1. ® LinguaFolio ® Can-Do Language Learning Part 1 ACTFL 2013 Ryan Wertz – Ohio DOE Jacque Van Houten – Kentucky DOE

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3. ® Part 1 Conceptual Framework Conceptual Framework LinguaFolio Components LinguaFolio Components Performance-Based Learning and Assessment Performance-Based Learning and Assessment Part 2 Brief Overview of LinguaFolio Research Brief Overview of LinguaFolio Research Reflective Learning Process with a Focus on Goal Setting Reflective Learning Process with a Focus on Goal Setting Interculturality Interculturality AGENDA

4. ® It’s Your Turn What tools exist for us to assess language performance? What tools exist for us to assess language performance? What types of formative and summative assessments are used in your schools/districts? What types of formative and summative assessments are used in your schools/districts?

5. ® Formative & Summative Assessment Options Work samples Work samples Documentation of life experiences Documentation of life experiences Performance tasks Performance tasks Self-assessments or peer-assessments of language competencies Self-assessments or peer-assessments of language competencies Self-assessment of intercultural experiences Self-assessment of intercultural experiences ELLOPA SOPA SOPA NOELLA NOELLA STAMP STAMP AAPPL AAPPL IPAs IPAs End-of-Course Exams End-of-Course Exams AP Exams AP Exams OPI / WPT OPI / WPT

6. ® ACTFL National Standards Common European Framework of Reference & EuropeanLanguagePortfolio ACTFL Proficiency & Performance Guidelines LF ® LinguaFolio ®

7. ® It’s Your Turn What do you think LinguaFolio ® is?

8. ® LinguaFolio ® comprehensive, portable record of learner proficiency & ongoing progress comprehensive, portable record of learner proficiency & ongoing progress record of cultural experiences and intercultural growth record of cultural experiences and intercultural growth

9. ® LinguaFolio ® standards- and proficiency-based tool for language learners standards- and proficiency-based tool for language learners self-directed goal-setting and formative assessment self-directed goal-setting and formative assessment

10. ® LinguaFolio ® Partners

11. ® For Young Learners: LinguaFolio, Jr.

12. ® LinguaFolio ®

13. ® Passport Multiple Languages Multiple Languages Comprehensive Levels Comprehensive Levels Modes of Communication Modes of Communication Proficiencies within each language Proficiencies within each language External Evaluations External Evaluations

14. ® Self-Assessment Grid Proficiency Levels Proficiency Levels Novice, Intermediate, Advanced, Superior and Distinguished Novice, Intermediate, Advanced, Superior and Distinguished Low, Mid, High Low, Mid, High Modes Modes Interpretive Interpretive Interpersonal Interpersonal Presentational Presentational

15. ® Language Biography Languages I have learned in my family Languages I have learned in my family Languages I have learned in school Languages I have learned in school Languages I have learned outside school instruction Languages I have learned outside school instruction Language experiences (e.g., travel abroad, work exchange) Language experiences (e.g., travel abroad, work exchange)

16. ® Can-Do Statements NCSSFL-ACTFL Global Can-Do Benchmarks NCSSFL-ACTFL Global Can-Do Benchmarks Sub Can-Do Statements Sub Can-Do Statements Example Can-Do Statements Example Can-Do Statements Customized Statements Customized Statements

17. ® Novice High GLOBAL CAN-DO BENCHMARKS SUB CAN-DO EXAMPLES CUSTOMIZED CAN-DO

18. ® Can-Do Statements I can do this easily and well. I can do this easily and well. This is one of my goals. This is one of my goals. Additional LinguaFolio Online Descriptor: I can do this with help. I can do this with help.

19. ® Other Biography Resources Learner Inventory Learner Inventory Requires learners to consider all of the ways in which they’ve used the target language. Requires learners to consider all of the ways in which they’ve used the target language. “How Do I Learn?” Inventory “How Do I Learn?” Inventory Has learners better understand their individual learning styles by considering the learning strategies that are most effective to them. Has learners better understand their individual learning styles by considering the learning strategies that are most effective to them.

20. ® Dossier Evidence Role Play (Digital Recording) Role Play (Digital Recording) Poster Board (Digital Photos) Poster Board (Digital Photos) Written Presentation (Scanned) Written Presentation (Scanned) Oral Presentation (Mp3 File) Oral Presentation (Mp3 File) Blog Entry Blog Entry Multimedia Presentation Multimedia Presentation

21. ® Lingua Folio ® identifyproficiency setgoalschartlanguageprogress reflect on learning chartinterculturalgrowthdemystifylanguagelearning houseevidence

22. ® Backward Design Identify desired results Identify desired results Determine acceptable evidence Determine acceptable evidence Plan learning experiences / instruction Plan learning experiences / instruction

23. ® Questions to Consider With the goal of proficiency in mind, how do we get learners to take charge of their own learning? With the goal of proficiency in mind, how do we get learners to take charge of their own learning? What skills, tools, and mentality do learners require? What skills, tools, and mentality do learners require? How does the role of the learning facilitator (teacher) change? How does the role of the learning facilitator (teacher) change?

24. ® Performance-Based Approach Promotion of real-life language competencies by: engaging the learner in contextualized, meaningful, and communicative-oriented learning tasks. engaging the learner in contextualized, meaningful, and communicative-oriented learning tasks. focusing on functional language (language as an applied skill). focusing on functional language (language as an applied skill).

25. ® Learner-driven Active participants Intrinsically motivated Learning-how-to learn Learner-CenteredTeacher-Centered Performance-Based Approach Teacher-driven Passive recipients Extrinsically motivated Direct instruction

26. ® Teacher as Facilitator Provides opportunities for learners to… set their own goals; set their own goals; help select and use meaningful learning strategies to attain goals; help select and use meaningful learning strategies to attain goals; self-assess; self-assess;

27. ® Teacher as Facilitator (contd.) Provides opportunities for learners to… reflect on their learning outcomes; reflect on their learning outcomes; respond to can-do statements; and respond to can-do statements; and provide evidence of what they know and can do. provide evidence of what they know and can do.

28. ® Learners understand the purpose for learning what is being presented; understand the purpose for learning what is being presented; accept responsibility for their own learning; accept responsibility for their own learning; share in the setting of learning goals; share in the setting of learning goals;

29. ® Learners participate in the selection and implementation of learning strategies and activities that will meet their individual learning styles and needs; participate in the selection and implementation of learning strategies and activities that will meet their individual learning styles and needs; reflect on learning outcomes; and reflect on learning outcomes; and collect evidence. collect evidence.

30. ® Learner Self-Check What am I learning? What am I learning? Why am I learning it? Why am I learning it? How am I learning it? How am I learning it? How can I demonstrate my learning? How can I demonstrate my learning? What am I going to do next? What am I going to do next?

31. ® Self-Assess I can explain the background of LF ®. I can explain the background of LF ®. I can name the three components of LF ® and tell a little about how each is used. I can name the three components of LF ® and tell a little about how each is used. I can explain the facilitator role in LF ®. I can explain the facilitator role in LF ®. I can think of ways LinguaFolio ® might be used in my classes to promote learner autonomy. I can think of ways LinguaFolio ® might be used in my classes to promote learner autonomy.

32. ® Part 1 Conceptual Framework Conceptual Framework LinguaFolio Components LinguaFolio Components Performance-Based Learning and Assessment Performance-Based Learning and Assessment Part 2 Brief Overview of LinguaFolio Research Brief Overview of LinguaFolio Research Reflective Learning Process with a Focus on Goal Setting Reflective Learning Process with a Focus on Goal Setting Interculturality Interculturality Review Session #1 - Preview Session #2

33. LinguaFolio ® Can-Do Language Learning Part 2 ACTFL 2013 Ryan Wertz – Ohio DOE Jacque Van Houten – Kentucky DOE

34. ® Nebraska Study Dr. Ali Moeller, University of Nebraska, has completed a five-year longitudinal study with 120 teachers and their students in grades 7-12 investigating… the impact of learner autonomy; the impact of learner autonomy; the impact of goal setting on student achievement; and the impact of goal setting on student achievement; and the role of self-assessment. the role of self-assessment.

35. ® Promoting Autonomy How do we position students to… think about their own learning and think about their own learning and make connections inside and outside the classroom make connections inside and outside the classroom …in order to monitor their learning development? Moeller, 2010

36. ® Result: A Formula for Success Setting Goals + Documenting Progress + Self-assessing Learning = Learner Achievement Moeller, 2010

37. ® Expectations that learners establish for themselves ≠ Academic expectations established by teachers

38. ® Effects on Learner Achievement Principles of Assessment for Learning + LinguaFolio ® ReducedClassSize vs. 4x to 5x > Moeller, 2010

39. ® Most Recent Research Findings LinguaFolio use is linked to increased student intrinsic motivation, increased task-value, and more accurate self- assessment. LinguaFolio use is linked to increased student intrinsic motivation, increased task-value, and more accurate self- assessment. The study supports LinguaFolio as an effective approach to increase students’ self-regulated learning. The study supports LinguaFolio as an effective approach to increase students’ self-regulated learning. Ziegler, N and Moeller, A. J.(2012). Increasing Self-Regulated Learning through the LinguaFolio. Foreign Language Annals, 45 (3).330-348.

40. Adjust / Set learning goals Select strategies Provide evidence Self-assess and reflect ReflectiveLearningProcessReflectiveLearningProcess

41. Set learning goals Select strategies Provide evidence Self-assess and reflect ReflectiveLearningProcessReflectiveLearningProcess

42. ® Long-Term Goals and Purpose What do you ultimately want to achieve / be able to do and at what level of accomplishment? Moeller, 2010

43. ® Facilitator Role in Goal Setting Model goal setting. Model goal setting. Focus on functional use of language. Focus on functional use of language. Employ the principles of backward design in goal-setting. Employ the principles of backward design in goal-setting. Provide ample opportunities for learners to set their own goals and reflect on them. Provide ample opportunities for learners to set their own goals and reflect on them. Ensure students set SMARTER goals. Ensure students set SMARTER goals.

44. ® LinguaFolio ® SMARTER Goals Specific Specific Measurable Measurable Achievable Achievable Relevant Relevant Time-bound Time-bound Evidenced Evidenced Reflected Reflected

45. ® It’s Your Turn: SMART(ER) or Not? I can… order from a McDonald’s menu. order from a McDonald’s menu. conjugate the verb “to be.” conjugate the verb “to be.” count to 100. count to 100. list irregular adjectives and their endings. list irregular adjectives and their endings. describe a recent experience. describe a recent experience. read and summarize a real estate ad from a Web site. read and summarize a real estate ad from a Web site. get an “A” on my language test. get an “A” on my language test.

46. ® Facilitator Goals Learner Goals Write/talk about our visit to the zoo. Write/talk about our visit to the zoo. Write a note to a friend. Write a note to a friend. Make a fitness plan for the week. Make a fitness plan for the week. Compare two works of art. Compare two works of art. Design a personal resume. Design a personal resume. Describe animals I see at the zoo. Describe animals I see at the zoo. Text a message to a friend. Text a message to a friend. Design my own personal fitness plan. Design my own personal fitness plan. Tell why I like or dislike a piece of art. Tell why I like or dislike a piece of art. Recognize the parts of a resume. Recognize the parts of a resume.

47. Adjust / Set learning goals Select strategies Provide evidence Self-assess and reflect ReflectiveLearningProcessReflectiveLearningProcess

48. ® Select Strategies Brainstorm words I need to know. Brainstorm words I need to know. Make and use flash cards. Make and use flash cards. Participate in role-play. Participate in role-play. Find and read Internet resources. Find and read Internet resources. Listen to native speakers discuss my topic. Listen to native speakers discuss my topic. Share a draft with a classmate for peer review. Share a draft with a classmate for peer review. Teach a concept to a sibling or a friend. Teach a concept to a sibling or a friend. Record and critique myself. Record and critique myself. Put concept to music or use movement. Put concept to music or use movement.

49. Adjust / Set learning goals Select strategies Provide evidence Self-assess and reflect ReflectiveLearningProcessReflectiveLearningProcess

50. ® Provide Evidence describe animals I see at the zoo. describe animals I see at the zoo. text a message to a friend. text a message to a friend. create my own fitness plan. create my own fitness plan. tell why I like or dislike a piece of art. tell why I like or dislike a piece of art. read a resume and identify the component parts. read a resume and identify the component parts. captions on photos of animals at the zoo uploaded text mssg oral or written personal fitness plan Digital capture of an oral or written presentation on a work of art resume with major parts clearly identified and labeled. Goals: I can… Evidence Goals: I can… Evidence

51. Adjust / Set learning goals Select strategies Provide evidence Self-assess and reflect ReflectiveLearningProcessReflectiveLearningProcess

52. ® Learner Self-Assessment Use a class rubric. Use a class rubric. Check off lesson/unit can-do statements. Check off lesson/unit can-do statements. Reflect based on peer feedback. Reflect based on peer feedback. Compare evidence to original goal. Compare evidence to original goal. Identify next steps. Identify next steps.

53. ® Learner (Language) Reflection - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - What surprised me about the students we Skyped was… What surprised me about the students we Skyped was… To prepare for the next time we videoconference, I need to… To prepare for the next time we videoconference, I need to… About my learning: I have learned… I have learned… I can… I can… I am good at… I am good at… I have difficulty in… I have difficulty in… About the lesson: I like … best b/c… I like … best b/c… The most interesting thing is… The most interesting thing is…

54. ® Examples from a FLES Program: What I’d like to share about how we celebrate birthdays with our partner class is… What I’d like to share about how we celebrate birthdays with our partner class is… I thought that the song/game from … was … I thought that the song/game from … was … Learner (Intercultural) Reflection Examples from Middle & High School Programs: Last week I texted with a friend from __ and I misunderstood ___. Now I realize… Last week I texted with a friend from __ and I misunderstood ___. Now I realize… When my friend from ___ laughed at my comment, I felt ___. Upon reflection, I realized that… When my friend from ___ laughed at my comment, I felt ___. Upon reflection, I realized that…

55. Adjust / Set learning goals Select strategies Provide evidence Self-assess and reflect ReflectiveLearningProcessReflectiveLearningProcess

56. ® Adjust Goals Adjust Goals Before I text another message, I have to know more texting shortcuts in the target language. Before I text another message, I have to know more texting shortcuts in the target language. I still have trouble describing animals, so I have to learn more colors and review size words to tell what they look like. I still have trouble describing animals, so I have to learn more colors and review size words to tell what they look like. The next step for me in the process of writing a better personal fitness plan is to consider my food choices. The next step for me in the process of writing a better personal fitness plan is to consider my food choices.

57. ® It’s Your Turn For a lesson titled “Introducing my Family” Novice High, Interpersonal… Write 1 functional language goal that is aligned to the can-do statements. Write 1 functional language goal that is aligned to the can-do statements. Suggest 2 strategies & 2 activities for learners to use. Suggest 2 strategies & 2 activities for learners to use. Identify some acceptable evidence. Identify some acceptable evidence. Write a reflective prompt for use by your students/ Write a reflective prompt for use by your students/

58. ® Interculturality Presentational Interpretive Products Practices Perspectives Interpersonal Communication Cultures

59. ® Intercultural Documentation 1. Who, What, Where, When 2. Feel Know Act Feel Know Act 3. Reflect and Edit Byram, 2001

60. ® Reflecting on Interculturality Learning Facilitators: provide insight into their own culture. provide insight into their own culture. share their intercultural experiences. share their intercultural experiences. provide opportunities for intercultural encounters. provide opportunities for intercultural encounters. demystify cultural differences. demystify cultural differences. facilitate learner reflection. facilitate learner reflection.

61. ® Building Reflective Capacity Examples from a FLES Program: What I really liked about the…festival is … What I really liked about the…festival is … What I’d like to share about how we celebrate birthdays with our partner class is… What I’d like to share about how we celebrate birthdays with our partner class is… I thought that the song/game from … was … I thought that the song/game from … was … Kids in … don’t celebrate Thanksgiving because…but they do celebrate … Kids in … don’t celebrate Thanksgiving because…but they do celebrate …

62. ® Building Reflective Capacity Examples from an Immersion Program I felt___when I realized that the students in ___ do long division differently. I felt___when I realized that the students in ___ do long division differently. When working on our environmental science project with the school in ___, I was surprised that ___. When working on our environmental science project with the school in ___, I was surprised that ___. What I discovered by comparing the US food pyramid with the one in ___was____. What I discovered by comparing the US food pyramid with the one in ___was____.

63. ® Building Reflective Capacity Examples from Middle & High School Programs Last week I texted with a friend from __, and I misunderstood ___. Now I realize… Last week I texted with a friend from __, and I misunderstood ___. Now I realize… What I understood from the speaker was… What I still don’t understand is…,but I will… What I understood from the speaker was… What I still don’t understand is…,but I will… When my friend from ___ laughed at my comment, I felt ___. Upon reflection, I realized that… When my friend from ___ laughed at my comment, I felt ___. Upon reflection, I realized that…

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66. ® September 2012

67. ® Self-Assess I can explain the importance of learner autonomy to a colleague or supervisor. I can explain the importance of learner autonomy to a colleague or supervisor. I can set SMARTER goals for my learners. I can set SMARTER goals for my learners. I can envision ways to apply the reflective learning cycle in my own classes. I can envision ways to apply the reflective learning cycle in my own classes. I can provide opportunities for my learners to document their intercultural experiences. I can provide opportunities for my learners to document their intercultural experiences.

68. ® Contact Info Ryan Wertz - Ohio DOE Ryan Wertz - Ohio DOE ryan.wertz@education.ohio.gov ryan.wertz@education.ohio.gov Jacque Van Houten Jacque.vanhouten@jefferson.kyschools.us Jacque Van Houten Jacque.vanhouten@jefferson.kyschools.us Jacque.vanhouten@jefferson.kyschools.us Krystal Sundstrom - LinguaFolio Online at CASLS ksundstr@uoregon.edu Krystal Sundstrom - LinguaFolio Online at CASLS ksundstr@uoregon.edu ksundstr@uoregon.edu LinguaFolio Information & Resources LinguaFolio Information & Resourceshttp://www.ncssfl.org