </li></ul><ul><li>Join AP Central to have access to research, samples of tests, etc.- http://apcentral.collegeboard.com </li></ul><ul><li>International Baccalaureate Organization-http://ibo.org </li></ul><ul><li>Let’s examine some tests </li></ul><ul><li>What do we need to have in our curriculum to attain this level? (discussion) </li></ul>
  9. 9. What does a Level 2 student really know and is able to do when s/he starts Level 2? <ul><li>Discussion </li></ul><ul><li>So how do we trim curriculum to make it clear, simpler in design, but able to get to more depth, richness and connected? </li></ul><ul><li>We have too much detail.. As many of you say. </li></ul><ul><li>Focus on outcome </li></ul><ul><li>Differentiated instruction-tiered </li></ul><ul><li>Concrete/concrete-abstract/abstract </li></ul><ul><li>How can we combine elements of units? </li></ul>
  10. 10. Building curriculum maps using extended format <ul><li>Curriculum map template-all have the prepared graduate competencies as the top section-all the same-do not change </li></ul><ul><li>Each level has its expected proficiency range-do not change. </li></ul><ul><li>Now simplify, combine elements of units </li></ul><ul><li>Only one page long </li></ul><ul><li>Monitor paging, etc. </li></ul><ul><li>See French example </li></ul><ul><li>Word doc, then PDF on Wiki, then on Scribed-link on Wiki </li></ul>
  11. 11. Building scope and sequence documents using extended format <ul><li>Some new terms-Using understanding by design (UBD-Wiggins/McTighe work) </li></ul><ul><li>Enduring understanding-What will the students remember after five years? </li></ul><ul><li>Guiding questions-guides the planning of the unit </li></ul><ul><li>Assessments </li></ul><ul><li>Then familiar terms-functions, context, structure, culture-how do we clarify </li></ul><ul><li>At least one official writing assessment per quarter on template? </li></ul><ul><li>One unit per page </li></ul>
  12. 12. Building scope and sequence documents using extended format <ul><li>Scope and sequence extended documents-all the same </li></ul><ul><li>See French example-how we combined some of the units </li></ul><ul><li>Delete French example after you start </li></ul><ul><li>Template formatted, please do not change </li></ul><ul><li>One unit per page </li></ul><ul><li>Monitor paging, etc. </li></ul><ul><li>Word doc, then PDF on Wiki, then on Scribed-link on Wiki </li></ul>
  13. 13. Building scope and sequence documents using extended format <ul><li>French example ideas </li></ul><ul><li>Unit 1-personal information-add days/months for birthdays, geography of France-chose a city to come from-Francophone maps-choose a Francophone country to adopt </li></ul><ul><li>Numbers to 31-phone numbers, birthday </li></ul><ul><li>Nationalities </li></ul><ul><li>High frequency voc-I was born, I like, I eat, I play, people in my family, pets-conversation card </li></ul><ul><li>Items from units 1 and unit 6 </li></ul>
  14. 14. Building scope and sequence documents using extended format <ul><li>Modified units 1 and 2-first quarter </li></ul><ul><li>Unit 2-sports, etc-add parts of body-it hurts from unit 10, add weather/ seasons from unit 6-present tense-verbs as needed by context </li></ul><ul><li>Unit 3 and 4 second quarter </li></ul><ul><li>Unit 3-caf é and Unit 4-school-add professions from unit 6-recyle days/months for school, prepositions for placing things-add holidays from unit 6-make plans-immediate future and irregular verbs as needed by context </li></ul><ul><li>Unit 7-quarter-city and everything you do-shop for clothes, food, directions (combine units 7,8, 9) </li></ul><ul><li>Unit 12-Paris past tense, monuments-last half of 4th quarter </li></ul>
  15. 15. So what are you thinking? <ul><li>Let’s go.. </li></ul><ul><li>We can do it.. </li></ul><ul><li>Please all work together-what is also missing is the dialog </li></ul><ul><li>Draft 1 (but we need to take advantage of this time) </li></ul><ul><li>We have a good representation from all schools </li></ul><ul><li>Help our new colleagues understand these steps-from where we have been to where we are going. </li></ul><ul><li>What observations to they have. </li></ul>
  16. 16. Next steps for TSD? <ul><li>They believe that this is an ongoing process </li></ul><ul><li>Unit designs are coming-probably with online tools -using UBD as template </li></ul><ul><li>Directors are in a thought-process </li></ul><ul><li>I haven’t felt this much support of our content areas in many years. </li></ul><ul><li>Can’t rest on our laurels-we have had work to do to raise those levels. </li></ul><ul><li>We can only do it by working together. </li></ul><ul><li>Thanks for being here. </li></ul>

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