curriculum development process for student programs · curriculum development in student programs...

Stage1 Stage2&3

Curriculum Development Process for Student Programs

LEARNING TARGETS:

IcanexplaintheconnectionbetweenprogramCan-DoStatementsandperformanceassessmenttasks.

IcanexplaintheconnectionbetweentheprogramCan-DoStatements,theperformanceassessmenttasksandthelessonCan-DoStatements.

Icandeveloporsupportthedevelopmentofstage2&3.

Stage2&3

STAGE 2

Determining Acceptable

Evidence Howwilllearnersdemonstratewhattheycandowithwhattheyknow?

backwarddesign inFormative assessments in the Interpersonal and Presentational Modes that allow learners to:• Show what they can do with what

they know

• Provide evidence that they are able to meet the learning goals identified in each program Can-Do Statement

Curriculum Developmentin Student Programs

Stage 2

• Interpersonal Performance Assessment Tasks

• Presentational Performance Assessment Tasks

Interpersonal Communication

Icancomparemyselfwithmypeers.

Program Can-Do Statements (Stage 1)

Icanaskandanswerquestionsaboutmyfamily,nationality,andheritage.

Icanexplainmypreferencesregardingpracticesinteenagelifeaswellastrendingproductsinmycultureandthetargetculture.

What task would show that learners truly understand and can apply new learning?

MODEL CURRICULA — Personal Identity NM/NH


Stage 2



STEP 1 Restate the purpose. The purpose is the program Can-Do Statement from stage 1.

STEP 2 Create the context.

STEP 3 Describe the expectations.

STEP 4 Determine the product or performance.

Creating a Performance Assessment Task


Stage 1



Icanexplainmypreferencesregardingpracticesinteenagelifeaswellastrendingproductsinmycultureandthetargetculture.

Usingnativeorheritageteenagespeakersofthelanguage(languageassistantstotheprogram,childrenofprogramstaff,orothersidentifiedinthecommunity)asconversationpartners,studentswillinterviewapeertofindoutwhatteenagelifepracticestheyhaveincommonandwhichonesaredifferent.Aftertheinitialconversations,studentssummarizetheirfindings,comparingsimilaritiesanddifferencesbetweencultures.

Performance Assessment Task

Program Can-Do Statement


Stage 2



PurposeIcanexplainmypreferencesregardingpracticesinteenagelifeaswellastrendingproductsinmycultureandthetargetculture.

Context Studentswillinterviewapeer.

ExpectationsStudentswillfindoutwhatteenagelifepracticestheyhaveincommonandwhichonesaredifferent.

Product/Performance

Aftertheinitialconversations,studentssummarizetheirfindings,comparingsimilaritiesanddifferencesbetweencultures.



Stage 2



Presentational Communication

I can present information about my life.

Program Can-Do Statement (Stage 1)

I can give a presentation about a famous athlete, celebrity, or historical figure.

What task would show that learners truly understand and can apply new learning?

I can state my viewpoint on teenage practices in the target culture and compare them to my own practices from my own life/cultures.

MODEL CURRICULA — Personal Identity NM/NH


Stage 1



I can give a presentation about a famous athlete, celebrity, or historical figure.

Students will create digital posters that focus on a personal hero to support a presentation that will include the hero’s name, age, and nationality as well as information about her/his personality, biography, and heroic characteristics. Students will then review the posters created by their classmates and make suggestions for information that can be added. Students will share their personal hero posters again in a short presentation at the closing ceremony for the program.




Stage 2



Purpose I can give a presentation about a famous athlete, celebrity, or historical figure.

Context Students will create digital posters that focus on a personal hero.

ExpectationsStudents will include the hero’s name, age, and nationality as well as information about her/his personality, biography, and heroic characteristics.

Product/Performance

Students will then review the posters created by their classmates and make suggestions for information that can be added.



Stage 1



I can talk about why someone is or is not a hero or leader.




Stage 1



Icantalkaboutwhysomeoneisorisnotaheroorleader.

Studentswillconsiderfamousorwell-knownindividualsofthetargetcultureandtheirown.Theywilllookatsocialmediaposts,photographs,and/orvideoclipsofwell-knownactors,athletes,orotherfamouspeople.Theywillmakenoteofactionsoractivitiesofthesepeopleandcategorizethemasexamplesoftalents,heroicacts,orleadership.Aftercollectinginformation,studentswillhaveaconversationaboutapersonallyselectedindividualandwhyhe/sheisfamousorwellknown.



SOPHIEPerformance Assessment Tasks in

Performance Assessment Tasks

YourprogramCan-DoStatementsfromstage1willbeauto-populated.

sCurriculum Developmentin Student Programs MOVING FORWARD

STAGE 1

STAGE 2

STAGE 3

6 ProgramCan-DoStatements

6 PerformanceAssessmentTasks

30+ LessonCan-DoStatements

STAGE 3

Plan Learning Experience and

Instruction WhatlessonCan-DoStatementsand

resourceswillguidelearningplans?

backwarddesign in• Lesson Can-Do Statements that show how

learners will incrementally move toward the performance assessment task

• A sequence of lesson Can-Do Statements that allow learners to demonstrate comprehension before moving to output tasks

• Specific authentic resources that will be used to provide comprehensible input in the interpretive mode


• Lesson Can-Do Statements

• Resources





Lesson Can-Do

Statement

Lesson Can-Do

Statement

Lesson Can-Do

Statement

NCSSFL-ACTFL Performance Indicators



• Resources

Interpretive Mode

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

I can exchange simple opinions about why someone is or isn’t a hero.

(interpersonal)



• Resources

I can compare myself with my peers.


I can recognize key details about a person who is described in a spoken text. (interpretive)

I can identify places when they are named in spoken or written text. (interpretive)

I can ask and answer questions to share personal information and find out more about another person.

(interpersonal)

I can ask and answer questions to identify common activities and hobbies.

(interpersonal)

I can recognize key words when reading very simple biographical text.

(interpretive)

Lesson Can-Do Statements

I can identify activities and hobbies when they are named in spoken or written text.

(interpretive)

I can ask and answer questions to share information about my family and to find out more about another family.

(interpersonal)



• Resources



?(interpretive) ?

(interpretive)

.

?(interpretive)

I can describe a family, giving information about nationality, family relationships, activities, and hobbies.

(presentational)

I can ask and answer questions to identify a family member in a picture.

(interpersonal)

I can compare my family with another family. (interpersonal)

Lesson Can-Do Statements

?(interpretive)



Lesson Can-Do Statements ?(interpretive)

What interpretive lesson Can-Do Statements will prepare learners for the interpersonal and presentational tasks shown here?

1. I can ask and answer questions to identify a family member in a picture. (interpersonal)

2. I can describe a family, giving information about nationality, family relationships, activities, and hobbies. (presentational)

3. I can ask and answer questions to share information about my family and to find out more about another family. (interpersonal)

4. I can compare my family with another family. (interpersonal)

CAUTION:USETHESE,NOTTHEONESONTHEHANDOUT.

?(interpretive)

?(interpretive)

?(interpretive)

I can ask and answer questions to share information about my family and to find out more about another family.

(interpersonal)



• Resources



I can identify the nationality/heritage of a person when he/she is named or when I hear where a person is from.

(interpretive)

I can identify the family member who is being named.(interpretive)

I can describe a family, giving information about nationality, family relationships, activities, and hobbies. (presentational)

I can ask and answer questions to identify a family member in a picture.

(interpersonal)

I can compare my family with another family. (interpersonal)

Lesson Can-Do Statements I can select the correct family member when activities and hobbies are described. (interpretive)

I can identify someone in the family when I hear how they are related to me. (interpretive)

SOPHIELesson Can-Do Statements & Resources in

Lesson Can-Do Statements & Resources

YourprogramCan-DoStatementsfromstage1willbeauto-populated.

Yourperformanceassessmenttasksfromstage2willbeauto-populated.

Lesson Can-Do Statements & Resources

IMPORTANT:OnlyaddONE lessonCan-Do

Statementpertextbox.Clickthe”Add”buttontoaddmore.You’llbeabletore-orderthemattheend.

Curriculum Review Questions

Stage 2• Performance Assessment

TasksStage 3• Lesson Can-Do Statements• Resources (Interpretive

Mode)

ProgramGuidePage31

Curriculum Development

Resources & Model Curricula

startalk.umd.edu/public/curriculumresources

WHAT IS MY NEXT STEP?Facilitated Curriculum Labs

2:30pm– 3:45pm

MeetwithyourteamandcollaboratewithotherteamstodraftStage2ofyourcurriculum

SeeConferenceScheduleforroomavailability

TeamLeadersandSTARTALKStafferswillbeonhand

curriculum development process for student programs · curriculum development in student programs...

Documents