nectfl workshop: making data-driven decisions based on startalk 2007
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NECTFL Workshop: Making Data-Driven Decisions Based on STARTALK 2007
NFLC Review of 2007
Increased national capacity Every program demonstrated
success Every program enrolled sufficient
numbers Participants reflected positively on
their program Students are committed to
continuing studying
Number of Programs : 2007 and 2008
2007 2008Student Programs
Arabic 8 19Chinese 18 37Hindi 4Persian 2Urdu 1
Teacher ProgramsArabic 13 16Chinese 17 27Hindi 5Persian 2Urdu 3
# of Programs
Program Duration: 2007
Student Programs: 1 – 9 weeks Majority 4 weeks
Teacher Programs: 1 – 8 weeks Majority 1 week and 4 weeks
Program Duration: 2008
Student Programs: 30 – 240 contact hours Majority 80 and 120+
Teacher Programs: 40 – 192 contact hours Majority 80 and 120+
Enrollments: 2007 and 2008
2007 2008Student Programs projected
Arabic 193 563Chinese 681 1884Hindi 95Persian 85Urdu 5
Total Students 874 2632
Teacher ProgramsArabic 156 322Chinese 282 688Hindi 49Persian 11Urdu 13
Total Teachers 438 1083
# of Participants
Students: Who?
Arabic Chinese
Non-Caucasian 53% 58%
Female 66% 56%
No priorArabic/Chinese 55% 49%
Students: Grade Levels
Arabic Chinese
Sophomore 28% 30%
Junior 23% 36%
Senior 33% 26%
College Freshman 16% 8%
Students: Why Study Arabic/Chinese?
Over 90% reported:Get a better jobEnjoy learning languagesGet along better with people who
are different To learn about other people and
places
Major Lessons Learned: 2007
Programs need: More guidance in planning and
implementation More effective teacher training and
monitoring More guidance on integrating culture into
their curricula Better ways to measure program
outcomes
Planning Student Programs
What should students learn?
Imagine that you are planning a 3 week summer program for students who have not previously studied Arabic or Chinese. Classes will meet 6 hours daily.
1. Using the handout, determine what you would expect students to be able to do in their new language.
2. Decide what the culture objectives for your program would be. Be prepared to explain WHY you think these outcomes are important.
What should students learn?
If your program were to be 6 weeks long, what additional language outcomes would you include?
What should students learn?
If your program were to be 8 weeks long, what additional language outcomes would you include?
Using Backward Design
Using the outcome statements you developed for a 3 week summer program, outline one (or more) units of instruction, describing specifically the content of the unit and the performance task(s) that would demonstrate that students had attained the learning objectives.
What might be some of the lessons within your unit(s)?
STARTALK Summer 2007
Project Evaluation
LinguaFolio: Interpersonal Speaking Can do Statements
I can do this easily and well
This is one of my goals
I can greet people in a polite way.
I can say hello to a person that I do not know
I can say hello to my teacher
I can say hello to an adult
Students: Program Evaluation
Arabic Chinese
Good teachers 93% 94%
Good experience 93% 98%
Helpful field trips 70% 76%
Available technology 97% 91%
Students: What Did They Learn?
STAMP Tests in Chinese
OPI
Students: Chinese STAMP Results
1 2 34
56
Reading
Speaking0%
10%
20%
30%
40%
50%
60%
70%
LevelPercentage
Summary Chart N=260
ReadingSpeaking
STARTALK 2007
Focus on Teacher Programs
2007 Data: Profile of Teachers
Teacher Participants: Who?
Arabic Chinese
Native Speakers of Target Language 97% 96%
Female 81% 83%
40 or Older 67% 46%
Teachers: Educational Background
Arabic
0%
10%
20%
30%
40%
50%
Teachers: Educational Background
Chinese
0%10%20%30%40%50%60%
Docto
rate
Mas
ter's
Some
grad
uate
Bache
lor's
Assoc
iate
Some
colle
ge
High sc
hool
Teachers: Teaching Experience
Arabic Chinese
10+ years 38% 19%
5 - 9 years 26% 17%
1 - 4 years 28% 49%
None 8% 15%
Teachers: Who are they teaching
Chinese
0%5%
10%15%20%25%30%
Chinese
Teachers: What they learned
Over 90% of the teachers feel better prepared to: Teach in the target language Use technology to reinforce language learning
skills Present culture as a natural component of
language Develop assessments that reflect ALL teaching
goals Design tasks that simulate real-life use of
language
Teaching Chinese and Arabic: Same or different?
All teachers All foreign language teachers Teachers of Chinese
Teachers of Arabic and Chinese: Above and Beyond the Call of Duty!
Program developer Program advocate Curriculum developer Textbook selector Materials developer
Who might be or become a teacher of Arabic or Chinese?
Non-Arabic or non-Chinese background speakers of these languages
Heritage language speakers who grew up in the U.S.
Native speakers who teach at HL schools Native speakers who are teachers of other
content areas Native speakers educated in their own
countries Visiting teachers/Guest teachers
What Influences What Prospective Teachers Need to Know?
1. Personal background and prior experience
2. Linguistic & cultural background
3. Prior education
4. Pedagogical Training
5. Belief systems about language teaching and learning
Teaching Languages:21st century pedagogy
Aligning curriculum, instruction, and assessment
Unit and Lesson Planning
21st century pedagogy
Teaching then and now
Characteristics of Effective Teachers
What does good foreign language teaching look like?
Performance indicators Review of StarTalk observation
guide
What do we need to do to produce highly effective teachers?
Teaching as decision making…
Repertoire
Choosing wisely
Decisions vs. Recipes
Challenges to Professional Growth
Time for professional development and what happens in PD
Incorporating knowledge into performance
Demands on teacher attention and energy
What teachers need to know NOW
Improving Instruction:Too Much to Learn
Generic: Multiple Intelligences/learning styles Strategies based instruction Nurturing low achieving students Teaching diverse learners Technology integration Reading/writing across the curriculum Standards (state and national) and related
external assessments Implementing new resource materials as they
become available (e.g., newly adopted textbooks, new curriculum)
Cooperative learning Authentic assessment
Teaching is Hard Work!Too Much to Learn
School district priorities: Human relations/cultural diversity training Recognizing student potential for violence Identifying symptoms of student
substance abuse Identifying and reporting requirements of
child abuse Motivating reluctant learners
Teaching is Hard Work!Too Much to Learn
Trends in Language Teaching: Knowledge of national/state
standards and implications for classroom instruction.
Familiarity with new/updated curricula that reflect standards and trends in the profession.
Research and its application to the development of listening, reading, writing skills, and intercultural skills
Teaching is Hard Work!Too Much to Learn
Technological resources that are available, how to evaluate them, and how to use those that meet quality criteria.
Assessment of students that is aligned with standards-driven curricula.
Continued growth in language proficiency
Updating of cultural knowledge and intercultural communication skills
Beliefs and Practices
Implicit beliefs Espoused theory Practices
Beliefs and Practices
Teachers base a great deal of their practice on their own classroom experiences.
‘experience is the best teacher,’ mandatory pre-service or
continuing education courses taken vs. the power of personal experience
They Are Not Like Us
Language teachers were language learners language learners
Experience and success
Beliefs and Practices
Beliefs are consistent with practice Beliefs are reflected in lesson planning Beliefs are reflected in lesson
implementation Beliefs shape our reflection on what
worked Beliefs shape what we assess and how
(how we know it when we see it)
Belief Systems and FactsA Summary
When facts fall outside the belief system, they may be rejected or suppressed.
When facts do not fit the belief system, they may be re-interpreted to fit existing mental models.
Beliefs may be contradictory and the holder not recognize internal inconsistencies.
What happens next?
1. Identify desired results.2. Determine acceptable evidence.3. Analyze the gap between desired
performance and current performance.
4. Set priorities.5. Develop an action plan.
Standards-based Program Outcomes
What do Teachers Need to Know?STARTALK TEACHER PROGAM MATRIX
Program:
Program Duration: Participants:
Goals:
Category/Foundation Work
Topics Curricular Objectives
Approaches and Methods
Curriculum and Lesson Design
Instructional Planning and Strategies
Materials Development and Adaptation
Assessment
What do Teachers Need to Know?
Structure of the target language/ pedagogical grammar
Second Language Acquisition
US Educational Systems and Classroom Mgmt
Technology
Reflective Practice and Leadership
Pathway to Certification
Applying for a STARTALK Program
Report from the Field: Rutgers/Princeton/West Windsor Chinese Student and Teacher Program
STARTALK 2008 Programs Applying for STARTALK 2009