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1 Language Learning Shifts for College, Career, and World Readiness Language Learning Shifts for College, Career, and World Readiness Bonnie Pechulis Howard.

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Presentation on theme: "1 Language Learning Shifts for College, Career, and World Readiness Language Learning Shifts for College, Career, and World Readiness Bonnie Pechulis Howard."— Presentation transcript:

1 1 Language Learning Shifts for College, Career, and World Readiness Language Learning Shifts for College, Career, and World Readiness Bonnie Pechulis Howard Community College August 18, 2015

2 iOpeners I want to know… I can… I have heard… I know… I wonder… I am concerned about… I…(create your own) http://padlet.com/wall/d6069r9pf9du

3 Learning Goals Identify the “shifts” in language learning Examine performance tasks for the 3 modes of communication Practice creating authentic learning experiences 3

4 What would you identify as critical 21 st century skills? 4

5 What skills are in demand? http://www.21stcenturyskills.org. 5  Teamwork/collaboration  Communication  Knowledge of other languages  Creativity/innovation

6 MD College and Career Ready Standards: Instructional Shifts

7 7

8 WL Standards : Our “Common Core” How have they changed to reflect 21 st C. skills? 8

9 Then & Now Source: Partnership for 21 st Century Skills Where are you in the instruction shift process?

10 Maryland Language Learning for College, Career, and World- Readiness 10 Authentic materials Authentic tasks Authentic audiences Authentic evidence 90%+ target language Function over form Can-do statements Proficiency levels Instructional Shifts

11 Keeping the shifts in mind… Authentic materials Authentic tasks Authentic audiences Authentic evidence …what would more “authentic” look like in our language learning experiences and classrooms? 11

12 12 What does “authentic” mean in a WL class? What are some examples of authentic materials? What does an authentic task look like? Sound like? C onsidering the different levels of proficiency, who can be considered an authentic audience? What makes evidence of student learning authentic? Share your ideas…

13 Placemat Questions 13 1.What are some examples of authentic materials? 2.What does an authentic task look like? Sound like? 3.Considering the different levels of proficiency, who can be considered an authentic audience? 4.What makes evidence of student learning authentic?

14 Authentic Materials Created for native speakers of a language Used by native speakers to access information Describe the everyday life of the different cultures Consumed by the native speakers of the target language/culture

15

16 Authentic Tasks Must provide a real need to communicate Replicate common native speaker tasks What do you do after you… read something? look for information online? listen to traffic report? view a PowerPoint presentation? hear a story? watch a TV show or movie? Source: ACTFL Workshops for MSDE, 2014

17 Authentic Audiences Is appropriate to the purpose of the task Simulates audiences of native speakers Creates situations in which students initiate, maintain, and sustain conversations (interpersonal mode) Allows students to be who they are.  social beings  consumers of information  producers  collaborators

18 Authentic Evidence familiar content some degree of control authentic tasks real need to communicate demonstrates comprehension fits purpose and audience shows progress towards learning goals

19 19

20 20 Now what? How will shifts in learning affect my teaching?

21 21 Traditional planning design 1. Start with the vocabulary and grammatical structures 2. Practice 3. Take a quiz 4. Practice more 5. Culture 6. Take the chapter test

22 22 1.Lead with culture (motivation) 2.Identify the performance assessment (What success looks like) 3.Create meaningful tasks - practice activities 4.Determine tools needed for success Language elements: functions, grammar, vocabulary 5. Select the content Consider…

23 Lead with culture... Language will follow 23

24 24 Sample Assessment: Before… 1.List the family members on the family tree. 2.Describe what one family member looks like. 3.List three professions. 4.Say four things your family does on the weekend.

25 25 InterpretiveInterpersonalPresentational Look at (or listen to) information from three different host families in Egypt, to find out as much as you can: Where they live, how many children they have, what activities they like to do, etc. Then decide which family you would prefer to host you and list as many reasons as possible to explain why. You and your partner are exchange students. It will be your first night with your host family in Egypt next week and you want to practice your conversational skills. You are given a picture of your own family and you will practice with your partner the kinds of questions you will ask and how you will respond. The exchange program would like you to write a letter describing your family that the Egyptian students will read to decide on their American host family. Provide as many details as you can to describe you and your family. Include likes, dislikes an activities. Same Assessment: After Integrated Performance Assessment

26 Task Sort Activity From your bag of learning activities, determine which mode of communication is the learning target of each activity  Interpretive  Interpersonal  Presentational 26

27 Interpretive Tasks 27 While watching an authentic video, complete a graphic organizer with important words & phrases. Compare several different dinner menus and determine which one is the “healthiest.” Complete a Venn Diagram to compare your own experiences with those of a peer. After reading two accounts of the same event, compare facts and opinions found in each. Identify the main purpose of a variety of train station and airport announcements. Summarize the major points of an article in a newspaper or magazine. Draw a family tree based on a personal narrative. Listen to an interview and create a timeline of life events. Draw a conclusion based on an article or text.

28 Interpersonal Tasks 28 With a conversation partner, find out what former school experiences you have in common. Work with a mentor and decide on a suitable change to your school schedule. Split classroom jobs and responsibilities with a classmate. Negotiate plans for the weekend with a friend. Agree on which sporting event to attend while in _______based on personal interests. Come to agreement with a conversation partner on what current movie is the most interesting. Try to agree on what meal to split at a restaurant in _________. Find commonalities and differences regarding how you celebrate a specific holiday or event. Compare habits and routines with a peer.

29 Presentational Tasks 29 Describe how your favorite activities vary based on the time of year. Recommend a change in a rule or policy and explain the rationale for the change. Write a poem based on a cultural event. Make an infomercial explaining how making a pie is different from making a dessert from ______. Write a blog entry comparing childhood activities with current activities. Retell the events of the most recent episode of a favorite television show. Design an informational brochure for students new to your school. Based on your own personal interests and preferences, design and describe the perfect house. Design a tourist website for your favorite place or city.

30 Authentic Evidence of Communication Skills What it is: real need to communicate content where student has some familiarity some degree of control by student 30 What it is NOT: canned, predictable response Translation fill-in the blank grammar exercise

31 Let’s practice… Choose one of the task sort cards. Using the template, create tasks for the other two modes that would complement the selected task. 31 ModeThe Task Cultural Connections/ Authentic Resources Interpretive Interpersonal Try to agree on what meal to split at a restaurant in _______. Presentational

32 Things to remember when designing an authentic task Activate interest (a direction for the conversation) Create a context (a reason for the conversation) Design a “deliverable” (an urgency about the conversation) 32

33 33 Reflection: Tell a partner two things you will do to incorporate “authentic” in your design of learning experiences. Think about… Authentic materials Authentic tasks Authentic audiences Authentic evidence

34 Find out more… 34 actfl.org World-Readiness Standards for Learning Languages NCSSFL/ACTFL Can-Do Statements Implementing Integrated Performance Assessments MSDE http://marylandpublicschools.org/MSDE/divisions/instructio n/llccwr.html

35 Questions or Comments? 35

36 36 bonnie.pechulis@maryland.gov

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