French as a Second Language Core French, Grades 4-8 Extended French, Grades 4-8 French Immersion, Grades 1-8 Fall 2013/Winter 2014
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Goals of the Implementation and Training Session for FSL 1. To increase awareness of how curriculum review has evolved and how Ministry policies and priorities are reflected in revised curriculum as a result of the curriculum review process 2. To deepen understanding of the Vision, Goals, and Enduring Ideas underlying the FSL curriculum 3. Share information about major changes to FSL curriculum for Core French, Extended French, and French Immersion 4. Provide opportunities for meaningful dialogue regarding effective strategies to implement revised curriculum 3
Agenda Day One Questions for Reflection Curriculum Review Process What Did We Hear? Features of the Revised Curriculum Exploring the Revised Curriculum Preface, Introduction, Vision and Goals Enduring Ideas 4
Questions for Reflection 1. Why is French as a Second Language an important part of the Ontario curriculum? 2. How does learning French prepare students for living in today's world? 5
Curriculum Review Process 1000 s of people have touched the draft document throughout the revision process 6
Components of Curriculum Review 7
Stages in FSL Curriculum Review 2008-2009 Research, technical analysis, focus groups, consultation, synthesis of recommendations initial revision summer writing of Core French program Fall and Winter 2009 Initial feedback consultation for Core French, revisions based on feedback Spring and Summer 2010 synthesis of recommendations for French Immersion, initial revision summer writing of French Immersion program editing of Core French document begins 8
Stages in FSL Curriculum Review 2 2010-2011 Initial feedback consultation for French Immersion, grades 1 12 (Academic/University) revisions based on feedback editing of French Immersion 2011-2012 synthesis of recommendations for Extended French initial summer writing of Extended French program revision of Secondary French Immersion (Applied/Open) revisions based on feedback 2012-2013 editing of French Immersion and Extended French anticipated release of revised documents training for implementation 9
Shift FROM Shift TO Passive acquisition Active Interaction Grammarbased Literacy-based and Language Rich Isolated Concepts Contextualized Learning 10
What did we hear? Strengthen the vision of the French language learner in the 21st century Base changes on the key components of a quality French program by Focusing on the acquisition of a strong oral foundational base Emphasizing that oral communication cannot occur without effective listening Highlighting the importance of valuing and learning another language 11
Features of the Revised Curriculum Consistent goals and vision across all grades and programs from Grades 1 to 12 Expanded examples, teacher prompts and instructional tips Focus on communication (production, reception and interaction) in authentic contexts Inclusion of different types of interaction and talk Emphasis on action-oriented communicative approaches Emphasis on development of student metacognition skills Inclusion of intercultural understanding Inclusion of media literacy 12
Front Matter Preface and Introduction The Program Assessment and Evaluation of Student Achievement Some Considerations for Program Planning 13
Front Matter Preface Schools in the 21 st century Supporting students well-being and ability to learn The Role of Mental Health 14
Front Matter Introduction provides an overview of the goals and key elements of the approach and pedagogy in the subject roles of teachers, parents, students, principals, and the community 15
Alors, Quoi de Neuf? All three FSL Programs share the same vision and goals Core French, Extended French, and French Immersion are all housed in one document 16
Vision and Goals of the French as a Second Language Curriculum 17
Enduring Ideas Enduring Ideas are fundamental concepts which focus on the development of skills that are necessary for life-long language learning. The emphasis on the 7 Enduring Ideas encourages students to apply their knowledge of French and communicate ideas, information, and opinions for authentic purposes, to different audiences in a variety of real-life situations. 18
Enduring Ideas 2 Authentic Oral Communication: Reception, Production, and Interaction: Read enduring idea on page 9 and pages 19-20 Think-Pair-Share Answer questions on Placemat 19
Enduring Ideas 3 Listening, Speaking, Reading, and Writing: Interconnected but distinct Read section on page 9 and pages 20-21 Reflect on statement: If students hear it, they can say it. If students can say it, they can read it. And if students can read it, they can write it. Discuss: What implications does this statement have on teaching and learning? 20
Enduring Ideas 4 Development of Language Learning Strategies: Read section on pages 9-10 Refer to sample anchor charts for the strategies. Select strategies for one of the strands. Discuss how you would introduce the strategies 21
Enduring Ideas 5 Interdependence of Language and Culture: Read section on page 10 In groups of four, number off, 1-4. Person 1 shares a statement based on reading Person 2 shares a comment Person 3 asks a question Person 4 asks a question Whole table discussion 22
Enduring Ideas 6 Emphasis on Critical and Creative Thinking Skills: Read section on page 10 Examine the Adolescent Literacy Guide p. 16-21 Discuss your findings with a partner 23
Enduring Ideas 7 Goal Setting and Reflection: Read section on page 11 Refer to pages 22-27 in the Adolescent Literacy Guide Consult A Guide to Reflective Practice for Core French Teachers Module 6 Refer to the Faire croître le succès handout What kind of opportunities can we provide for students to set goals and reflect on their progress? 24
Enduring Ideas 8 Making Real-World Connections: Read section on page 11 Refer to Module 3-Action- Oriented Approach of the Guide to Reflective Practice for Core French Teachers Select a program and a grade What kind of real-world connections can be made for this grade? 25
Board Team Consolidation 1. How are the seven enduring ideas linked to the curriculum expectations? 2. How do they support students learning of French? 3. How do the enduring ideas connect to learning across the curriculum? 26
WRAP UP 3-2-1 3 things from the work of our session so far that you are excited about 2 things that you want to explore further (e.g., with someone in the room, with someone in your board today, tomorrow, next week) 1 thing that you are wondering about 27
À demain! 28
Bienvenue Jour 2 29
Agenda Day Two Exploring the Revised Curriculum Assessment and Evaluation of Student Achievement Considerations for Program Planning Making Connections with Key Policies, Programs and Strategies Making Real World Connections Subject/Division Association Supports for FSL Other Resources Board Team Consolidation 30
Front Matter Assessment and Evaluation of Student Achievement Considerations aligned with Growing Success policy and the achievement charts for the subject The Achievement Chart is the standard province wide evaluation tool. 31
Considerations for Program Planning in FSL 1 to 8 Instructional Approaches (pages 32-34) Cross-curricular and Integrated Learning (pages 34-35) Planning for Students with Special Education Needs (pages 35-37) Considerations for English Language Learners (pages 37-40) Environmental Education (pages 40-41) Healthy Relationships (pages 41 42) Equity and Inclusive Education (pages 42-43) Financial Literacy (pages 43-44) Literacy, Mathematical Literacy, and Inquiry (pages 44-46) Critical Thinking and Critical Literacy (pages 46-47) The Role of the School Library (pages 47-48) The Role of Information and Communications Technology (page 49) Education and Career/Life Planning (pages 49-50) Health and Safety (pages 50-51) 32
Making Connections with Key Policies, Programs and Strategies 33
Policies, Strategies, Frameworks, Resources 34
Making Connections with Key Policies, Programs and Strategies 2 In your board teams, divide the Curriculum Connections document Action Examine the sample curriculum expectations with links to: Equity and Inclusive Education Environmental Education First Nations, Métis and Inuit Framework Financial Literacy Mental Health 21 st Century Learning A Framework for French as a Second Language in Ontario Schools Consider connections to relevant policies, programs, strategies and resources. Make connections to relevant sections in the front matter of a recently revised curriculum document. 35
Making Real World Connections Break into program groups(core, Extended, Immersion) Find table with the grade/division of interest Complete placemat to plan an authentic task involving all four strands 36
Making Real World Connections 2 37
Sharing Share with your program/division/grade groups 38
Subject Association Supports for French as a Second Language OMLTA/AOPLV MLC/CLM 39
Other Resources Ministry Resources: EduGAINS Differentiated Instruction: Teaching Learning Examples (Grade 7 Immersion/Extended, Grade 8 Core French, Grade 9 Applied Core French) to come soon Adolescent Literacy AER GAINS Curriculum GAINS Financial Literacy GAINS 40
Other Resources 2 A Framework for French as a Second Language in Ontario Schools, Kindergarten to Grade 12, 2013 Transforming FSL, Curriculum Services Canada: Prologue, Guides to Reflective Practice, On est capable, CEFR resources available at www.curriculum.org/fsl 41
Board Planning and Consolidation As a Board Team, discuss and record on your graphic organizer: 1. Implementation strategies for system and school levels 2. Links to other board and ministry priorities 3. Discuss resources needed and timelines for implementation of revised curriculum 42
Consolidation What opportunities for enhanced student support, achievement and engagement do you see with the revised French as a Second Language curriculum? 43
Consolidation 2 What challenges do you face with supporting the effective implementation of the revised French as a Second Language curriculum in your board? 44
Consolidation 3 What are some next steps that you, as part of a board team, or you, as an individual, can take to begin the implementation process of the revised French as a Second Language curriculum in your board? 45
WRAP UP 2 3-2-1 Three things I have learned Two things I will try One thing I am still wondering about/ want to explore further 46
Goals of the Implementation and Training Session for FSL 2 1. To increase awareness of how curriculum review has evolved and how Ministry policies and priorities are reflected in revised curriculum as a result of the curriculum review process 2. To deepen understanding of the Vision, Goals, and Enduring Ideas underlying the FSL curriculum 3. Share information about major changes to FSL curriculum for Core French, Extended French, and French Immersion 4. Provide opportunities for meaningful dialogue regarding effective strategies to implement revised curriculum 47
Merci 48