TOOLS FOR TEACHING WHAT MATTERS Karen Luond Fowdy Lisa Hendrickson Stoughton School District April 29, 2013

Karen Luond Fowdy Lisa Hendrickson Why do students want to learn a new language? Why did you want to learn a new language? GETTING STARTED

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..”

How to design instruction with a focus on what students can do. How to design Performance Assessments in the three modes of communication. How to “share the journey” with your students. By the end of this workshop, you will consider:

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

Step One:Standards as a Mind-Set Step Two:Theme / Topic / Targeted Proficiency Level Step Three:Enduring Understandings and Essential Questions Step Four:Performance Assessments (Summative) Interpretive – Presentational -- Interpersonal Step Five:How Standards are addressed Cultures / Comparisons / Connections / Communities Step Six:What needs to be taught for students to be successful in the Performance Assessments Language Functions – Structures – Vocabulary Step Seven:Formative Assessments and Learning Activities Step Eight:Resources Thematic Curriculum Unit – Performance Assessment and Planning Guide

Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: Topic: Targeted Proficiency Level: Nov. (l/m/h) / Interm. (l/m/h) / Adv. (l/m/h) Enduring Understanding(s): Essential Question(s): Communication Mode: InterpretivePresentationalInterpersonal Performance Task ( Summative Assessment) How Standards are addressed: Cultures (Products – Practices – Perspectives) Comparisons (Language & Culture) Connections (to and from other subjects) Communities (beyond the classroom; lifelong learning) What needs to be taught for students to be successful? Language FunctionsStructuresVocabulary Formative Assessments and Learning Activities Resource packet pp.???? Adapted from: Planning Curriculum for Learning World LanguagesUnderstanding by Design Wisconsin Department of Public InstructionGrant Wiggins & Jay McTighe July 2002©2003 ASCD Resource packet Pg. 16

Karen Luond Fowdy Lisa Hendrickson The AP Spanish Language and Culture course is structured around six themes: Global Challenges Beauty and Aesthetics Families and Communities Science and Technology Contemporary Life Personal and Public Identities

Intermediate High What do you/I think and feel? Healthy routine / lifestyle Intermediate Mid How do I/you look at the world? Teen jobs Intermediate Low What’s my/your life like? Daily routine Novice Mid/High Who am I? Who are you? Free time activities

ENDURING UNDERSTANDINGS Involve the Big Ideas that give meaning and importance to facts. Can transfer to other topics, fields, and adult life. ESSENTIAL QUESTIONS Provocative questions foster inquiry, understanding, and transfer of learning. Drive the unit design. Understanding by Design Grant Wiggins and Jay McTighe

Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: Daily Routine Targeted Proficiency Level: Novice high/Intermediate Low Enduring understandings: Every person has a certain rhythm of life (routine). Various factors influence this rhythm. Essential questions: What factors influence people’s daily routines around the world? What is an ideal routine for you? How much control do you have over your everyday routine? What can you change to make your daily life more satisfying / healthier for you?

THEME: School Look at these images and brainstorm how they might provide a global perspective of this theme Develop Enduring Understandings and brainstorm Essential Questions Globalizing a Theme

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

Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: Topic: Targeted Proficiency Level: Nov. (l/m/h) / Interm. (l/m/h) / Adv. (l/m/h) Enduring Understanding(s): Essential Question(s): Communication Mode: InterpretivePresentationalInterpersonal Performance Task ( Summative Assessment) How Standards are addressed: Cultures (Products – Practices – Perspectives) Comparisons (Language & Culture) Connections (to and from other subjects) Communities (beyond the classroom; lifelong learning) What needs to be taught for students to be successful? Language FunctionsStructuresVocabulary Formative Assessments and Learning Activities Adapted from: Planning Curriculum for Learning World LanguagesUnderstanding by Design Wisconsin Department of Public InstructionGrant Wiggins & Jay McTighe July 2002©2003 ASCD Resource packet pp. 8-9

Three Modes of Communication Presentational Interpersonal Interpretive

Students understand and interpret written and spoken language on a variety of topics. 1. The interpretation of meaning, including cultural. 2. The source is something heard, read, or viewed. 3. No opportunity to interact with the speaker, writer, or producer. 4. The task is to try to understand the gist and as many layers of detail as possible. Paul Sandrock Measuring Student Progress: Did They Reach the Target? Presented at WAFLT Fall Conference 2011 INTERPRETIVE COMMUNICATION

Interpretive PresentationalInterpersonal Read s from Costa Rican teens and compare the daily routine in Costa Rica to the daily routine of Monroe teens. Prepare a presentation that describes daily routine. Propose your project in advance considering the following: MODE OF PRESENTATION: chart, video, power point, poster, drawing, play, children’s story, song, poem, reflection/essay, rehearsed interview.. Talk to each other about your daily routine. Describe your daily routine. Talk about your likes/dislikes and what is good/bad about your routine. Consider what you do on weekdays and weekends and talk about the time you spend with friends and family. Discuss ways that your culture influences your routine. Performance Assessments (Summative)

Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 1. The creation of oral and written messages. 2. The message is something spoken, written, or visually represented. 3. No opportunity to interact with the listener, reader, or viewer. 4. The task is to facilitate interpretation and understanding by the intended audience. Paul Sandrock Measuring Student Progress: Did They Reach the Target? Presented at WAFLT Fall Conference 2012 PRESENTATIONAL COMMUNICATION

Interpretive PresentationalInterpersonal Read s from Costa Rican teens and compare the daily routine in Costa Rica to the daily routine of Monroe teens. Prepare a presentation that describes daily routine. Propose your project in advance considering the following: MODE OF PRESENTATION: chart, video, power point, poster, drawing, play, children’s story, song, poem, reflection/essay, rehearsed interview.. Talk to each other about your daily routine. Describe your daily routine. Talk about your likes/dislikes and what is good/bad about your routine. Consider what you do on weekdays and weekends and talk about the time you spend with friends and family. Discuss ways that your culture influences your routine. Performance Assessments (Summative)

Presentational Assessment

Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 1. The active negotiation of meaning among individuals. 2. Participants observe and monitor one another to see how their intentions and meanings are being communicated. 3. Adjustments and clarifications can be made accordingly. 4. Participants need to initiate, maintain, and sustain the conversation. Paul Sandrock Measuring Student Progress: Did They Reach the Target? Presented at WAFLT Fall Conference 2012 INTERPERSONAL COMMUNICATION

Interpretive PresentationalInterpersonal Read s from Costa Rican teens and compare the daily routine in Costa Rica to the daily routine of Monroe teens. Prepare a presentation that describes daily routine. Propose your project in advance considering the following: MODE OF PRESENTATION: chart, video, power point, poster, drawing, play, children’s story, song, poem, reflection/essay, rehearsed interview.. Talk to each other about your daily routine. Describe your daily routine. Talk about your likes/dislikes and what is good/bad about your routine. Consider what you do on weekdays and weekends and talk about the time you spend with friends and family. Discuss ways that your culture influences your routine. Performance Assessments (Summative)

Karen Luond Fowdy Lisa Hendrickson Check: Sorting the Modes... Determine which mode of communication each performance assessment is “testing” You can check your answers on page 14 of the RESOURCES packet.

Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: Topic: Targeted Proficiency Level: Nov. (l/m/h) / Interm. (l/m/h) / Adv. (l/m/h) Enduring Understanding(s): Essential Question(s): Knowledge and Skills: Communication Mode: InterpretivePresentationalInterpersonal Performance Task ( Summative Assessment) How Standards are addressed: Cultures (Products – Practices – Perspectives) Comparisons (Language & Culture) Connections (to and from other subjects) Communities (beyond the classroom; lifelong learning) What needs to be taught for students to be successful in the performance assessments? Language FunctionsStructuresVocabulary Formative Assessments and Learning Activities Resources APPLICATION DESIGN a Performance Assessment in ONE of the communication modes: Interpretive, Presentational or Interpersonal for the theme of “SCHOOL” (at your level).

Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: Topic: Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high) Enduring Understanding(s): Essential Question(s): Communication Mode: InterpretivePresentationalInterpersonal Performance Task ( Summative Assessment) How Standards are addressed: Cultures (Products – Practices – Perspectives) Comparisons (Language & Culture) Connections (to and from other subjects) Communities (beyond the classroom; lifelong learning) What needs to be taught for students to be successful? Language FunctionsStructuresVocabulary Formative Assessments and Learning Activities Resources Adapted from: Planning Curriculum for Learning World LanguagesUnderstanding by Design Wisconsin Department of Public InstructionGrant Wiggins & Jay McTighe July 2002©2003 ASCD Resource packet pp. 8-9

Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: Topic: Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high) Enduring Understanding(s): Essential Question(s): Communication Mode: InterpretivePresentationalInterpersonal Performance Task ( Summative Assessment) How Standards are addressed: Cultures (Products – Practices – Perspectives) Comparisons (Language & Culture) Connections (to and from other subjects) Communities (beyond the classroom; lifelong learning) What needs to be taught for students to be successful in the performance assessments? Language FunctionsStructuresVocabulary Formative Assessments and Learning Activities Resources

What structures, vocabulary, and language functions will the students need to understand and know in order to successfully complete the performance assessments? What needs to be taught?

Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme:Topic: Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high) Essential Question(s): Communication Mode: Interpersonal Interpretive Presentational Interpersonal Interpretive Presentational Interpersonal Interpretive Presentational Performance Task ( Summative Assessment) How Standards are addressed: Cultures (Products – Practices – Perspectives) Comparisons (Language & Culture) Connections (to and from other subjects) Communities (beyond the classroom; lifelong learning) What needs to be taught for students to be successful in the performance assessments? Language FunctionsStructuresVocabulary Formative Assessments and Learning Activities Resources

Moving from.. Building toward Teacher Controlled RECEPTION Teacher introduces Teacher/class practice Students practice Open-Ended RECEPTION & PRODUCTION Students demonstrate Practiced, Memorized LESSON PLAN CONSTRUCT Teacher introduces unit vocabulary, teaching for RECEPTION Teacher practices vocabulary with class- students practice using individual packets of flashcards, TPR, etc. In class: Students practice vocabulary in partners (working toward production). Homework: Vocabulary Practice Students demonstrate ability to identify vocabulary by picture and by context description – PRODUCTION Vocabulary Quiz -Teacher models vocabulary in context of unit performance task(s)- -Students see/hear model of performance task (e.g. conversation by native speakers) In class- Students practice vocabulary in context of unit performance task(s) Homework- Students practice vocabulary in context of unit performance task(s) Apply homework to student led class activity- (e.g. partner/group work or game) - Teacher models performance task: Teacher initiated and guided class discussion that parallels interpersonal performance task Teacher refers to modeled performance task and how it is reflected in the rubric. Homework: Elements of performance task in written homework (e.g. gap filling, providing answers or questions within context of conversation, etc.) Students practice performance task with partners, providing opportunity for teacher input. Peer coached practice Students practice performance task in small groups with a student “coach” who gives feedback based on rubric Spontaneous, Independent REAL-LIFE APPLICATION Interpersonal Performance Task Classroom Activities – Building Repertoire Resource packet Pg. 15

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 Download Template at: Classroom Activities – Building Repertoire

Lesson planning resources from Greg Duncan es.com/Lesson+Planning

SAMPLE LESSON – LA RUTINA: Saludos QUIZ: Reflexive verbs La rutina de ___ Time expressions TAREA: Worksheet - Time

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 LESSMORE Karen Fowdy and Lisa Hendrickson, Monroe, Wisconsin

How to design instruction with a focus on what students can do. How to design Performance Assessments in the three modes of communication. How to “share the journey” with your students. REFLECTION You have considered:

Shift in focus from...

To...

Karen Luond Fowdy Lisa Hendrickson

Re-visit your TELL Self evaluation Considering the work we have done today, are there changes in your responses? Write a brief, confidential reflection to share with Karen and Lisa. Include: What is your “take away” from the TELL project and workshop? Where can you go from here? How can we support you?