Proficiency vs. Performance

Ultimately aimed at a specific topic you have been taught Sample Performances Students telling someone about where to visit in Memphis. Students telling someone about their family and asking questions about the other person’s family. Students comparing what activities they enjoy now versus when they were younger. Students talking about their aspirations. Ultimately aimed at a specific topic you have been taught From SCS Curriculum

Performance As we learn languages we practice and engage in performances that are represented by the individual bricks. (Provide students with examples of how these performances will occur in your classroom here. Such as performance assessments… how will they use language in your classroom?) (cc) villarreal15

Performance = Rehearsed Performances Classroom Assessments: Interpersonal interviews Presentational writing Classroom Activities: Pair and small group work in the target language Q & A Performance = Rehearsed (cc) villarreal15

Multiple Performances As we continue through the year we continue to complete various performances based on what we are learning. While the content changes, we are still working on reinforcing our communication skills with new information. For example in Unit one we may talk about what you like and do not like to do and in unit 3 we may talk about our family but we are still working on the Skill of asking and answering questions. (cc) villarreal15

Multiple Performances Layering classroom assessments each unit Layering and building on classroom activities with each unit Developing the STRUCTRE of language across units As we continue through the year we continue to complete various performances based on what we are learning. While the content changes, we are still working on reinforcing our communication skills with new information. For example in Unit one we may talk about what you like and do not like to do and in unit 3 we may talk about our family but we are still working on the Skill of asking and answering questions. Performances = Rehearsed over time (cc) villarreal15

CEMENT Your practice is the cement that holds the performances together. When they are stuck together they form (cc) villarreal15

CEMENT = PRACTICE Classroom practice is the cement that bind the performances together. Binding the isolated performances together makes them stronger. The stronger the performance the more likely there will be transfer to novel, unrehearsed contexts. Your practice is the cement that holds the performances together. When they are stuck together they form (cc) villarreal15

PROFICIENCY The wall is the the proficiency level. (cc) villarreal15

SPONTANEOUS, UNREHEARSED CONTEXT Proficiency Examples Students meeting someone at a local store and conversing in the target language. Students answering questions by their host family regarding their family and friends. Students helping a customer at their job that only speak the target language. Students using their language while traveling abroad. SPONTANEOUS, UNREHEARSED CONTEXT From SCS Curriculum

PROFICIENCY Spontaneous Un-rehearsed communication COMMUNICATIVE SKILL THAT HAS BEEN ACQUIRED AND APPLIED ACROSS CONTEXTS. The wall is the the proficiency level. (cc) villarreal15

PROFICIENCY? PERFORMANCE?

Proficiency OR Performance? Mr. Morales is a Japanese teacher who just completed a unit on food with his Japanese 1 class. He decides to take his students to a local Japanese restaurant as a capstone activity. At the restaurant, students are expected to order their food and provide opinions in the target language (all functions they have rehearsed in class). The students do very well in performing these tasks. PERFORMANCE

Performance Mr. Morales is a Japanese teacher who just completed a unit on food with his Japanese 1 class. He decides to take his students to a local Japanese restaurant as a capstone activity. At the restaurant, students are expected to order their food and provide opinions in the target language (all functions they have rehearsed in class). The students do very well in performing these tasks. What indicates to us that this is a Performance?

Performance Mr. Morales is a Japanese teacher who just completed a unit on food with his Japanese 1 class. He decides to take his students to a local Japanese restaurant as a capstone activity. At the restaurant, students are expected to order their food and provide opinions in the target language (all functions they have rehearsed in class). The students do very well in performing these tasks.

Proficiency OR Performance? Suddenly, the waitress brings the manager over to the table to show him how well the students spoke Japanese. The manager starts interacting with his students. His questions are not necessarily related to food. After the initial shock, Mr. M.'s students start uttering a few words ("Yes", "No", "sometimes") and using simple sentences ("I am 13 years old", "Yes, I like Japanese"), they have a hard time understanding the native speakers. Proficiency

Proficiency Suddenly, the waitress brings the manager over to the table to show him how well the students spoke Japanese. The manager starts interacting with his students. His questions are not necessarily related to food. After the initial shock, Mr. M.'s students start uttering a few words ("Yes", "No", "sometimes") and using simple sentences ("I am 13 years old", "Yes, I like Japanese"), they have a hard time understanding the native speakers. What indicates to us that this is a Performance?

Proficiency Suddenly, the waitress brings the manager over to the table to show him how well the students spoke Japanese. The manager starts interacting with his students. His questions are not necessarily related to food. After the initial shock, Mr. M.'s students start uttering a few words ("Yes", "No", "sometimes") and using simple sentences ("I am 13 years old", "Yes, I like Japanese"), they have a hard time understanding the native speakers.

Learning curve In the heart of practice = performance What you remember = proficiency Where you begin This is how you develop proficiency…

What is our ultimate goal? Proficiency How do we get there? Performance

Let’s Check our learning You all received a venn diagram. Using the statements on the next slide, place the statements where they belong on the venn diagram to demonstrate your learning.

Let’s check our learning You all received a Venn Diagram template comparing performance and proficiency. . Using the statements on the next slide, place the statements where they belong on the venn diagram to demonstrate your learning.

Let’s check our learning You all received a Venn Diagram template comparing performance and proficiency. Using the statements on the next slide, place the statements where they belong on the venn diagram to demonstrate your learning. .

Spontaneous, non-rehearsed Language Learned in an instructional setting Communication Connected to a curriculum Independent of a curriculum Familiar content and context Use the target language Evaluation not limited to classroom materials Understood by native speakers with little trouble

Let’s Check Our Learning Make sure your name is on the paper. Pass your completed diagrams to the front. Let’s Check Our Learning Collect papers before you give the answers!

Spontaneous, non-rehearsed Collect papers before you give the answers!

Language learned in an instructional setting

Communication

Connected to a curriculum

Independent of a curriculum

Familiar content and context

Use the target language

Evaluation not limited to classroom materials

Understood by native speakers with little trouble

Questions?