World LanguageContent Session- - - - - - - - - - - - Proficiency 101

Summer Institute (SI) 2012

Web Tools for World Languages

• Bubbl.us brainstorming activities

• Google Docs & Forms collaborative document editing and surveys

• LiveBinder online media sharing

• Penzu PD journal to reflect and share

• Poll Everywhereaudience response system

World Languages Wikihttp://wlnces.ncdpi.wikispaces.net

All of the SI 2012 materials for the World Language Content Session are posted on the wiki, which we will explore during the tour!

Agenda for World Languages

While we’re waiting . . . 1. Read through the agenda to see how we’ll

be spending our time together.

2. Skim the “I can” statements on the back for a preview of the journal reflections.

3. Verify that your computer is online and charging (if needed).

4. Respond to the Poll Everywhere questions.

Activity: Poll Everywhere

Using Poll Everywhere you will be responding to these questions:

Of the following topics . . . – ACTFL Proficiency Levels– Backwards Design– Performance Assessments– WL Essential Standards

1. Which do you feel MOST prepared to teach to others?

2. Which do you feel LEAST prepared to teach to others?

Welcome, Introductions &

Overview

Summer Institute (SI) 2012

NCDPI WL Training Team

• Various members from across the state

• Cathy Matthews• Friday Institute Staff

• Donna Albaugh• Jessica Garner

• Helga Fasciano• Ann Marie Gunter

Curriculum & Instruction Educator

Recruitment &

Development

Proficiency 101 TeamInstructional

Technology

Web Tool: Penzu

1. Launch your Penzu account

2. Watch the video at http://www.youtube.com/watch?v=xQxS79QinMI

or read the PDF at http://nclti2012ci.ncdpi.wikispaces.net/file/view/GETTING+STARTED+WITH+PENZU.pdf

to learn about how your Penzu journal works!

Introductions

With the group, please share:

– Name

– Current Title(s)

– District or Charter School

– 1 PD Goal for Yourself

Overview: Comfort & Considerations

• Breaks, Refreshments & Lunch

• Restrooms

• Wireless Network(Login and password information posted on wall)

• Electronic GadgetsPlease switch phones, computers, and other electronic gadgets to silent, mute or vibrate

• Parking Lot on Google Doc

• Power Strips & Extension Cords

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Overview: Group NormsTeamwork• Begin and end on time

• Listen to and respect opinions of others

• Know when to step up and when to step back

• Work together!

Individual Work• Take care of own needs

• Limit sidebar conversations

• Use the Parking Lot

• Be actively involved in your learning

• Have FUN!

Overview: Content Session Objectives

By the end of Day 2, I will be able to train others on:– Understanding the 8 proficiency levels in the

World Language Essential Standards.

– Teaching to build proficiency.

– Assessing proficiency, formatively and summatively, in the classroom.

Overview: Day 1 Agenda

• Penzu Launch & Wiki Tour• Proficiency 101

– NC SCS– Backward Design Process– 3 Communication Modes +

Culture = WLES– Spiraling of Proficiency Levels– Sharing Statewide– Proficiency-Based Assessment

Overview: Day 2 Agenda

• Welcome & Regroup

• Proficiency 101– Proficiency-Based Prompts and

Rubrics– Planning Local PD– Share Out

• Wrap-up & Next Steps

Activity: WLES Wiki Tourhttp://wlnces.ncdpi.wikispaces.net

Activity: WLES Wiki Tour

1. Go to the World Language Essential Standards wiki at http://wlnces.ncdpi.wikispaces.net/ .

2. Follow the Tour Guide and ask questions as needed.

3. Download the materials you want to have on your computer.

Part IProficiency 101 - - - - - - - - - - - - Overview of the

NCSCSSummer Institute (SI) 2012

Part I Objectives

By the end of Part I, I will be able to:

• Explain how the Standard Course of Study (SCS) impacts all K-12 educators as every content area implements new standards.

• Describe the structure of my district’s World Language Program based on the North Carolina World Language Essential Standards.

Addressing Student Needs in an Era Of New Content Standards

New Standard Course of Study (SCS)

Common Core State Standards

English Language Arts

* Literacy Standards for History/Social Studies, Science, and Technical Subjects

Mathematics

North Carolina Essential Standards

Arts Education

*English Language Development

*Guidance

Healthful Living

*Information and Technology

Science

Social Studies

World Languages* Common Core Literacy Standards, English Language Development, Guidance, and Information & Technology Essential Standards are delivered through ALL content areas.

1.How do World Languages prepare students to be future ready?

2.How do World Languages connect to other content areas?

3.What are the implications for meeting the needs of all learners as related to World Languages?

North Carolina World Language Essential

StandardsK-12

Classical Languages

Ancient Greek, Latin, and 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

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

Language Skills & Frameworks

CLL: Connections to Language & Literacy

COD: Connections to Other Disciplines

CMT: Communities

Strands

4 Essential Standards1. Use the language to engage in interpersonal

communication. (Interpersonal Mode)

2. Understand words and concepts presented in the language. (Interpretive Mode)

3. Use the language to present information to an audience. (Presentational Mode)

4. Compare the students’ culture and the target culture. (Culture)

Proficiency Level(Novice Low)

Strand(Connections to

Language & Literacy)

Essential Standard(#3) Clarifying Objective

(#1)

How to Read the WLESCLL: Connections to Language & Literacy

NL.CLL.3 Use the language to present information to an audience.

NL.CLL.3.1 Use single words and simple, memorized phrases in presentations to identify the names of people, places, and things.

NL.CLL.3.2 Use the language to recite memorized poetry and songs from the target culture.

NL.CLL.3.3 Use appropriate pronunciation to present memorized phrases.

Classical Languages, Levels I - VI

Dual & Heritage Languages• K-12 Dual Language/Immersion

• Heritage Language Programs, Levels I & 2

Modern Languages• FLES & Middle School, end of 2nd – 6th year of study

• High School Credit Courses, Levels I - VIII – Alphabetic

– Logographic

– Visual

Proficiency Outcomes by Program

1.How do World Languages prepare students to be future ready?

2.How do World Languages connect to other content areas?

3.What are the implications for meeting the needs of all learners as related to World Languages?

Activity: WLES Press Release

1. Outline your district/charter’s World Language program offerings using the cloze media form.

2. Read NPR’s “This I Believe” essays for your program(s):

– Classical LanguagesCredo Latinae

– Dual & Heritage and/or Modern LanguagesTravel and Learn Another Language

By the time many students hit middle school, disengagement has become a learned behavior. ~Keely Potter, Reading Specialist

Learning Paths

Data Literacy

How to find, evaluate, and use

data to inform instruction.

Knowledge to gather, analyze, and graphically convey

data to support decision-making.

Connecting to Serve

AllUniversal Design for

Learning

English Language Learners

Academically and Intellectually Gifted

RTI Problem-Solving Model

Digital Literacy

Embedded tools and resources

Connections to Information and

Technology Standards

Universal Design

Universal Design

A set of principles for curriculum

development that applies to the general

education curriculum to promote learning

environments that meet the needs of all

learners.

Universal Design for Learning (UDL)

Universal Design

Individualized

InstructionDifferentiated

Instruction

Universal Design

UDL Principles Principal 1:

Representation

Principal 3:Engagement

Principal 2:Action and Expression

Recognition NetworksThe "what" of learning

How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

Strategic NetworksThe "how" of learning

Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

Affective NetworksThe "why" of learning

How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

Principle I:

Multiple Means of Representation

The what of learning

• To give diverse learners options for acquiring information and knowledge

• Present content in a variety of formats and modalities

Represent

Act/Express Engage

Multiple Means of RepresentationExamples: Manipulatives

Visual Displays

Anticipatory Guides

Graphic Organizers

Artifacts

Videos

Music

Movement

Text Readers

UDL requires Multiple Means of Representation.

Represent

Act/Express Engage

Judy Augatti

Principle II:

Multiple Means of Action and Expression

Represent

Act/Express Engage

UDL requires Multiple Means of Action and Expression.Examples:

Thumbs Up/Thumbs Down

Gallery Walks

Pair/Share

Chalkboard/Whiteboard Splash

Response Hold-Up Cards

Quick Draws

Numbered Heads Together

Line-Ups

and

Represent

Act/Express Engage

Principle III:

Multiple Means of Engagement

Represent

Act/Express Engage

UDL requires Multiple Meansof Engagement.

Examples:Bounce Cards

Air Writing

Case Studies

Role Plays

Concept Charades

Response Hold-Up Cards

Networking Sessions

Simulations

Represent

Act/Express Engage

With UDL more

students are:

• Engaged

• Learning

• Achieving

• Motivated

Multiple Means of Representation for ELLs(and all language learners . . . )

Non-verbal• Modeling

• Pictures

• Realia/Concrete objects

• Gestures

• Manipulatives

• Demonstrations

• Hands-on

• Picture dictionaries

Language Support• Word banks

• Word walls

• Labels

• Graphic organizers

• Sentence starters

• Sentence frames

Represent

Act/Express Engage

Multiple Means of Expressing for ELLs(and all language learners . . . )

• Role-play

• Illustrations/ Drawings / Visuals

• Gestures

• Circumlocution

• First language

Represent

Act/Express Engage

Multiple Means ofEngagement for ELLs(and all language learners . . . )

• Student Interaction– Oral comprehension supports reading and

writing development

– Differentiate collaborative activities

Represent

Act/Express Engage

Learning about Language

• What does it say?

• What does it mean?

• What does it matter?

Implications for the Classroomexplicit teaching of language

• Create a language-sensitive classroom

• Deconstruct/reconstruct complex text

• View all languages as assets

Activity: WLES Press Release

3. Add approaches or accomplishments from your World Language programs to your cloze media form that highlight UDL principles in action.

4. Connect this information to other content areas from across the curriculum, with a special focus on literacies.

Tools and Strategies for Challenging All Learners• Concept-Based Teaching• Tiered Assignments• Project-Based Learning• Curriculum Compacting• Independent Study with Rubrics• SeminarsOther:

All with appropriate challenge!

Non–Negotiables for Gifted Learners

• Gifted Children Vary in Needs and Strengths• Mindset of Differentiation in Class, School, LEA• Pre-assessment to understand needs and

strengths; Flexible Grouping• Social and Emotional Needs Addressed• Academic and Cognitive Growth Addressed

AIG: ALL DAY, EVERY DAY

NCDPI Arts Education Literacy Institute 2004

55

Serving All is a Process

Response to InstructionNC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

Problem-Solving, Data, & Decision-Making

• Decision making is aided by access to data• Providing instruction on a problem-solving model

(TIPS) will result in problem solving that is – Thorough– Logical– Efficient– Effective

• Structure of meetings lays foundation for efficiency and effectiveness

(Newton et al, 2009)

Collect & UseData

Develop Hypothesis

Discuss & Select

Solutions

Develop &ImplementAction Plan

Evaluate &Revise

Action Plan

Problem Solving Meeting Foundations

Team Initiated Problem Solving (TIPS) Model

Identify Problems

(Define & Clarify)

(Newton et al, 2009)

Addressing the whole child prepares future-ready students who are competitive for work and post-secondary education and prepared for life in the 21st century.

Activity: WLES Press Release

5. Finish with a statement that spotlights the State Board of Education’s mission and goals to graduate globally prepared students.

6. If time allows, brainstorm a list of local media outlets that you could share your press release with for distribution to your community.

Part I ReflectionPlease respond to these statements in your Penzu journal.

Yes, easily and well

Still one of my goals

1. I can explain how the Standard Course of Study (SCS) impacts all K-12 educators as every content area implements new standards.

2. I can describe the structure of my district’s World Language Program based on the North Carolina World Language Essential Standards.

Part IIProficiency 101 - - - - - - - - - - - - Introduce the

Backwards Design Process

Summer Institute (SI) 2012

Part II Objectives

By the end of Part II, I will be able to:• Explain the Backwards Design

process.• Describe the components of an

Integrated Performance Assessment (IPA).

• Begin to plan how the Proficiency 101 Lesson Plan template and materials could be used in my local PD work.

Activity: Backwards Design Comic Strip Sort

1. Pull out a set of the comic strip frames from the Backwards Design Sort envelope at your table.

2. Put the images in order, 1-6, to create a plausible narrative.

3. Check your answers using the following slides.

Trip to Target – Frame 1

Trip to Target – Frame 2

Trip to Target – Frame 3

Trip to Target – Frame 4

Trip to Target – Frame 5

Trip to Target – Frame 6

What is Backwards Design?

1. Click on the Bubbl.us link for our Mindmap:

2. Click on a tab (or tabs) so that you can type in 3 -5 words or phrases that you associate with Backwards Design.

3. As ideas are added, group information and piggyback on what’s being shared.

Backwards Design

•… relates to a planning sequence for curriculum (Wiggins & McTighe, 1998; Sandrock, 2010):1.Identify desired results 2.Determine acceptable evidence 3.Plan learning experiences and instruction

Backwards Design

Let’s take a look at Backwards Design

using the Proficiency 101

Lesson Plan Template

Backwards Design – Step 1Identify Desired Results

What is the TARGET?

What should students know, understand, and be able to do?“For learning languages, the target is using a new language to interpret, exchange, and present information and ideas”

(Sandrock, 2010, p. 11)

Backwards Design – Step 1Identify Desired Results

Established Goals

Knowledge & Skills

Enduring Understanding

McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1Identify Desired Results

Established GoalsACTFL National StandardsNorth Carolina World Language Essential StandardsLocal Curriculum developed for different programs and courses

McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1Identify Desired Results

Established Goals

Knowledge & SkillsLearning TargetsI can . . . I know . . .

McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1Identify Desired Results

Established Goals

Knowledge & Skills

Enduring Understanding

Essential Questions Inquiry Understanding Transfer of Learning

McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 1Identify Desired Results

Established Goals

Knowledge & Skills

Enduring Understanding

McTighe & Wiggins, 1998, p. 10

Backwards Design – Step 2Determine Acceptable Evidence

Think like an assessor, not an activity designer!

How will students demonstrate that they have met the target(s) for their proficiency level? – Formative assessment– Summative assessment

Backwards Design – Step 2Determine Acceptable Evidence

Integrated Performance Assessment or IPA

• Authentic• Performance-based• Related to the three modes of

communication (interpretive, interpersonal, presentational)

• Integrated • Show progress through stages of

proficiency• “Teaching to the test”

but in a positive sense . . .

Backwards Design - Step 3: Plan Learning Experiences & Instruction

What learning experiences and instruction will enable learner to achieve the desired results?

How will they get to where they’re going?

Proficiency 101 Video

As we watch the P101 video, think about how you would answer these questions:

• What evidence in the video shows that students are hooked?

• How do the activities in the video prepare the students for the end point?

• How are the activities in the video tailored for individuals?

• How is the instruction organized to help students gain deeper understanding?

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Activity: Video Jigsaw Questions

Each table will discuss their answers to their assigned question:

1. What evidence in the video shows that students are hooked?

2. How do the activities in the video prepare the students for the end point?

3. How are the activities in the video tailored for individuals?

4. How is the instruction organized to help students gain deeper understanding?

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Activity: Video Jigsaw Questions

1 person at each table should record the group’s responses onscreen using a Word or Google doc.

Now let’s do a Gallery Walk of screens to see the responses.

Part II ReflectionPlease respond to these statements in your Penzu journal.

Yes, easily and well

Still one of my goals

1. I can explain the Backwards Design process.

2. I can describe the components of an Integrated Performance Assessment (IPA).

3. I can begin to plan how the Proficiency 101 Lesson Plan template and materials could be used in my local PD work.

Part IIIProficiency 101 - - - - - - - - - - - -

Review the 3 Communication Modes & Culture linked to

Assessment Products

Summer Institute (SI) 2012

Part III Objectives

By the end of Part III, I will be able to:• Explain the three modes of

communication.• Provide examples of assessments for

each mode of communication.• Describe the components of culture

and their impact on lesson and unit design.

• Explain how the modes of communication and culture are integrated with the three strands.

3 Communication Modes & Culture = 4 WLES

ES #1Interpersonal Mode

ES #2Interpretive Mode

ES #3Presentational Mode

ES #4Culture

Activity: Mode Mind Mapping

1. On the Mode Mind Maps around the room, write words, phrases or activities that you associate with each mode of communication:

1. Interpersonal Mode2. Interpretive Mode3. Presentational Mode

2. Pick something you wrote or saw on a Mode Mind Map and share your thoughts about it.

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

Activity: Venn Diagram with Assessment Products

1. Read the sample assessment slips and decide which mode of communication is being practiced.

2. Place the assessment slips in the appropriate place on the Venn diagram. Note: Some assessments might incorporate more than one mode of communication.

3. Share out about where you placed 1 assessment slip and why.

Culture’s 3 P’s and Interculturality

Practices

ProductsPerspectives

Activity: Venn Diagram with Assessment Products

4. Review the sample assessments in the chart and consider this question: What cultural elements enrich these activities?– Practices– Products– Perspectives

5. Share out with the group.

Decide with your partner what you would like to do today in Kyoto, Japan and then report your plans to the class.

3 Strands in the WLES

CLLConnections to

Language & Literacy

CODConnections to Other

Disciplines

CMTCommunities

Activity: Venn Diagram with Assessment Products

6. In one sample assessment, how do students . . .

– Draw on and build their language and literacy skills?

– Make connections with other disciplines?

– Use their knowledge to function well with people from diverse communities?

If one of these aspects is not present, how could it be incorporated?

• Handout and/or Activity• Direct participants to

color-coded handout(s) for their program(s) with table showing ES and Strands

3 World Language Programs

Classical Languages

Dual & Heritage Languages

Modern Languages

• Levels I-VI

• DLI• HL, Levels 1 & 2

• K-8• Levels I-VIII

Activity: WL Program Analysis

1. Choose one of the program handouts and read through its details about the ES and strands.

2. Discuss your responses to these questions with a partner:

– What is unique about this program?– How will that impact assessment?

Part III ReflectionPlease respond to these statements in your Penzu journal.

Yes, easily and well

Still one of my goals

1. I can explain the three modes of communication.

2. I can provide examples of assessments for each mode of communication.

3. I can describe the components of culture and their impact on lesson and unit design.

4. I can explain how the modes of communication and culture are integrated with the three strands.

Plus/Delta Feedback

Whatworked well? Suggestions

for improvement!

Regroup with Plus/Delta Feedback

Whatworked well? Suggestions

for improvement!

Brain Break

Part IVProficiency 101 - - - - - - - - - - - -

Focus on Spiraling Proficiency Levels & Impact

of Formative Assessment

Summer Institute (SI) 2012

Part IV Objectives

By the end of Part IV, I will be able to:

• Identify the proficiency level targeted in an assessment.

• Help students use the LinguaFolio® checklists to identify what they need to do to demonstrate performance at the targeted proficiency level.

ACTFL Proficiency Levels

NativeDistinguished

Superior

Advanced HighAdvanced MidAdvanced Low

Intermediate HighIntermediate MidIntermediate Low

Novice High

Novice

MidNovice

Low

ACTFL Proficiency Levels

Novice (Parrot)

Intermediate(Survivor)

Advanced(Storyteller)

North Carolina Proficiency ExpectationsAlphabetic Languages

AlphabeticLanguages

Novice Intermediate Advanced

Interpersonal(NA for Classical Languages)

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

North Carolina Proficiency ExpectationsLogographic 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

North Carolina Proficiency ExpectationsVisual 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

Proficiency:What Does It Look and Sound Like?

ACTFL Proficiency Guidelines 2012

• Latest revisions include Distinguished

• New website with guidelines and samples in English for listening, reading, speaking and writing

• Samples in target languages coming soon!

Activity: Speaking Proficiency

NativeDistinguished

Superior

Advanced

Intermediate

Novice

Activity: COs & Proficiency Levels

1. Find the slips of paper in an envelope on your table that have different sets of Clarifying Objectives (COs).

2. Create a proficiency chart by placing each group of COs under the appropriate mode of communication and at the correct proficiency sublevel.

3. Identify potential evidence from your classroom that would indicate the CO and/or proficiency sublevel.

LinguaFolio®

• 3 components– Biography– Passport or Global Profile– Dossier

• 2012-2013 LF Resources

• Self-assessment checklists Teacher & Administrator Perspectives

Activity: Learning Scenarios

1. Read each of the 3 scenarios describing the summative, end-of-unit assessments

2. Identify the proficiency level for each scenario: Novice, Intermediate, or Advanced

3. Choose the LinguaFolio self-assessment checklist to match one of the scenarios

4. Decide which LinguaFolio self-assessment checklist statements students might check off because they demonstrate these skills or abilities in the assessment scenario

Learning Scenarios Share Out

Part IV ReflectionPlease respond to these statements in your Penzu journal.

Yes, easily and well

Still one of my goals

1. I can identify the proficiency level targeted in an assessment.

2. I can help students use the LinguaFolio checklists to identify what they need to do to demonstrate performance at the targeted proficiency level.

Part VProficiency 101 - - - - - - - - - - - -

Leverage the NCWORLDLANG Social

Bookmark to Share Resources Statewide

Summer Institute (SI) 2012

Part V Objectives

By the end of Part V, I will be able to:• Describe how a social bookmark

works as a collaboration tool for educators.

• Explain the common WLES tags that will be used to support the implementation of the standards.

• Understand how to tag an online resource for inclusion in the World Language Online Teacher Handbooks.

Social Bookmarks

• Online collection of favorites or bookmarked websites

• Accessible 24/7 with Internet connection

• Open to additions using common set of tags

WLES Social Bookmark: NCWORLDLANG

Common Tags categorized by:• Essential Standard• World Language Program• Proficiency Sublevel

Activity: Tagging Together

1. Choose a partner or small group so that 1 computer can be used.

2. Explore the NCWORLDLANG Delicious site, noting the common tags.

3. Go online and tag one or more sites for NCWORLDLANG.

Part V ReflectionPlease respond to these statements in your Penzu journal.

Yes, easily and well

Still one of my goals

1. I can describe how a social bookmark works as a collaboration tool for educators.

2. I can explain the common WLES tags that will be used to support the implementation of the standards.

3. I can understand how to tag an online resource for inclusion in the World Language Online Teacher Handbooks.

Part VIProficiency 101 - - - - - - - - - - - -

Investigate Different Types of Proficiency-Based Assessment

Summer Institute (SI) 2012

Part VI Objectives

By the end of Part VI, I will be able to:• Explain the different types of

assessment.• Describe the components of an

Integrated Performance Assessment (IPA).

• Use the MAP Game to generate assessments for world language courses.

ACTFL Proficiency Levels

NativeDistinguished

Superior

Advanced HighAdvanced MidAdvanced Low

Intermediate HighIntermediate MidIntermediate Low

Novice High

Novice

MidNovice

Low

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

Activity: Assessment Stoplights

1. Look around the room at the 6 stoplight posters, each with an assessment concept.

2. Place a sticker on each poster next to the appropriate colored light to indicate your understanding and comfort level with that concept.

RedNot yet familiar

Yellow Somewhat familiar but may need support before explaining to others

GreenVery familiar and can explain to others

Basing Assessments on Standards

“ Starting with the standards, with the ends in mind, turns traditional unit planning upside down.”

(Sandrock, p. 5)

21st Century Skills Map for World Languages

Preliminary Vocabulary

Assessment: Demonstration of learning through an activity or task

Evaluation: Judgment on mastery of objectives by using a rubric

Grading: Compilation of numbers to arrive at a grade

http://www.ncpublicschools.org/accountability/educators/vision/

Classroom Assessments

Formative Assessment• Ongoing or continuous

during instruction

• NOT graded

• Process

• Descriptive feedback

• Assessment FOR learning to gauge students’ progress towards learning goals

Summative Assessment• Periodic or after the end

of instruction

• Graded

• Product

• Evaluative feedback

• Assessment OF learning to assess students’ achievement of learning goals

Formative AssessmentsDescription• Ongoing or continuous

during instruction

• NOT graded

• Process

• Descriptive feedback

• Assessment FOR learning to gauge students’ progress towards learning goals

World Language Examples• Questions & Discussions• Comprehension checks• Admit and Exit Slips• Individual Feedback• Conferences• Student Self-Assessment• LinguaFolio®

– Biography– Dossier– Passport/Global Profile

Summative AssessmentsDescription• Periodic or after the end

of instruction

• Graded

• Product

• Evaluative feedback

• Assessment OF learning to assess students’ achievement of learning goals

World Language Examples• Classroom assessments

– Quizzes, unit tests, final exams– Performance tasks or projects

• Commercial assessments like AAPPL, SLPI, SOPA, STAMP

• Exams from other countries: DELE, DELF, DSD, HSK

• Non-profits: AP, IB, SAT II tests• National Language Exams from

professional organizations

Summative Assessment OptionsWorld Language Examples• Classroom assessments

– Quizzes, unit tests, final exams– Performance tasks or projects

• Commercial assessments like AAPPL, SLPI, SOPA, STAMP

• Exams from other countries: DELE, DELF, DSD, HSK

• Non-profits: AP, IB, SAT II• National Language Exams

from professional organizations

In progress . . .

Summative Assessment Options

• Integrated Performance Assessments (IPA) using proficiency-based rubrics

• Proficiency 101 Materials• Measures of Student Learning (MSL)• Assessment Examples (AE)

– Drafted during WLES writing with work ongoing– NC State TOPS partnership– SPAR activity from Spring RESA Sessions

Think-Pair-Share Activity: Turning a New Light on Assessment

1. Read an excerpt from the Van Houten article

2. Pair with a partner/group to summarize (on chart paper) one of the types of assessment

3. Draw a non-verbal representation

4. Share at least two examples

Variety of Assessments

•Selected Response: •Multiple-choice•True-false•Matching

•Brief Constructed Response•Fill – in the blank•Short Answer •Label a diagram

•Performance Based Assessment•Essay•Oral Presentation•Interview•Conference

Assessment Drives Instruction

3 Tools for Success

Understanding of proficiency levels for students

Knowing how to use rubrics efficiently

Providing descriptive feedback for/from students to adapt

instruction

Formative Assessment Process

Do you NC FALCON?

Roadmap for Performance Assessment Tasks

Essential Questions

Cognitively Engaging

Intrinsically Interesting

Linguistically & Culturally Purposeful

Based on a Real World Context

Integrated Performance Assessment (IPA)

• Authentic• Performance-based• Related to the three modes of

communication (interpretive, interpersonal, presentational)

• Integrated • Show progress through stages of

proficiency• “Teaching to the test”

but in a positive sense . . .

IPA: A Cyclical ApproachInterpersonal

Engage in informal communication on a

topic.

PresentationalStudents share ideas and opinions about a topic from the text.

Interpretive Listen to, view or read

authentic text and provide a response to

assess comprehension.

Preparing Students for Novice Level Interpretive Tasks

• Various ways to assess (reading, listening, viewing)

• Teach strategies for understanding– Use context clues– Repeat, Repeat, Repeat– Listen for key words– Make predictions about the text

• Types of authentic texts– Short texts (Lists, simple sentences, etc.)– Commercials– Texts that include visual clues

Preparing Students forIntermediate Level Interpretive Tasks

• Teach strategies for understanding– Main ideas – Supporting details

• Types of authentic texts– Narratives, simple stories, routine

correspondence– Information-packed texts in predictable

order of information– Simple sentences to paragraph-like text– High interest topics about the target

culture(s)

Preparing Students forAdvanced Level Interpretive Tasks

Teach strategies for understanding– Main ideas and supporting details– Word and concept inferences– Identification of author/cultural perspectives– Identification of organizing principles of text

Authentic texts– Longer and more complex discourse– Stories, narratives, social correspondence

(involving past, present, and future)– Topics of professional and personal interest– Fiction and non-fiction with wide variety of

topics from target culture(s)

Preparing Students for Interpersonal Tasks

• Use various assessments (videotaping, journaling, texting)

• Prepare students to engage in natural conversation and wean off scripts– Provide warm-up activities that include

dialogue– Give pre-thinking exercises– Model constantly (teacher interaction, video clips)

– Differentiate groups (based on proficiency level)

– Integrate opportunity for students to speak freely with peers in target language (without pressure of evaluation)

Preparing Students for Presentational Tasks

• Use various ways to assess (speaking, writing, debating, reporting)

• Encourage the use of the writing process (draft, revise, publish) to self-assess

• Encourage peer evaluation with structure and/or monitoring from teacher

• Provide feedback to students based on message NOT accuracy

Good learning tasks ARE effective

formative assessments

Activity: MAP Game

1. Watch the video about how to play the MAP Game – Phase 1

2. Choose a partner for Phase 1 and play the MAP Game

3. Discuss how this might be used in local PD

4. Learn about Phases 2, 3 and 4

Part VI ReflectionPlease respond to these statements in your Penzu journal.

Yes, easily and well

Still one of my goals

1. I can explain the different types of assessment.

2. I can describe the components of an Integrated Performance Assessment (IPA).

3. I can use the MAP Game to generate assessments for world language courses.

Proficiency 101 - - - - - - - - - - - -

Day 1 Wrap-up & Homework

Summer Institute (SI) 2012

Overview: Content Session Objectives

By the end of Day 2, I will be able to train others on:– Understanding the 8 proficiency levels in the

World Language Essential Standards.

– Teaching to build proficiency.

– Assessing proficiency, formatively and summatively, in the classroom.

Homework:Self-Assessment Reflection Log

1. Using your “I can” reflections from Day 1, write 1-3 paragraphs in your Penzu journal describing your current comfort level with our overall objectives: – Understanding the 8 proficiency

levels in the World Language Essential Standards.

– Teaching to build proficiency. – Assessing proficiency, formatively

and summatively, in the classroom.

Homework:Reading & Survey on Rubrics

2. Read the excerpt on proficiency-based rubrics from the Sandrock book.

3. Respond to the reading questions using the Google Form at xxxxxxx by 8:30 a.m. tomorrow.

Plus/Delta Feedback

Whatworked well? Suggestions

for improvement!

World LanguageContent Session- - - - - - - - - - - - Proficiency 101

Summer Institute (SI) 2012

Regroup with Feedback & MAP Game

Whatworked well? Suggestions

for improvement!

Homework:Self-Assessment Reflection Log

Using your “I can” reflections from Day 1, write 1-3 paragraphs in your Penzu journal describing your current comfort level with our overall objectives: – Understanding the 8 proficiency

levels in the World Language Essential Standards.

– Teaching to build proficiency. – Assessing proficiency, formatively

and summatively, in the classroom.

Homework Analysis

Part VIIProficiency 101 - - - - - - - - - - - -

Introduce Proficiency-Based Prompts & Rubrics

Summer Institute (SI) 2012

Part VII Objectives

By the end of Part VII, I will be able to:

• Describe how proficiency-based rubrics need to be constructed.

• Explain how to score student work using a proficiency-based rubric.

Quick Review of Modes:Match Characteristics to Mode(s)

Characteristics Inter-personal

Inter-pretive

Present-ational

1. One-way communication

2. Two-way communication

3. Practiced, rehearsed, polished

4. Spontaneous

5. Use gestures and circumlocution

6. Use bilingual dictionary, spell check

7. Use context to figure out meaning

8. Negotiate meaning; ask for clarification

9. Message takes precedence over accuracy

10. Higher requirement for accuracy

11. Important to maintain attention of audience

167

Quick Review of Modes:Match Characteristics to Mode(s)

Characteristics Inter-personal

Inter-pretive

Presen-tational

1. One-way communication 2. Two-way communication 3. Practiced, rehearsed, polished 4. Spontaneous 5. Use gestures and circumlocution ()6. Use bilingual dictionary, spell check 7. Use context to figure out meaning 8. Negotiate meaning; ask for clarification 9. Message takes precedence over accuracy 10. Higher requirement for accuracy () 11. Important to maintain attention of audience ()

168

Activity: Matching Tasks with Proficiency Levels

Check for Understanding1. Read the tasks on the next

slide and imagine what learners would do for each one.

2. Identify the targeted proficiency level for each task.

Check for Understanding

Identify the proficiency level targeted with each of the following tasks:

Tasks Novice Intermediate Advanced

1. Students prepare for a job interview by discussing what they can do in the target language and skills acquired through learning a 2nd language

2. Students browse through several authentic menus and decide which would be appropriate for different people given their likes and dietary needs

3. Students share examples of stress in their lives and tell what they have done to alleviate it

4. Students get ready for a homestay abroad by sharing and talking about the photos they will take along, by identifying who the people are and telling something about them, and by asking simple questions of each other (e.g., who is this, where are you?)

5. Students need to adjust the day’s schedule while traveling abroad based on new information and come to agreement on a new itinerary.

Check for Understanding

Check your responses

171

Tasks Novice Intermediate Advanced

1. Students prepare for a job interview by discussing what they can do in the target language and skills acquired through learning a 2nd language

X2. Students browse through several authentic menus and decide which would be appropriate for different people given their likes and dietary needs

X3. Students share examples of stress in their lives and tell what they have done to alleviate it X4. Students get ready for a homestay abroad by sharing and talking about the photos they will take along, by identifying who the people are and telling something about them, and by asking simple questions of each other (e.g., who is this, where are you?)

X

5. Students need to adjust the day’s schedule while traveling abroad based on new information and come to agreement on a new itinerary.

X

Check for Understanding

172

Tasks Rationale1. Students prepare for a job interview by discussing what they can do in the target language and skills acquired through learning a 2nd language

Intermediate: The task involves creating with language using sentences and strings of sentences; within a familiar context; in present time

2. Students browse through several authentic menus and decide which would be appropriate for different people given their likes and dietary needs

Novice: Students can be successful by listing and using formulaic sentences; within a highly familiar context

3. Students share examples of stress in their lives and tell what they have done to alleviate it

Advanced: The task requires narration in past time plus extended description; the real world context is still familiar to students

4. Students get ready for a homestay abroad by sharing and talking about the photos they will take along, by identifying who the people are and telling something about them, and by asking simple questions of each other (e.g., who is this, where are you?)

Novice: The task is fully in students’ control (their photos); a highly familiar context (family, home, school, city); students can be successful producing memorized words and phrases

5. Students need to adjust the day’s schedule while traveling abroad based on new information and must come to agreement on a new itinerary.

Intermediate: Familiar context and vocabulary, but more negotiation of meaning required (more than listing) to come to agreement

Providing Feedback to Build Proficiency

• How well does the feedback showcase what students can do well and what they need to work on to improve?

• How well does the feedback mechanism guide students to give their best performance (rather than just

enough to get by, or to get an “A”)?

Providing Feedback to Build Proficiency

What counts in evaluation?• Grammatical accuracy• Vocabulary choice• Translation of words• Pronunciation

Answer: Depends on the Mode

Activity: Mode Sort

1. Read the Mode Sort cards with your table group.

2. Sort them using this chart:

Interpretive Interpersonal Presentational

Crafting Rubrics

• Many options available– Commercially– Open source– Teacher-created

Let’s take a look . . .

Rubric for Scored Discussion

Move FROM: 1 – 3 – 5 Move TO:

Asks random questions

Follows up with logical questions

Only answers the question asked

Contributes additional information

Responds, but rarely initiates

Contributes personal insights to enhance discussion and draw in others

Comments are not relevant

Stays on topic

177

Rubric for Feedback Checklist

178

Novice Interpersonal Task: For your trip, come to agreement on the day’s schedule.

Performance Criteria: I can do this on my own

I can do this with some help

I cannot do this

I can use numbersI can use words for activitiesI can use words for locationsI can use expressions to show that I agree or disagree with what my partner says

I can ask some questionsI can say how many times, how often, how frequently I do various things

I can provide some description

Rubric for Feedback Checklist

179

Advanced Interpersonal Task: For your trip, decide how travel benefits your future.

Performance Criteria: Achieves the target and more (Consistently)

Achieves the target

(Frequently)

Achieves the target

(Minimally)

Falls short of the target

1. Questions-variety of topics and interests

2. Open-ended questions

3. Questions lead to in-depth exploration (follow-up questions)4. Careful listening; appropriate reactions

Activity: Presentational Writing Assessment Practice

1. Read these two letters written by students from abroad who are writing to introduce themselves to a potential host family.

2. Discuss these questions to prepare to provide feedback to help these students improve their performance:

– What impression does each letter make?

– How would you provide feedback to each student to help him or her improve? What counts?

Rubric DOs and DON’Ts

3. Place the rubric elements (on slips in the envelope at your table) into the following columns to indicate if they should be part of the rubric for the Presentational Writing Assessment

SHOULD be part of rubric SHOULD NOT be part of rubric

Crafting Rubrics

• Take out the non-negotiables• Don’t just count

It’s not about quantity; it’s quality!

• Provide clear descriptors• Push students’ performance

toward the next level (show what they could do)

Converting Rubrics to a Grade

Exceeds Expecta-

tions

(3)

Meets Expecta-

tions

(2)

Does NOT Meet

Expecta-tions(1)

Delivery

Content

Organization and Flow

Impact

Converting Rubrics to a Grade

Let’s do the math!Four elements with a 3 – 2 – 1 scale:

All 2s = 8/12 or 66.67% or a DInstead, begin with a completed product (language sample) at 50% and then add the rubric points as the quality:All 2s = 66% of other 50% = 33.35Added to base 50% = 83.5 or a B

Part VII ReflectionPlease respond to these statements in your Penzu journal.

Yes, easily and well

Still one of my goals

1. I can describe how proficiency-based rubrics need to be constructed.

2. I can explain how to score student work using a proficiency-based rubric.

Plan Local PD & Share Out

- - - - - - - - - - - - Proficiency 101

Summer Institute (SI) 2012

Activity: WLES Wiki for Sharinghttp://wlnces.ncdpi.wikispaces.net

World LanguageContent Session- - - - - - - - - - - -

Wrap-up & Next Steps

Summer Institute (SI) 2012

Curriculum & InstructionWorld LanguagesHelga FascianoSection Chief of K-12 Program AreasHelga.Fasciano@dpi.nc.gov919-807-3864

Ann Marie GunterWorld Language ConsultantAnn.Gunter@dpi.nc.gov 919-807-3865

NCDPIWorld Languages websitehttp://seclang.ncwiseowl.org/