1. TOOLS FOR TEACHING WHAT MATTERS Karen Luond Fowdy Lisa Hendrickson UW Methods Class Oct. 8, 2013

2. Getting started... How did you learn (second language)? Why do you want to teach (language)?

3. Karen Luond Fowdy Lisa Hendrickson OVERVIEW National Foreign Language Standards – What are they and how do they drive instruction? Thematic units – What is worth doing? Performance Assessments – How will your students demonstrate what they can do in the three modes of the Communication Standard?

4. 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..”

6. Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: 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

7. …from Planning Curriculum for Learning World Languages, Wisconsin 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

8. A theme describes a UNIT of instruction that is... Global in nature Large enough to include more than one “C” Can be re-introduced and expanded at different levels of instruction Worth doing A theme is NOT limited to... An activity A grammar point A vocabulary list A technology tool Resource packet, p.4

9. Intermediate High Definition of “family” in different societies Intermediate Mid Family dynamics Intermediate Low Rights and responsibilities of family members Novice Mid/High Describe family

10. From: Advanced Placement Themes Handout, p.4

11. 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. Handout, p.4 Understanding by Design Grant Wiggins and Jay McTighe

12. Culture Perspectives Products Practices “Many children think they have no “culture”—that culture is something that requires a costume, a dance, a spicy food, or a set of drums. Students need to be able to see that the games they choose to play, the way they spend their free time, the jokes they laugh at, the slang they use, their parents’ rules, and their favorite family stories are all cultural components. Teachers as well as students are surprised when they see how unalike their “similar” lives are.” (Planning Curriculum in International Educations, Wisconsin D.P.I.,2002)

18. Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: FAMILY - Getting to know my/your family Targeted Proficiency Level: Novice (low /mid ) Enduring understandings: There are families in every culture. Cultural factors influence the make-up of families. Essential questions: What makes a family a family? How is my family unique?

19. 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

20. Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: 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 Resources

21. Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: 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 Resources

22. Three Modes of Communication Presentational Interpersonal Interpretive

23. 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

24. Interpretive PresentationalInterpersonal Students watch a video in which native speakers describe their families and demonstrate comprehension by answering questions. Students imagine that a student from another country is coming to live with their family. They create a document to: introduce their family with text and photos including aspects of their family life that might be unfamiliar to someone from another culture. ask questions about their guest’s family to get to know them and to understand more about families in their culture. In pairs or small groups, students talk about their families. They discover what they have in common and how they are different. Performance Assessments (Summative) See Sample Unit – The Family

25. 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 CHECK Sort the modes of communication

27. 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

28. 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

29. Karen Luond Fowdy Lisa Hendrickson Perspectives Products Practices

30. 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

31. Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: 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

32. Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: 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

33. 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?

34. 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 How do we prepare the students? Handout p. 8

35. Karen Luond Fowdy Lisa Hendrickson REVIEW National Foreign Language Standards – What are they and how do they drive instruction? Thematic units – What is worth doing? Performance Assessments – How will your students demonstrate what they can do in the three modes of the Communication Standard?

36. Resources: Standards Based Curriculum Design and Assessment: Standards for Foreign Language Learning: Executive Summary (PDF). http://www.actfl.orghttp://www.actfl.org ACTFL Performance Descriptors for Language Learners, 2012 Edition. http://www.actfl.orghttp://www.actfl.org Planning Curriculum for Learning World Languages, Wisconsin Department of Public Instruction, 2002. http://dpi.wi.gov/pubsales/index.html http://dpi.wi.gov/pubsales/index.html Phillips, June K. and Abbot, Marty, (2011). A Decade of Foreign Language Standards, Impact, Influence, and Future Directions, http://www.actfl.org (Publications)http://www.actfl.org Cutshall, S., The Language Educator, Focus on each of the “C’s”. February, April, August, October, December 2012, January 2013 issues- (http://www.actfl.org)http://www.actfl.org Duncan, Greg., Resources that can facilitate the teaching and learning of world languages. See “Lesson Planning”. http://resourcesfromgreg.wikispaces.com/Welcomehttp://resourcesfromgreg.wikispaces.com/Welcome Integrated Performance Assessments http://depts.washington.edu/mellwa/Events/20081105/sandrock_ipa_handout.pdf http://depts.washington.edu/mellwa/Events/20081105/sandrock_ipa_handout.pdf Patrick, Paula. The Keys to the Classroom. ACTFL. http://www.actfl.org (Publications)http://www.actfl.org Sandrock, Paul. The Keys to Assessing Language Performance. ACTFL. 2010 http://www.actfl.org (Publications) http://www.actfl.org TELL Project: www.tellproject.com The Teacher Effectiveness for Language Learning (TELL) is a collection of products and processes that can be used to enhance the effectiveness of world language teachers.www.tellproject.com Wiggins, Grant and McTighe, Jay. Understanding by Design. Prentice-Hall, Inc. Upper Saddle River, New Jersey. 2001

37. Karen Luond Fowdy Lisa Hendrickson You know the lesson.. Don’t forget the students! DESIGNING INSTRUCTION

38. Shift in focus from...

39. To...

40. 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