Curriculum Updates Spanish and French June 11, 2013 WLAN____.___ and WLAN____.___ Kempner High School

When you think of the concept of “curriculum” what comes to mind? Each person should 5 take post-it notes. Limiting yourself to one comment per post-it note, write your answers on your 5 notes.

By the end of this session, teachers will be able to.... Articulate the purpose and use of curriculum Explain the curriculum documents available through FBISD curriculum and how they relate to proficiency targets

When you think of the concept of “curriculum” what comes to mind? In your groups of 5 - 6, compare answers and place your answers in categories. Your group will determine the categories. Select a spokesperson to share out to the whole group the categories that you selected and what have in each category. Be prepared, as a group, to defend your decisions.

What is curriculum planning? Begin with the question: What should students be able to do.... At the end of the whole program (K-16)? At the end of the individual language program (K-5, 6-8, 9-12)? At the end of each course? German 1, German 2, etc. At the end of each unit? At the end of each lesson within the unit? At the end of each class period? * Teacher’s Handbook: Contextualized Language Instruction by Judith L. Shrum and Eileen W. Glisan, Fourth Ed., 2010

Five elements of curriculum design: World Languages Standards: Five C’s ACTFL Proficiency Guidelines Three Modes of Communication Assessments Instruction Lesson cycle Instructional strategies Standards: Ask teachers in table groups to come up with Five C’s and the Proficiency Levels together (about one minute) 3 Modes: Brief review at table of the three modes (about one minute) Assessments: Brief share-out of different kinds of assessment: formal vs. informal, summative vs. formative, performance vs. achievement (content); discreet grammar point and vocabulary checks Instruction: Give teachers a chance to talk at their table about some elements of the lesson cycle. But wait? This is only 4 Elements. What would the 5th element be? Think of the thread that should run through all levels of the second language learning. Although we embed culture throughout every level, that is more of a content (achievement) based aspect of our curriculum. Think comprehensible input, think communication, what is the aspect of curriculum design and delivery that should support each of these elements by tying them together. 90% Target Language Usage is the answer. Try to get the teachers to come up with this answer.

So, the five elements of curriculum design that we will look at today are: Standards: Five C’s ACTFL Proficiency Guidelines Three Modes of Communication Assessments Instruction Lesson cycle Instructional strategies And 90-100% Target Language

Group Teach Activity Gallery walk activity with large paper and markers. Standards: Ask teachers in table groups to come up with Five C’s and the Proficiency Levels together (about one minute) 3 Modes: Brief review at table of the three modes (about one minute) Assessments: Brief share-out of different kinds of assessment: formal vs. informal, summative vs. formative, performance vs. achievement (content); discreet grammar point and vocabulary checks Instruction: Give teachers a chance to talk at their table about some elements of the lesson cycle. Each group will be given one of the five categories Create product that describes the elements of curriculum design.

Five elements of curriculum design: World Languages Standards: Five C’s ACTFL Proficiency Guidelines

Five elements of curriculum design: World Languages Three Modes of Communication

Five elements of curriculum design: World Languages Assessments

Five elements of curriculum design: World Languages Instruction Lesson cycle Instructional strategies

Five elements of curriculum design: World Languages Ninety Percent Target Language

Share out! French teachers leave….

Curriculum Components Unwrapped Standards At a Glance Teacher to Teacher Notes Assessments Target Language Tasks Briefly introduce the components of curriculum

Card Sort Activity Working in your groups, take the colored cards provided, and place them in the appropriate location on the poster of Teacher to Teacher notes.

Break Please be back in 15 minutes! (will insert a link to an online timer here)

What is curriculum planning? Begin with the question: What should students be able to do.... At the end of the whole program (K-16)? At the end of the individual language program (K-5, 6-8, 9-12)? At the end of each course? German 1, German 2, etc. At the end of each unit? At the end of each lesson within the unit? At the end of each class period? * Teacher’s Handbook: Contextualized Language Instruction by Judith L. Shrum and Eileen W. Glisan, Fourth Ed., 2010

Unwrapped Standards

At A Glance

Teacher to Teacher Notes This is the “meat and potatoes” of your curriculum….

Context Link to PCG I can go through and select the Context from different levels, or just let this example stand as it is. Or do a minimize/pop-up.

Guiding Questions and Essential Understandings The purpose of the Guiding Questions is to maintain a focus for the learning through the entire unit. These questions should serve as a guide to keep the learning for the unit as authentic and meaningful for students as possible. They should also direct them toward achieving the target language goals. Good practice: Post Guiding Questions in the classroom at the beginning of each unit in Spanish and English to re-focus students. By the end of the unit, we hope that the students will come to something similar to the Essential Understandings as an answer to these questions. The Essential Understandings, in the form that they are stated on the curriculum, should NOT be articulated to students. This should be something they discover. Questions may be revised a little this summer as we look at the learning targets.

Target Tasks: What should the students be able to do by the end of this unit? Ask teachers to look on iPads to find the target tasks for the first units of the year for their individual levels. Pull up on screen if you don’t have the wifi. Talk about how these relate to the Target Language Task documents that are linked to each unit.

Assessment: How will you know the student can perform those tasks? Clip art

Language Structures and Vocabulary Melissa – share personal experience of using the vocabulary and fill in with the structures. Begin with the task, then move to the vocabulary, then the structures. Not accidental that you are getting this in this order.

Strategies Strategies are things that can be used from unit to unit. They are not topic specific. For our purposes today, we are focusing on strategies that help us reach that 90% target language goal – things we do or, even better, our students do to be constantly striving toward that 90% goal Give two examples: inner/outer circle. Conversation in an envelope: in an envelope, cut strips of paper with questions, topics for discussion, prompts, etc. Students work in groups and take turns pulling one out and discussing what it on the paper. It can be as simple as Q & A at the lower levels, to a full on debate at the upper levels. You can also have them set a time limit for each other, such as you have to talk for 30 seconds or 1 minute, etc.

Engaging Students (Activities) Link to document These are the day to day activities you use to teach your content. The key is in the first word “Engaging”. What do you do to capture their interest, to get them to WANT to use the language. The activities are content-specific. Often these are quick, and can be a great way to check for understanding Example: Spanish III Unit 2 when they are looking for a place to live – they can use an actual real estate website from Spain and search for “their” apartment based on the amenities they want, their budget, part of town, etc.

Sharing time Take 2 index cards Choose 2 from either strategies, engaging students, or assessment and write about something you have used in your class (or something you have learned about this week that you would like to try) that was successful and helped you strive toward the 90% target use goal

Find someone who…. Find someone who teaches the same level as you, but is on a different campus and share your ideas. Choose the two best from among your answers.

Sharing Time Get with all teachers present who teach your same level and share the two that you and your partner picked as your best. After everyone has shared, choose the two best from your level group and be prepared to share those with the whole group.

Curriculum is like…because… Choose the picture from the next slide that best completes the statement above. Draw a version of that picture on one side of an index card. On the other side of the card, explain your answer as a whole, but then also explain how each of the elements discussed today (standards, the 3 modes, assessment, the instruction, and 90% target use) fits the analogy.

Curriculum is like…because…