“Ensuring you attract and retain top talent for a globally competitive company requires an investment in developing cultural awareness and language skills in your current workforce. Hiring managers must possess the skills necessary to recognize and assess this vital combination of global abilities while each day creating and maintaining an open and inclusive environment that is sensitive to a multi-lingual workforce.”

-- Tony Padilla HR LEADER FOR THE 767 PROGRAM, BOEING COMMERCIAL AIRPLANES

GET REAL:Performance Assessmentsfor the Real World

Core Subjects and 21st Century Themes •Mastery of core subjects and 21st century themes is essential for students in the 21st century. Core subjects include: English, reading or language arts •World languages •Arts •Mathematics •Economics •Science •Geography •History •Government and Civics

Partnership for 21st Century

Skillshttp://www.p21.org

National ForeignLanguage Framework

Don’t you wish all of your

students were this motivated to learn another

language?

http://www.ncwiseowl.org/kscope/teacherhut/teachley/index.html

http://www.youtube.com/watch?v=zDZFcDGpL4U

“All memories and experiences have one

thing in common: emotion. Emotions drive attention and create relevance.“ Cementing these

experiences is the best use of long-term

memory.

Learning through experiences• Reading

• Hearing words• Looking at pictures• Watching a movie• Looking at pictures• Watching a demonstration• Seeing it done (on location)• Participating in a discussion• Giving a talk• Doing a thematic presentation• Simulating the real experience• Doing the real thing

Bloom’s

Taxonomy

REAL LIFE:

Vocabulary

Grammar

3 Modes

REALACTIVITIES:

NOT – what they know,

but rather . . .

What they CAN DO!

Comprehension of words, concepts, ideas, meaning of written and oral texts that are culturally authentic and produced for native speakers• • Text, poem, film, work of art, song, poem, advertisement, music video, book • •

Translation is not an Interpretive mode task.

Formative AssessmentInterpretive Mode

-“Traffic Light” Cards – Red, Yellow, Green

White boards Stand up if… Finger Signaling Ripped Vocabulary

Simple Formative Tasks in the Interpretive Mode

• Fill in graphs, charts, forms, graphic organizers

• Follow a route on a map from oral/written directions

• Check-off items in a list• Draw what is described• Put events from a story in logical order• Listen for the gist—identify main idea• Create questions from info in the piece• Compose a title or headline for a reading or

listening selection

Intermediate Formative Tasks in the Interpretive Mode

Authentic Task in Interpretive Mode

You are an exchange student in Toledo, Spain. You need to go several places, but your maps and information are all in Spanish. Can you interpret the information?

1. Look at a train schedule and determine which train goes to Madrid (time, cost, platform)2. Use a City Map to find your way from school to the Cathedral3. Read a menu and decide what you will order for dinner4. Read the ATM Directions to get Euros for your errands • • • •

Learners solve problems, create a new product, use the content for a real world purpose other than display for the teacher or classroom.

Learners have time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time.

Presentational Mode

Intermediate Tasks in the Presentational Mode

•Demonstrate how to prepare a recipe • Create a guide or school/town for an exchange student• Write a letter of introduction to a school in the target country• Develop or add content to a web page or WIKI• Design an advertisement or classified ad• Write a new beginning or ending of story, song• Solve a problem, Present a solution• Take part in a TV or radio spot• Design a survey and present findings• Create a Public Service Announcement (I-Movie, Photo Story)• Write Poem, Song, Rap• Design a Storyboard, Write and illustrate a story to present

Authentic Task in Presentational Mode

You are a travel agent with clients who have different interests and needs. Create an itinerary suited for each group, keeping in mind the possible interests and needs of the client.

1. A family of 5 with young children. 2. A businessperson who is a history buff. 3. Three college students with a limited budget. 4. Grandparents who love small towns, local crafts, and music. • • • •

Spontaneous exchanges that involve negotiation of meaning between people.They are unrehearsed, non scripted.

Come with information the other learner does not have, creating an info gap to provide and obtain information

Memorized, scripted dialogue readings, or skits are not Interpersonal Mode tasks. • •

Interpersonal Mode

• Info Gap• Socratic Circle• Pick roles from a story and have a conversation

between the two characters• Blog with teens in the target culture (social netowrk,

IM)• Share information on a topic• Make a purchase • Order in a restaurant • Obtain directions • Converse Face to face or by telephone (unscripted)• Debate issues • Make plans• Conduct an interview

Intermediate Formative Tasks in the Interpersonal Mode

Authentic Task in Interpersonal Mode

You are a Radio Talk Show Host. Part of your daily program includes an interview with a celebrity or a person who is making news. Your goal is to share what is important to this person with your listeners. Your partner plays their role.

1. Interview the President or World Leader 2. Interview a famous athlete 3. Interview a writer or actor of a popular book or film 4. Interview someone involved in a charity or social issue (Oprah, Shakira, Angelina Jolie, Nelson Mandela) • • • •

JOBS !!!

How do you make the Connection from a Class to

a Career?

1. Student Interest Surveys – know your students2. Be informed – colleges and careers / language study3. Real-life, authentic job tasks – get creative!4. Guest speakers – community members, past students5. Stay current, get connected, get tech-savvy

21st Century Skillsneed 21st Century Technology

http://lwnegnatzclasses.wikispaces.com/http://actfltech2009.wikispaces.com/

It’s your turn. Let’s plan!Think about an upcoming chapter or unit.

1. What’s the Vocabulary theme?

2. What’s the Grammar focus?

3. Interpretive:a. What “authentic” piece can they read? b. To what “authentic” piece can they listen?

4. Presentational:a. What “real-world task” can they present orally? b. What “real-world task” can they write about?

5. Interpersonal: (unscripted – negotiated meaning)a. What topic can they talk about? Exchange ideas/opinions?b. On what topic can they exchange written ideas/ emotions, etc.?

Linda EgnatzLincoln-Way North H.S.

Frankfort, IL

http://lwnegnatzclasses.wikispaces.com/