putting standards into practice presented by: karen luond fowdy lisa hendrickson
TRANSCRIPT
Putting Standards into Practicepresented by:
Karen Luond FowdyLisa Hendrickson
“Standards” 5 “C’s”
Karen Luond Fowdy Lisa Hendrickson
Karen Luond Fowdy Lisa Hendrickson
Wisconsin Standards Model
Karen Luond Fowdy Lisa Hendrickson
By the end of this presentation you will have considered these questions . . .
• How have the national and state standards created a new vision for learning languages?
• What are the Standards for Foreign Language Learning?
• How do the Standards inform and guide my curriculum design and instruction?
OVERVIEW
Karen Luond Fowdy Lisa Hendrickson
CURRICULUM PLANNING FLOW CHART
Step One: Standards as a MindsetStep Two: Key Question and ThemeStep Three: BrainstormingStep Four: Performance AssessmentsStep Five: Communication StandardsStep Six: Performance GuidelinesStep Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
Step Eight: Structures and VocabularyStep Nine: Check the Unit: Reflection
…from Planning Curriculum for Learning World Languages,DPI, 2002
“The major shift is to look at language learning not as an abstract study of vocabulary, grammar, and linguistics, but as a useful tool to meet the demands of contemporary life….…moving from an emphasis on teaching to a focus on learning.”
Karen Luond Fowdy Lisa Hendrickson
Karen Luond Fowdy Lisa Hendrickson
Standards as a Mind SetFROM . . . TO . . .
“What do I teach on Monday?”
“I’ve had 4 years of (Language) and I don’t remember a thing.”
“What will my students be able to do?”
“I can talk to you about . . .”
Karen Luond Fowdy Lisa Hendrickson
CURRICULUM PLANNING FLOW CHART
Step One: Standards as a Mindset
Step Two: Key Question and ThemeStep Three: BrainstormingStep Four: Performance AssessmentsStep Five: Communication StandardsStep Six: Performance GuidelinesStep Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
Step Eight: Structures and VocabularyStep Nine: Check the Unit: Reflection
Karen Luond Fowdy Lisa Hendrickson
Theme
A theme describes a UNIT of instruction that is . . .
Global in natureLarge enough to include more than one “C”Worth doingCan be re-introduced and expanded at different levels of instruction
A theme is NOT limited to . . .An activityA grammar pointA vocabulary listA technology tool
Karen Luond Fowdy Lisa Hendrickson
THEME: Starting points . . .Textbook
Karen Luond Fowdy Lisa Hendrickson
Key Questions from Curriculum Guide
Karen Luond Fowdy Lisa Hendrickson
Karen Luond Fowdy Lisa Hendrickson
CURRICULUM PLANNING FLOW CHART
Step One: Standards as a MindsetStep Two: Key Question and Theme
Step Three: Brainstorming – What will students be able to do? Step Four: Performance AssessmentsStep Five: Communication StandardsStep Six: Performance GuidelinesStep Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
Step Eight: Structures and VocabularyStep Nine: Check the Unit: Reflection
Karen Luond Fowdy Lisa Hendrickson
Themes . . .
Karen Luond Fowdy Lisa Hendrickson
CURRICULUM PLANNING FLOW CHART
Step One: Standards as a MindsetStep Two: Key Question and ThemeStep Three: Brainstorming
Step Four: Performance Assessments
Three modes: Interpersonal-
Interpretive- PresentationalStep Five: Communication StandardsStep Six: Performance GuidelinesStep Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
Step Eight: Structures and VocabularyStep Nine: Check the Unit: Reflection
Karen Luond Fowdy Lisa Hendrickson
WI “Flower” Standards Model
Karen Luond Fowdy Lisa Hendrickson
Three Modes of Communication
Presentational
Interpersonal
Interpretive
Karen Luond Fowdy Lisa Hendrickson
3 modes of communication:“Teach” the mode . . .
Read the description of your assigned mode (from page 5 of the handout)Identify the key characteristics of the modePrepare to “teach” the mode to your colleagues in student-friendly language
Karen Luond Fowdy Lisa Hendrickson
Die Umwelt (Performance Assessments)
Interpretive: Understand information from a website about student environmental initiatives in GermanyPresentational: Create a poster, song, rap, new article, short story, (other!) about the environment Interpersonal: Interview each other about a) what you see as the greatest danger to the environment and why and b) what you do to protect the environment
Karen Luond Fowdy Lisa Hendrickson
Check: Sorting the Modes . . .
With your group, determine which mode of communication each performance assessment is “testing”
SPIRALING CURRICULUM DESIGN
How do I/you look at the world? Nature and geographical features
What’s my/your life like?Describe seasonal activities
Who am I/you?Free time activities
indoors and outdoors
Beginning
Developing
Transitioning
Refining
What do I/you think and feel? Environmental issues
Karen Luond Fowdy Lisa Hendrickson
Resources
ACTFL Proficiency GuidelinesWisconsin Performance Guidelines(Planning Curriculum for Learning World Languages, pp 236-241)
Linguafolio (www.waflt.org)The Keys to Assessing Language Performance (Paul Sandrock –available from ACTFL)
Karen Luond Fowdy Lisa Hendrickson
CURRICULUM PLANNING FLOW CHART
Step One: Standards as a MindsetStep Two: Key Question and ThemeStep Three: BrainstormingStep Four: Performance AssessmentsStep Five: Communication StandardsStep Six: Performance Guidelines
Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
Step Eight: Structures and Vocabulary(Designing
instruction)
Step Nine: Check the Unit: Reflection
Karen Luond Fowdy Lisa Hendrickson
WI “Flower” Standards Model
Karen Luond Fowdy Lisa Hendrickson
Learning a language is far more than an intellectual, cognitive challenge. It is a means to grow and mature through the experience of other cultures. It gives breadth and depth to our personalities. It allows us to approach problems differently because we have experienced different worlds; it allows us, as Proust says, “to see with new eyes.” Veronica Lacy
Culture
Perspectives
Products Practices
Karen Luond Fowdy Lisa Hendrickson
One “iceberg” view of Culture
Modified from Gary R. Weaver, "Understanding and Coping with Cross-cultural Adjustment Stress" in Gary R. Weaver, editor, Culture, Communication and Conflict: Readings in Intercultural Relations, second edition (Simon & Schuster Publishing, 1998)
Karen Luond Fowdy Lisa Hendrickson
The “other” C’s
CONNECTIONS-Connect with other disciplines and acquire informationCOMPARISONS-Develop insight into the nature of language and cultureCOMMUNITIES-Participate in multilingual communities at home and around the world
Karen Luond Fowdy Lisa Hendrickson
Karen Luond Fowdy Lisa Hendrickson
CURRICULUM PLANNING FLOW CHART
Step One: Standards as a MindsetStep Two: Key Question and ThemeStep Three: BrainstormingStep Four: Performance AssessmentsStep Five: Communication StandardsStep Six: Performance GuidelinesStep Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
Step Eight: Structures and VocabularyStep Nine: Check the Unit: Reflection
Karen Luond Fowdy Lisa Hendrickson
What
Verify
Howwell
Structures and VocabularyPractice pieces
Karen Luond Fowdy Lisa Hendrickson
Setting the stage for learning . . (Examples from Umwelt unit)
What do we know? CONTENT (Previous themes, vocab)
What can we do?FORMS (Structures and functions)
Karen Luond Fowdy Lisa Hendrickson
How do you plan instruction – moving from guided to independent production?
Setting the stage for learning . . .
Building repertoireClassroom Activities – Building Repertoire
Moving from . . .Building toward
TeacherControlled
RECEPTIONTeacher introduces
Teacher/class practice Students practice Open-EndedRECEPTION &PRODUCTION
Students demonstrate
Practiced,MemorizedLESSON PLANCONSTRUCT
Spontaneous,IndependentREAL-LIFE APPLICATION
Karen Luond Fowdy Lisa Hendrickson
Planning InstructionDetermine Summative AssessmentsDesign Formative Assessments to check learning-worksheets, quizzes, activities, etc.
Guided practice to independent production (pg. #11 “Building Repertoire”)
The textbook and other resources (supporting materials, songs, movies and video clips, other…) Technology tools-that support the language and culture goals of a standards-based curriculum
Karen Luond Fowdy Lisa Hendrickson
CURRICULUM PLANNING FLOW CHART
Step One: Standards as a MindsetStep Two: Key Question and ThemeStep Three: BrainstormingStep Four: Performance AssessmentsStep Five: Communication StandardsStep Six: Performance GuidelinesStep Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities
Step Eight: Structures and Vocabulary
Step Nine: Check the Unit-Reflection
Karen Luond Fowdy Lisa Hendrickson
Reflection
Is there a sense of connectedness among the three modes?Are the communication standards targeted in the performance appropriate for the task?Are students engaged in learning while they are doing the assessment?Are the expected performances set at the appropriate level?Is the unit worth doing?
Karen Luond Fowdy Lisa Hendrickson
A shift in FOCUS
Teacher-centered Talking about language Coverage Testing Sequential curriculum design Learning in isolationLearning about cultures
Student-centered Using the language Developing proficiency Assessment Spiraling curriculum design Transfer of learningFunctioning within cultures
LESS MORE
Karen Luond Fowdy Lisa Hendrickson
CHECK!..(by the end of this presentation you will have considered these questions . . .)• How have the national and state
standards created a new vision for learning languages?
• What are the Standards for Foreign Language Learning?
• How do the Standards inform and guide my curriculum design and instruction?
RETURN to the OVERVIEW
Karen Luond Fowdy Lisa Hendrickson