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Planning for Proficiency: A Journey
Planning for Proficiency: A Journey
Sandy Harvey
World Language Coordinator FBISD
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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.
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Share outShare out
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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.
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WHY PERFORMANCE BASED?WHY PERFORMANCE BASED?
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Four CornersFour Corners
• What is the main reason that the majority of students study a world language?
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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• Attrition in Foreign Language Courses: Possible Causes and Solutions (Unpublished doctoral dissertation)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
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75%• Courtesy of Greg Duncan
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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
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What will they really remember 5 years from now?
What will they really remember 5 years from now?
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Finish this sentence…..Finish this sentence…..
I took 3 years of French in High School and……..
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Performance vs. Knowledge/Achievement
Performance vs. Knowledge/Achievement
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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)
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Standards-BasedStandards-Based
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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.
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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.'
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It’s All about the DestinationIt’s All about the Destination
• We call them learning targets
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PROFICIENCY LEVELSPROFICIENCY LEVELS
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NoviceNovice
• Words• Phrases• Makes lists• Attempts
conversation• Limited topic areas• Telegraphic
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IntermediateIntermediate
• Can create with the language
• Can function with the language
• Can ask and answer questions
• Handles simple situations
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AdvancedAdvanced
• Full conversational partner
• Can narrate and describe in all time frames
• Confident in speaking• Can handle a
situation with a complication
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SuperiorSuperior
• Can hypothesize and support opinions
• Can carry on both formal and informal conversations
• Can handle abstract treatment of topics
• Exhibits no patterned errors
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SublevelsSublevels
• Novice, Intermediate, and Advanced have three sublevels:– Low– Medium– High
Superior has no sublevels.
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LowLow
• Threshold performance
• Barely there• “hanging on” for dear
life• Sustained but skeletal
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MediumMedium
• SOLID• Quantity and quality
for the level• Demonstrates some
features of the next level
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HighHigh
• Functions most of the time at the next higher level
• Fallen angel – “fall” from above
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Table TalkTable Talk
• Where do you think your students at each level are?
• Level 1?• Level 2?• Level 3?• Level 4?• Level 5?
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QuestionQuestion
• How can understanding proficiency levels be of benefit to your students?
• To you?• To parents?
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Three Modes of CommunicationThree Modes of Communication
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Interpretive ModeInterpretive Mode
• Listening• Reading• Viewing• Receptive……..
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InterpersonalInterpersonal
• Two-way • Interactive• Spontaneous• No script – not memorized• Active negotiation of meaning• Face-to-face, telephone, email
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PresentationalPresentational
• Usually formal speaking or writing activities
• Polished, rehearsed• One-way• May be memorized
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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
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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
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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?
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Stages of Backwards DesignStages of Backwards Design
• 1. Identify desired results
2. Determine acceptable evidence
3. Plan learning experiences
& instruction
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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
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Lunch Lunch
• Be back at 12:45 promptly!
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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
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Performance AssessmentPerformance Assessment
• Greg Duncan
• FBISD Wikispace
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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.
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Assessment of the Interpersonal Mode
Assessment of the Interpersonal Mode
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Assessment of the Presentational Mode
Assessment of the Presentational Mode
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Brain BreakBrain Break
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Create your assessmentCreate your assessment
• You have 25 minutes in your group to create an assessment for the unit you selected…
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Share outShare out
• Gallery Walk
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Lesson PlanLesson Plan
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Target Language UseTarget Language Use
•90%
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Thank you for coming today!Thank you for coming today!
• Please complete an evaluation.
• Have a fabulous year.
• [email protected]• Twitter: sharvey1237