Can You “Can-do?” Using Can-do Statements in World Language Instruction Maryland CCR Conference 2015.

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Presentation transcript:

Can You “Can-do?” Using Can-do Statements in World Language Instruction Maryland CCR Conference 2015

Outcome Participants will explore the Can-Do Statements, customize new ones, and learn how to establish learning targets for thematic units and performance-based lessons.

Can-do statements give a common proficiency language.

Can-Do & World-Readiness Standards for Learning Languages Can-Do StatementsWorld-Readiness Standards for Learning Languages Interpersonal Communication Presentational Speaking Presentational Writing Interpretive Listening Interpretive Reading

Global Can-do Benchmarks

Indicators & Target Statements

Can You Can-Do? Think of an objective or a performance task from your content area. Use the resources and what we’ve discussed so far to generate your own can-do statement.

Can You Can-Do?

For Learners The can-do statements help language learners  evaluate what they can do with language in each of the three modes of communication: interpretive, interpersonal and presentational and  set personal goals for functional language use.

For Learning Facilitators  Using the backward design approach, use the can-do progress indicators to set outcome expectations for units.  Use the sample learning targets to set daily lesson outcomes and post them for learners to see.

More Ways to Use Can-do Statements

Can You Can-Do?  Option 1: Think back to the lesson you reflected on earlier in this session. For that lesson, establish Can-Do Statements and then design a performance-based lesson.  Option 2: Create self-assessment tools for students using the can-do statements/routines and procedures for students to use Can-do statements.  Option 3: Take a rubric you are currently using and revise it using the Can-Do Statements.  Option 4:  ____________________________ (you decide)

How Can You Can-Do?  Start with your language and level.  Identify the theme/topic.  Design essential questions.  Establish learning targets (can-do statements).  Interpretive mode  Presentational mode  Interpersonal mode  Design key learning activities/formative assessments.  Key Instructional Shifts

Can-Do Badges I can…