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.”
Karen Luond Fowdy Lisa Hendrickson
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)
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
Resources
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
Resources
Three Modes of Communication
Presentational
Interpersonal
Interpretive
Karen Luond Fowdy Lisa Hendrickson
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)
Enduring Understanding(s):
Essential Question(s):
Knowledge and Skills: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 in the performance assessments?
Language Functions Structures Vocabulary
Formative Assessments and Learning Activities
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
Karen 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
Karen Luond Fowdy Lisa Hendrickson
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)
Karen Luond Fowdy Lisa Hendrickson
Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high)
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
Resources
Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high)
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 in the performance assessments?
Language Functions Structures Vocabulary
Formative Assessments and Learning Activities
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
Karen Luond Fowdy Lisa Hendrickson
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
Karen Luond Fowdy Lisa Hendrickson
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
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