Putting Standards into Practice presented by: Karen Luond Fowdy Lisa Hendrickson

“Standards” 5 “C’s” Karen Luond Fowdy Lisa Hendrickson

Wisconsin Standards Model

Karen Luond Fowdy Lisa Hendrickson By the end of this presentation you will have considered these questions... How have the national and state standards created a new vision for learning languages? What are the Standards for Foreign Language Learning? How do the Standards inform and guide my curriculum design and instruction? OVERVIEW

Karen Luond Fowdy Lisa Hendrickson CURRICULUM PLANNING FLOW CHART Standards as a Mindset Step One:Standards as a Mindset Key Question and Theme Step Two:Key Question and Theme Brainstorming Step Three:Brainstorming Performance Assessments Step Four:Performance Assessments Communication Standards Step Five:Communication Standards Performance Guidelines Step Six:Performance Guidelines Links to Culture and the Other C’s: Step Seven:Links to Culture and the Other C’s: Connections – Comparisons – Communities Structures and Vocabulary Step Eight:Structures and Vocabulary Check the Unit: Reflection Step Nine:Check the Unit: Reflection

…from Planning Curriculum for Learning World Languages, DPI, 2002 “The major shift is to look at language learning not as an abstract study of vocabulary, grammar, and linguistics, but as a useful tool to meet the demands of contemporary life…. …moving from an emphasis on teaching to a focus on learning.” Karen Luond Fowdy Lisa Hendrickson

Standards as a Mind Set FROM... TO... “What do I teach on Monday?” “I’ve had 4 years of (Language) and I don’t remember a thing.” “What will my students be able to do?” “I can talk to you about...”

Karen Luond Fowdy Lisa Hendrickson CURRICULUM PLANNING FLOW CHART Standards as a Mindset Step One:Standards as a Mindset Key Question and Theme Step Two:Key Question and Theme Brainstorming Step Three:Brainstorming Performance Assessments Step Four:Performance Assessments Communication Standards Step Five:Communication Standards Performance Guidelines Step Six:Performance Guidelines Links to Culture and the Other C’s: Step Seven:Links to Culture and the Other C’s: Connections – Comparisons – Communities Structures and Vocabulary Step Eight:Structures and Vocabulary Check the Unit: Reflection Step Nine:Check the Unit: Reflection

Karen Luond Fowdy Lisa Hendrickson Theme A theme describes a UNIT of instruction that is... Global in nature Large enough to include more than one “C” Worth doing Can be re-introduced and expanded at different levels of instruction A theme is NOT limited to... An activity A grammar point A vocabulary list A technology tool

Karen Luond Fowdy Lisa Hendrickson THEME: Starting points... Textbook

Karen Luond Fowdy Lisa Hendrickson Key Questions from Curriculum Guide

Karen Luond Fowdy Lisa Hendrickson

CURRICULUM PLANNING FLOW CHART Standards as a Mindset Step One:Standards as a Mindset Key Question and Theme Step Two:Key Question and Theme Brainstorming Step Three:Brainstorming – What will students be able to do? Performance Assessments Step Four:Performance Assessments Communication Standards Step Five:Communication Standards Performance Guidelines Step Six:Performance Guidelines Links to Culture and the Other C’s: Step Seven:Links to Culture and the Other C’s: Connections – Comparisons – Communities Structures and Vocabulary Step Eight:Structures and Vocabulary Check the Unit: Reflection Step Nine:Check the Unit: Reflection

Karen Luond Fowdy Lisa Hendrickson Themes...

Karen Luond Fowdy Lisa Hendrickson CURRICULUM PLANNING FLOW CHART Standards as a Mindset Step One:Standards as a Mindset Key Question and Theme Step Two:Key Question and Theme Brainstorming Step Three:Brainstorming Performance Assessments Step Four:Performance Assessments Three modes: Interpersonal- Interpretive- Presentational Communication Standards Step Five:Communication Standards Performance Guidelines Step Six:Performance Guidelines Links to Culture and the Other C’s: Step Seven:Links to Culture and the Other C’s: Connections – Comparisons – Communities Structures and Vocabulary Step Eight:Structures and Vocabulary Check the Unit: Reflection Step Nine:Check the Unit: Reflection

Karen Luond Fowdy Lisa Hendrickson WI “Flower” Standards Model

Karen Luond Fowdy Lisa Hendrickson Three Modes of Communication Presentational Interpersonal Interpretive

Karen Luond Fowdy Lisa Hendrickson What Verify How well Structures and Vocabulary Practice pieces

Karen Luond Fowdy Lisa Hendrickson 3 modes of communication: “Teach” the mode... Read the description of your assigned mode (from page 5 of the handout) Identify the key characteristics of the mode Prepare to “teach” the mode to your colleagues in student-friendly language

Karen Luond Fowdy Lisa Hendrickson Die Umwelt (Performance Assessments) Interpretive: Understand information from a website about student environmental initiatives in Germany Presentational: Create a poster, song, rap, new article, short story, (other!) about the environment Interpersonal: Interview each other about a) what you see as the greatest danger to the environment and why and b) what you do to protect the environment

Karen Luond Fowdy Lisa Hendrickson Check: Sorting the Modes... With your group, determine which mode of communication each performance assessment is “testing”

Karen Luond Fowdy Lisa Hendrickson CURRICULUM PLANNING FLOW CHART Standards as a Mindset Step One:Standards as a Mindset Key Question and Theme Step Two:Key Question and Theme Brainstorming Step Three:Brainstorming Performance Assessments Step Four:Performance Assessments Communication Standards Step Five:Communication Standards Performance Guidelines Step Six:Performance Guidelines Links to Culture and the Other C’s: Step Seven:Links to Culture and the Other C’s: Connections – Comparisons – Communities Structures and Vocabulary Step Eight:Structures and Vocabulary (Designing instruction) Check the Unit: Reflection Step Nine:Check the Unit: Reflection

SPIRALING CURRICULUM DESIGN How do I/you look at the world? Nature and geographical features What’s my/your life like? Describe seasonal activities Who am I/you? Free time activities indoors and outdoors Beginning Developing Transitioning Refining What do I/you think and feel? Environmental issues

Karen Luond Fowdy Lisa Hendrickson Resources ACTFL Proficiency Guidelines Wisconsin Performance Guidelines (Planning Curriculum for Learning World Languages, pp ) Linguafolio ( The Keys to Assessing Language Performance (Paul Sandrock –available from ACTFL)

Karen Luond Fowdy Lisa Hendrickson CURRICULUM PLANNING FLOW CHART Standards as a Mindset Step One:Standards as a Mindset Key Question and Theme Step Two:Key Question and Theme Brainstorming Step Three:Brainstorming Performance Assessments Step Four:Performance Assessments Communication Standards Step Five:Communication Standards Performance Guidelines Step Six:Performance Guidelines Links to Culture and the Other C’s: Step Seven:Links to Culture and the Other C’s: Connections – Comparisons – Communities Structures and Vocabulary Step Eight:Structures and Vocabulary (Designing instruction) Check the Unit: Reflection Step Nine:Check the Unit: Reflection

Karen Luond Fowdy Lisa Hendrickson WI “Flower” Standards Model

Karen Luond Fowdy Lisa Hendrickson Learning a language is far more than an intellectual, cognitive challenge. It is a means to grow and mature through the experience of other cultures. It gives breadth and depth to our personalities. It allows us to approach problems differently because we have experienced different worlds; it allows us, as Proust says, “to see with new eyes.” Veronica Lacy Culture Perspectives Products Practices

Karen Luond Fowdy Lisa Hendrickson

One “iceberg” view of Culture Modified from Gary R. Weaver, "Understanding and Coping with Cross-cultural Adjustment Stress" in Gary R. Weaver, editor, Culture, Communication and Conflict: Readings in Intercultural Relations, second edition (Simon & Schuster Publishing, 1998) Karen Luond Fowdy Lisa Hendrickson

Culture

The “other” C’s CONNECTIONS-Connect with other disciplines and acquire information COMPARISONS-Develop insight into the nature of language and culture COMMUNITIES-Participate in multilingual communities at home and around the world Karen Luond Fowdy Lisa Hendrickson

CURRICULUM PLANNING FLOW CHART Standards as a Mindset Step One:Standards as a Mindset Key Question and Theme Step Two:Key Question and Theme Brainstorming Step Three:Brainstorming Performance Assessments Step Four:Performance Assessments Communication Standards Step Five:Communication Standards Performance Guidelines Step Six:Performance Guidelines Links to Culture and the Other C’s: Step Seven:Links to Culture and the Other C’s: Connections – Comparisons – Communities Structures and Vocabulary Step Eight: Structures and Vocabulary Check the Unit: Reflection Step Nine:Check the Unit: Reflection

Karen Luond Fowdy Lisa Hendrickson What Verify How well Structures and Vocabulary Practice pieces

Karen Luond Fowdy Lisa Hendrickson Setting the stage for learning.. (Examples from Umwelt unit) What do we know? CONTENT (Previous themes, vocab) What can we do? FORMS (Structures and functions)

Karen Luond Fowdy Lisa Hendrickson How do you plan instruction – moving from guided to independent production? Setting the stage for learning...

Building repertoire Classroom Activities – Building Repertoire Moving from... Building toward Teacher Controlled RECEPTION Teacher introduces Teacher/class practiceStudents practice Open-Ended RECEPTION & PRODUCTION Students demonstrate Practiced, Memorized LESSON PLAN CONSTRUCT Spontaneous, Independent REAL-LIFE APPLICATION

Karen Luond Fowdy Lisa Hendrickson Planning Instruction Determine Summative Assessments Design Formative Assessments to check learning- worksheets, quizzes, activities, etc. Guided practice to independent production (pg. #11 “Building Repertoire”) The textbook and other resources (supporting materials, songs, movies and video clips, other…) Technology tools -that support the language and culture goals of a standards- based curriculum Technology tools -that support the language and culture goals of a standards- based curriculum

Karen Luond Fowdy Lisa Hendrickson CURRICULUM PLANNING FLOW CHART Standards as a Mindset Step One:Standards as a Mindset Key Question and Theme Step Two:Key Question and Theme Brainstorming Step Three:Brainstorming Performance Assessments Step Four:Performance Assessments Communication Standards Step Five:Communication Standards Performance Guidelines Step Six:Performance Guidelines Links to Culture and the Other C’s: Step Seven:Links to Culture and the Other C’s: Connections – Comparisons – Communities Structures and Vocabulary Step Eight:Structures and Vocabulary Check the Unit-Reflection Step Nine:Check the Unit-Reflection

Karen Luond Fowdy Lisa Hendrickson Reflection Is there a sense of connectedness among the three modes? Are the communication standards targeted in the performance appropriate for the task? Are students engaged in learning while they are doing the assessment? Are the expected performances set at the appropriate level? Is the unit worth doing?

Karen Luond Fowdy Lisa Hendrickson A shift in FOCUS Teacher-centered Talking about language Coverage Testing Sequential curriculum design Learning in isolation Learning about cultures Student-centered Using the language Developing proficiency Assessment Spiraling curriculum design Transfer of learning Functioning within cultures LESS MORE

Karen Luond Fowdy Lisa Hendrickson CHECK!..(by the end of this presentation you will have considered these questions...) How have the national and state standards created a new vision for learning languages? What are the Standards for Foreign Language Learning? How do the Standards inform and guide my curriculum design and instruction? RETURN to the OVERVIEW

Karen Luond Fowdy Lisa Hendrickson