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 what towhom” 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: Interpretive Listening:The student will be able to understand and interpretinformation, concepts, and ideas orally from a variety ofculturally authentic sources on a variety of topics in thetarget 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.
Standard 3: Interpersonal 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: Presentational SpeakingThe 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 Standards INTERPRETIVE INTERPERSONAL PRESENTATIONAL Listening Reading Speaking/Writing Speaking Writing -I can recognize - I can identify -I can greet and say - I can greet - I can greet some cognates and goodbye to friends and people and people and commonly used utilize visuals adults introduce introduce myself. words and to help me - I can introduce myself myself and - I can tell my age expressions such understand and a friend. others. and my as hello, the meaning - I can ask questions to - I can tell my birthday. goodbye, how are of a adults politely. age and my - I can tell the you, text. - I can ask questions to birthday. date/time and please, thank you, friends (name, - I can tell the my phone phone age, phone number, date and time. numbers. numbers, dates, etc.). and answer times and questions about myself birthdays. (name, age, phone number, etc.).
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 his/her immediate surroundings for personal growth and enrichment.
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. -Assess the whole language of the learner vs. only discrete points.
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 Curriculum Development. Plan learning experiences and instruction.http://www.ascd.org/publications/books/198199/chapter1.html (What activities and practice do they need to be able to do it?)
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 theWorldThe 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.
World Languages Standards:Presentational Speaking and Writing
Presentational Tasks Writing, Speaking for an audience One-way communication Classmates or native speakers Informal or formal Rehearsals →performance Drafts → publication
Presentational Tasks One perspective on valuing the process of rough drafts and rehearsals: Taking the process seriously leads to high quality final products Count the process but weight the final product more heavily as a reflection of good preparation
What are some Presentational Tasksyou do now? What makes them effective? How do you know when the students “Get it?”
Food for thought… Are your performance task the “END assessment” or a fun activity to be left out if you haven’t “covered” enough? Do your end of unit assessments assess what the students UNDERSTAND or what they KNOW? (Knowledge without understanding will be forgot quickly, REAL understanding is enduring) Does everything students learn throughout the until contribute you’re their ability to complete this end product? What good is “covering” material if they don’t understand it?
Presentational Tasks Consider non-negotiables to reduce the number of criteria that need to be built into a rubric Non-negotiables: basic requirements of any performance that need to be in place before the performance can be evaluated
Non-negotiables: An example Word-processed Double-spaced 250 words Paragraphs Title Spell-checked At least 5 of the new vocab words Written in the past and imperfect
Presentational Tasks Rubrics for presentational tasks can be generic or task- specific, depending on the unique traits that might be emphasized in a presentational task. THE STUDENT EXCEEDS EXPECTATIONS THE STUDENT MEETS EXPECTATIONS THE STUDENT DOES NOT MEET EXPECTATIONS DO WE UNDERSTAND YOU? The audience understands me The audience understands me. I I am not clearly understood. I (Comprehensibility) without difficulty. may have some hesitations or have frequent hesitations and unnatural pauses. unnatural pauses. HOW WELL DO YOU USE THE I am mostly correct when I am mostly correct with I am correct only at the word SPANISH LANGUAGE? producing simple sentences. memorized language. level. (Language Control & Vocabulary Use) My presentation is rich in My vocabulary reveals basic My vocabulary is limited and/or appropriate vocabulary. information. repetitive.HOW WELL DO YOU IMPACT THE I use gestures, visuals and tone I use some gestures and visuals I make no effort to maintain AUDIENCE? of voice to maintain audience’s to maintain audience’s attention. audience’s attention. attention. My tone of voice is acceptable. HOW WELL DO YOU ORGANIZE THE My main ideas are supported My presentation has a I present information randomly. PRESENTATION? with examples. beginning, middle, and end. (COMMUNICATION STRATEGIES) I demonstrate some awarenessHOW WELL DO YOU ACT LIKE A NATIVE of cultural appropriate-ness. SPEAKER? (CULTURAL AWARENESS)
Goal Let’s try to change one end-of-unit assessment to provide richer evidence of students’ proficiency in using the language (vs. assessment that shows what they know about the language).
Creating a Standards BasedPerformance Assessment… Step 1 – Identify WHAT the students should be able to DO with the language at the end of the Unit. (Look at the Standards!) Step 2 – Determine HOW you will know that students have met the objective (How will they SHOW what they KNOW?) Step 3 – NOW identify what knowledge and Skills Students will need in order to meet the objective.
Language Standard 4: PresentationalSpeaking:The 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.
Benchmarks: WL.NH.4.1: Provide basic information on familiar topics using phrases and simple sentences. WL.K12.NM.4.2: Present personal information about self and others.
Language Standard 5: PresentationalWriting: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.
New Web 2.0 Writing ProjectsWeb tool: Storybird http://mfl-storybirds.wikispaces.com/ Storybirds are short, visual stories that you make with family and friends to share.