LARC: Lesson analysis, Differentiation, Assessment 2011
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Transcript of LARC: Lesson analysis, Differentiation, Assessment 2011
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Thematic Units, Assessments, and Differentiated Instruction
Learning with a purposehttp://larcstartalk.wikispaces.com
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Toni TheisenLoveland High SchoolLoveland, Colorado 80538
http://tonitheisen.wikispaces.com
http://lhsfrenchclasses.wikispaces.com/
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Toni TheisenLoveland High SchoolLoveland, Colorado 80538
http://tonitheisen.wikispaces.com
http://lhsfrenchclasses.wikispaces.com/
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LARC Startalk Wikispacehttp://larcstartalk.wikispaces.com/
•PowerPoint•Handouts•Links•Other helpful information
•http://larcstartalk.wikispaces.com
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Today’s Essential Question
•How do teachers assess in a variety of ways?
•What is a thematic unit?•How do teachers design and differentiate
instruction to engage all learners?
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How does “backward design” change the way instruction is
organized?
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How does “backward design” impact student learning?
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Learner-centered•Backward design
is a way to authentically put the learner in the center of instruction.
•There is a BIG difference between just knowing and really understanding.
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STARTALK Principles for Effective Learning
• Align standards-based, thematically organized curriculum, instruction and assessment.
• Use the target language for instruction.• Integrate language, culture and content.• Differentiate instruction based on learner need.• Use authentic materials.• Assess learners’ progress and performance.• Facilitate student-centered learning.
Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
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The 5 C’s-National Standards
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Source: Laura Terrill
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Standard 1.1- Interpersonal Mode: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions.
Standard 1.2 – Interpretive Mode: Students understand and interpret written and spoken language on a variety of topics.
Standard 1.3 – Presentational Mode: Students present information, concepts and ideas to an audience of listeners or readers on a variety or topics.
Goal 1: Communication
Source: STUDENT PROGRAM CURRICULUM TEMPLATE & GUIDEPages 6, 7 http://startalk.umd.edu/
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Interpersonal Mode
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Interpretive Mode
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Presentational Mode
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.
What is the mode of communication?
1
Prepare a poster about your favorite sport.
2Watch a movie trailer and write down the date the movie opens
3Talk about what to do on the weekend.
4 Send a text message to a friend
5Create a graphic organizer for new vocabulary.
6Create a skit where you buy school supplies at a store.
Source: Laura Terrill
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Source: Laura Terrill.
What is the mode of communication?
1 Prepare a poster about your favorite sport. Presentational
2Watch a movie trailer and write down the date the movie opens.
3 Talk about what to do on the weekend.
4 Send a text message to a friend.
5Create a graphic organizer for new vocabulary.
6Create a skit where you buy school supplies at a store.
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Source: Laura Terrill.
What is the mode of communication?
1 Prepare a poster about your favorite sport. Presentational
2Watch a movie trailer and write down the date the movie opens. Interpretive
3 Talk about what to do on the weekend.
4 Send a text message to a friend.
5Create a graphic organizer for new vocabulary.
6Create a skit where you buy school supplies at a store.
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Source: Laura Terrill.
What is the mode of communication?
1 Prepare a poster about your favorite sport. Presentational
2Watch a movie trailer and write down the date the movie opens. Interpretive
3 Talk about what to do on the weekend. Interpersonal
4 Send a text message to a friend.
5Create a graphic organizer for new vocabulary.
6Create a skit where you buy school supplies at a store.
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Source: Laura Terrill.
What is the mode of communication?
1 Prepare a poster about your favorite sport. Presentational
2Watch a movie trailer and write down the date the movie opens. Interpretive
3 Talk about what to do on the weekend.Interpersonal
4 Send a text message to a friend. Interpersonal
5Create a graphic organizer for new vocabulary.
6Create a skit where you buy school supplies at a store.
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Source: Laura Terrill
What is the mode of communication?
1 Prepare a poster about your favorite sport. Presentational
2Watch a movie trailer and write down the date the movie opens. Interpretive
3 Talk about what to do on the weekend.Interpersonal
4 Send a text message to a friend. Interpersonal
5Create a graphic organizer for new vocabulary.
Interpretive
6Create a skit where you buy school supplies at a store.
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Source: Laura Terrill.
What is the mode of communication?
1 Prepare a poster about your favorite sport. Presentational
2Watch a movie trailer and write down the date the movie opens. Interpretive
3 Talk about what to do on the weekend.Interpersonal
4 Send a text message to a friend. Interpersonal
5Create a graphic organizer for new vocabulary.
Interpretive
6Create a skit where you buy school supplies at a store.
Presentational
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The 5 C’s-National Standards
I can create a unit using the national standards.
A. B. C.
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The 3 Stages of Backward Design
1. Identify desired results
What will the students know, understand and will be able to do?
2. Determine acceptable evidence
of learning
How will the students know when they have reached the goals?
3. Plan learning experiences and instruction
What do I need to do in the classroom to prepare them for the assessment?
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Stage 1: Identify Desired Results•What relevant goals (content standards,
objectives, learning outcomes, knowledge, skills) will this unit address?
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Stage 1: Identify Desired Results•What relevant goals (content standards,
objectives, learning outcomes, knowledge, skills) will this unit address?
•What is worth learning?
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Stage 1: Identify Desired Results•What relevant goals (content standards,
objectives, learning outcomes, knowledge, skills) will this unit address?
•What is worth learning?•What do students want to learn?
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Stage 1: Identify Desired Results•What relevant goals (content standards,
objectives, learning outcomes, knowledge, skills) will this unit address?
•What is worth learning?•What do students want to learn?•What is relevant?
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Stage 1: Identify Desired Results•What relevant goals (content standards,
objectives, learning outcomes, knowledge, skills) will this unit address?
•What is worth learning?•What do students want to learn?•What is relevant?
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Stage 1: Identify Desired Results•Choose a unit theme and subthemes.•Establish outcomes based on the National
Standards.•Identify content knowledge and skills that
align with theme.
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Let’s brainstorm some themes.
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Possible subthemes or topics that link to main theme?
Family
Making plans
Life in a city
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Establish outcomes based on the National Standards
“can do statements”
Source: STARTALK 2010 Sample Materials
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Establish outcomes based on the National Standards
Source: STARTALK 2010 Sample Materials
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Source:Jefferson Ct. Public Schools, Kentucky
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Identify content knowledge and skills that align with theme. “can do”
Source: STARTALK 2010 Sample Materials
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What “can do “ statements can you create for “Life in a city”?
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Stage 2: Determine acceptable evidence of learning
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Stage 2: Determine acceptable evidence of learning
•How will you know if students have achieved the desired results and met the standards?
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Stage 2: Determine acceptable evidence of learning
•How will we know if students have achieved the desired results and met the standards?
•What types of assessments do you design?
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Stage 2: Determine acceptable evidence of learning
•Learning checks (assessments for learning)
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Stage 2: Determine acceptable evidence of learningLearning check examples (assessment for
learning)• raise hands/thumbs up• 3.2.1 exit questions (three things you know well,
two things you know ok, one thing you need more help with)
• Out the door-as students leave they tell one thing they learned today
• polls/surveys• “can do” learning log checklist
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“Can do” Reflection log
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“Can do” Reflection log
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Stage 2: Determine acceptable evidence of learning
•Learning checks•Formative assessments throughout unit-
(assessment for learning)
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Stage 2: Determine acceptable evidence of learningFormative assessments throughout unit-
(assessment for learning)• Paired activities• Vocabulary or grammar quiz• Gap activity• Song–fill in missing words• Talking circles with images as prompts• Quick writes• Listen and draw• Journal
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Stage 2: Determine acceptable evidence of learning
•Learning checks•Formative assessments throughout unit•End of unit summative performance
assessment (assessment of learning)
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Stage 2: Determine acceptable evidence of learningEnd of unit summative performance
assessment (assessment of learning)• Create a song• Have a discussion about..• Brochure• Movie• Movie review• Formal or informal letter• Editorial• Story• Student choice
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Stage 2: Determine acceptable evidence of learning
•Design culturally appropriate end of unit performance tasks using the three modes.
•Consider other meaningful evidence of learning
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Interpretive mode•One-way•Comprehension of words, concepts, ideas,
meaning of an entire piece•Exposed to lots of culturally authentic
materials such as text, films, works of art, songs, poems, music videos, advertisements, etc.
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Interpretive Mode
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Sample Interpretive Tasks
1. listen with visuals2. follow a route on a map3. check-off items on a list when watching a video4. draw what is described5. use graphic organizers6. create questions from a brochure, reading, etc,7. brainstorm or guess meaning from a song8. paraphrase a new article in native language9. listen to a song and fill in words 10.take a poll after listening to a passage
Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
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Brainstorm Interpretive Tasks
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Interpersonal mode
•Two-way, spontaneous exchanges that involve negotiation of meaning
•Unrehearsed•Can be based on information from he
interpretive task.
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Interpersonal Mode
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Sample Interpersonal Tasks
1. conversation about a visual, movie, etc.2. ask for /give directions3. talk with with others about family, friends, school, books,
movies, video games, etc.4. discuss news events of the day5. debate an issue6. make plans with a friend, family member, etc.7. negotiate who does what chore, activity, who is on which
team, etc.8. telephone call9. use Twitter, text messaging or e-mail with a friend or
family member10. respond to a letter or note
Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
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Brainstorm Interpersonal Tasks
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Presentational mode•Rehearsed, revise, consult sources, and
prepare ahead of time•Use language for real world purpose•Use language in new and different
contexts.
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Presentational Mode
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Sample Presentational Tasks
1. brochure, itinerary 2. design a survey, poll, report results3. create a Wikispace, Facebook page, website4. story, book or digital story5. video, Podcasts6. presentations, PowerPoints, movies, Prezi, etc7. skit or role-play8. agenda, schedule9. 3D model pr digital sketch10. public service announcement, commercial, TV game show11. songs, plays, design games
Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
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Brainstorm Presentational Tasks
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End of program performance assessment
Source: STARTALK 2010 Sample Materials
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ACTFL Integrated Performance Assessment
1. Interpretive Communication PhaseStudents listen to and / or read an authentic
text and answer information as well as interpretive questions to assess comprehension.The teacher provides students with feedback on
performance.
2. Interpersonal Communication Phase
After receiving feedback students engage in
communication about a particular topic which
relates to the interpretive text. This phase is audio- or
videotaped.
3. Presentational CommunicativePhase
Students engage in the presentational mode by sharing their research/ideas/opinions.
Samples presentational formats: speeches, drama, skits, radio
broadcasts, posters, brochures, podcasts, websites, etc.
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ACTFL Integrated Performance Assessment-Sample 1
1. Interpretive Communication Phase
Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal.
2. Interpersonal Communication Phase
Imagine a conversation that might take place between the 2 different endangered species.
Identify and describe “yourself”, comment on where you live, what the weather is
like and comment on what you need to survive.
3. Presentational Communicative
PhaseNarrate the story of one
particular animal and create a multimedia public service
announcement or advertisement to call attention
to the plight of that endangered species.
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ACTFL Integrated Performance Assessment-Sample 2
1. Interpretive Communication Phase
Watch a weather report. Focus on the forecast for tomorrow.
Fill in a listening grid with temperatures and types of weather.
2. Interpersonal Communication Phase
Have a conversation with several friends and make plan
for the days according to tomorrow’s weather forecast.
3. Presentational Communicative
PhasePrepare an agenda for tomorrow based on the
conversation you had with friends. Share with friends.
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ACTFL Integrated Performance Assessment-Sample 3
1. Interpretive Communication Phase
Use Google maps to find the restaurant you and your friends wanted to try this weekend. Download the
directions.
2. Interpersonal Communication Phase
Two friends discuss the map and the directions so they both
understand and are able to explain to other friends who
will meet them at the restaurant.
3. Presentational Communicative
PhaseSend an email to another friend
listing • name of the restaurant• address and phone number
of restaurant• time you all are meeting• a quick paragraph with clear
direction to the restaurant
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Other types of assessment-
Source: STARTALK 2010 Sample Materials
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Brainstorm types of assessment
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Rubric orScoring guides
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Stage 3: Plan learning experiences and instruction•What learning experiences, instructional
strategies, activities, etc. will enable students to achieve the desired results?
•What needs to be taught and how?
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Stage 3: Use effective instructional strategies•Use target language for instruction.•Facilitate student-centered learning.•Ensure meaningful student-to-student and
teacher-to-student communication•Integrate language, culture and content.•Differentiate instruction based on student
need.
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Integrating technology can also engage students
http://worldlanguagestech.wikispaces.com/
GoAnimate
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Three Stages:
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Content Process Product
According to Students’
Readiness
How Can Teachers Differentiate?
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
InterestLearning
Profile
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Why Differentiate?
To provide access, equity and support for all students.
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Guiding Principles
•There is a balance between whole class learning and differentiation.
•Essential questions guide instruction.
•Instruction aligns with standards and curriculum.
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Characteristics of a differentiated classroom..
•High Expectations for all•Respectful tasks•Flexible grouping•Ongoing assessment•Positive and safe learning environment
•Choice•Collaboration
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What is Differentiation?
•A teacher’s response to learner needs
•The recognition of students’ varying background knowledge and learning styles
•Instruction that honors students’ differences
•A philosophy of teaching and not just a set of strategies
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What does content mean?
What a student knows, understands and is
able to do as a result of the instruction:
the “input”
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What does process mean?The process helps the student “make sense of”, make meaning from, or “own” the
content.
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What does product mean?
How the student demonstrates what
s/he knows, understands, and
is able to do: the “output”.
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Content Process Product
According to Students’
Readiness
How Can Teachers Differentiate?
Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
InterestLearning
Profile
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Some basic strategies
•Menu choice board
•Tiered lesson•R.A.F.T.•Learning Centers
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Choice Board Menu
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T i e r e d
lesson for Readiness
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How to tier for readiness..•Concrete•Concrete/Abstract•Abstract
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R.A.F.T.writing(provides purpose for
writing)
R-role of the writerA-audienceF-formatT-topic (+strong verb)
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R.A.F.T. AssignmentFrench 2--Traveling in France
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Learning Centers
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Reflection: What do you now know, understand and are able to do?
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http://www.faceinhole.com