1 Region XIII LOTE Institute 2015 NEW HORIZONS IN LOTE March 3, 2015 Tina Dong World Languages Coordinator Austin ISD
2 ANTICIPATORY GUIDE
3 LEARNER OUTCOMES Today, you will learn how to: Emphasize the purpose or function of your interactive student notebook. Negotiate a social contract for class norms that will facilitate participation. Get organized with interactive notebooks to reinforce classroom procedures. Add structure to INBs to support the current and new LOTE standards. Get more higher order thinking out of your students. Ensure that 21 st century skills are reflected in the INBs.
4 Why do we use them? What do they look like? They encourage students to reflect and be independent thinkers! They allow students to be creative and active participants in their learning! They should be personalized with a lot of color to help students remember the information! They are not just for notes and dictations! They serve as a portfolio and history of a student s achievements!
5 What is the purpose or function? To document STUDENT progress towards PROFICIENCY! share the instructional vision with students so they understand where they are headed and what they will need to do to get there (inside cover) ask students about something they LOVE to do and have them create a rubric for it showing qualities at the novice, intermediate, and advanced levels (original/ model) provide them with the desired results, or the can-do statements, for each thematic unit and have them self-assess at the end of each unit (reflection/ can-do statements) design tasks that allow for practice in the three modes of communication use enabling activities that lead them towards mastery of the desired results
6 Why is a social contract necessary? To hold the teacher and STUDENTS accountable for learning! have students work in groups to brainstorm: how they want to be treated by you, how they want to be treated by each other, and how you want to be treated by them have the groups share out and keep a master list for each category, then come up with class norms beginning with we agree to have students work in groups to brainstorm: what they want to achieve in the class by the end of the year have the groups share out and keep a master list, then come up with a class statement beginning with In 3 rd period French II, we hope to combine the class statement with the class norms to get your social contract (personal goal quadrant chart/ class social contract)
7 What does a social contract look like? In Mademoiselle Dong s 3 rd period French II class, our goal is to learn enough French to be able to have a basic conversation with a native speaker. In order to achieve this goal, we agree to always treat each other with respect. This means to listen to each other, to support each other, and to praise each other.and, to do it as much as possible in French!
8 How do they reinforce classroom procedures? Through the use of routine activities STUDENTS can expect! have students copy down the agenda, which should be a list of what students will be able to do in the lesson, NOT what the teacher needs to do ask a volunteer student to read/revisit the agenda at the start/end of class and give students time to reflect on how they felt they met those lesson objectives (reflection/ daily agenda) consider using an image or video at the start of class as a hook which will trigger discussion that aligns with that day s lesson (3 questions or phrases/ description of image or video) give students a question to answer as an exit ticket (reflection/ exit ticket question)
9 How to organize the table of contents? In a way that promotes STUDENTS proficiency! by overarching themes: personal & public identities, families & communities, contemporary life, global challenges, science & technology, beauty & aesthetics by thematic units: holidays with others, cooking with others, personal finance, personal correspondence by curriculum strands: communication, cultures, connections, comparisons, communities by modes of communication: interpretive listening/reading, presentational speaking/writing and interpersonal speaking/writing by anchors of support: vocabulary lists, grammatical constructions, language ladders
10 How to organize the table of contents? Some other tips: have students number the pages in the target language assign attendance buddies and have them write while you were out messages that can be placed in absent students INBs randomly hold feedback fairs so that students can get peer feedback on their INBs assign students various roles that make them responsible for various sections use icons that are easy to draw which will help students easily locate pages
11 How to support the LOTE standards? (2) Communication is the overarching goal of world language instruction. Students should be provided ample opportunities to engage in conversations, to present information to an audience, and to interpret culturally authentic materials in the language of study. The American Council on the Teaching of Foreign Languages (ACTFL) identifies three modes of communication: interpersonal, interpretive, and presentational. (A) In the interpersonal mode of communication, students engage in direct oral or written communication with others. Examples of this "two-way" communication include but are not limited to conversing face to face, participating in digital discussions and messaging, and exchanging personal letters. (B) In the interpretive mode of communication, students demonstrate understanding of spoken and written communication within appropriate cultural contexts. Examples of this type of "one-way" reading or listening include but are not limited to comprehension of digital texts as well as print, audio, and audiovisual materials. (C) In the presentational mode of communication, students present orally or in writing information, concepts, and ideas to an audience of listeners or readers with whom there is no immediate interaction. Examples of this "one-to-many" mode of communication include but are not limited to presenting to a group; creating and posting digital content; or writing reports, compositions, or articles for a magazine or newspaper.
12 How to support the LOTE standards? By giving STUDENTS tasks that promote the modes of communication! What s in your Backpack: students are asked to sketch the outline of a backpack on the right side of their INB; students then draw 5 objects in their backpack without labeling them in English; teacher collects all the INBs and redistributes them; students use the left side to write phrases, sentences, or a paragraph about the person whose INB they received, based on the 5 objects in their backpack; students receive their INB back and present what was written about them to a partner or small group Peer Presentations: students use the right side of their INB to take notes on presentations by their peers whether in large group setting or smaller groups; students use the left side to write original questions they want to ask the presenter to deepen their learning and perhaps that of the presenter; after the presentation has concluded, students engage in conversation using the questions as prompts for more deep dialogue about the material presented
13 How to support the LOTE standards? By giving STUDENTS tasks that promote the modes of communication! Travel Buddies: students are given maps of a target country or region with 5 cities or other landmarks labeled, with a blank next to the name; students are given time to find travel buddies to each place by asking classmates who would like to travel to the site with them; students will put the names of their travel buddies for all sites on their map, and affix the map to the right side; students will use the left side to write original questions they will ask their travel buddy about the site they are traveling to together; teacher will randomly call a site from the map and those buddies get together and converse by answering each others questions; answers are also recorded on the left side Around the World: students number 1-30 on the right side of their INB; teacher reads a line from a story the class read and student writes down the line and guesses the character who would have said it; teacher tells the answer and students who are correct can rotate to the next seat and those who did not must remain in the same seat; process is repeated until the first student returns to their original seat; students then have time to demonstrate their knowledge of the characters by putting the lines of story in the correct order and illustrating them
14 BLAH BLAH BLAH
15 How to promote higher order thinking? By giving STUDENTS tasks that explore the 3Ps of culture! Chalkboard Splash: students use right side to copy a question the teacher has posed about a product or practice; in groups, students rotate INBs and have 20 seconds to brainstorm all words or phrases that come to mind, students repeat this process until the INB returns to owner; students analyze the information by looking for similarities or surprises; students use the left side to note these, and list underlying perspectives; students do a gallery walk of their group s INBs and have a discussion about findings Quick Draw: students use the right side to draw two versions of a product or practice; students exchange INBs with a partner and use the left side to evaluate the two images and make notes in their partner s INB; students return each other s INB and dialogue about the comments
16 How to promote higher order thinking? By giving STUDENTS tasks that explore the 3Ps of culture! Literature Circles: students work in groups of 5 to engage with an authentic text about culture; each group member gets one section of the text and chooses one of these roles: summarizer, illustrator, connector, questioner, illuminator; students have time to read their section and affix the section to the right side of their INB; students then make notes (or draw) about their section on the left side but through the lens of the role that they chose; group members come back together and each member shares their notes; the group must synthesize all the notes and come up with main idea or themes from the text as a whole Storytelling: students work in groups of 4-5; give them a list of vocabulary words divided into four categories related to cultural products; students affix this list to the right side of their INB; one student begins by saying an original sentence with a word from the first column; all group members write down the sentence on the left side of their INB; the next student makes a sentence with a word from the next column and all members write it down; repeat this process until the group has at least 8-10 sentences; have each group share their story out loud to the class; give students time to draw an illustration on the left side of their INB that captures all the sentences generated
17 Teacher: Demonstration/modeling Student: Observe, attempt, practice, refine Teacher: Lecture Student: Listen, watch, take notes, question Teacher: Concept attainment Student: Compare, induce, define, generalize Teacher: Graphic representation Student: Visualize, connect, map relationships Instructional Roles Instructional Roles Teacher: Guided inquiry Student: Question, research, conclude, support Teacher: Socratic seminar Student: Consider, explain, challenge,,justify Teacher: Writing process Student: Brainstorm, organize, draft, revise Teacher: Feedback/conferencing Student: Listen, consider, practice, retry, refine
18 THEN Students learned about the language Teacher-centered Focus on isolated skills Textbook as the curriculum Cultural factoids Same instruction for all students Testing to see what students don t know NOW Students learn to use the language Learner-centered Focus on integrated skills Thematic units and authentic resources Products, practices and perspectives Differentiating instruction to meet individual needs Assessing to find out what students can do
19 How to foster 21 st century skills? By giving STUDENTS tasks that explore the 3Cs of 21 st C skills! CREATIVITY & INNOVATION/ CRITICAL THINKING & PROBLEM SOLVING/COMMUNICATION & COLLABORATION Ranking Tool (Intel): Students use the right side of their INB to copy down a list of 4-6 items that the teacher provides; students use the top left side of their INB to rank the list of items in order of importance from their perspective; students must provide rationale for their first choice and for their last choice; students are now placed into small groups and they share their individual rankings and rationale; each group must come to a consensus and create one ranking order that all the members can all agree on; students write the new group rankings on the bottom left side of their INB and include the rationale for how the group arrived at their top and bottom choices Today s Meet: Students use the website to answer a question that either the teacher or another student poses about how to solve a particular problem; students respond to questions and ask new questions related to the topic, students continue the online chat for a designated amount of time providing possible solutions; teacher prints the transcript and all students receive a copy to affix to the right side of their INB; students use the left side to evaluate the suggestions in the chat room
20 What else can be done with INBs? Useful Links:
21 LEARNER OUTCOMES Today, did you learn how to: Emphasize the purpose or function of your interactive student notebook. Negotiate a social contract for class norms that will facilitate participation. Get organized with interactive notebooks to reinforce classroom procedures. Add structure to INBs to support the current and new LOTE standards. Get more higher order thinking out of your students. Ensure that 21 st century skills are reflected in the INBs.
22 ANTICIPATORY GUIDE
23 What s your rose? With a partner, share the following: What is your ROSE? What was the best part? What is your THORN? What was the not so best part? What is your BUD? What are you looking forward to?
24 In a few short years, every student in our schools will be from the 21 st century and no teacher will be. The entire student body and the entire teacher force will be from different centuries. - Lester Laminack
25 Thank you for your participation and commitment!