let’s share…. classroom tips and procedures nc world language essential standards proficiency...
TRANSCRIPT
Right Start Orientation
World Languages
July- August 2015
My first day of school is coming closer!!
Let’s share….FEARS
GOALS
Today we will explore…
• Classroom tips and procedures
• NC World Language Essential
Standards
• Proficiency Expectations
• Planning Resources
• Your doubts and needs
General Procedures and useful tips
Survival kit:• Expectations• Procedures• Communication• Classroom Management Tips
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Key to Success
Teacher of a Parent’s Child:• Communicate on a constant basis.• Be Respectful and Cordial.
• Begin all conversations with a praise.
• Suggest, Don’t Criticize.
• Invite Parents to visit your Class.• Keep detailed records of communication.
• Document your complaints.• Request Witnesses if needed.
Remember that parents are sending you the best they have.
Reviewing the Basics:
How You Act:• Respect
your students’ individualities.
• Be a Role Model.
• Be the Adult.
• Be a listener.
• Evaluate Yourself.
How You Teach:• Set up a Classroom
Management Plan.• Rigor and Fun make
happen together.• Design Clear Rubrics.• Model your
Expectations.• Students won’t enjoy
what you don’t enjoy.• Explore different types
of assessment.• Evaluate for Proficiency
and Understanding.
What You Teach:• Plan with the
NCWLES in mind.
• Set up time-sensitive Goals. Re-adjust if needed.
• Make global awareness a permanent goal in your planning.
• Explore different resources.
Getting Started….. What a classroom should look like: Setting up the Classroom
Lose the centerHave your goal in mind
Materials at DisposalPick your non-negotiablesFree resources: Teacher’s Warehouse,
Donor’s ChooseTextbook resources
Posting and practicing expectations and proceduresDon’t assume anything
ProficiencyRedNot yet familiar
Yellow Somewhat familiar but may need support before explaining to others
GreenVery familiar and can explain to others
How familiar are you with thisassessment concept?
HOW FAMILIAR ARE YOU WITH PROFICIENCY AS AN ASSESSMENT CONCEPT?
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With the End in Mind
Click icon to add picture
North Carolina World Language Essential Standards
K-12 Classical
Languages
Ancient Greek,
Latin, etc., along with classical studies
K-12 Dual & Heritage
Languages
Dual Language/ Immersion Programs
Heritage Language Courses I-
II
K-12 Modern
Languages
Alphabetic
Logographic
Visual
Statewide implementation in 2012-2013
ACTFL Proficiency LevelsSuperior-Distinguished-
Native
Advanced
Novice
Novice – Word LevelCommunicate minimally with formulaic and rote utterances, lists and phrases
Intermediate – Sentence LevelCreate with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions
Advanced – Paragraph LevelNarrate and describe in past, present and future and deal effectively with an unanticipated complication
Intermediate
ACTFL Proficiency Levels
Novice (Parrot)
Intermediate(Survivor)
Advanced(Storyteller)
Proficiency ExpectationsModern Languages
K-8 ProgramsFLES (90 min./week)
or Middle School
Novice Intermediate Advanced
Interpersonal NM: after 2 yearsNH: after 3 years
NH-IL: after 4 yearsIL: after 5 yearsIM: after 6 years
Interpretive NL-M: after 2 yearsNM-H: after 3 years
Reading NH: after 5 years
Listening IL: after 5 years IM: after 6 years
Reading IL:after 6 years
Presentational
NL-M: after 2 yearsNM-H: after 3 years
Writing NH-IL: after 6 yearsSpeaking NH-IL: after 4 years IL: after 5 years IL-M: after 6 years
Proficiency ExpectationsModern Languages
AlphabeticLanguages
Novice Intermediate Advanced
Interpersonal Levels I, II Levels III, IV, V Levels VI, VII, VIII
Interpretive Levels I, II Levels III, IV, V Levels VI, VII, VIII
Presentational
Levels I, II , IIILevels I, II
Levels IV, V, VILevels III, IV, V
Levels VII, VIIILevels VI, VII, VIII
Proficiency ExpectationsModern Languages
LogographicLanguages
Novice Intermediate Advanced
Interpersonal Levels I, II Levels III, IV, V Levels VI, VII, VIII
Interpretive Levels I, II, III Levels IV, V, VI Levels VII, VIII
Presentational
Levels I, II, III, IV, V
Levels V, VI, VII, VIII
Proficiency ExpectationsModern Languages
VisualLanguage
Novice Intermediate Advanced
Interpersonal Levels I, II Levels III, IV, V, VI
Levels VII, VIII
Interpretive:Receptive & Fingerspelling
Levels I, IILevel I
Levels III - VIILevels II, III, IV, V
Level VIIILevels VI, VII, VIII
PresentationalExpressive & Glossing
Levels I, II, IIILevels I, II
Levels IV, V, VILevels III, IV, V, VI
Levels VII, VIIILevels VII, VIII
Structure of the WLESWLES
CLL strand
ES #1
2-5 COs
ES #2
2-5 COs
ES #3
2-5 COs
ES #4
2-5 COs
COD strand
CMT strand
HOW CLEAR ARE THE THREE MODES OF COMMUNICATION TO ME?
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Three Modes of Communication
Interpersonal: Person-to-Person• Initiate, maintain, sustain conversation (oral or
written)• Active negotiation of meaning
Interpretive: Listening & Reading• Interpret and respond to received messages• NO active negotiation of meaning with writer or
speaker
Presentational: Speaking & Writing• Create, revise, and practice oral or written messages• NO direct opportunity for active negotiation
Modern Language Exit Proficiency Expectations for Alphabetic Languages,
such as Arabic, Cherokee, French, German, Greek, Hebrew, Italian, Russian, Spanish, etc.
EXPLORING TIME….
• Focus on one level you have in common• Pick an objective• Select a theme• Design a performance task that will lead to mastery of
that objective
ASWANALYSIS OF STUDENT WORK
http://ncasw.ncdpi.wikispaces.net/
• Evidence• Growth• Timelapse artifacts• Objectives cover all standards and
all strands• Platform• Reviewers• Meeting goals
Focus on the first nine weeks:
Essential Standards: Transition, DPI resources
GCS Exemplary Units: structure, unwrapped standards, EQs, Big Ideas, I can Statements
GEMS and SharePoint
Getting Ready for the first week…..
The path to
GCS Exemplary Units
Unwrapping the NC WL Essential Standards
The Components of a Unit Title Description Unwrapped Standards Big Ideas Essential Questions Vocabulary Engaging Scenario Performance Tasks Rubrics 21st Century Skills
What is Unwrapping?
The process of deconstructing an objective to identify what students need to› Know=content/concepts› Be able to do=skills› Understand= big ideas and
generalizations that are formulated using skills and concepts
Identifying Concepts and Skills Content/concepts are nouns and noun
phrases Skills are VERBS
WH. 2.2 ANALYZE the governments of ancient civilizations in terms of their
development, structure and function within various societies (e.g., theocracy,
democracy, oligarchy, tyranny, aristocracy, etc.)
I can statements…
Are daily formative assessments that should replace a daily essential question.
Should assist the student in moving up Bloom’s taxonomy (start low then move to high)
Unlike Big Ideas and Essential Questions, they should be tied to the content
Should be checkpoints in mastering an objective
What is the Purpose? Helps teachers know exactly what skills
and content to teach their students and at what level
Starts teacher conversations about what students need to know, be able to do and understand
You cannot write Big Ideas or Essential Questions until you have unwrapped
Writing Big Ideas And
Essential Questions
After unwrapping, the next steps were…
• Identifying Big Ideas (enduring understandings) you want students to realize... and remember!
• Writing Essential Questions to focus instruction and guide assessment.
An open-ended, enduring idea that may apply to more than one area of study
What you want students to discover on their own
Student-worded statement derived from a deep understanding of the concepts and skills just studied.
Important understandings that we want students to get and retain after they forgotten many of the details.
Wiggins & McTighe (1998)
What is a Big Idea?
Questions to Determine Big Ideas
Can you apply the Big Idea to more than one instance, area, and unit?
Will students remember this long after they leave your classroom?
Can you look at other grade levels, courses and find similar or recurring themes around which to organize learning?
Can your Big Ideas answer the Essential Questions?
What are Essential Questions?
• Guiding Questions to FOCUS Instruction and Assessment
• The Big Idea answers the EQ
Guidelines for Writing EQs Cannot be answered with “yes” or “no” or with simple recall of facts.
Often written as “one-two punch” questions
Engaging, creative, stimulating, provoking curiosity
Non-judgmental, but with “bite”, controversy or debate
Student-friendly language
Succinct–handful of words that demand thought
Lead students to Big Idea
Example
World Languages
EQ: Why is it essential in today’s world to learn about different cultures?
BI: Recognizing and learning about different cultures enables people to become responsible global citizens.
Engaging ScenarioThe engaging scenario
answers the students’ questions:
“Why are we doing this?”
“When am I going to use this again?”
and teacher question:How do we keep students engaged
throughout the unit?
You are the president of the International Club at your school. Your school will receive three new international exchange students from….(country where target language is spoken). Your task is to organize welcome activities and a “how to” guide.The three new international exchange students will be welcomed and receive your guide. The guide will also be shared with the Center for New North Carolinians in Greensboro .You will:1. Create a printed guide to:• Their school life (schedules, how to, who to ask, etc.)• Important sites in the city• American foods of your area 2. Prepare a speech to introduce the new students to the student body at the next assembly in English and ….(target language) • Your guide must contain all required elements.• You speech must be complete and follow the guidelines of formal
introductions. Rubric Link
Just one example….
What is a Performance Task?
• A single task that determines a student’s progress toward demonstrating mastery of the Power Objective(s) and arriving at the unit’s Big Idea
• Performance tasks are: • open-ended• multi-step• scaffold from one task to the next in terms of cognitive
demand (rigor)• formative assessments to monitor and adjust
instruction• evaluated with rubrics/checklists
Assessing Student Work Using Rubrics and Checklists
Benefits of Quality Rubrics and Checklists
Clearly communicates learning targets
Guide instruction
Improve assessment accuracy
Provide a tool for student reflection and teacher feedback (should be given to student at beginning of task).
Steps in Creating Analytic Rubric1. Select objective(s)
2. Identify observable attributes of the product, process or performance
3. Write a description of what a proficient student’s work looks like
4. Determine performance levels (advanced - 4, proficient - 3, developing - 2, emerging – 1, and not submitted - 0)
5. Write descriptions for levels specific to the tasks
TELL ME WHAT YOU THINK…
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