Apsi l2020 ppt
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The document provides an overview of the AP French Language and Culture summer institute presented by Ed Weiss. It discusses the course framework and exam, focusing on developing students' mastery of skills through careful planning and multiple practice opportunities. It also outlines the goals of emphasizing the three communication modes of interpretive, interpersonal, and presentational. The course uses a thematic approach organized around six themes to integrate language, content, and culture.
![The CED highlights the hallmarks of good
instruction
Teaching for Transfer [Skill]
• Teaching only the content of the course
or only modeling skills will not sufficiently
prepare students for the AP Exam or
sequent courses.
• Students must be provided with explicit
instruction and repeated opportunities to
practice those skills in different contexts
throughout the course.
Teaching for Understanding [Content]
• Instruction should help develop and
reinforce long-term takeaways for
students, not just mastery of a particular
concept or vocabulary definitions.
• Teachers should consider what they want
students to remember five years from
now – what students should understand
vs. know.](https://image.slidesharecdn.com/apsileader2020ppt-200718143113/85/Apsi-l2020-ppt-6-320.jpg)
Apsi l2020 ppt
- 1. AP Summer Institutes 2020: AP French Language and Culture Summer 2020 Presented by Ed Weiss
- 2. • Understanding the Course and Exam AP courses focus on building conceptual understanding and developing transferrable skills. • Planning the Course Helping students develop mastery of the course skills requires careful planning to sequence skills in a developmentally appropriate way so that students master prerequisite skills before being asked to complete more complex tasks. • Teaching the Course Students need multiple opportunities to practice skills in order to develop mastery over time. Certain strategies can help students explicitly practice those skills. • Assessing Student Progress and Understanding Assessments, instruction, and resources should be aligned to learning goals and matched to performance standards • Becoming a member of the AP Teacher Community APSI Key Takeaways
- 3. A “One-Stop Shop” for Teachers Inside the Course and Exam Description (CED) • About AP • Implementing Your Course • About the AP Course • Curriculum Framework Overview • Course-Specific Information • Exam Information New Additions • Course-at-a-Glance • Unit Guides • Instructional Approaches
- 5. Downloading the AP French Language CED https://apcentral.collegeboard.org Step 1: Go to AP Central Step 2: Select Course & Exam Pages Step 4: Select Course & Exam Description Step 3: Select AP French Language
- 6. The CED highlights the hallmarks of good instruction Teaching for Transfer [Skill] • Teaching only the content of the course or only modeling skills will not sufficiently prepare students for the AP Exam or sequent courses. • Students must be provided with explicit instruction and repeated opportunities to practice those skills in different contexts throughout the course. Teaching for Understanding [Content] • Instruction should help develop and reinforce long-term takeaways for students, not just mastery of a particular concept or vocabulary definitions. • Teachers should consider what they want students to remember five years from now – what students should understand vs. know.
- 7. Front matter gives instructional guidance for using AP resources and supports
- 8. AP World Languages and Culture courses are Firmly Rooted in ACTFL Principles World Readiness Standards for Learning Languages Performance Descriptors for Language Learners ACTFL Proficiency Guidelines
- 9. • Communication o Interpretive Mode o Interpersonal Mode o Presentational Mode • Cultures • Products • Practices • Perspectives • Connections • Cultural • Interdisciplinary • Comparisons • Communities • Taking language beyond the classroom; lifelong learning World Readiness Standards for Learning Languages The 5 “C”s are foundational to AP World Languages and Cultures
- 10. • Are equivalent to intermediate level college/university courses (3rd/4th semester) • Are designed for students who learn the language in the classroom without significant immersive experiences –”standard students” • Discourage the study of discreet language structures over the development of communicative competencies: emphasize language in the service of communication • Incorporate authentic materials into instruction and assessment Grounded in ACTFL principles AP World Language Courses: Shared Characteristics
- 11. 11 ► Enhance students’ ability to focus on the three modes of communication: ► Interpersonal ► Interpretive ► Presentational ► Engage students in making cultural connections ► Provide students with opportunities to further develop their language skills Goals of AP® French Language and Culture
- 12. 12 ► AP® is generally the capstone course offered in the fourth or fifth year of an articulated sequence. ► The course framework can be used to inform the entire program of instruction from the beginning to AP. Course Sequence & Framework
- 13. 13 The Course Framework provides information on… ► How to develop students’ proficiencies in each of the three modes of communication ► Expected levels of performance for each learning objective ► How to design thematic instruction ► How to unify instruction in classes that have students with combined levels ► Developing activities that focus on same theme and mode ► Differentiating instruction The Course Framework
- 14. AP Question Bank Unit Guides Personal Progress Checks Progress Dashboard 14 Unit Guides Planning guides that outline content and skills for commonly-taught units within a course Personal Progress Checks Formative AP questions that provide students with feedback on the areas where they need to focus AP Question Bank A library of real AP Exam questions that teachers can access which can be used to create customized practice and tests Progress Dashboard Interactive reports that help teachers understand student progress on learning critical concepts and skills Resources and Supports for AP
- 15. 15 The AP® French Language and Culture course: ►Integrates language, content, and culture ►Helps students “function in the language” rather than “learn language function” ►Promotes fluency and accuracy in language use, recognizing the importance of language structures, but placing priority on communication Scope of the Course 2
- 16. ACTFL Performance Descriptors Novice Range Advanced Range Intermediate Range NOVICE Language limited to memorized material, formulaic utterances, lists, and enumerations INTERMEDIATE Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction ADVANCED Can narrate and describe in present, past and future time frame/aspect, and handle a complication situation or transaction P E R F O R M A N C E E X P E C T A T I O N S
- 18. AP World Language Courses Incorporate a Thematic Approach CED p. 14
- 20. 20 ► Each theme includes a number of recommended contexts to serve as ways to explore the themes ► Teachers are encouraged to engage students in the various themes by considering historical, contemporary, and future perspectives as appropriate. ► Teachers should assume complete flexibility in resource selection and instructional exploration of the six themes. ► The recommended contexts are not intended as prescriptive or required, but rather they serve as suggestions for addressing the themes. Recommended Contexts
- 21. 21 ► Recommended Contexts: ► Diversity Issues / La tolérance ► Economic Issues / L’économie ► Environmental Issues / L’environnement ► Health Issues / La santé ► Human Rights / Les droits de l’être humain ► Nutrition and Food Safety / L’alimentation ► Peace and War / La paix et la guerre ► What are possible solutions to those challenges? Themes, Recommended Contexts, and Overarching Essential Questions Theme: Global Challenges / Les défis mondiaux ► Overarching Essential Questions: ► What environmental, political, and social issues pose challenges to societies . throughout the world? ► What are the origins of those issues? ► What are possible solutions to those challenges? 7
- 22. 22 One way to design instruction with the themes is to identify overarching essential questions Essential Questions… ►can guide investigations, learning activities, and performance assessments ►are designed to spark curiosity and engage students in real-life, problem-solving tasks; they are open-ended questions that do not have one correct answer ►allow students to investigate and express different views on real world issues, make connections to other disciplines, and compare aspects of the target culture(s) to their own ►lend themselves well to interdisciplinary inquiry, asking students to apply skills and perspectives across content areas Essential Questions 9
- 23. 23 The course is designed around an overarching premise: When communicating, AP® world language students 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). Focus on Communication
- 24. Interpretive Communication (Print and Audio/Audio Visual) 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 Interpersonal Communication (Written and Oral) Active negotiation of meaning among individuals through conversation (face-to-face or virtual), or through reading and writing (e.g., exchange of personal letters, notes, or emails or participation in written online discussions) Presentational Communication (Written and Oral) 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 AP World Language Courses Focus on the Modes of Communication
- 25. 25 ► Interpersonal Communication ► Active negotiation of meaning among individuals through conversation (face-to-face or telephonic), or through reading and writing (e.g., exchange of personal letters, notes, or emails or participation in written online discussions) ► 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 The Three Modes of Communication
- 26. 26 ► Spoken Interpersonal Communication ► Written Interpersonal Communication ► Audio, Visual, and Audiovisual Interpretive Communication ► Written and Print Interpretive Communication ► Spoken Presentational Communication ► Written Presentational Communication Course Modes 19
- 27. 27 The Course Skills Skill Categories and Skills Based on the Modes of Communication Eight Skill Categories and underlying skills define what students do: • Comprehend Text • Make Connections • Interpret Text • Make Meanings • Speak to Others • Write to Others • Present Orally • Present in Writing
- 28. Interpretive Skills Skill Categories 1-4 describe Skills and Learning Objectives for the Interpretive Mode of Communication • Comprehend Text • Make Connections • Interpret Texts • Make Meanings CED pp.19-21
- 29. Interpersonal Skills Skill Categories 5 and 6 define Skills and Learning Objectives for the Interpersonal Mode of Communication • Speak to Others • Write to Others
- 30. Presentational Skills Skill Categories 7 and 8 define Skills and Learning Objectives for Presentational Communication • Present Orally • Present in Writing
- 31. The exam does not have a separate culture section. There are no cultural trivia questions. The cultural focus is on: • Tangible and intangible PRODUCTS • Patterns of social interactions, PRACTICES within a culture • Values, attitudes, and assumptions that underlie practices and products through PERSPECTIVES Encourage Cultural Awareness AP World Language Courses
- 32. 32 Culture: Products, Practices & Perspectives Cultural Products Products that are tangible (e.g., tools, books, music) and intangible (e.g., laws, conventions, institutions) Practices Patterns of social interactions Perspectives Values, attitudes, and assumptions that underlie both practices and products
- 33. 33 ► How and when do we prepare students for the challenges of AP French? ► What is a “vertical approach” to curriculum building? Equity and Access 24
- 34. AP® French Language and Culture Exam
- 35. Student understanding of course content and skills is assessed on the AP Exam Elements included: • Exam Overview • How Student Learning is Assessed on the Exam (with emphasis on course skills) • Task Verbs • Sample Exam Questions CED p. 153- 176
- 36. A multiple-choice section worth 50% of the total score Assesses: interpretive communication (print and audio texts) A free/constructed response section worth 50% of the total score Assesses: interpersonal written communication presentational written communication interpersonal spoken communication presentational spoken communication • Latin and Spanish Literature use a similar format, but assess different skills Format of AP World Language and Culture Exams Commonalities among Chinese, French, German, Italian, Japanese, and Spanish Language and Culture
- 37. AP World Language Exams AP Exam Format: French, German, Italian, and Spanish Language and Culture
- 38. Print Sources – 30 questions total • Promotional Material • Literary Text • Article and Chart • Letter Combined Print and Audio Sources –17 questions total • Audio Report and Article • Conversation and Chart Audio sources – 18 questions total • Interview • Instructions • Presentation • 65 multiple choice questions divided among 9 sets • Each set contains 1 or more sources and prescriptive types and numbers of questions. • Most sources are authentic materials. AP World Language Exams 9 Multiple-Choice Task Models
- 39. • Email Reply: students read an incoming formal email and then respond to it. They need to reply in the formal register, provide an appropriate greeting and closing, respond to two questions, and ask for more information about something mentioned in the email. Free-Response Task 1
- 41. • Argumentative Essay: students write an argumentative essay for a “writing contest”. In their essay, they need to develop an argument in response to a prompt in which they clearly state they own perspectives and support their views with evidence from each of three provided sources; an article, a chart, table, graph, or infographic, and an audio source. Free-Response Task 2
- 42. Free-Response Task 2: Argumentative Essay
- 43. • Conversation: Students participate in a conversation with a recorded interlocutor. They review an outline of conversation and must respond appropriately as directed in five turns in this conversations. They have 20 seconds for each of their five responses. Free-Response Task 3
- 45. • Cultural Comparison: Students are asked to compare a cultural aspect of a target language community to that in their own or another community. They have 4 minutes to read the prompt and prepare their presentation and then have 2 minutes to present. Free-Response Task 4
- 47. AP World Language and Culture Scoring Guidelines • Stable scoring guidelines exist for each Free Response Task and are used for French, German, Italian, and Spanish Language and Culture • Scoring guidelines for each task are applied holistically using a 5-point scale: • Strong performance (5) • Good performance(4) • Fair performance (3) • Weak performance (2) • Poor performance (1) • Unacceptable performance (0) • Students earn a score based on the preponderance of the evidence provided, so it is not necessary to have every bullet point present in a sample. • Students are rewarded for what they produce and do not lose points for individual errors. • A strong essay (5) does not have to be perfect and may contain minor spelling and/or grammar errors. CED pp. 169- 175
- 48. • FRQ 2: Persuasive Essay is changing its name to Argumentative Essay to align better with expectations for this task. The task model directions have been aligned to expectations in the scoring guidelines. The expectations for this task have not changed, nor have the types of sources that are provided. The scoring guidelines have not changed except for the name of the task. • FRQ 4: Cultural Comparison will be reworded to get students to focus more on the target culture. Students will be asked to compare an aspect of culture in a French-speaking community with which they are familiar to the same cultural aspect in their own OR another community. Students may still begin their presentations with either the target language community or their own/other as they have been able to do in the past. 48 2019-2020 AP World Language and Culture Exams- Free-Response Changes Changes approved across French, German, Italian, and Spanish Language • FRQ 2: Persuasive Essay changing to Argumentative Essay • FRQ 4: Cultural Comparison: new wording to focus more on the target culture
- 49. 49 AP® French Language and Culture Exam
- 50. Exam Format – Multiple Choice
- 52. What’s new in the AP Exam? Students will be provided contexts for doing exam tasks. They will not be asked questions that are de- contextualized. • The listening rejoinders and grammar fill-ins will be eliminated. • Tasks and source materials will come with advance organizers and time for previewing the questions. • Audio sources will be played twice. On average, the audio sources are 2 – 2 ½ minutes long; no audio source will be longer than 3 minutes.
- 53. What’s new in the AP Exam? Cultural knowledge will be assessed throughout the exam, not in a separate “Culture” section. •Students will be expected to demonstrate understanding of cultural information •presented in print and audio texts. •Students will not be asked isolated questions about cultural trivia.
- 54. 54 Students work with a variety of authentic materials, both print and audio, reflecting the linguistic and cultural diversity of the French-speaking world. ► Literary and journalistic texts but also announcements, advertisements, letters, maps, tables, etc. ► Scripted dialogues but also radio interviews, podcasts, public service announcements, brief presentations, etc. ► Criteria for selection are comprehensibility (accent, pace, minimal background noise/overlap) and relevance to a course theme and to a topic that could interest students. ► Materials are reasonably chosen, but also reflect a range of cultural perspectives and linguistic features. The AP® Exam: Authentic Materials 10
- 55. 55 ► Students are provided contexts for doing exam tasks ► Advance Organizers ► The audio sources for the multiple choice sections are played twice ► The audio source for free response task #2 (the persuasive essay) is played twice ► Typically all audio sources last from 1 minute 30 seconds—2 minutes 30 seconds; no longer than 3 minutes ► The audio prompts for free response task #3 (the simulated conversation) are played once The AP® Exam: Contexts and Audio Sources
- 56. 56 ► Mix of factual and interpretive questions ► Vocabulary in context ► Purpose of the text, point of view of speaker/writer ► Audience of the text ► Inferences and conclusions ► Questions of “cultural” or “interdisciplinary” nature that ask students to show an understanding of information contained in the text The AP® Exam: Multiple-Choice Items
- 57. Multiple Choice Timing – part 1 Print texts- 40 minutes Read 4 selections Answer sets of questions (approx. 30) Let’s do an example!
- 58. 58 SAMPLE: Print Source Introduction Thème du cours: Les défis mondiaux Dans cette sélection il s’agit d’un match de hockey. La publicité originale a été publiée le 16 février 2010 au Canada par Jour de la Terre Québec, situé à Montréal. Cet organisme réalise des activités éducatives et culturelles pour la protection de l’environnement. The AP® Exam: Advance Organizers Print Source Tasks and source materials come with Advance Organizers and time for previewing. 145/6
- 59. Multiple Choice Timing – part 2 Print & Audio – first set • 4 minutes to read print text • 2 minutes to read intro / scan questions • Listen to audio • 1 minute to start answers • Listen again – then 15 seconds x # of questions
- 60. Print and Audio Questions • 4 minutes to read the print source • 2 minutes to read the introduction to the audio • Audio is then played twice 162
- 61. Timing Print (chart) & Audio – second set • 1 minute to look at chart • 1 minute to read intro to audio / scan questions • Listen to audio • 1 minute to start questions • Listen again • Answer questions – 15 seconds x # of questions p.168
- 62. Timing of Multiple-Choice Questions with Audio 1. Preview time (generally, 1 min.) to read the advance organizer and skim the questions 2. Audio – first playing 3. Students get 1 minute to start answering questions 4. Audio – second playing 5. Students get 15 sec. x number of questions to finish answering questions
- 63. 63 SAMPLE: Audio Source Introduction Thème du cours : La quête de soi Vous aurez d’abord 1 minute pour lire l’introduction et parcourir les questions. Dans cette sélection il s’ agit des commentaires sur la politique libanaise faits par l’ écrivain de renom Jean- Marie Gustave Le Clézio. L’interview originale intitulée Le salon livre francophone de Beyrouth a été publiée le 1 novembre 2009 en France par Diane Galliot, journaliste pour Radio France Internationale. Jean-Marie Gustave Le Clézio a gagné le prix Nobel de littérature en 2008. La sélection dure à peu près deux minutes et demie. The AP® Exam: Advance Organizers Audio Source 173
- 64. 64 ►Let’s take a look at what we have covered so far!! Réfléchissons!!!
- 65. 65
- 66. Révision du premier jour 1. What are the three modes of communication? 2. The College Board believes that all students willing to accept the challenge should be allowed into your AP French Language and Culture class. 3. The Interpretive Mode is separate from Interpersonal and Presentational modes. 4. The Free-Response section of the exam is equal in percentage to the Multiple Choice section of the exam. 5. The interpretive mode is not found in the multiple- choice sections of the exam. 6. How many learning objectives are there? 7. Why did the College Board decide to change the French AP exam?
- 67. 67 8. Gloal Challenges, Personal and Public Identities and Beauty and Aesthetics are three of the six themes. What themes are missing? 9. Recommended contexts are the same as sub-themes. 10. Spoken and Written Presentational communication is one-way communication that requires interpretation. Révision
- 68. Révision 11.Audio Visuals such as pictures, charts and maps require Interpretive communication. 12. The AP French Language and Culture course is design around the four C’s of the ACTFL guidelines. 13. The three “p’s” of culture refer to people, practices and product. 14. The College Board recommends to only have one essential question for each unit of instruction. 15. The best approach to unit planning is backward design. 16. Authentic materials are essential to unit design.
- 69. 69 In spoken and written responses, accuracy of content, as well as linguistic accuracy, will be important. In most of the spoken and written responses, students are required to demonstrate understanding of some type of input. The AP® Exam: Free-Response Questions
- 70. 70 You will write a reply to an email message. You have 15 minutes to read the message and write your reply. In your reply, you should: •Include a greeting and a closing •Respond to all the questions and requests in the message •Ask for more details about something mentioned in the message •Use formal form of address Free-Response Question 1: Email Reply
- 71. 71 Directions (in English and French, printed side-by-side): You will write a reply to an email message. You have 15 minutes to read the message and write your reply. Your reply should include a greeting and a closing, as well as respond to all the questions and requests in the message. In your reply, you should also ask for more details about something mentioned in the message. Stimulus: A formal email message (i.e., from a business, organization, university) presented as an email message window contains a greeting and a closing; contains a request for clarification, elaboration, or explanation by the student; contains two questions that cannot be answered yes/no. The AP® Exam: Free-Response Questions Email Reply (Interpersonal Writing)
- 72. Free-Response Questions: Interpersonal Mode The Email What do students need to be able to do? Interpersonal Communication Use appropriate formulas for starting and concluding the exchange React appropriately with key words and phrases (e.g., to show agreement/disagreement, surprise, sympathy) Maintain exchanges in various social situations (e.g., by accepting or refusing an invitation, apologizing, congratulating someone) State and support an opinion Reply to all questions and requests in the exchange
- 73. The Email Task – 15 minutes total It’s your turn to respond to the 2019 Email question 73
- 75. 75 You will write an argumentative essay to submit to a French writing contest. The essay topic is based on three accompanying sources, which present different viewpoints on the topic and include both print and audio material. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then you will have 40 minutes to prepare and write your essay. In your argumentative essay, you should: •Present the sources’ different viewpoints on the topic •Clearly indicate your own viewpoint and defend it thoroughly •Use information from all of the sources to support your essay •Identify sources appropriately •Organize your essay into clear paragraphs Free-Response Question 2: Argumentative Essay
- 76. 76 Directions (in English and French, printed side-by-side): You will write an argumentative essay to submit to a French- language writing contest. The essay topic is based on three accompanying sources, which present different viewpoints on the topic and include both print and audio materials. First, you will have 6 minutes to read the essay topic and the printed material. Afterward, you will hear the audio material twice; you should take notes while you listen. Then you will have 40 minutes to prepare and write your essay. In your argumentative essay, present the sources’ different viewpoints on the topic and also clearly indicate your own viewpoint and thoroughly defend it. Use information from all of the sources to support your essay. As you refer to the sources, identify them appropriately. Also, organize your essay into clear paragraphs. The AP® Exam: Free-Response Questions Argumentative Essay (Presentational Writing)
- 77. 77 Stimuli: (1) A print source (journalistic article or literary text) that presents a clear opinion on the topic; opinion is different from that of the audio source (authentic source, may be excerpted) (2) A map with text, a chart, or a table that presents information on the topic — this source doesn’t have to present an opinion (authentic source) (3) An audio source (interview, report, or announcement) that presents a clear opinion on the topic which is different from the opinion in the print source (authentic source, may be excerpted) The AP Exam: Free-Response Questions Argumentative Essay (Presentational Writing)
- 78. Free-Response Questions: Presentational Mode The Essay What do students need to be able to do? Presentational Communication Organize their comments and observations: • Presentational Writing: organization in clear paragraphs (introduction, body of essay with examples, conclusion) • Presentational Speaking: introduction, observations with examples, conclusion Choose appropriate examples and cite/describe/explain them in their own words Use transition words and phrases to facilitate the reader’s/listener’s understanding Use a variety of communication functions: summarize, describe, explain, narrate, compare, persuade
- 79. Presentational Writing The task is constructed so that the print source and the audio source present clearly distinct viewpoints. Time management: Students have the printed material in front of them the whole time. • Print sources: For the first 6 minutes, scan the article and chart, and underline examples to use in the essay. • Audio sources: Take notes! The audio is played twice, but students must take notes in order to be able to pull an example or two to use in the essay. • Possible plan for writing time: 40 min. = 5 min. to outline, 35 min. to write
- 80. 80 You will participate in a conversation. • You will have 1 minute to read a preview of the conversation, including an outline of each turn in the conversation. • Afterward, the conversation will begin, following the outline. • Each time it is your turn to speak, you will have 20 seconds to record your response. • Participate in the conversation as fully and appropriately as possible. Free-Response Question 3: Conversation
- 81. 81 Directions (in English followed by French): You will participate in a conversation. First, you will have 1 minute to read a preview of the conversation, including an outline of each turn in the conversation. Then the conversation will begin, following the outline. Each time it is your turn to speak, you will have 20 seconds to record your response. You should participate in the conversation as fully and appropriately as possible. Stimulus: Outline of a conversation in French that contains a description of each of five utterances from the interlocutor (the recording) and each of five utterances from the student; descriptions in the outline focus on communicative functions (e.g., tell your friend what happened, make a suggestion, offer a solution, excuse yourself and say goodbye). The AP® Exam: Free-Response Questions Conversation (Interpersonal Speaking)
- 82. 82 You will make a presentation on a specific topic to your class. You will have 4 minutes to read the presentation topic and prepare your presentation. Then you will have 2 minutes to record your presentation. In your presentation, •Compare a French speaking community with which you are familiar to your own or another community. •Demonstrate your understanding of cultural features of this French speaking community. •Organize your presentation clearly. Free-Response Question 4: Cultural Comparison Comment est-ce que l’aménagement de la ville (ses marchés, parcs et rues, par exemple) affecte la vie des gens d’une communauté francophone que vous connaissez ? Comparez la façon dont l’aménagement de la ville affecte
- 83. Comment est-ce que l’aménagement de la ville (ses marchés, parcs et rues, par exemple) affecte la vie des gens d’une communauté francophone que vous connaissez ? Comparez la façon dont l’aménagement de la ville affecte les gens de cette communauté francophone à la façon dont il affecte les gens de votre communauté ou sinon d’une autre communauté. Dans votre exposé, vous pouvez faire référence à ce que vous avez étudié, vécu, observé, etc..
- 84. 84 Directions (in English followed by French): You will make an oral presentation to your class on a specific topic. You will have 4 minutes to read the topic and prepare your presentation. Then you will have 2 minutes to record your presentation. In your presentation, compare your own community to an area of the French-speaking world with which you are familiar. You should demonstrate your understanding of cultural features of the French- speaking world. You should also organize your presentation clearly. Stimulus: There is no stimulus, only a prompt. The goals of this task are for the students to speak first about themselves and their communities (using description or explanation) and then speak of an area of the French- speaking world about which they have learned something or have some personal experience (using comparison). Students are encouraged to cite examples from materials they’ve read, viewed, and listened to; personal experiences; and observations. The AP® Exam: Free-Response Questions Cultural Comparison (Presentational Speaking)
- 85. 85 ► Beginning with the 2016-17 school year, all spoken student audio responses must be recorded in digital (.mp3) format – cassette tapes will no longer be accepted ► Several options for schools to choose from: ► Computers with microphone/headsets ► Handheld digital recording devices ► Digital language lab or computer lab ► If your school is still using cassette recorders/tapes… ► Work with your AP Coordinator and school/district technology staff to select the technology option that works best ► Ideally you can also use the chosen technology in your classroom ► No more response tapes or CDs - student audio responses will be submitted to the AP Program via the Digital Audio Submission (DAS) portal: https://apaudio.ets.org ► For more information ► https://professionals.collegeboard.org/testing/ap/coordinate/prep/language ► https://professionals.collegeboard.org/testing/ap/test-day AP Exam - Audio Technology Update SECTION II: Free Response, Part B (Speaking)
- 86. • 100% online submission via Digital Audio Submission (DAS) portal! • 8,700 schools administering AP World Language & Culture exams (French, Italian, German & Spanish) and AP Music Theory uploaded over 230,000 files – up from 15,000 files (Music Theory only) in 2016 • Feedback very positive. DAS portal considered to be simple and straightforward to use, online submission much favored over CD or cassette tape submission. • Brief service interruption on May 2, resolved within 2 hours, with schools contacted and no student work lost • All audio responses now scored online • 100% digital recording - cassette recording/tapes eliminated! • Over 2,000 schools (25%) successfully transitioned from cassette to digital recording technology • Schools chose from a variety of digital recording technologies - handheld digital recorders, computer/software, or language lab 86 Audio Recording and Submission Replaced by DAS portal Response CDs and cassettes eliminated
- 87. The New Course & Exam Description (CED)
- 88. 88 French Language and Culture CED, 2011 - 2019
- 90. • Course Overview • 6 Required Themes and Recommended Contexts • Course Framework: identifies all skills and learning objectives • Unit Guides: suggest ways to organize thematic instruction to build skills over time and provide practice with the exam’s task models. These provide suggestions for sequencing, pacing and provide exemplar authentic resources with guidance as to how to use them • Achievement Level Descriptions describe how well students perform each of the skills and are presented in charts • Instructional Approaches Section: provides guidance for selecting instructional strategies and resources to develop skills. 90 What is in the new CED? Everything to teach and assess AP French Language and Culture has been gathered into this document • Course Overview • Themes and Recommended Contexts • Course Framework • Unit Guides • Achievement Level Descriptions • Instructional Approaches • Exam Overview • Sample Exam Questions
- 91. Exam Overview: provides in depth information on all parts of the exam and shows which skills are assessed in each part and each task model of the exam. Sample Exam Questions
- 92. • Develop transferable skills by scaffolding them into an incremental learning progression - Course Skills : What skilled language learners do - Learning Objectives: Identify what the student must do to practice and demonstrate course skills • Develop communicative and cultural competencies by focusing on: • Modes of Communication: application of skills in multiple real-world communication scenarios: - Interpretive (reading and listening) - Interpersonal (speaking and writing) - Presentational (speaking and writing) 92 AP Course Development What must be considered when designing an AP World Language and Culture course?
- 93. Cultural Competencies Products, practices and perspectives Themes and Recommended Contexts: overlapping concepts spiraled throughout the course
- 94. 94 These dimensions are present in the cohesive, unified experience that the resources provide for the entire course. Course Skills: Represent what skilled language learners do to communicate and interact in the target culture. Learning Objectives: Identify what the student must do to practice and demonstrate course skills. Course Themes: Represent overlapping content that spirals throughout the course and is addressed in multiple units Teaching by Design
- 95. AP® Course Audit
- 96. 2019-20 School Year • The 2019-20 AP Course Audit will open later in the spring than usual, May 20, 2019. • Syllabus submissions will not be required in 2019- 20 for new teachers of subjects undergoing course and exam updates. This includes every AP subject except AP Computer Science Principles, Research, and Seminar. • For all other subjects, teachers with previously authorized courses do not need to submit an AP Course Audit form and can simply have their courses renewed by their administrator. New teachers must submit a Course Audit form AP Course Audit Information for Consultants
- 97. 2019-20 School Year • Teachers who need to submit an AP Course Audit form must have it approved by their administrator to enable access to the new resources available in August 2019. • The deadline to submit 2019-20 AP Course Audit forms and any required materials for AP CSP and Capstone courses will be January 31, 2020. AP Course Audit Information for Consultants
- 98. 98 Role 2019-20 Action Required 2020-21 Action Required Existing Teacher: Most Courses • Renewal by administrator • Renewal by administrator Existing Teacher: World History • Complete CA Form attesting to updated curricular requirements • Approved CA Form transferred • Submit syllabus for review Existing Teacher: Art & Design, Drawing, Biology, Human Geo, Env Sci, Eng Lang, Comp GoPo, Italian • Complete CA Form attesting to updated curricular requirements • Approved CA Form transferred • Submit a new syllabus based on updated curricular requirements New Teacher: CSP, Research, Seminar • Complete CA Form and submit syllabus for review • Complete CA Form and submit syllabus for review New Teacher: All Other Courses • Complete CA Form attesting to updated curricular requirements • Approved CA Form transferred • Submit a new syllabus based on updated curricular requirements
- 99. 99 For the AP Course Audit process, teachers must submit a syllabus aligned to the curriculum framework. ►Resources available for the AP Course Audit: ► AP French Language and Culture Course and Exam Description ► Syllabus Development Guide ► Four Sample Syllabi www.collegeboard.com/html/apcourseaudit/index.html ► AP course syllabus submission deadline is January 31 of the academic year in which one begins to teach the course ►Schools’ AP administrators renew approved courses each year. AP® Course Audit Information
- 100. 100 ►Syllabus must demonstrate use of a diverse range of authentic materials: ► Audio and video, including but not limited to podcasts, music, film, television ► Print, including but not limited to literature, newspapers, magazines, maps/charts, tables, websites ►Activities must target each of the three modes: ► Interpersonal ► Interpretive ► Presentational AP® Course Syllabus
- 101. 101 ►Lessons must include the six themes. ► Instruction must address the six themes. You must demonstrate how resources and activities are connected to the themes. ► Themes may be addressed separately or in combination. ►Activities must encourage students to explore cultural products, practices, and perspectives. ► Students must have opportunities to understand cultural and linguistic differences in the French-speaking world. ► Students must have opportunities to compare what they learn about the target culture(s) with their own culture. AP® Course Syllabus
- 102. 102 http://apcentral.collegeboard.com/apc /public/courses/teachers_corner/2152. html AP Central®: Teacher Support Resources
- 103. 103 AP Central has a wealth of information and resources to support your instruction: ► Course and Exam Description ► Course Overview ► Frequently Asked Questions ► Online Teacher Community ► Exam Site (includes exam overview and free-response questions, scoring guidelines, and sample student answers) ► Practice Exam ► Course Planning and Pacing Guides AP Central®: Teacher Support Resources
- 104. AP Central & My AP Educators who log into AP Central will have a new personalized experience: • AP courses taught • Dynamic timeline, tasks, and data • Easy access to all relevant tools, including AP Classroom 104
- 106. Summative assessments are … •Designed to capture the accumulation of a student’s knowledge at the end of a particular instructional cycle •Usually culminating experiences that only report out a final “score” (like the AP Exam) •Often formal exercises •Often high-stakes, and provide little opportunity for feedback 106 Assessment Characteristics The AP Exam is intentionally designed to assess a student’s knowledge and skills at the end of the AP Course. Formative assessments are … •Designed to be used in real-time as part of the instructional cycle •Include timely feedback or follow-up instruction that helps a student learn and improve •Either formal or informal •Provide opportunities to practice in a low-stakes way, and provide feedback to help students improve Note: There are several ways that AP Exam questions can be used as formative assessments—i.e., as a way to monitor student learning and provide ongoing feedback so students can improve.
- 107. 107 ► On behalf of the Advanced Placement Program®, thank you very much for taking the time to learn more about AP® French Language and Culture. ► We look forward to partnering with you as you build students’ success in your classroom and for the future! Thank you! Thank You!
- 108. 108 Model: Choosing Authentic Materials to Support Thematic Instruction • Vidéo : ACTUALITÉS : Expliquez-nous: la burqa: http://www.elle.fr/Societe/Videos-Societe/Actu/VIDEO- La-burqa-en-France-paroles-de-musulmans Evaluation: L’homme et l’Environnement • Part 3: RTL Podcast: http://www.rtl.fr/actualites/vie-pratique/article/mediterranee-alerte-au-plastique- 7646788772 Evaluation: Les Ressources Naturelles • Part 2: Podcast: Vu de l’esprit: http://www.rfi.fr/lffr/articles/074/article_571.asp?pc=1 • Part 3: Video by Yannick Noah, “Aux Arbres Citoyens”: http://www.wideo.fr/video/iLyROoaft3nI.html Assessment: The Environment in Song • Part 3: Video for “Respire” by Mickey 3D http://www.videosurf.com/video/mickey-3-d-n-respire-123864254 Handbook Activities: Audio and Video LINKS
- 109. 109 • Interpretive Communication, Print and Audio combined, Sélection numéro 1, Questions 31-40, Source numéro 2 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_part_B_Sel_1_temp.mp3 • Interpretive Communication, Print and Audio combined, Sélection numéro 2, Questions 41-47, Source numéro 2 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_2_temp.mp3 • Interpretive Communication, Audio Texts, Sélection numéro 3, Questions 48-52 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_3_temp.mp3 • Interpretive Communication, Audio Texts, Sélection numéro 4, Questions 53-57 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_4_temp.mp3 • Interpretive Communication, Audio Texts, Sélection numéro 5, Questions 58-65 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_1_Part_B_Sel_5_temp.mp3 Practice Exam: Multiple-Choice Audio
- 110. 110 • Presentational Writing Persuasive Essay, Source numéro 3 http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_A_PersuEssay _temp.mp3 • Interpersonal Speaking, Conversation http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_B_Conv_temp. mp3 • Presentational Speaking, Cultural Comparison http://media.collegeboard.com/digitalServices/video_audio/ap/AP_French_Sect_2_Part_B_CultComp_t emp.mp3 Practice Exam: Free-Response Audio
- 111. 111 ► Represent a student’s progression along the second language learning trajectory ► Provide explicit descriptions of student performance at levels 5, 4, 3, and 2 ► Allows for detailed and meaningful reporting of student performance Achievement Level Descriptions 10 7*
- 112. 112 Achievement Level Descriptions: Categories Within Each Mode Spoken and Written Presentational Communication Discourse and Development Strategies Language Structures Writing Conventions Register Cultures, Connections, and Comparisons Audio, Visual, and Audiovisual Interpretive Communication Comprehension of Content Critical Viewing and Listening Vocabulary Cultures, Connections, and Comparisons Spoken and Written Interpersonal Communication • Interaction • Strategies • Opinions • Language Structures • Vocabulary • Register • Pronunciation • Cultures, Connections, and Comparisons 20
Editor's Notes
- #3: These Key Takeaways are equivalent to the “lessons” you want your participants to learn during their experience with you in an APSI or workshop. These represent the essential concepts they should take with them upon completion.
- #7: Talk about the current thinking with the updated CEDs and required elements of the APSIs.
- #11: These skills define what students should be able to do across the three modes of communication as defined by the Standards (Interpersonal, Interpretive, Presentational).
- #12: The focus of the 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 course includes a focus on culture as described by the Standards.
- #13: Click to add notes.
- #14: The Curriculum Framework can serve to inform an entire program of study in French from the beginning level through AP.
- #16: Click to add notes.
- #18: Student performance in the course is 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 described relative to performance guidelines established by the profession, colleges and universities can comprehend how a score of 3, 4, or 5 is relevant, and then place students appropriately by proficiency.
- #19: Course content is structured around six required 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. Ask the question: What does the graphic imply? (Implies that themes overlap). AP teachers must explore each of these themes, but have broad flexibility in how they do so. The AP Program provides a suggested curriculum through 6 recommended units of instruction with authentic resources in the Course and Exam Description. These units demonstrate how to create and overlap thematic instruction.
- #20: 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. They cover 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.
- #21: Each of the six themes includes six to seven recommended contexts that are meant provide possible ways to explore the themes. These contexts are not meant to be prescriptive and are not required, but can provide a point of departure for exploring a theme. All recommended contexts are provided in the Course and Exam Description, but teachers are free to devise their own contexts or sub-themes that will help their students investigate some aspect of each of the themes.
- #22: Here is an example of one of the six required course themes, Global Challenges, with its recommended contexts and some possible essential questions to motivate students and stimulate their curiosity about exploring this theme.
- #23: Essential Questions are meant to serve as the drivers of inquiry during the study of a thematic unit. Several are offered in the Course and Exam Description for each theme, but they are not prescriptive. Teachers are free to formulate their own original essential questions to serve as the basis for their thematic units of study. Essential questions drive inquiry and exploration, and may also serve as questions that guide the summative assessment of a unit.
- #24: The “overarching premise” of the curriculum framework is based on the five Cs, defined by the Standards for Foreign Language Learning in the 21st Century.
- #25: • The three modes of communication are foundational to the course and are assessed on the exam.
- #26: 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.
- #27: At the core of the AP® French Language and Culture course are six primary learning objective areas that identify what students should know and be able to do across the three modes of communication as defined by the Standards (Interpersonal, Interpretive, Presentational).
- #28: Turn to the skills in the CED. Explain that members of the AP community, including DC members and ETS test developers, identified the set of practices/skills students need to be able to apply on the exam. Acclimate participants to the skills. Have them look across the skill categories and the skills so they can familiarize themselves with the format. Before doing a deep dive, tell participants that will go on a treasure hunt through the skills. What do you notice about the skills categories? How are the modes of communication reflected across the skills? Is there anything “new” or unexpected in these skills?
- #29: This appears on page 19 of the CED.
- #30: Page 20 of the CED
- #31: Page 21 of CED.
- #32: “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.
- #33: Students must be familiar with cultural “products, practices, and perspectives.” 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 that are 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. The exam does not have a separate culture section. There are no cultural trivia questions. Themes give students an opportunity to achieve the goals defined by the overarching premise by integrating language in a variety of contexts.
- #35: Click to add notes.
- #38: Highlight FRQ in more detail, then move on to the next slide on MCQs.
- #49: The persuasive essay is changing its name to argumentative essay, as this task on AP World Language and Culture Exams since 2012 has always had the characteristics of argumentative essay rather than a persuasive essay. Characteristics of a Persuasive Essay: It defines a problem or an issue It takes a position on the problem or issue It proposes possible solutions It includes a call for action; it urges/encourages the audience to take action Characteristics of an Argumentative Essay: It defines a thesis, claim, or argument and takes a position. The position can be for, against, or neutral. It includes reasoning and evidence to support the argument
- #50: In the chart on this slide, you can see the types of questions that appear in each section of the AP French Language and Culture exam. You can also see the number of questions in each section, the weight, and the time allotted.
- #55: Content is always about something in the French-speaking world. Students will not, for example, read a standard news account of an American political happening in French. The material must highlight something happening in the French-speaking world. It is very important to include authentic print and audio texts for instruction and assessment throughout the course that represent the cultural and linguistic diversity of French speakers.
- #56: Students are given contexts for each exam task, that is, information about what they are about to read/listen to/interpret. This information appears in Advance Organizers that are standardized across the exam to give the same type of information throughout. We’ll show you some Advance Organizers in few moments. The audio sources for the multiple choice sections and for free response question two (persuasive essay) are played twice. The interpersonal speaking prompts in the simulated conversation are each played once.
- #57: Click to add notes.
- #59: This is an example of an Advance Organizer for a print source. Ask: What information is given here? (It gives the theme and a short introductory paragraph that describes the material — text type, time, and place of publication — and the excerpt content.)
- #64: This is an example of an Advance Organizer for an audio source. It is important to note that it tells students the length of the selection.
- #70: Click to add notes.
- #71: Have participants identify the skills and LOs that students need to demonstrate on the email reply task.
- #72: Student must read and understand the prompt, and then write an appropriate email response.
- #76: Have participants identify the skills and LOs that students need to demonstrate on the Argumentative Essay task. The persuasive essay is changing its name to argumentative essay, as this task on AP World Language and Culture Exams since 2012 has always had the characteristics of argumentative essay rather than a persuasive essay. Characteristics of a Persuasive Essay: It defines a problem or an issue It takes a position on the problem or issue It proposes possible solutions It includes a call for action; it urges/encourages the audience to take action Characteristics of an Argumentative Essay: It defines a thesis, claim, or argument and takes a position. The position can be for, against, or neutral. It includes reasoning and evidence to support the argument
- #77: Such an item allows for a range of performance. High-performing students are able to make a point and substantiate it.
- #78: This assessment is highly structured. One print and one audio piece will present different viewpoints. The third piece of authentic material provides additional support information (for example, a chart or graphic providing data). The audio is played twice.
- #81: Have participants identify the skills and learning objectives that students need to demonstrate on the conversation task.
- #82: The directions for the student are very directed, not simply “Answer the question.” Students are told what they need to communicate.
- #83: Have participants identify the skills and LOs that students need to demonstrate on the Cultural Comparison task. Review the prompt with its updated wording for 2020 and beyond.
- #85: Click to add notes.
- #86: Include in the following APSI decks: AP French Language & Culture AP German Language & Culture AP Italian Language & Culture AP Spanish Language & Culture
- #89: Discuss when this CED was developed and what the current iteration included: Course overview, themes and recommended contexts, learning objectives tied to the modes of communication, ALDs, full practice exam, answer key and scoring guidelines.
- #93: Share the course development
- #95: Remind participants of the following Key Takeaway: “AP courses focus on building conceptual understanding and developing transferrable skills.”
- #96: The AP Course Audit is a means to ensure that all AP courses meet the curricular requirements necessary to be approved and designated as an AP course. To participate in the Course Audit, teachers must submit their syllabus to the College Board for review by college/university faculty. Once a course is approved through the Course Audit process, it is then an authorized AP course and can be labeled as such. It will be listed in the online AP Course Audit ledger.
- #100: To successfully complete the requirements of the Course Audit, teachers may create and submit their own original syllabus that meets the curricular requirements as specified in the syllabus development guide for AP French Language and Culture. Teachers may also choose to select one of the four sample syllabi from those offered at the Course Audit site that best describes the way they plan to teach their course and submit that syllabus to the Course Audit. It is very important to include ALL the mandated curricular requirements in order for your syllabus to be approved! One of the most important requirements is to clearly state that your course is offered in the target language; French. Teachers have a long window of time to develop and submit their syllabus. The Course Audit process opens in March of the academic year before the course is offered and closes on Jan 31 of the academic year in which the course is first offered.
- #101: Interpersonal: Spontaneous, direct communication, such as student-led class discussions, debates, unrehearsed role plays; emails with ePals, and letter writing. Not memorized dialogues and skits (such tasks fall under the heading of Presentational Communication). Interpretive: Demonstration of understanding of a variety of authentic materials (comprehension questions, summaries, reports, citing examples from source materials that would support an argument). Presentational: Oral presentations, PowerPoints, posters, essays, etc. Activities should have a defined audience.
- #103: To locate teacher support materials and resources go to the AP® French Language and Culture Home Page on AP Central. This is the full link, but a quick Internet search of AP French Language and Culture can lead you to this page.
- #104: Check the site regularly for updates.
- #107: 5 min
- #108: Thank you for taking the time to learn about the AP French Language and Culture course and its exam.
- #109: Click to add notes.
- #110: Click to add notes.
- #111: Click to add notes.
- #112: ALDs articulate the expected performance levels that students demonstrate in each mode of communication. ALDs are global descriptions of performance. They are not exam rubrics. Exam rubrics are for specific tasks. However, ALDs can inform the types of tasks you give your students, and provide the basis for rubrics for those specific tasks. A “1” is anything below a two. Broad range of low performance. You can see the ALDs in the AP® Course and Exam Description.
- #113: ALDS are divided into categories that describe different aspects of each primary 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 students are reading or listening to a text that includes a description of a cultural festival or something similar, they should demonstrate that they understand that a cultural product is being described that provides insight into a cultural perspective.