CSCTFL 2016 Columbus, Ohio
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1 + CSCTFL 2016 Columbus, Ohio Karen Luond Fowdy Lisa Hendrickson m/ TALKING ABOUT THINGS THAT MATTER: Preparing Students for Success in an Interpersonal Performance Assessment
2 + What do you want your students to take away from your program? Workshops for World Language Instruction Fowdy/Hendrickson
3 OVERVIEW Where do we start? THEMATIC CURRICULUM UNIT How do we assess the INTERPERSONAL MODE of communication? PERFORMANCE ASSESSMENT What do students already know? SPIRALED CURRICULUM What needs to be taught? FUNCTIONS/STRUCTURES/VOCABULARY How can we prepare students for success? SCAFFOLDING INSTRUCTION How do we teach the skills needed? DESIGNING INSTRUCTION How do we PREPARE and PRACTICE for the INTERPERSONAL ASSESSMENT? Are we ADVANCING our students language proficiency?
4 + Where do we start? THEMATIC CURRICULUM UNIT Enduring Understandings: Interpretive Assessment Understand the childhood memories of a native speaker. Fowdy/Hendrickson Theme: MEMORIES OF CHILDHOOD Essential Question(s): Goals: Targeted Proficiency Level: Intermediate Low / Mid Our life experiences affect who we are and who we will become How did my childhood shape who I am today? How was my life different then from what it is like now? What does it mean to be a child in the world? Learners will be able to: Share and reflect on childhood memories Describe factors that influence childhood experiences Interpret cultural perspectives of literature and media produced for children Presentational Assessment Prepare an illustrated description of your life as a child to share with your classmates and other teenagers around the world. Consider elements that might be unique to your culture. Interpersonal Assessment Discuss your memories of childhood with your classmates. Talk about what you were like then and what you are like now. How did where you grew up affect your experiences?
5 + Interpretive Mode: Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. INTERPRETIVE PERFORMANCE ASSESSMENT: Cuando éramos niños Understand the childhood memories of a native speaker. 5 Presentational Mode: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers. PRESENTATIONAL PERFORMANCE ASSESSMENT: Cuando éramos niños Prepare an illustrated description of your life as a child to share with your classmates and other teenagers around the world. Consider elements that might be unique to your culture. Fowdy/Hendrickson
6 + Interpersonal Mode: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. What do you associate with this mode of Communication? Fowdy/Hendrickson
7 + Interpersonal Mode: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions. INTERPERSONAL PERFORMANCE ASSESSMENT: Cuando éramos niños Discuss your memories of childhood with your classmates. Talk about what you were like then and what you are like now. How did where you grew up affect your experiences? 7 Fowdy/Hendrickson Message is most important Spontaneous Requires negotiation of meaning Reacts / responds to partner s message Asks for clarification Expands on ideas Keeps the conversation going Shows interest in what others are saying Vocabulary and/or structure errors do not interfere with communication Uses strategies other than English to clarify when partner does not understand
8 + How do we assess the INTERPERSONAL MODE? What do we measure? Content Comprehensibility Quality of Interaction Fluency Vocabulary Language Control From Fairfax County Schools 2013 Workshops for World Language Instruction Fowdy/Hendrickson
9 What do the students already know? SPIRALED CURRICULUM Intermediate High Interactive : Engages, maintains communication for variety of purposes Intermediate Mid Creates own thoughts : More language independence Memories of Childhood Intermediate Low Survivor : Recombines learned pieces, Simple situations Novice Mid/High Parrot : Memorized phrases, lists Fowdy/Hendrickson WAFLT 2013
10 + What needs to be taught? Enduring Understandings: Interpretive Assessment Essential Question(s): Understand the childhood memories of a native speaker. Theme: Cuando éramos niños Goals: Targeted Proficiency Level: Intermediate Low / Mid Our life experiences affect who we are and who we will become Presentational Assessment Interpersonal Assessment How did my childhood shape who I am today? How Prepare was my an illustrated life different then from Discuss what it your is like memories now? What of does description it mean of to your be a life child as a childhood with your classmates. in the world? child to share with your Talk about what you were like Learners classmates will be and able other to: then and what you are like now. teenagers Share and around reflect the on world. childhood How memories did where you grew up Consider Describe elements factors that influence might affect childhood your experiences? be Interpret unique to cultural your culture. perspectives of literature and media produced for children FUNCTIONS STRUCTURES VOCABULARY Describe childhood Ask questions Agree / Disagree Compare / Contrast Ask follow up questions React Imperfect tense Comparatives (more than, older, younger etc.) Childhood activities and games (i.e. tag, etc.) Descriptive adjectives (naughty, etc.) Fowdy/Hendrickson
11 + WHAT NEEDS TO BE TAUGHT? 11 THEME STRUCTURES FUNCTIONS Describe childhood Ask questions about childhood experiences Agree / Disagree Compare / Contrast Ask follow up questions React VOCABULARY
12 + WHAT NEEDS TO BE TAUGHT? 12 THEME STRUCTURES Practice structures in context (leading to IPA) Limit the focus to structures as needed for the theme FUNCTIONS VOCABULARY
13 + WHAT NEEDS TO BE TAUGHT? 13 THEME STRUCTURES FUNCTIONS VOCABULARY CREATE THEMATIC VOCABULARY 1) Gather what students already know 2) Present new vocabulary students need for theme 3) Identify which words are needed for RECEPTIVE and PRODUCTIVE control
14 + SCAFFOLDING INSTRUCTION How can we prepare students moving from INPUT to PRACTICE to independent, spontaneous PERFORMANCE? 14
15 DESIGNING INSTRUCTION How do we teach the skills needed? TEACHER-DIRECTED INPUT Input PRACTICE Practice Checks and Feedback INDEPENDENT, SPONTANEOUS Workshops for World Language Instruction Fowdy/Hendrickson
16 + Where do we start? INPUT Almost every major theory of Second Language Acquisition (SLA) emphasizes the central role of input, i.e., content in the target language that is intended to communicate meaning, in developing a mental representation of a language. From: Justin Slocum Bailey. The Number One Mistake in Language Learning. INDWELLING LANGUAGE. web. October 27, 2015 Workshops for World Language Instruction Fowdy/Hendrickson
17 + Where do we start? INPUT Workshops for World Language Instruction Fowdy/Hendrickson
18 + Where do we start? INPUT n-mcb-fairfood-cornkids.jpg?itok=5hmb2esj
19 + Where do we start? INPUT peg
20 DESIGNING INSTRUCTION How do we teach the skills needed? TEACHER-DIRECTED INPUT Input PRACTICE Practice Checks and Feedback INDEPENDENT, SPONTANEOUS Workshops for World Language Instruction Fowdy/Hendrickson
21 + 90% Target Language use (by Students and Teacher!) 1) Provide comprehensible input that is directed toward communicative goals. 2) Make meaning clear through body language, gestures, and visual support. 3) Conduct comprehension checks to ensure understanding. 4) Negotiate meaning with students and encourage negotiation among students. 5) Elicit talk that increases in fluency, accuracy, and complexity over time. 6) Encourage self-expression and spontaneous use of language. 7) Teach students strategies for requesting clarification and assistance when faced with comprehension difficulties. 8) Offer feedback to assist and improve students ability to interact orally in the target language. Workshops for World Language Instruction Fowdy/Hendrickson
22 How do we teach the skills needed? Moving from... Building toward Practiced, Memorized LESSON PLAN CONSTRUCT Teacher Controlled RECEPTION Teacher introduces Teacher/class practice Students practice Teacher models vocabulary/structures in context of unit performance task(s) Students see/hear model of performance task (e.g. conversation by native speakers Teacher-guided practice of structures/vocabulary with class. Students practice using individual visual aids, guided activities, comprehension checks, in context of unit performance task(s) Students practice vocabulary/structures in class with partners, small groups (working toward production) in context of unit performance task(s) Homework: Vocabulary/structures independent practice Open-Ended RECEPTION & PRODUCTION Students demonstrate Students demonstrate ability to apply structures/vocabulary independently) in context of unit performance task(s) Checks and feedback: Homework Formative assessments Teacher expands unit vocabulary/structures, keeping in mind what needs to be learned for RECEPTIVE CONTROL or FOR PRODUCTION Teacher-guided conversation incorporating functions in context of unit performance task (e.g. asking questions, agreeing disagreeing, responding, reacting, etc.) Students practice conversations applying new structures/vocabulary in controlled small-group situations with checks for needed expansion of structures/vocabulary/functions Homework: Students write a paragraph about the theme (for ex. THEIR childhood experiences). Check for needed content, unit vocabulary, specific vocabulary needed by the individual student, the new structures. Teacher models performance task: Teacher initiated and guided class discussion that parallels interpersonal performance task Teacher and students identify elements of the rubric and discuss assessment of modeled conversation Students practice performance task with various groups, providing opportunity for checks and feedback. 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
23 23 CHECK Can they do it? INPUT PRACTICE Fowdy/Hendrickson
24 + How do we PREPARE students and PRACTICE for the INTERPERSONAL ASSESSMENT? GUIDED PRACTICE Structured, Guided Answer personalized questions about childhood on a worksheet Compare answers with a partner or group. Look for things you have in common and how you are different PRACTICE ELEMENTS of CONVERSATION Practice Build from 1 question to 2 to 3 Model /With partner/ Change partners Practice reactions Generate follow-up questions Consider strategies to include others GATHER PHRASES: What did you need to PUT CONVERSATION TOGETHER Independent, Spontaneous Practice the whole conversation Class generates list of questions they will need to ask Have conversation with peer feedback Rotate groups GATHER PHRASES: What did you need to
25 + Building from 1 to 2 to 3 questions Where did you grow up? What was it like? Workshops for World Language Instruction Fowdy/Hendrickson SfWqh2UYTA
26 + Building from 1 to 2 to 3 questions Where did you grow up? What was it like? Did you have brothers and sisters? What were they like? What were you like? Workshops for World Language Instruction Fowdy/Hendrickson SfWqh2UYTA
27 + Building from 1 to 2 to 3 questions Where did you grow up? What was it like? Did you have brothers and sisters? What were they like? What were you like? What did you do in your free time? Workshops for World Language Instruction Fowdy/Hendrickson SfWqh2UYTA
28 + Are we ADVANCING our students language proficiency? 28
29 29
30 30
31 Workshops for World Language Instruction Fowdy/Hendrickson
32 + REFLECTION Where do we start? THEMATIC CURRICULUM UNIT How do we assess the INTERPERSONAL MODE of communication? PERFORMANCE ASSESSMENT What do students already know? SPIRALED CURRICULUM What needs to be taught? FUNCTIONS/STRUCTURES/VOCABULARY How can we prepare students for success? SCAFFOLDING INSTRUCTION How do we teach the skills needed? DESIGNING INSTRUCTION How do we PREPARE and PRACTICE for the INTERPERSONAL ASSESSMENT? Are we ADVANCING our students language proficiency?
33 + Workshops for World Language Instruction Fowdy/Hendrickson
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