Csc power point 2012 mar 4 for wiki

Still Standards after All These Years

Karen Luond Fowdy
and Lisa Hendrickson
http://WorkshopsforWorldLanguageInstruction.com
http://fowdyhendrickson.wikispaces.com/

INTRODUCTION

 Who are you?
 Why did you become a world language
teacher?

Karen Fowdy and Lisa Hendrickson http://WorkshopsforWorldLanguageInstruction.com

OVERVIEW

By the end of this workshop you will:
 PART I Reaffirm the value and power of

standards-based instruction
 PART II Plan instruction
 PART III Prepare for the challenges of the

21st Century


OVERVIEW

 PART I Reaffirm the value
and power of standards-
based instruction
21st Century

Standards . . .

“The 5 Cs . . . The Standards . . . The National
Standards . . . The Standards for Learning
Languages . . . The National Foreign Language
Standards . . . The Standards for Foreign Language
Learning in the 21st Century . . . whatever you call
them, you know them—or you should know them—
as the visionary goals guiding foreign language
education and reflecting best instructional practices
in the United States today and for the past 15+
years.” Cutshall, Sandy. “More Than a Decade of Standards: A Look at
how Far We’ve Come.” The Language Educator. January 2012, pg. 42


POP QUIZ

How well do you know the National Standards
for Foreign Language Learning?

POP QUIZ
1. D 1. D (All seven of these are identified
2. B as essential curricular elements)
3. B (Option C describes what a 2. A
student needs to do within the 3. D
modes of communication) 4. C
4. A (Option D describes how 5. D
culture used to be categorized:
Big C for arts, literature; Little C 6. C (Arabic, Chinese, Classical
for daily routines, celebrations; Languages, French, German,
and sometimes as Middle C for Italian, Japanese, Portuguese,
systems such as economics of Russian, and Spanish); however,
politics) standards in American Sign
Language (ASL), Hindi, Korean,
Modern Greek, Scandinavian
languages, Swahili, Urdu, Yoruba,
and Zulu are underway.)

Cutshall, S., More Than a Decade of Standards: A Look at How Far We’ve Come. (January 2012)
The Language Educator 7, 46-47

WI “Flower” Standards Model

Interpersonal Communication


Presentational Communication


Interpretive Communication


Standards . . .

“(Keith) Cothrun sees a major impact of the Standards
movement as helping to unite the profession across languages
and levels. He continues, “It has also gotten teachers—the
classroom practitioners—to think about what really is important
in the study and acquisition of language. And it’s not
necessarily learning things in isolation; it’s not about being able
to recite the rules. It’s actually about application. That has
served us in providing students satisfaction in what they are
learning in the classroom. Students in Standards-based
programs are walking away with proficiency in the language—
and that’s what they come to our classrooms for, to use the
language in a very practical fashion and to communicate.”

Cutshall, S., More Than a Decade of Standards: A Look at How Far We’ve Come. (January 2012)
The Language Educator 7, 44-45

Standards as a Mind Set
FROM . . . TO . . .
“What will
“What do I my students
teach on be able to
Monday?” do?”

“I’ve had 4
years of “I can talk to
(Language) and you about . .”
I don’t
remember a
thing.”


How Howthe National
have have the
National Standards
Standards influenced your
instruction?
influenced your
instruction?
Do you believe that all
students can learn a
foreign language?

Where do you start when you
plan instruction? What do you want your students
to be able to do
…..by the end of the year?
….when they exit your program?


Greatest Successes in districts:
Curriculum writing that involves teachers actively, takes place over
a number of years, facilitates collegial dialogue, creates
experimental plans, enables teacher to take ownership of
curriculum, assist in articulation.
Support for professional development for teaching strategies
through outside consultants, workshops, resources (new
textbooks, technology), involvement of teachers across levels.
Assessment projects to connect teaching and testing through
resources and training in district or national plans (e.g., AFLAP,
LinguaFolio, proficiency testing.)

Phillips, June K. and Abbot, Marty, (2011). A Decade of Foreign Language Standards, Retrieved
February 2010, from http://www.actfl.org/i4a/pages/index.cfm?pageid=5301, pp. 8, 9

Greatest Challenges in districts:
 Administrative support . . .budget, time, stable leadership,
teacher turnover
 Teacher reluctance to change with concerns on those who
are unwilling to abandon a primarily grammatical syllabus,
focus on textbook coverage, consider Standards a waste of
time, want classroom autonomy not collaboration, rely on
discrete-point pencil-paper tests, see language as the
outcome not communication. Concern is also expressed for
preparation and induction of new teachers. Only 56% felt
that teacher education graduates are familiar with
Standards.
 Status of foreign languages as not being a core subject with
resulting lack of funding, exclusion from district priorities.

Phillips, June K. and Abbot, Marty, (2011). A Decade of Foreign Language Standards, Retrieved
February 2010, from http://www.actfl.org/i4a/pages/index.cfm?pageid=5301, pg. 9


21st Century


Theme: The Environment Level: Novice high / Intermediate low
Essential questions: How do others see global environmental issues? What do they/we do to preserve the environment? What role do I play in
protecting the global environment?

Communication Mode: Interpretive Interpersonal Presentational

Performance Read an article from the Internet In small groups, have a conversation Create a presentation (podcast, Prezi,
Assessment about environmental conservation- about power point, video, other?) to be
Demonstrate understanding of text What you think is the greatest shared with our Bild der Anderen
and purpose. environmental problem and why. partner school in Lithuania on our
What you do to protect the class Wiki. (Must include text and
environment, and/or what you don’t visuals)
do and why.
What you find interesting about
environmental issues in Germany.
Links to Culture Culture
Practices: D3 :Beliefs and Attitudes–Evidence: Students will identify some common beliefs and attitudes about the
and the other
environment through reading articles from magazines and on the internet, as well as through a survey and letter
Wisconsin Standards:
Connections
exchange with the e-mail partner school in Germany
Comparisons
Products: E1 -Comparing objects and symbols that promote environmental protection (e.g. recycling, saving energy, etc.)
Communities
E2- Mutual influences: Examining the role of our culture and German culture in global environmental efforts
E4-Geography-Impact of Germany’s geography on environmental issues
Evidence
Connections: Across disciplines-F1, F2, F3 Interdisciplinary unit, taught in cooperation with Field Ecology class
(How these standards
Added Perspective G1-Popular media –students will view video and print ads for environmental protection and
are incorporated in the
conservation in Germany
instruction)
G2-Accessing Resources: Access information from internet and print resources (including e-mail partner school
correspondence)
Comparisons: Language: H1-Structures, H2 Idioms, H3 Translation, H5 Phonetics
Culture: I1, I2, I3
Communities: J3-Communication (Wiki exchange and inter-disciplinary exchange with Science class)
Structures and Vocabulary: Grammar: Functions:
Vocabulary: •Review / re-enter geography, nature, •Modal verbs (one must, should, can, •Agreeing/disagreeing
What needs to be transportation vocabulary wants to, ) •Asking for clarification
taught for students to be •Vocabulary specific to environmental •Command forms (as needed for •Expressing an opinion (e.g. Ich finde,
successful in the issues (e.g. global warming, pollution, poster) meiner Meinung nach . . .)
performance conservation, etc.) •Question formation-(written for
assessment survey, oral for interpersonal task)
•Comparative and superlative forms
(e.g. greater problem, greatest
problem)

Unit Draft-Karen Luond Fowdy, Monroe High School

THEME: Daily routine LEVEL: Novice high / Intermediate low
ESSENTIAL QUESTIONS: What is my life like? What is your life like? How do I spend my time? How does my daily routine and
my concept of time shape who I am?
Interpersonal Presentational Interpretive

Performance Talk to each other about your Prepare a presentation that Read emails from Costa Rican
Assessment daily routine. describes daily routine. Propose teens to determine cultural trends
•Describe your daily routine and your project in advance and individual differences.
talk about your likes/dislikes and considering the following:
what is good and bad about your MODE OF PRESENTATION:
routine. chart, video, power point, poster,
•Consider what you do on drawing, play, children’s story,
weekdays and weekends and song, poem, reflection/essay,
talk about the time you spend rehearsed interview . . .
with friends and family. AUDIENCE:
•Discuss what you have learned •Students in another country
about the daily routine in Costa •Peers / Spanish 2 students
Rica to the daily routine of teens when they study this theme
in Monroe, WI, USA. •Self reflection
PURPOSE
•Inform students in another
country of American culture
•Reflect about insights gained
from class discussions of this
topic
•Promote a healthy routine
•Awareness of how people spend
their time
Structures and Vocabulary: Grammar: Functions:
Vocabulary:
What needs to be
taught for students to
be successful in the
performance
assessment

Daily routine: Given the Theme and
Performance Assessments . . .

 Determine the vocabulary, grammar and
functions the students will need to know and
use in order to successfully complete the
Interpersonal Performance Assessment.
 Describe how you will prepare the students
for this assessment.


Classroom Activities – Building Repertoire

Building repertoire
Teacher/class practice Students practice
Moving from . . Teacher Open-Ended
RECEPTION &
Building toward Controlled PRODUCTION
RECEPTION Students demonstrate
Teacher introduces

Teacher introduces unit Teacher practices In class: Students Students demonstrate
Practiced, vocabulary, teaching for vocabulary with class- practice vocabulary in ability to identify
Memorized RECEPTION students practice using partners (working toward vocabulary by picture and
LESSON PLAN individual packets of production). by context description –
CONSTRUCT flashcards, TPR, etc. Homework: Vocabulary PRODUCTION
Practice Vocabulary Quiz
-Teacher models In class- Homework- Apply homework to
vocabulary in context of Students practice Students practice student led class activity-
unit performance task(s)- vocabulary in context of vocabulary in context of (e.g. partner/group work
-Students see/hear unit performance task(s) unit performance task(s) or game)
model of performance
task (e.g. conversation by
native speakers)
Teacher refers to Students practice Peer coached practice
-Teacher models modeled performance performance task with Students practice
performance task: task and how it is reflected partners, providing performance task in small
Teacher initiated and in the rubric. opportunity for teacher groups with a student
guided class discussion “coach” who gives
that parallels interpersonal Homework: Elements input.
feedback based on rubric
performance task of performance task in
written homework (e.g.
gap filling, providing
answers or questions
within context of
conversation, etc.)

Interpersonal
Spontaneous, Performance Task
Independent
REAL-LIFE
APPLICATION

Classroom Activities – Building Repertoire

Building repertoire
Teacher/class practice Students practice
Teacher Open-Ended
RECEPTION &
Moving from . . . Controlled PRODUCTION
RECEPTION
Building toward Teacher introduces
Students demonstrate

Practiced,
Memorized
LESSON PLAN
CONSTRUCT

Spontaneous,
Independent
REAL-LIFE
APPLICATION

Focus on Performance Assessments:
A Unifying Force

Different Teachers’ interests
levels/articulation

Different
Teachers’ talents
languages

Different
backgrounds Teachers’ personalities
and experiences



 PART III Prepare for the
challenges of the 21st Century


Part III – 21st Century

 Global Education and International Initiatives
 Alignment with Common Core State
Standards. http://www.actfl.org/commoncore
 A Decade of Foreign Language Standards
Impact, Influence, and Future Directions
http://www.actfl.org


Shift in focus


REVIEW



21st Century


REFLECTION

 Why did you become a world language
teacher?
 Why do your students want to learn a new
language?


Csc power point 2012 mar 4 for wiki

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