• A two day workshop to energize your staff on:
– Latest instructional technology
– Articulation of your program
– Empower...
Il faut se présenter!
Nom, vos cours
Expérience avec AP, la technologie
Raison d’être (ici à l’atelier!)
Famille, intérêts...
A New Vocabulary
 New world language guidelines
• integrate language, content and culture
• help students “function in th...
Critical Revisions
• Focus on three modes of communication:
Interpersonal, Interpretive and Presentational
• The course ha...
Communication Modes
Interpersonal Communication
Active negotiation of meaning among individuals through conversation
(face...
Six Primary Learning Objectives
(the six jobs that students must do)
 Spoken Interpersonal Communication
 Written Interp...
A Thematic Approach
Global
Challenges

Beauty and
Aesthetics

Science and
Technology

Families and
Communities

Contempora...
Products, Practices, Perspectives
 Students must be familiar with cultural
“products, practices and perspectives.”
 The ...
Performance Guidelines

Novice

Intermediate

Pre-Advanced

AP Course

Interactive guide to these levels & 3 modes
Focus on Communication
• The course is designed around an overarching premise:
When communicating, AP® world language stud...
How do we assess all of this?
Achievement Level Descriptions
•Represent a student’s progression along the second
language ...
AP® World Language and Culture
Courses
Achievement Level Descriptions:
Spoken
Interpersonal
Communication
•
•
•
•
•
•
•
•
...
Broader Application of Curriculum Framework
• AP® is generally the capstone course offered in the fourth
or fifth year of ...
Now that we know the basics…
• Let’s take a look at how a French program
works as a cohesive, articulated set of courses
w...
Richmond
Richmond
Richmond
Upcoming SlideShare
Loading in …5
×

Richmond

393 views

Published on

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
393
On SlideShare
0
From Embeds
0
Number of Embeds
66
Actions
Shares
0
Downloads
2
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Activity on p. 2
  • AP is shifting away from the four skills approach. The focus of the revised course is on integrated content/skills and the development of students’ proficiencies in the three modes of communication as defined by the Standards for Foreign Language Learning in the 21st Century: Interpersonal, Interpretive and Presentational. The focus is also on culture. The change in nomenclature (AP French Language and Culture) indicates a shift in emphasis. We’ll explore what this shift means.
  • The three modes of communication defined by the Standards for Foreign Language Learning in the 21st Century are foundational to the AP® French Language and Culture course. Ask: How do you approach the three modes of communication in your current instruction?You may also want to ask participants: How would you define “negotiation of meaning”? The AP curriculum framework describes six primary learning objectives within the three modes. They identify what students should know and be able to do across the three modes of communication.
  • At the core of the AP French Language and Culture course are six groups of primary learning objectives identifying what students should know and be able to do across the three modes of communication as defined by the Standards (Interpersonal, Interpretive, Presentational). Activity page 19
  • Course content is structured around specific themes to promote exploration of the language in context and develop students’ understanding of the target culture. AP requires that students demonstrate knowledge of the target culture and be able to use the target language in real-life settings.Themes help integrate language and content while developing students’ understanding of culture. Very broad categories. Ask the question: What does the graphic imply? (Implies that themes overlap).AP teachers must touch on each of these themes, but have broad flexibility in how they do so and how much time they spend on each.
  • Let’s look at what we mean by “products, practices and perspectives.”Cultural products, refer to both those products that are tangible (e.g., tools, books, music) and intangible (e.g., laws, conventions, institutions);Practices refer to patterns of social interactions within a culture; and Perspectives refer to the values, attitudes and assumptions that underlie both practices and products. Themes give students opportunity to achieve the goals defined by the overarching premise by integrating language in a variety of contexts.
  • See p. 5Student performance in the course is now described as being within the Intermediate to Pre-Advanced range of proficiency defined by the ACTFL Performance Guidelines for K-12 Learners. Because performance is now described relative to performance guidelines established by the profession, admissions officers will be able to better grasp how a score of 3, 4, or 5 is relevant, and place students appropriately by proficiency.
  • The “overarching premise” of the Curriculum Framework is based on the “5 C’s defined by the Standards for Foreign Language Learning.
  • ALDS are divided into categories that describe different aspects of each Learning Objective area. For example, the ALD for Spoken Interpersonal Communication describes students’ ability to interact (maintain and close conversations using culturally appropriate expressions and gestures), their capacity for stating and supporting opinions, and their comprehension and use of a variety of vocabulary.“Cultures, connections and comparisons” is a thread through the ALDs. Students must demonstrate that they understand various elements of culture and interdisciplinary connections being described in source material. For example, if a student is reading or listening to a text that includes a description of a cultural festival or something similar, the student should demonstrate that they understand that a cultural product is being described that provides insight into a cultural perspective.
  • Richmond

    1. 1. • A two day workshop to energize your staff on: – Latest instructional technology – Articulation of your program – Empowering pre-AP instruction – Using and finding authentic materials Presented by Ed Weiss
    2. 2. Il faut se présenter! Nom, vos cours Expérience avec AP, la technologie Raison d’être (ici à l’atelier!) Famille, intérêts, etc.....
    3. 3. A New Vocabulary  New world language guidelines • integrate language, content and culture • help students “function in the language” rather than “learn language function” • promote fluency and accuracy in language use, recognizing the importance of grammar but placing priority on communication.
    4. 4. Critical Revisions • Focus on three modes of communication: Interpersonal, Interpretive and Presentational • The course has a thematic approach. • The course includes a focus on culture as described in the Standards: cultural products, practices, and perspectives.
    5. 5. Communication Modes Interpersonal Communication Active negotiation of meaning among individuals through conversation (face-to-face or telephonic); however, it can also be realized through reading and writing (e.g., exchange of personal letters, notes, summaries or e-mails) Interpretive Communication No active negotiation of meaning with another individual, although there is an active negotiation of meaning construction; includes the cultural interpretation of text, movies, radio, television and speeches Presentational Communication Creation of spoken or written communication prepared for an audience and rehearsed, revised or edited before presentation; one-way communication that requires interpretation by others without negotiation of meaning
    6. 6. Six Primary Learning Objectives (the six jobs that students must do)  Spoken Interpersonal Communication  Written Interpersonal Communication  Audio, Visual, and Audiovisual Interpretive Communication  Written and Print Interpretive Communication  Spoken Presentational Communication  Written Presentational Communication
    7. 7. A Thematic Approach Global Challenges Beauty and Aesthetics Science and Technology Families and Communities Contemporary Life Personal and Public Identities Six themes
    8. 8. Products, Practices, Perspectives  Students must be familiar with cultural “products, practices and perspectives.”  The AP exam will not have a separate culture section. No cultural trivia questions.  At all levels we want to provide culturally relevant materials to engage students.
    9. 9. Performance Guidelines Novice Intermediate Pre-Advanced AP Course Interactive guide to these levels & 3 modes
    10. 10. Focus on Communication • The course is designed around an overarching premise: When communicating, AP® world language students [must] demonstrate an understanding of the culture(s), incorporate interdisciplinary topics (Connections), make comparisons between the native language and the target language and between cultures (Comparisons), and use the target language in real-life settings (Communities).
    11. 11. How do we assess all of this? Achievement Level Descriptions •Represent a student’s progression along the second language learning trajectory •Provide explicit descriptions of student performance at 5, 4, 3 and 2 •Will allow for more detailed and meaningful reporting of student performance
    12. 12. AP® World Language and Culture Courses Achievement Level Descriptions: Spoken Interpersonal Communication • • • • • • • • Interaction Strategies Opinions Language structures Vocabulary Register Pronunciation Cultures, connections and comparisons Audio, Visual and Audiovisual Interpretive Communication  Comprehension of content  Critical viewing and listening  Vocabulary  Cultures, connections and comparisons Written Presentational Communication  Discourse and development  Strategies  Language structures  Writing conventions  Register  Cultures, connections and comparisons
    13. 13. Broader Application of Curriculum Framework • AP® is generally the capstone course offered in the fourth or fifth year of an articulated sequence. • The Curriculum Framework can be used to inform the entire program of instruction from beginning to AP. At all levels you can: o Design thematic instruction oDevelop proficiencies in each mode of communication oArticulate expected levels of performance
    14. 14. Now that we know the basics… • Let’s take a look at how a French program works as a cohesive, articulated set of courses where each level seamlessly leads students to proficiency and success….

    ×