TOOLS FOR TEACHING WHAT MATTERS Karen Luond Fowdy Lisa Hendrickson UW Methods Class Oct. 8, 2013.

TOOLS FOR TEACHING WHAT MATTERS

Karen Luond FowdyLisa Hendrickson

UW Methods ClassOct. 8, 2013

Getting started . . .

How did you learn (second language)?

Why do you want to teach (language)?

Karen Luond Fowdy Lisa Hendrickson

OVERVIEW

• National Foreign Language Standards – What are they and how do they drive instruction?

• Thematic units – What is worth doing?

• Performance Assessments – How will your students demonstrate what they can do in the three modes of the Communication Standard?

Standards as a Mind SetFROM . . .

TO . . .

“What do I teach on Monday?”

“I’ve had 4 years of (Language) and I don’t remember a thing.”

“What will my students be able to do?”

“I can talk to you about . .”

WI “Flower” Standards Model

Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Targeted Proficiency Level: Nov. (l/m/h) / Interm. (l/m/h) / Adv. (l/m/h)

Enduring Understanding(s):

Essential Question(s):

Communication Mode:

Interpretive Presentational Interpersonal

Performance Task(Summative Assessment)

How Standards are addressed:Cultures(Products – Practices –Perspectives)

Comparisons(Language & Culture)

Connections(to and from other subjects)

Communities(beyond the classroom; lifelong learning)

What needs to be taught for students to be successful?

Language Functions Structures Vocabulary

Formative Assessments and Learning Activities

Resource packet pp.????

Adapted from:Planning Curriculum for Learning World Languages Understanding by DesignWisconsin Department of Public Instruction Grant Wiggins & Jay McTigheJuly 2002 ©2003 ASCD

…from Planning Curriculum for Learning World Languages, Wisconsin DPI, 2002

“The major shift is to look at language learning not as an abstract study of vocabulary, grammar, and linguistics, but as a useful tool to meet the demands of contemporary life….…moving from an emphasis on teaching to a focus on learning.”


Theme A theme

describes a UNIT of instruction that is . . . Global in nature Large enough to

include more than one “C”

Can be re-introduced and expanded at different levels of instruction

Worth doing

A theme is NOT limited to . . . An activity A grammar point A vocabulary list A technology

tool

Resource packet, p.4

Intermediate HighDefinition of “family” in different societies

Intermediate MidFamily dynamics

Intermediate LowRights and responsibilities

of family members

Novice Mid/HighDescribe family

Spiraling Curriculum

Theme

From: Advanced Placement ThemesHandout, p.4

ENDURING UNDERSTANDINGSInvolve the Big Ideas that give meaning and importance to facts.Can transfer to other topics, fields, and adult life.

ESSENTIAL QUESTIONSProvocative questions foster inquiry, understanding, and transfer of learning.Drive the unit design. Handout, p.4

Understanding by DesignGrant Wiggins and Jay McTighe

Culture

Perspectives

Products Practices

“Many children think they have no “culture”—that culture is something that requires a costume, a dance, a spicy food, or a set of drums. Students need to be able to see that the games they choose to play, the way they spend their free time, the jokes they laugh at, the slang they use, their parents’ rules, and their favorite family stories are all cultural components. Teachers as well as students are surprised when they see how unalike their “similar” lives are.” (Planning Curriculum in International Educations, Wisconsin

D.P.I.,2002)

Thematic Curriculum Unit - Performance Assessment and Planning Guide

Theme: FAMILY - Getting to know my/your familyTargeted Proficiency Level: Novice (low /mid )

Enduring understandings: There are families in every culture. Cultural factors influence the make-up of families.

Essential questions:What makes a family a family?How is my family unique?

• THEME: School• Look at these images and brainstorm how they might

provide a global perspective of this theme• Develop Enduring Understandings and brainstorm

Essential Questions

Globalizing a Theme

Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Targeted Proficiency Level: Nov. (l/m/h) / Interm. (l/m/h) / Adv. (l/m/h)



Communication Mode:










Resources

Three Modes of Communication

Presentational

Interpersonal

Interpretive


3 modes of communication:“Teach” the mode . . .

Read the description of your assigned mode (from page 5 of the handout)

Identify the key characteristics of the mode

Prepare to “teach” the mode to your colleagues in student-friendly language

Interpretive Presentational InterpersonalStudents watch a video in which native speakers describe their families and demonstrate comprehension by answering questions.

Students imagine that a student from another country is coming to live with their family. They create a document to:• introduce their

family with text and photos including aspects of their family life that might be unfamiliar to someone from another culture.

• ask questions about their guest’s family to get to know them and to understand more about families in their culture.

In pairs or small groups, students talk about their families. They discover what they have in common and how they are different.

Performance Assessments (Summative)

See Sample Unit – The Family

Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Topic: Targeted Proficiency Level: Nov. (l/m/h) / Interm. (l/m/h) / Adv. (l/m/h)



Knowledge and Skills:Communication Mode:







What needs to be taught for students to be successful in the performance assessments?



Resources

CHECKSort the modes of communication

WI “Flower” Standards Model

The “other” C’s

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 and around the worldKaren Luond Fowdy

Lisa Hendrickson


Learning a language is far more than an intellectual, cognitive challenge. It is a means to grow and mature through the experience of other cultures. It gives breadth and depth to our personalities. It allows us to approach problems differently because we have experienced different worlds; it allows us, as Proust says, “to see with new eyes.” Veronica Lacy

Culture

Perspectives

Products Practices


Perspectives

Products Practices

One “iceberg” view of Culture

Modified from Gary R. Weaver, "Understanding and Coping with Cross-cultural Adjustment Stress" in Gary R. Weaver, editor, Culture, Communication and Conflict: Readings in Intercultural Relations, second edition (Simon & Schuster Publishing, 1998)


Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high)



Communication Mode:










Resources

Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high)



Communication Mode:







What needs to be taught for students to be successful in the performance assessments?



Resources

What structures, vocabulary, and language functions will the students need to understand and know in order to successfully complete the performance assessments?

What needs to be taught?

Moving from . . Building

toward

TeacherControlledRECEPTION

Teacher introduces

Teacher/class practice

Students practice Open-EndedRECEPTION &PRODUCTION

Students demonstrate

Practiced,MemorizedLESSON PLANCONSTRUCT

Teacher introduces unit vocabulary, teaching for RECEPTION

Teacher practices vocabulary with class- students practice using individual packets of flashcards, TPR, etc.

In class: Students practice vocabulary in partners (working toward production).Homework:

Vocabulary Practice

Students demonstrate ability to identify vocabulary by picture and by context description –PRODUCTIONVocabulary Quiz

-Teacher models vocabulary in context of unit performance task(s)-

-Students see/hear model of performance task (e.g. conversation by native speakers)

In class-Students practice

vocabulary in context of unit performance task(s)

Homework-Students practice

vocabulary in context of unit performance task(s)

Apply homework to student led class activity- (e.g. partner/group work or game)

-Teacher models performance task: Teacher initiated and guided class discussion that parallels interpersonal performance task

Teacher refers to modeled performance task and how it is reflected in the rubric.

Homework: Elements of performance task in written homework (e.g. gap filling, providing answers or questions within context of conversation,

etc.)

Students practice performance task with partners, providing opportunity

for teacher input.

Peer coached practiceStudents practice

performance task in small groups with a student “coach” who gives feedback based on rubric

Spontaneous,IndependentREAL-LIFE

APPLICATION

Interpersonal Performance Task

How do we prepare the students?

Handoutp. 8


REVIEW

• National Foreign Language Standards – What are they and how do they drive instruction?

• Thematic units – What is worth doing?

• Performance Assessments – How will your students demonstrate what they can do in the three modes of the Communication Standard?

Resources: Standards Based Curriculum Design and Assessment:Standards for Foreign Language Learning: Executive Summary (PDF). http://www.actfl.org ACTFL Performance Descriptors for Language Learners, 2012 Edition. http://www.actfl.org Planning Curriculum for Learning World Languages, Wisconsin Department of Public Instruction, 2002. http://dpi.wi.gov/pubsales/index.html Phillips, June K. and Abbot, Marty, (2011). A Decade of Foreign Language Standards, Impact, Influence, and Future Directions, http://www.actfl.org (Publications) Cutshall, S., The Language Educator, Focus on each of the “C’s”. February, April, August, October, December 2012, January 2013 issues- (http://www.actfl.org) Duncan, Greg., Resources that can facilitate the teaching and learning of world languages. See “Lesson Planning”. http://resourcesfromgreg.wikispaces.com/Welcome Integrated Performance Assessments http://depts.washington.edu/mellwa/Events/20081105/sandrock_ipa_handout.pdf Patrick, Paula. The Keys to the Classroom. ACTFL. http://www.actfl.org (Publications) Sandrock, Paul. The Keys to Assessing Language Performance. ACTFL. 2010 http://www.actfl.org (Publications) TELL Project: www.tellproject.com The Teacher Effectiveness for Language Learning (TELL) is a collection of products and processes that can be used to enhance the effectiveness of world language teachers. Wiggins, Grant and McTighe, Jay. Understanding by Design. Prentice-Hall, Inc. Upper Saddle River, New Jersey. 2001

http://www.actfl.org/


http://dpi.wi.gov/pubsales/index.html



http://resourcesfromgreg.wikispaces.com/Welcome

http://depts.washington.edu/mellwa/Events/20081105/sandrock_ipa_handout.pdf



http://www.tellproject.com/


You know the lesson . .

Don’t forget the students!

DESIGNING INSTRUCTION

Shift in focus from . . .

To . . .

A shift in focus . . .

Teacher-centered Talking about

language Coverage Testing Sequential

curriculum design Learning in isolation Learning about

cultures

Student-centered Using the language Developing

proficiency Assessment Spiraling curriculum

design Transfer of learning Functioning within

cultures

LESS MORE

Karen Fowdy and Lisa Hendrickson, Monroe, Wisconsin

TOOLS FOR TEACHING WHAT MATTERS Karen Luond Fowdy Lisa Hendrickson UW Methods Class Oct. 8, 2013.

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