World Language Content 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 Everywhere audience response system World Languages Wiki 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 were waiting... 1.Read through the agenda to see how well 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? Dont forget: You can copy- paste this slide into other presentations, and move or resize the poll. Welcome, Introductions & Overview Summer Institute (SI) 2012 NCDPI WL Training Team Web Tool: Penzu 1.Launch your Penzu account 2.Watch the video ator read the PDF atGETTING+STARTED+WITH+PENZU.pdf to learn about how your Penzu journal works! GETTING+STARTED+WITH+PENZU.pdf 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 Gadgets Please switch phones, computers, and other electronic gadgets to silent, mute or vibrate Parking Lot on Google Doc Power Strips & Extension Cords 12 Overview: Group Norms Teamwork 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 Tour Activity: WLES Wiki Tour 1.Go to the World Language Essential Standards wiki at 2.Follow the Tour Guide and ask questions as needed. 3.Download the materials you want to have on your computer. Part I Proficiency Overview of the NCSCS Summer 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 districts 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 Standards Statewide implementation in Structure of the WLES Language Skills & Frameworks CLL: Connections to Language & Literacy COD: Connections to Other Disciplines CMT: Communities Strands 4 Essential Standards 1.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 WLES CLL: Connections to Language & Literacy NL.CLL.3Use the language to present information to an audience. NL.CLL.3.1Use single words and simple, memorized phrases in presentations to identify the names of people, places, and things. NL.CLL.3.2Use the language to recite memorized poetry and songs from the target culture. NL.CLL.3.3Use 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 2 nd 6 th 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/charters World Language program offerings using the cloze media form. 2.Read NPRs This I Believe essays for your program(s): Classical Languages Credo Latinae Dual & Heritage and/or Modern Languages Travel and Learn Another Language By the time many students hit middle school, disengagement has become a learned behavior. ~ Keely Potter, Reading Specialist Learning Paths 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 UDL Principles Principal 1: Representation Principal 3: Engagement Principal 2: Action and Expression Recognition Networks The "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 Networks The "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 Networks The "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 Representation Examples: 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 Means of 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 of Engagement 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 Classroom explicit 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 Seminars Other: All with appropriate challenge! NonNegotiables 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 Serving All is a Process Response to Instruction NC 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 & Use & UseData Develop Hypothesis Discuss & Select Solutions Develop & Implement Action 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 Educations 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 Reflection Please 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 districts World Language Program based on the North Carolina World Language Essential Standards. Part II Proficiency 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 whats 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 Lets take a look at Backwards Design using the Proficiency 101 Lesson Plan Template Backwards Design Step 1 Identify 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 1 Identify Desired Results McTighe & Wiggins, 1998, p. 10 Backwards Design Step 1 Identify Desired Results McTighe & Wiggins, 1998, p. 10 Backwards Design Step 1 Identify Desired Results McTighe & Wiggins, 1998, p. 10 Backwards Design Step 1 Identify Desired Results McTighe & Wiggins, 1998, p. 10 Backwards Design Step 1 Identify Desired Results McTighe & Wiggins, 1998, p. 10 Backwards Design Step 2 Determine 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 2 Determine 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 theyre going? 83 Instructional Activities 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? 84 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? 85 86 Activity: Video Jigsaw Questions 1 person at each table should record the groups responses onscreen using a Word or Google doc. Now lets do a Gallery Walk of screens to see the responses. Part II Reflection Please 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 III Proficiency 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 #1 Interpersonal Mode ES #2 Interpretive Mode ES #3 Presentational Mode ES #4 Culture 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 Mode 2.Interpretive Mode 3.Presentational Mode 2.Pick something you wrote or saw on a Mode Mind Map and share your thoughts about it. Three Modes of Communication 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. Cultures 3 Ps and Interculturality 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 CLL Connections to Language & Literacy COD Connections to Other Disciplines CMT Communities 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 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 Reflection Please 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 What worked well? Suggestions for improvement! Regroup with Plus/Delta Feedback What worked well? Suggestions for improvement! Brain Break Part IV Proficiency 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 Novice (Parrot) Intermediate (Survivor) Advanced (Storyteller) North Carolina Proficiency Expectations Alphabetic Languages Alphabetic Languages NoviceIntermediateAdvanced Interpersonal (NA for Classical Languages) Levels I, IILevels III, IV, VLevels VI, VII, VIII Interpretive Levels I, IILevels III, IV, VLevels VI, VII, VIII Presentational Levels I, II, III Levels I, II Levels IV, V, VI Levels III, IV, V Levels VII, VIII Levels VI, VII, VIII North Carolina Proficiency Expectations Logographic Languages Logographic Languages NoviceIntermediateAdvanced Interpersonal Levels I, IILevels III, IV, VLevels Vi, VII, VIII Interpretive Levels I, II, IIILevels IV, V, VILevels VII, VIII Presentational Levels I, II, III, IV, V Levels V, VI, VII, VIII North Carolina Proficiency Expectations Visual Languages Visual Language NoviceIntermediateAdvanced Interpersonal Levels I, IILevels III, IV, V, VILevels VII, VIII Interpretive: Receptive & Fingerspelling Levels I, II Level I Levels III - VII Levels II, III, IV, V Level VIII Levels VI, VII, VIII Presentational Expressive & Glossing Levels I, II, III Levels I, II Levels IV, V, VI Levels III, IV, V, VI Levels 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 writingNew website Samples in target languages coming soon! Activity: Speaking Proficiency 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 LF Resources Self-assessment checklists Teacher & Administrator PerspectivesSelf-assessment checklists 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 Reflection Please 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 V Proficiency 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 Reflection Please 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 VI Proficiency 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 Novice Word Level Communicate minimally with formulaic and rote utterances, lists and phrases Intermediate Sentence Level Create with language, initiate, maintain and bring to a close simple conversations by asking and responding to simple questions Advanced Paragraph Level Narrate 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. Red Red Not yet familiar Yellow Yellow Somewhat familiar but may need support before explaining to others Green Green Very 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) 21 st 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 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 Assessments Description 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 Assessments Description 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 Options 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 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 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 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 Approach 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 for Intermediate 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 for Advanced 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 LevelInterpretivePresentationalInterpersonal Novice Where would I like to travel? Listen to a travelogue: match photos to each description heard. Write a brief website description for five places of interest (where, hours open, admission, etc. In pairs, look at five photos and discuss likes/dislikes, deciding which two places to visit on your last day in the target country. Intermediate Why would I choose a particular destination? Using online resources, fill in requested information about the area you have selected to visit in the target country. Create a commercial and a flyer to promote the region you have selected. Discuss with a partner the places in the classmates commercials, deciding which will be the most exciting to visit and how you will convince the rest of your class. Pre-Advanced (Intermediate-High) How could travel help my career options? Investigate places for study, travel, or work in the target country; indentify how they would be helpful to four careers you are exploring. Evaluate with a partner the career advantages you could gain by studying, traveling, or working in the target country. Write a letter to apply for an internship, explaining how the experience will fit into your career plans, and how you have prepared for it. Advanced How does travel change the way I look at the world? Discuss stereotypes of the target culture that you know you see differently now; identify ideas you want to investigate while in the target country. Write a newspaper editorial explaining one U.S. cultural phenomenon that is likely to be misinterpreted by tourists from the target country. Read a work of literature with a strong sense of place; describe the cultural influences shaping the main idea or conflict. Unit Level Performance Assessments What makes the right travel destination for me? Reinventing the Wheel? FLENJ (Foreign Language Educators of New Jersey) received a FLAP grant in 2003 to create CAPS: Consortium for Assessing Performance Standards Sample tasks by proficiency level and theme:Student work samples:The Georgia Department of Education also has posted sample tasks for French, German, Japanese, and Spanish: https://www.georgiastandards.org/Frameworks/pages/Browse Frameworks/modernlanglatin.aspx Part VI Reflection Please 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 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 What worked well? Suggestions for improvement! World Language Content Session Proficiency 101 Summer Institute (SI) 2012 Regroup with Feedback & MAP Game What worked 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 VII Proficiency 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) CharacteristicsInter- 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) CharacteristicsInter- 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 Understanding 1.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: TasksNoviceIntermediateAdvanced 1. Students prepare for a job interview by discussing what they can do in the target language and skills acquired through learning a 2 nd 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 days schedule while traveling abroad based on new information and come to agreement on a new itinerary. Check for Understanding Check your responses 171 TasksNoviceIntermediateAdvanced 1. Students prepare for a job interview by discussing what they can do in the target language and skills acquired through learning a 2 nd language X 2. Students browse through several authentic menus and decide which would be appropriate for different people given their likes and dietary needs X 3. Students share examples of stress in their lives and tell what they have done to alleviate it X 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?) X 5. Students need to adjust the days schedule while traveling abroad based on new information and come to agreement on a new itinerary. X Check for Understanding 172 TasksRationale 1. Students prepare for a job interview by discussing what they can do in the target language and skills acquired through learning a 2 nd 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 days 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: InterpretiveInterpersonalPresentational Crafting Rubrics Many options available Commercially Open source Teacher-created Lets take a look... Rubric for Scored Discussion Move FROM:1 3 5Move 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 days schedule. Performance Criteria: I can do this on my own I can do this with some help I cannot do this I can use numbers I can use words for activities I can use words for locations I can use expressions to show that I agree or disagree with what my partner says I can ask some questions I 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 DONTs 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 rubricSHOULD NOT be part of rubric Crafting Rubrics Take out the non-negotiables Dont just count Its not about quantity; its 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 Lets do the math! Four elements with a 3 2 1 scale: All 2s = 8/12 or 66.67% or a D Instead, begin with a completed product (language sample) at 50% and then add the rubric points as the quality: All 2s = 66% of other 50% = Added to base 50% = 83.5 or a B Part VII Reflection Please 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 Sharing World Language Content Session Wrap-up & Next Steps Summer Institute (SI) 2012 Curriculum & Instruction World Languages Helga Fasciano Section Chief of K-12 Program Areas Ann Marie Gunter World Language Consultant NCDPI World Languages website