1. KATY ARNETT & CALLIE MADY (Senior Authors)
Connexions Meaningful Differentiation for Grade 9 Core FSL, Academic and Applied
KATY ARNETT & CALLIE MADY (Senior Authors)

2. Getting Started Getting Started
Who is here with us today?
Getting to know Katy & Callie
Introducing the rest of the Connexions team
CALLIE
Consultants
Grade 9 core teachers
Ontario
Outside of ontario
Outside canada

3. Author Team Katy Arnett, St. Mary’s College of MD, former FSL teacher
Senior Authors:
Katy Arnett, St. Mary’s College of MD, former FSL teacher
Callie Mady, Nipissing University, former FSL teacher
Authors:
Bob Hart, retired FSL teacher
Sue Lawrence, FSL teacher at Bluewater DSB
Philippe Morin, FSL teacher at Bluewater DSB (Textbook only)
Lorraine Richard, FSL consultant & teacher, retired from York DSB
Jennifer Robertson, FSL teacher at Niagara DSB
Maureen Smith, Ontario College of Teachers, former FSL teacher
Our specialists:
Maureen Smith, CEFR Advisor
Dann Crandall, Senior Advisor
Callie 3

4. FSL in 2015 and beyond Getting Started
What is new in FSL?
(new = in past 5 years)
How does Connexions respond?
Katy will type first column as Callie facilitates then reverse for 2nd column

5. Exploring Connexions Guiding Principles & How they are embedded
Callie
Support your needs in responding to various demands and to facilitate you supporting your students’ diverse needs 5
Learning Units

6. Functional language in context
Sports/Activities
Food/Healthy Living
Clothing/Equipment
Environment/Nature
Francophone Countries
Language and content are mapped to the new Ontario curriculum & CEFR:
Units anchored to functional language
Tasks are action-oriented
Vocabulary is spiraled
Callie
Purpose of each unit is to have students gain functional language that they can use in a variety of contexts, the functional language progresses with the units
Students provided opportunities to use and reuse language with action oriented tasks in a limited number of thematic contexts that are spiraled throughout text 6

7. Unit 1: Establish and Develop New Relationships
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8. Unit 2: Give, Seek and Respond to Opinions
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9. Unit 3 : Express and Respond to Needs and Wants
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10. Unit 4: Critique and Use Facts
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11. Bonus Enrichment Material
Callie

12. Language use is authentic
Students engage with a variety of text types (print, audio, digital)
Students learn language across social and academic settings
Students explore fictional, informational, and graphic texts.
Katy 12

13. Language use is authentic
KATY FROM UNIT 2 13

14. Variety of Texts
KATY 14

15. Differentiation
Texts, activities, and lessons are designed to be accessible to students in both Academic & Applied classes
Activity & path choices are designed to provide students with more support, more challenge, or more autonomy.
Options for teachers to reorganize lessons or adjust/extend/enrich activities to meet student needs
Assessment moments offer differentiated options for students
KATY 15

16. Differentiated paths in each lesson
KATY 16

17. Differentiated Fiches
KATY

18. Differentiated Fiches
KATY

19. Differentiation at Assessment Moments
KATY 19

20. METACOGNITION
Through the Connexions boxes – Perso, Info, Langue, Culture, Stratégies – students use reflection to build understanding, ask questions, and make connections between what they are learning and the world around them.
CALLIE 20

21. METACOGNITION
Through the Connexions boxes – Perso, Info, Langue, Culture, Stratégies – students use reflection to build understanding, ask questions, and make connections between what they are learning and the world around them.
CALLIE 21

22. METACOGNITION
Through the Connexions boxes – Perso, Info, Langue, Culture, Stratégies – students use reflection to build understanding, ask questions, and make connections between what they are learning and the world around them.
CALLIE 22

23. METACOGNITION
Through the Connexions boxes – Perso, Info, Langue, Culture, Stratégies – students use reflection to build understanding, ask questions, and make connections between what they are learning and the world around them.
CALLIE 23

24. METACOGNITION
Through the Connexions boxes – Perso, Info, Langue, Culture, Stratégies – students use reflection to build understanding, ask questions, and make connections between what they are learning and the world around them.
CALLIE 24

25. STRATEGY BANK
CALLIE 25

26. COMMUNICATION SUPPORT
CALLIE 26

27. Language Support
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28. ASSESSMENT Assessment as, for and of learning.
AOL tasks are aligned with Ontario achievement chart.
Students are expected to help formulate success criteria for key assessment moments.
Diagnostic assessment at program start helps inform “route” through program
Principles of differentiation are applied to assessment tasks and to expectations of what teachers do following those tasks in light of students results with the task.
KATY 28

29. The Assessment Structure in Connexions
Diagnostic Assessment at beginning
2 Learning Checks per targeted strand in EACH unit half
Point de connexion (AFL) at unit midpoint.
Au jeu (AAL) at end of second half of unit.
Point de contrôle (AOL) at unit’s end.
KATY 29

30. Assessment as Learning
KATY 30
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31. Assessment of Learning
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32. E-text of Connexions includes more tools
Katy: Preload features
E-text of Connexions includes more tools

33. Components 4
PEARSON 33

34. Connexions Components
SIMPLE AND EASY!
1. Student resource, two formats are available:
One print book AND/OR
One E-Text
2. Teacher resource, two components:
One E-Teacher Guide
One DVD (offline version)
Possibility to print all the teaching notes and fiches
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35. One E-Text is Everything you Need !
Advantages
Student’s view
Access to videos, audio listening texts, interactive activities (drag & drop, charts, etc.)
Access to short visual tutorials on language patterns
Access from home/can redo activities, listen to texts/videos
Learner autonomy reinforcement
Teacher’s view
All the above +
Each text features a link to the corresponding teaching notes, as well as the required fiches.
PEARSON 35

36. QUESTIONS? Merci beaucoup!