planning for proficiency: a journey sandy harvey world language coordinator fbisd
TRANSCRIPT
Planning for Proficiency: A Journey
Planning for Proficiency: A Journey
Sandy Harvey
World Language Coordinator FBISD
Connect the DotsConnect the Dots
• As you sign in, please take a handout with red, yellow and green dots attached.
• On the large poster sheet, place dots beside the terms that you see listed according to the instructions.
• On your own handout, place the dots in the same places.
Share outShare out
By the end of the morning session, you will be able to ….
By the end of the morning session, you will be able to ….
• Describe novice, intermediate, and advanced levels of proficiency and the their sublevels and talk about what implications they have in language learning.
• Teach someone the five C’s.• Distinguish between the interpretive,
interpersonal and presentational modes and describe the assessments for each level.
WHY PERFORMANCE BASED?WHY PERFORMANCE BASED?
Four CornersFour Corners
• What is the main reason that the majority of students study a world language?
Would it surprise you to hear that….Would it surprise you to hear that….
• A majority of students indicated that wanting to be able to speak a second language was the main reason for studying it?
• Attrition in Foreign Language Courses: Possible Causes and Solutions (Unpublished doctoral dissertation)
• Maria Nuzzo, 2006
75%• Courtesy of Greg Duncan
Think about this…Think about this…
• What happens when a student isn’t getting what he wants out of an elective course?
• What percentage of students will drop that course once the perceived requisite is met?
• Taken from a presentation by Greg Duncan
What will they really remember 5 years from now?
What will they really remember 5 years from now?
Finish this sentence…..Finish this sentence…..
I took 3 years of French in High School and……..
Performance vs. Knowledge/Achievement
Performance vs. Knowledge/Achievement
ACTFL says …ACTFL says …• The overarching goal is knowing….
HOW, WHEN,
AND WHY TO
SAY WHAT
TO WHOM FROM THE NATIONAL STANDARDS IN FOREIGN
LANGUAGE EDUCATION PROJECT (2006)
Standards-BasedStandards-Based
Begin with the end in mindBegin with the end in mind
Would you tell me, please, which way I ought to go from here?'
`That depends a good deal on where you want to get to,' said the Cat.
`I don't much care where--' said Alice.
Begin with the end in mindBegin with the end in mind
`Then it doesn't matter which way you go,' said the Cat.
--so long as I get SOMEWHERE,' Alice added as an explanation.
`Oh, you're sure to do that,' said the Cat, `if you only walk long enough.'
It’s All about the DestinationIt’s All about the Destination
• We call them learning targets
PROFICIENCY LEVELSPROFICIENCY LEVELS
NoviceNovice
• Words• Phrases• Makes lists• Attempts
conversation• Limited topic areas• Telegraphic
IntermediateIntermediate
• Can create with the language
• Can function with the language
• Can ask and answer questions
• Handles simple situations
AdvancedAdvanced
• Full conversational partner
• Can narrate and describe in all time frames
• Confident in speaking• Can handle a
situation with a complication
SuperiorSuperior
• Can hypothesize and support opinions
• Can carry on both formal and informal conversations
• Can handle abstract treatment of topics
• Exhibits no patterned errors
SublevelsSublevels
• Novice, Intermediate, and Advanced have three sublevels:– Low– Medium– High
Superior has no sublevels.
LowLow
• Threshold performance
• Barely there• “hanging on” for dear
life• Sustained but skeletal
MediumMedium
• SOLID• Quantity and quality
for the level• Demonstrates some
features of the next level
HighHigh
• Functions most of the time at the next higher level
• Fallen angel – “fall” from above
Table TalkTable Talk
• Where do you think your students at each level are?
• Level 1?• Level 2?• Level 3?• Level 4?• Level 5?
QuestionQuestion
• How can understanding proficiency levels be of benefit to your students?
• To you?• To parents?
Three Modes of CommunicationThree Modes of Communication
Interpretive ModeInterpretive Mode
• Listening• Reading• Viewing• Receptive……..
InterpersonalInterpersonal
• Two-way • Interactive• Spontaneous• No script – not memorized• Active negotiation of meaning• Face-to-face, telephone, email
PresentationalPresentational
• Usually formal speaking or writing activities
• Polished, rehearsed• One-way• May be memorized
Language a la modeLanguage a la mode
• Prepare a poster about your favorite sport
• presentational• Watch a travel video
and jot down places of interest
• interpretive• Talk about what to do
on the weekend• interpersonal
Language a la modeLanguage a la mode
• Send an email to a Facebook friend.
• interpersonal• Create a graphic
organizer for new vocabulary you hear in a video.
• interpretive• Create a skit where
you buy something at the store.
• presentational
Back to Backwards DesignBack to Backwards Design
• Stage 1: What should students be able to do by the end of the lesson/unit? What will they need to be able to know in order to do it?
• Stage 2: How will you know they can perform the performance task?
• Stage 3: How will you teach them? How will they learn?
Stages of Backwards DesignStages of Backwards Design
• 1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
Unit PlanningUnit Planning
1. Get in groups of 2 – 3, by levels.
2. Select a Unit of Study
3. Select the performance objectives for the unit.
4. Consider an authentic context for the unit.
1. Identify desired results1. Identify desired results
Lunch Lunch
• Be back at 12:45 promptly!
Objectives for the Afternoon SessionObjectives for the Afternoon Session
• Create a unit of study, along with one interpersonal and one either presentational or interpretive assessment.
• Develop a daily lesson plan
Performance AssessmentPerformance Assessment
• Greg Duncan
• FBISD Wikispace
Assessment of Interpretive ModeAssessment of Interpretive Mode
• Level One• Complete the
following sentences:• 1. I think this info
graphic is about….• 2. In Spanish, allergic
reaction is expressed..
• 3.
Assessment of the Interpersonal Mode
Assessment of the Interpersonal Mode
Assessment of the Presentational Mode
Assessment of the Presentational Mode
Brain BreakBrain Break
Create your assessmentCreate your assessment
• You have 25 minutes in your group to create an assessment for the unit you selected…
Share outShare out
• Gallery Walk
Lesson PlanLesson Plan
Target Language UseTarget Language Use
•90%
Thank you for coming today!Thank you for coming today!
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• Have a fabulous year.
• [email protected]• Twitter: sharvey1237