Teaching for Results Session 4 Facilitated by: Shauna Watson

Objectives :  DEFINE and appraise cultures as it relates to the foreign language content domain.  INVESTIGATE the sociopolitical contexts that influence language and culture.  SELECT culturally based teaching strategies for concept instruction.  EVALUATE assessment tools for cultural absorption.

Agenda  Opening 4:30 – 4:40 pm  Section 1 – Defining Cultures. 4:40 – 5:30  Section 2 – Products, Perspectives, & Practices 5:35 – 6:15  Section 3 – Effectively Teaching & Assessing Cultural Absorption 6:15-7:15  Closing - Reflection 7:15 – 7:30

DO NOW Look over handout 3.12 and your analysis of the curriculum resource you did. Consider the following: ▫ What information do you or will you have about your students’ listening & reading abilities? ▫ Do you notice any patters with interpretive communication skills and the diagnostic assessment? ▫ How will the information inform your instructional planning?

Challenges & Solutions In pairs discuss some of the challenges you had with administering the diagnostic assessment and offer possible solutions to your partner.

What is Culture? Handout 4.1 -Use what you remember about cultures in the overview of the five C’s during Spanish 1 and refer to handout 2.7 as you complete the handout “My Definition of Culture” WORDLE Does the list change when we think about world language culture? How will your students absorb world language cultures?

Culture within the world language classroom Read Handout 4.2 and organize your thoughts on Handout 4.3 as you read. How has your thinking changed? How has the Spanish language been influenced by political factors over time? What significant social factors influence the language? How have Spanish language and culture been affected by sociopolitical factors?

Culture within the WL classroom Handout 4.4 -read and highlight 3 specific learning points. Fill out Handout 4.5 How difficult was it to choose the 3 countries? Why? What research will you need to do in order to better understand the sociopolitical influences on Spanish language and culture? How might your preference for certain countries affect student learning? How do the immigration patterns and/or cultural ties in your district affect your teaching preferences related to Culture?

Agenda  Opening 4:30 – 4:40 pm  Section 1 – Defining Cultures. 4:40 – 5:30  Section 2 – Products, Perspectives, & Practices 5:35 – 6:15  Section 3 – Effectively Teaching & Assessing Cultural Absorption 6:15-7:15  Closing - Reflection 7:15 – 7:30

Introduction Culture is perceived as being composed of the perspectives (meaning, attitudes, values, ideas), practices (patterns of social interactions), and products (books, tools, foods, laws, music, games) of society. Language is the primary vehicle for expressing cultural perspectives and for participating in social practices. The study of a second language provides opportunities for students to develop insights into as culture that are available in no other way. Through exploration of cultural patterns, the second language student becomes sensitive to similarities and differences within both the native and the target cultural groups and can thereby learn to avoid cultural conflicts.

Think about the following ?s Do you currently know enough about Spanish culture to teach perspectives, practices, and products in a meaningful way? Is it possible to lump cultures into Spanish or do you have to break the cultures down by country or region? Why? How will you help your students understand this difference?

Agenda  Opening 4:30 – 4:40 pm  Section 1 – Defining Cultures. 4:40 – 5:30  Section 2 – Products, Perspectives, & Practices 5:35 – 6:15  Section 3 – Effectively Teaching & Assessing Cultural Absorption 6:15-7:15  Closing - Reflection 7:15 – 7:30

Strategy Routines Look over Handouts 4.8 & 4.9 Steps of the Planning process: ▫1. Identify learning priorities.  Bloom’s taxonomy  Standards ▫2. Align assessment  Bloom’s taxonomy  standards ▫Design and differentiate instruction  Bloom’s taxonomy  Research-based strategies  differentiation

Evaluation of Strategy Implementation Read Handouts 4.10 & 4.11 & answer the questions on Handout 4.12 as well as the following questions: ▫Which specific criteria from this planning sheet demonstrate that this teacher is choosing instructional strategies to maximize their impact? ▫Which specific criteria from this planning sheet demonstrate that this teacher deeply understands the world language content domain and how to make learning meaningful to students? ▫The exemplar uses assessment in a more summative way, at the end of the unit. How could the teacher use the rubric scores formatively, to adjust instruction?

Cultures Strategies Discussion Review cultures strategies from Handout 4.7 Summarize the following strategies based on the group you are in: Group A – Compare/contrast & culture capsules Group B – culture assimilators and cultoons Group C – cultural problem solving & literature

Lesson Idea Work with a partner who teaches the same level and create a detailed lesson idea for one strategy of your choice. Choose a strategy that you plan to implement using the lesson idea you create today.

Think about the following… Which strategy will you use? What do you want students to learn as a result of this lesson? Why is this strategy better than others for this lesson? Can you use this lesson idea immediately?

Closing- Reflecion Were the objectives met? Lingering questions? Classroom applications for strategies – handout 1.11 ▫Graphic organizers ▫Scenarios Check in # 1 Handout 2.4

Objectives :  DEFINE and appraise cultures as it relates to the foreign language content domain.  INVESTIGATE the sociopolitical contexts that influence language and culture.  SELECT culturally based teaching strategies for concept instruction.  EVALUATE assessment tools for cultural absorption.

Homework Complete Handout 4.6 Complete Handouts 4.8 & 4.9 Bring a unit you are/will be teaching that could benefit from additional/modified technology integration strategies. Continue administering the Diagnostic Assessment to target students and be prepared to discuss results during Session 6