1. STARTALK Principles in Curriculum Design and Implementation:
Best Practices

2. 34 programs in 21 states and DC
Infrastructure for 2007
34 programs in 21 states and DC
STARTALK Central had no idea what to expect in the solicitation for 2007 programs; we attempted to provide some structure, but eventually 34 wildflowers blossomed.

3. Major Lessons Learned: 2007
Both Student and Teacher Programs need
More guidance in planning and implementation
More effective teacher training and monitoring
More guidance on integrating culture into their curricula
Better ways to measure program outcomes
Uneven implementation of programs as proposed
Uneven instruction within programs

4. Advisory Board Recommendations
Develop and provide
Curriculum frameworks
Common assessment tools
we needed to provide a framework to enable programs to make sound decisions about their learning objectives, how they would be achieved, and how they would be measured.

5. STARTALK Program Design Principles
Backward design
Standards-based
Thematic units

6. 81 Programs in 32 States and DC
Infrastructure for 2008
81 Programs in 32 States and DC

7. Feedback 2008 2009 74% found them useful
Limited Creativity and Flexibility
Unsuited to some program models
2009
90% acceptance rate
Request for tailored templates

8. STARTALK: Focus on Best Practices
Backward Design
Standards-based Curriculum
Instruction

9. Stages of Backward Design:
Identify desired results
Determine acceptable evidence of learning
Then and only then-
3. Plan learning experiences & instruction
Mimi Section

10. Curriculum and Backward Design
Purposes
What would it look like?
What students should be able to do
What students should know

11. Curriculum: From Standards to the Classroom
Framework or
Blueprint
Curriculum
Outcomes
Assessments
Units
Daily
Lesson
Plans

12. STARTALK Curriculum Template: Major Elements
Program Theme and Subthemes
Standards Targeted and Expected Outcomes
Specific Knowledge and Skills
End of Program Performance Tasks
Other Assessment and Evidence of Learning
Instructional Strategies
Materials and Resources
Technology

13. 1. Identify Desired Results
Choose a Program Theme and Unit Themes
Establish Goals for the Program from the National Standards
Identify Can-Do’s for each unit of your program
Identify Content Knowledge and Skills that align with your theme

14. Some examples of themes
Ready to Travel
A Healthy Lifestyle
Getting Acquainted
Global Citizenship
Consumerism

15. Some Examples of Sub-Themes
A Healthy Lifestyle,
Choosing Healthy Foods
Sports and Activities
Ready to Travel
Getting around town
Meeting people

16. What is evidence of student learning?
Designing Assessments

17. Sample Interpretive tasks
listen with visuals
fill in graphs, charts, forms, graphic organizers, venn diagrams
follow a route on a map
check-off items in a list
draw what is described
put sentences in correct order
listen for the gist—identify main idea
guess meaning from context
identify/categorize/classify thematic vocabulary
identify/categorize/classify authentic material
create questions from info in the piece
identify specific information found in the piece
compose a title or headline
paraphrase in native language/target language
brainstorm and categorize synonyms

18. Memorized material such as a skit is NOT an interpersonal mode task.
Interpersonal mode tasks are two-way, spontaneous exchanges that involve negotiation of meaning between people.
These tasks are unrehearsed, unrefined, non-scripted.
May be based on information acquired in the interpretive mode.
Memorized material such as a skit is NOT an interpersonal mode task.

19. Sample Interpersonal Personal Tasks Making a purchase
Meeting and Greeting
Ordering in a restaurant
Asking directions
Face to face or telephone conversations
Talking about friends and family
Discussing events of the day
Making plans
Negotiating who does what, gets what,
with who, how, and where

20. Presentational Tasks
Presentational mode tasks allow learners time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time.
These tasks require learners to use the language for a real world purpose other than display for the teacher or classroom.
Presentational mode tasks allow learners to use language in new and different contexts.

21. Sample Presentational tasks
Brochure or Itinerary
Letter
Web pages (Facebook/myspace page)
Video or Podcasts
Advertisement
Agenda, Schedule or Plan of the day, week
New beginning or ending of story, song
Demonstration
TV or Radio spot
Design a survey and present findings
Public Service Announcement or Infomercial
Essays, Plays
Poem, Song, Rap
PhotoStory, VoiceThread

22. Sample Presentational tasks
Brochure or Itinerary
Letter
Web pages (Facebook/myspace page)
Video or Podcasts
Advertisement
Agenda, Schedule or Plan of the day, week
New beginning or ending of story, song
Demonstration
TV or Radio spot
Design a survey and present findings
Public Service Announcement or Infomercial
Essays, Plays
Poem, Song, Rap
PhotoStory, VoiceThread

23. Curriculum Template: Major Elements
Program Theme and Subthemes
Standards Targeted and Expected Outcomes
Specific Knowledge and Skills
End of Program Performance Tasks
Other Assessment and Evidence of Learning
Instructional Strategies
Materials and Resources
Technology

24. Best Practices in Instruction
Use of target language
Student centered learning
Meaningful interaction
Integration of language, culture, and content
Differentiation
Examples?

25. REFLECTIONS Reflections from STARTALK Project Directors
Your reflections: questions, thoughts …