2017 STARTALK Fal l Conference

Focus Learningwith Can-Do Statements

ACTFL

Paul Sandrock

SESSION OUTCOMES

• I can describe the differences between assessments of performance and proficiency and when to use each type of assessment

• I can use Can-Do Statements to focus my instruction and guide learners to more “independent” use of language

• I can design effective performance tasks for learners to show what they can do with the language

WHY THIS SESSION?

• Implementing a Standards-Based and Thematically Organized Curriculum

• Facilitating a Learner-Centered Classroom

• Integrating Culture, Content, and Language in a World Language Classroom

• Conducting Performance-Based Assessment

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Where do you think your learners are?How do you know?

What are the characteristics of language needed to be a cashier?

https://www.bls.gov/ooh/sales/cashiers.htm

What is different about the characteristics of language needed to be a customer service representative?

https://topclassactions.com/lawsuit-settlements/lawsuit-news/436494-alorica-customer-service-representative-class-action-settlement-checks-mailed/

ACTFL Level CEFR Language Functions Corresponding Professions/Positions Examples of Who Is Likely to Function at the Level?

Advanced Low B2Narrate and describe in past, present and future and deal effectively with an unanticipated complication

• K-12 Language Teacher, Customer Service Representative, Social Worker, Claims Processor, Police Officer, Maintenance Administrator, Billing Clerk, Legal Secretary, 911 Dispatcher, Consumer Products Customer Services Representative, Retail Services Personnel

• Undergraduate language majors

Intermediate High

Intermediate Mid

Intermediate Low

B1+

B1

A2

Create with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions

• Police, Firefighter, Utilities Installer, Auto Inspector, Aviation Personnel, Missionary, Tour guide

• Cashier, Sales clerk (highly predictable contexts), Receptionist

• L2 learners after 6-8 year sequences of study (AP, etc.) or 4-6 semester college sequence

• L2 learners after 4 year high school sequence or 2 semester college sequence

• L2 learners after immersion program K-6

Novice High

Novice MidNovice Low

A1 Communicate minimally with formulaic and rote utterances, lists and phrases

• L2 learners following content-based language program K-6

• L2 learners after 2 years of high school language study

Oral Proficiency Levels in the Work World

View the ACTFL Proficiency Guidelines 2012 at

http://www.actfl.org/publications/guidelines-and-

manuals/actfl-proficiency-guidelines-2012 /

What does it mean to be proficient at something?

How do you know when someone is proficient at riding a bike?

What do you see?

Would you say that being proficient at using language requires a learner to speak and write perfectly?

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Ali Moeller – NCSSFL Webinar: Teaching and Learning with Intentionality (9-15-2017)

Ali Moeller – NCSSFL Webinar: Teaching and Learning with Intentionality (9-15-2017)

Ali Moeller – NCSSFL Webinar: Teaching and Learning with Intentionality (9-15-2017)

How close is the assessment to the point of learning?

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Proficiency

End of Program Assessments

Summative Performance Assessments

Formative Assessments

Ali Moeller – NCSSFL Webinar: Teaching and Learning with Intentionality (9-15-2017)

NCSSFL/ACTFL Can-Do Statements

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Proficiency described from

the learners’ perspective:

“I can …”

www.actfl.org – Publications – Guidelines & Manuals – Can-Do ….

What does it take to move to the next higher level?

Intermediate Low - InterpersonalACTFL Proficiency Guidelines - Speaking

Speakers at the Intermediate Low sublevel are able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target-language culture. These topics relate to basic personal information; for example, self and family, some daily activities and personal preferences, and some immediate needs, such as ordering food and making simple purchases. Speakers are primarily reactive and struggle to answer direct questions or requests for information. They are also able to ask a few appropriate questions.

Can-Do Intermediate Proficiency Benchmark

I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions.

I can participate in spontaneous spoken, written, or signed conversations on familiar topics, creating sentences and series of sentences to ask and answer a variety of questions.

Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions

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Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions

I can request and provide information in conversations on familiar topics by creating simple sentences and asking appropriate follow-up questions.

What are similarities and differences in what this family eats in a week and what you and your partner eat in a week?

I can request and provide information in conversations on familiar topics by creating simple sentences and asking appropriate follow-up questions.

I can express, ask about, and react with some details to preferences, feelings, or opinions on familiar topics, by creating simple sentences and asking appropriate follow-up questions.

Which family eats the most healthy (what’s your evidence)? Based on what they eat, with which family would you be most comfortable spending a week?

I can express, ask about, and react with some details to preferences, feelings, or opinions on familiar topics, by creating simple sentences and asking appropriate follow-up questions.

I can interact to share ideas about where I would prefer to live and why.

Source: Visually

I can interact to share ideas about where I would prefer to live and why.

Hierarchy of questions

Donna Clementi – Chicago Public Schools Project, 2016 25

Tell me about a time when….Can you explain/give an example

Tell me more…Describe…Why? How?

What? When? Where? Who?Either/orYes/no

Gradual Release of Responsibility

Providing Input Sharing Guiding Applying

The teacher demonstrates, models, explains to make input comprehensible. As learners gain proficiency, the teacher guides them in the selection of authentic text.

The teacher scaffolds instruction and begins to guide student work.

The teacher offers support and encouragement and provides feedback.

The teacher monitors and provides feedback.

Learners independently demonstrate progress toward learning targets and self-assess their progress

Learners engage in pair and small group activities that allow them to interpret and express meaning for real-world purposes.

Learners contribute and begin to work with teacher support.Learners engage

with the content, process input.

I do We do You do

Stud

en

t Resp

on

sibility

Teac

her

Res

po

nsi

bili

ty

How are you consciously moving from PERFORMANCE toward PROFICIENCY?

Polling Question:

What is the most common method you use to find out what learners understand from a text (written, spoken, or viewed)?

1. Have learners translate words, phrases, or sentences

2. Ask questions on specific details in the text

3. Have learners predict what they think may happen next

4. Ask learners to summarize the passage

5. Provide an inference and have learners identify if logical or not

Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

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Interpretive Communication: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics.

I can identify the topic and some isolated facts from simple sentences in informational texts.

Interpretive Mode

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Want to Know Either Or

1. Where the family

lives

2. How many people

in the family

3. Activities they like

to do

4. Food they like to

eat

__ in the country

__ 3

__ outdoor sports

__ vegetarian

__ in a city

__ 4

__ travel to other

cities

__ foreign foods

After examining a website, identify correct information

given “Either-Or” choices

I can understand the main idea and key information in short straightforward informational texts.

Possible Content (Predicted) True, False, No Evidence?

If false, what is the correct

information?

1. There are many places to go hiking

2. There are many places to go swimming

3. There are few shops near where people live

4. People in this community like to ride bicycles a lot

5. Teenagers have many things to do in this community

6. This community is very boring

1.

2.

3.

4.

5.

6.

Does this community make it easy to have a balanced lifestyle?

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I can understand the underlying message and some supporting details across major time frames in descriptive informational texts.

Moving from Intermediate toward Advanced

Proof For Proof Against

Young people don’t take advantage of opportunities to get outside

Parents do not encourage young people to get physical exercise

Peer pressure makes it difficult to make healthy food choices

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Fill in graphic organizer to identify key details from article on challenges teenagers face to maintain a balanced lifestyle

Language and Level

Chinese – Novice Mid Novice High

Theme/Topic Well-being: A Balanced Lifestyle

EssentialQuestion

How do people here and in (the Chinese-speaking world) describe a balanced lifestyle?

Goals

What should learners know and be able to do by the end of the unit?

Learners will be able to:• Explore health and wellness websites to identify elements of a

balanced lifestyle here and in China.• Compare lifestyles of teenagers to teenagers in China in terms of

balance. • Make recommendations for ways to create or maintain a

balanced lifestyle.• Create a presentation for our sister school in China highlighting

ways to encourage a balanced lifestyle.

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Test #2: A Balanced Lifestyle

Interpretive ModeLearners will read a blog

written by a teenager where he discusses his

activities. They will demonstrate

comprehension by answering questions about

main ideas and will complete a graphic organizer based on

information found in the text.

Interpretive ModeLearners will watch a

commercial for a product that promises to make life easier or less stressful and

will demonstrate comprehension by

analyzing who is the intended audience and

identifying what the commercial wants you to

do.

Interpretive ModeLearners will read a

schedule of a top athlete to determine how he

spends the hours in his day deciding what elements are part of a balanced

lifestyle andwhat is missing.

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From: The Keys to Planning for Learning (ACTFL – Clementi & Terrill)

What can you find outabout the teenager’s

balanced lifestyle?

Balanced Lifestyle

Not a Balanced Lifestyle

What he eats

What he does on weekends

His school subjects and what he has to do in each class

What he does for exercise

Anything else to help you decide if the teenager’s lifestyle is balanced

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Test #2: A Balanced Lifestyle

Interpretive ModeLearners will read a blog written by a teenager where he discusses his activities. They will demonstrate

comprehension by answering questions about main ideas and will complete a graphic organizer

based on information found in the text.

Interpretive ModeLearners will watch a commercial

for a product that promises to make life easier or less stressful

and will demonstrate comprehension by analyzing who

is the intended audience and identifying what the commercial

wants you to do.

Interpretive ModeLearners will read a schedule of a top athlete to determine how he

spends the hours in his day deciding what elements are part of

a balanced lifestyle andwhat is missing.

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Presentational ModeLearners will create a presentation

based on multiple sources of information highlighting ways to promote a balanced lifestyle for

teenagers, highlighting two things US teenagers might learn from Chinese teenagers. The presentation will be shared with another Chinese class.

Interpersonal ModeIn pairs or small groups, learners share what they have learned about their lifestyle and the lifestyle of teenagers in China in terms of a balanced lifestyle. They compare their daily routines and schedules and make and respond to suggestions to adjust their lifestyle.

Formative Assessments

Asking Questions

Use Memorized Questions

Ask follow-up questions

Practice in Pairs

Elaborate – Add Details

Add “when & where”

Add “how many”

Practice building on partner’s statements

Ask for Clarification

“What / Huh?”

Use Question Words to clarify

Paraphrase – “Do you mean to say …?”

Lead to Summative Assessment

Work with your partner to identify as many things as you can that are the same and that are different between balanced lifestyles for teenagers in ___ and in your community

NCSSFL-ACTFL Can-Do Statementsfor Intercultural Communication

I can use appropriate rehearsed behaviors and recognize some obviously inappropriate behaviors in familiar everyday situations.

In my own and other cultures I can identify some typical products related to familiar everyday life.

INVESTIGATE: In my own and other cultures I can identify some products that reveal a stereotype or exaggerated view of a culture

INTERACT: I can work with a peer in the target culture to create posters exposing stereotyped images of each others’ countries

Relating Cultural Practices/Products to Perspectives: Use the language to investigate, explain, and reflect on

• Young or old?• Rich or poor?• Male or female?• In the city or in the country … or only in certain regions?• Recent immigrants or people born in the country?

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https://www.google.com/url?sa=i&rct=j&q=&esrc=s&source=images&cd=&cad=rja&uacthttp://fashioan.blogspot.com/2014/05/traditional-dress-in-lebanon.html

Interculturality

Reflect on cultural encounters:

• Hosting a foreign language speaking guest

• Participate in a homestay exchange

• Participate in a volunteer service project

• Participate in an immersion language camp/academy

• Travel for pleasure in target country

• Participate in social interaction in the community or through social media

• Take a formal course in the language

www.ncssfl.org (LinguaFolio)

Interculturality

INVESTIGATE: What did you start to look at in a new way?

Evaluate your feelings, thoughts, perceptions, reactions• Your perception

• A stereotype

• To know when, where, who, why

INTERACT: What did you start to do differently?

Council of Europe: Common European Framework

The ability to bring the culture of origin and the foreign culture into relation with each other

High Leverage Teaching PracticesEileen Glisan and Richard Donato

Ready for STARTALK program teachers to collaboratively explore effective planning for learning, assessing of performance, and developing key communication strategies

ACTFL Resources to Explore and Learn More

Languages and Literacy Collaboration Center:Access to resources to explore your practice

Ali Moeller – NCSSFL Webinar: Teaching and Learning with Intentionality (9-15-2017)

By focusing learning with Can-Do Statements (Connecting Proficiency levels, communication strategies, and the design of targeted tasks)

1. One change learners will notice in your instruction

2. One change learners will notice in your assessment

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Focus Learning withCan-Do Statements

Paul Sandrockpsandrock@actfl.org