planning for proficiency: a journey sandy harvey world language coordinator fbisd

Planning for Proficiency: A Journey

Planning for Proficiency: A Journey

Sandy Harvey

World Language Coordinator FBISD

Connect the DotsConnect the Dots

• As you sign in, please take a handout with red, yellow and green dots attached.

• On the large poster sheet, place dots beside the terms that you see listed according to the instructions.

• On your own handout, place the dots in the same places.

Share outShare out

By the end of the morning session, you will be able to ….

By the end of the morning session, you will be able to ….

• Describe novice, intermediate, and advanced levels of proficiency and the their sublevels and talk about what implications they have in language learning.

• Teach someone the five C’s.• Distinguish between the interpretive,

interpersonal and presentational modes and describe the assessments for each level.

WHY PERFORMANCE BASED?WHY PERFORMANCE BASED?

Four CornersFour Corners

• What is the main reason that the majority of students study a world language?

Would it surprise you to hear that….Would it surprise you to hear that….

• A majority of students indicated that wanting to be able to speak a second language was the main reason for studying it?

• Attrition in Foreign Language Courses: Possible Causes and Solutions (Unpublished doctoral dissertation)

• Maria Nuzzo, 2006

75%• Courtesy of Greg Duncan

Think about this…Think about this…

• What happens when a student isn’t getting what he wants out of an elective course?

• What percentage of students will drop that course once the perceived requisite is met?

• Taken from a presentation by Greg Duncan

What will they really remember 5 years from now?

What will they really remember 5 years from now?

Finish this sentence…..Finish this sentence…..

I took 3 years of French in High School and……..

Performance vs. Knowledge/Achievement

Performance vs. Knowledge/Achievement

ACTFL says …ACTFL says …• The overarching goal is knowing….

HOW, WHEN,

AND WHY TO

SAY WHAT

TO WHOM FROM THE NATIONAL STANDARDS IN FOREIGN

LANGUAGE EDUCATION PROJECT (2006)

Standards-BasedStandards-Based

Begin with the end in mindBegin with the end in mind

Would you tell me, please, which way I ought to go from here?'

`That depends a good deal on where you want to get to,' said the Cat.

`I don't much care where--' said Alice.

Begin with the end in mindBegin with the end in mind

`Then it doesn't matter which way you go,' said the Cat.

--so long as I get SOMEWHERE,' Alice added as an explanation.

`Oh, you're sure to do that,' said the Cat, `if you only walk long enough.'

It’s All about the DestinationIt’s All about the Destination

• We call them learning targets

PROFICIENCY LEVELSPROFICIENCY LEVELS

NoviceNovice

• Words• Phrases• Makes lists• Attempts

conversation• Limited topic areas• Telegraphic

IntermediateIntermediate

• Can create with the language

• Can function with the language

• Can ask and answer questions

• Handles simple situations

AdvancedAdvanced

• Full conversational partner

• Can narrate and describe in all time frames

• Confident in speaking• Can handle a

situation with a complication

SuperiorSuperior

• Can hypothesize and support opinions

• Can carry on both formal and informal conversations

• Can handle abstract treatment of topics

• Exhibits no patterned errors

SublevelsSublevels

• Novice, Intermediate, and Advanced have three sublevels:– Low– Medium– High

Superior has no sublevels.

LowLow

• Threshold performance

• Barely there• “hanging on” for dear

life• Sustained but skeletal

MediumMedium

• SOLID• Quantity and quality

for the level• Demonstrates some

features of the next level

HighHigh

• Functions most of the time at the next higher level

• Fallen angel – “fall” from above

Table TalkTable Talk

• Where do you think your students at each level are?

• Level 1?• Level 2?• Level 3?• Level 4?• Level 5?

STAMPSTAMP

QuestionQuestion

• How can understanding proficiency levels be of benefit to your students?

• To you?• To parents?

Three Modes of CommunicationThree Modes of Communication

Interpretive ModeInterpretive Mode

• Listening• Reading• Viewing• Receptive……..

InterpersonalInterpersonal

• Two-way • Interactive• Spontaneous• No script – not memorized• Active negotiation of meaning• Face-to-face, telephone, email

PresentationalPresentational

• Usually formal speaking or writing activities

• Polished, rehearsed• One-way• May be memorized

Take a BreakTake a Break

• Be back in 15 minutes!

Language a la modeLanguage a la mode

• Prepare a poster about your favorite sport

• presentational• Watch a travel video

and jot down places of interest

• interpretive• Talk about what to do

on the weekend• interpersonal

Language a la modeLanguage a la mode

• Send an email to a Facebook friend.

• interpersonal• Create a graphic

organizer for new vocabulary you hear in a video.

• interpretive• Create a skit where

you buy something at the store.

• presentational

Back to Backwards DesignBack to Backwards Design

• Stage 1: What should students be able to do by the end of the lesson/unit? What will they need to be able to know in order to do it?

• Stage 2: How will you know they can perform the performance task?

• Stage 3: How will you teach them? How will they learn?

Stages of Backwards DesignStages of Backwards Design

• 1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences

& instruction

I Can StatementsI Can Statements

Linguafolio

Unit PlanningUnit Planning

1. Get in groups of 2 – 3, by levels.

2. Select a Unit of Study

3. Select the performance objectives for the unit.

4. Consider an authentic context for the unit.

1. Identify desired results1. Identify desired results

Lunch Lunch

• Be back at 12:45 promptly!

Objectives for the Afternoon SessionObjectives for the Afternoon Session

• Create a unit of study, along with one interpersonal and one either presentational or interpretive assessment.

• Develop a daily lesson plan

Performance AssessmentPerformance Assessment

• Greg Duncan

• FBISD Wikispace

Assessment of Interpretive ModeAssessment of Interpretive Mode

• Level One• Complete the

following sentences:• 1. I think this info

graphic is about….• 2. In Spanish, allergic

reaction is expressed..

• 3.

Assessment of the Interpersonal Mode

Assessment of the Interpersonal Mode

Assessment of the Presentational Mode

Assessment of the Presentational Mode

Take a BreakTake a Break

• Be back in 15 minutes!

Brain BreakBrain Break

Create your assessmentCreate your assessment

• You have 25 minutes in your group to create an assessment for the unit you selected…

Share outShare out

• Gallery Walk

Lesson PlanLesson Plan

Target Language UseTarget Language Use

•90%

Thank you for coming today!Thank you for coming today!

• Please complete an evaluation.

• Have a fabulous year.

• Sandy.harvey@fortbendisd.com• Twitter: sharvey1237