linking standards and proficiency to your classroom mary lynn redmond marty abbott actfl president...

LINKING STANDARDS AND PROFICIENCY TO YOUR CLASSROOM Mary Lynn Redmond Marty Abbott ACTFL President ACTFL Executive Director

Todays Learning Goals Hello I can Describe the WHAT, HOW, and HOW WELL to guide my teaching and my students learning Connect key national initiatives to my daily classroom instruction Identify effective and appropriate means to measure student growth Describe various components for supporting and evaluating teacher effectiveness

Unlock the Gateway to Communication

Backward Design 1. What are the goals? Identify desired results 2. How will you and learners know they reached the goals? Identify acceptable evidence 3. What does it take to get there? Plan learning experiences and instruction

Backward Design 1. What are the goals? Identify desired results WHAT Standards HOW WELL Proficiency Levels

Standards for Learning Languages Hello 1993 1996 Standards developed under Goals 2000 Educate America Act 1996 Publication of Standards for Foreign Language Learning: Preparing for the 21 st Century (with 10 languages) 2000 Publication of Standards for Foreign Language Learning in the 21 st Century (with Chinese) 2006 Publication of Standards for Foreign Language Learning in the 21 st Century (with Arabic) 2013 Refreshed World-Readiness Standards for Learning Languages Timeline

Standards Collaborative Board (16 national language organizations) Our Common Core: 5 Cs and the 11 descriptive standards State Standards in over 40 states Local curricula based on these Standards Teacher preparation based on these Standards

Process to refresh the Standards influenced by 2011 report, A Decade of Foreign Language Standards: Impact, Influence, and Future Directions Guiding Principles for refreshing standards: Maintain the essence of each standard Clarify the language

FROM: Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. TO: Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions

FROM: Practices of Culture: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. TO: Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied

FROM: Lifelong Learning: Students show evidence of becoming lifelong learners by using the language for personal enjoyment and enrichment TO: Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement

15 Speaking and Listening Reading ---------------------------------- Listening Writing ----------------------------- Speaking Language http://www.actfl.org/commoncore Conventions How language functions Vocabulary Linking Common Core & World Languages www.actfl.org/commoncore

Performance Points Toward Proficiency Documenting Student Growth

Describing Performance Performance Descriptors 2012 WHAT: Standards for Learning Languages Five Cs Three Modes of Communication HOW WELL: 2012 Performance Descriptors for Language Learners Update and revision of 1998 Performance Guidelines for K- 12 Learners www.actfl.org Publications Performance Descriptors

Performance Three Modes of Communication: Interpersonal, Interpretive, Presentational Three Ranges of Performance: Novice Intermediate Advanced

ACTFL Proficiency Guidelines www.actflproficiencyguidelines2012.org

ACTFL Proficiency Guidelines www.actflproficiencyguidelines2012.org/speaking

DomainExamplesWhat it describes Functions Ask formulaic questions Initiate, maintain, and end a conversation Create with language Narrate and describe Make inferences Functions are the global tasks the learner can perform in the language 21

DomainExamplesWhat it describes Functions Ask formulaic questions Initiate, maintain, and end a conversation Create with language Narrate and describe Make inferences Functions are the global tasks the learner can perform in the language Contexts and Content Oneself Ones immediate environment General interest Work-related Contexts are situations within which the learner can function; Content is the topics which the learner can understand and discuss 22

DomainExamplesWhat it describes Functions Ask formulaic questions Initiate, maintain, and end a conversation Create with language Narrate and describe Make inferences Functions are the global tasks the learner can perform in the language Contexts and Content Oneself Ones immediate environment General interest Work-related Contexts are situations within which the learner can function; Content is the topics which the learner can understand and discuss Text Type Words Phrases Sentences Questions Strings of sentences Connected sentences Paragraphs Text type controlled by the learner is that which the learner is able to understand and produce in order to perform the functions of the level 23

DomainWhat it answersWhat it describes Language Control How accurate is the language learners language? Describes the level of control the learner has over certain language features or strategies to produce or understand language 24 How / How well able to be understood and to understand

DomainWhat it answersWhat it describes Language Control How accurate is the language learners language? Describes the level of control the learner has over certain language features or strategies to produce or understand language VocabularyHow extensive and applicable is the language learners vocabulary? Describes the parameters of vocabulary used to produce or understand language 25 How / How well able to be understood and to understand

DomainWhat it answersWhat it describes Language Control How accurate is the language learners language? Describes the level of control the learner has over certain language features or strategies to produce or understand language VocabularyHow extensive and applicable is the language learners vocabulary? Describes the parameters of vocabulary used to produce or understand language Communica- tion Strategies How does the language learner maintain communication and make meaning? Describes the strategies used to negotiate meaning, to understand text and messages, and to express oneself 26 How / How well able to be understood and to understand

DomainWhat it answersWhat it describes Language Control How accurate is the language learners language? Describes the level of control the learner has over certain language features or strategies to produce or understand language VocabularyHow extensive and applicable is the language learners vocabulary? Describes the parameters of vocabulary used to produce or understand language Communica- tion Strategies How does the language learner maintain communication and make meaning? Describes the strategies used to negotiate meaning, to understand text and messages, and to express oneself Cultural Awareness How is the language learners cultural knowledge reflected in language use? Describes the cultural products, practices, or perspectives the language learner may employ to communicate more successfully in the cultural setting 27 How / How well able to be understood and to understand

Proficiency Performance Advanced Intermediate Novice

Quantity and Organization of Language Expands Isolated words Words and phrases Discrete sentences Strings of sentences Connected sentences Single paragraphs Multiple paragraphs Extended cogent discourse

Backward Design 1. What are the goals? Identify desired results 2. How will you and learners know they reached the goals? Identify acceptable evidence

NCSSFL-ACTFL Can-Do Statements

Culmination of a collaborative effort between NCSSFL and ACTFL Combination of two documents into one cohesive set of statements NCSSFL LinguaFolio ACTFL Proficiency Guidelines 2012 The NCSSFL-ACTFL Can-Do Statements

Intermediate Low - Interpersonal ACTFL Proficiency Guidelines - Speaking Can-Do Global Benchmark Speakers at the Intermediate Low sublevel are able to handle successfully a limited number of uncomplicated communicative tasks by creating with the language in straightforward social situations. Conversation is restricted to some of the concrete exchanges and predictable topics necessary for survival in the target-language culture. These topics relate to basic personal information; for example, self and family, some daily activities and personal preferences, and some immediate needs, such as ordering food and making simple purchases. Speakers are primarily reactive and struggle to answer direct questions or requests for information. They are also able to ask a few appropriate questions. I can participate in conversations on a number of familiar topics using simple sentences. I can handle short social interactions in everyday situations by asking and answering questions.

Global Benchmarks Global Can-Do Benchmarks General description of the proficiency level for each of the modes

Screen shot Bold Global Can-Do Benchmarks General description of the proficiency level for each of the modes

Screen shot Bold Bold statements Main indicators for the level and the mode

Screen shot Bold Target statements (Checklist) Provide instructional focus Create class evidence Should emphasize re-spiraling

Screen shot Bold

Todays Learning Goals Hello I can Describe the WHAT, HOW, and HOW WELL to guide my teaching and my students learning Connect key national initiatives to my daily classroom instruction Identify effective and appropriate means to measure student growth

Backward Design 1. What are the goals? Identify desired results 2. How will you and learners know they reached the goals NCSSFL-ACTFL Can-Do Statements Integrated Performance Assessment AAPPL

IPA - Novice Level TASK OVERVIEW: The university will be traveling to various study abroad fairs in Spanish-speaking countries. You have been assigned the responsibility of creating a flier to promote our university to prospective international studies interested in studying in the U.S. INTERPRETIVE TASK: In order to understand what international universities are like, you look for information on the Internet. Your teacher finds the following text about la Universidad de Puerto Rico en Ro Piedras. Read the text carefully and complete the comprehension questions that accompany it. INTERPERSONAL TASK: Now you need to gather more information about the university experience of other students at our university. Talk with a classmate to learn more about his/her personal activities at the university. You want to know about his/her majors, classes, daily schedule, living situation, weekend/leisure activities, and transportation. Find out as much as you can from your partner in order to incorporate details into your flier. PRESENTATIONAL TASK: Based on what you have learned from your research, your knowledge of the university, and class discussions, create a flier in which you promote GVSU to Spanish-speaking university students. Your flier might include information about classes, living situations, transportation, recreational opportunities (sports/clubs/other campus/regional activities).

AAPPL - DEMO http://aappl.actfl.org/ http://aappl.actfl.org/demo

Todays Learning Goals Hello I can Describe the WHAT, HOW, and HOW WELL to guide my teaching and my students learning Connect key national initiatives to my daily classroom instruction Identify effective and appropriate means to measure student growth By adopting this WHAT, HOW and HOW WELL what will students notice is different in language classrooms?

Todays Learning Goals Hello I can Describe the WHAT, HOW, and HOW WELL to guide my teaching and my students learning Connect key national initiatives to my daily classroom instruction Identify effective and appropriate means to measure student growth Describe various components for supporting and evaluating teacher effectiveness

Position Statement - Draft Teacher Effectiveness & Student Growth Demonstrate for stakeholders the value of successful language learning and teaching; Need multiple measures of student growth based on evidence over time Employ performance assessments aligned to NCSSFL- ACTFL Can-Do Statements (all three modes of communication, linked to proficiency levels) Feedback/data on learning targets should inform teachers and students (next steps for instruction and reflection for goal-setting) Hello

Backward Design 1. What are the goals? Identify desired results 2. How will you and learners know they reached the goals? Identify acceptable evidence 3. What does it take to get there? Plan learning experiences and instruction The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design

The Curriculum Framework is based on building proficiency in the three modes of Communication embedded in a Cultural context, and enriched by Connections, Comparisons, and Communities. 48 The Keys to Planning for Learning Unit Design Plan learning experiences and instruction

Website: http://www.actfl.org/publications/books-and-brochures/the- keys-planning-learning Resources and Templates Plan learning experiences and instruction

iPad App ACTFL Unit and Lesson Planner (Available on iTunes)

www.actfl.org www.caepnet.orgwww.caepnet.org. Fox & Morrison, ACTFL, 201351 and Teacher Education Program Credentialing

2013 ACTFL/CAEP Standards developed between 2009 and 2013 with input from the profession at all levels, aligned with the: Standards for Foreign Language Learning in the Twenty-First Century (2006) [the Five Cs], refreshed as World-Readiness Standards for Learning Languages (2013); Interstate Teacher Assessment and Support Consortium (InTASC) Standards National Board for Professional Teaching Standards for accomplished teachers (NBPTS) International Standard for Technology Education (ISTE) For the ACTFL/CAEP standards, go to https://www.actfl.org/professional-development/actfl-caep https://www.actfl.org/professional-development/actfl-caep

Alaska Arizona Arkansas Connecticut Delaware * Florida Georgia * Hawaii Texas Utah Vermont Virginia * Washington Wisconsin Wyoming States Using Demonstration of Language Proficiency for Some Aspect of Teacher Credentialing State Teacher Certification Maine * Maryland * New Jersey New York * North Carolina * Ohio * Oklahoma Pennsylvania *

Which standards to use? 2002 (ACTFL/NCATE) or 2013 (ACTFL/CAEP)? Use one set or the other, dont mix them If your program starts with 2002, continue with that set until it achieves national recognition even if it takes until after spring 2016. You are in the pipeline. 2014 fall 20152002 or 2013 Spring 2016 forward2013

Recommended FL Program Components (no change) 1.Development of proficiency in all areas, especially oral 2.Ongoing assessment of proficiency 3.Language, linguistics, culture, and literature components 4.Dedicated methods course on teaching of FL, taught by qualified faculty 5.Early field experiences in FL classrooms 6.Field experiences and student teaching supervised by qualified FL faculty 7.Opportunities for candidates to experience and use technology 8.Opportunities for structured study-abroad / immersion experiences Judith L. Shrum

Standard for Foreign Language Learning in the 21 st Century (2006); refreshed as World-Readiness Standards for Language Learning (2013)

Standards rena med StandardFrom (2002)To (2013) 1 Language, Linguistics, Comparisons Language Proficiency: Interpersonal, Interpretive, and Presentational 2 Cultures Literatures, Cross- Disciplinary Concepts Cultures, Linguistics, Literatures, and Concepts from Other Disciplines 3 Language acquisition theories and creating supportive environment Language Acquisition Theories and Knowledge of Students and Their Needs 4 Integration of Standards into Curriculum and Instruction Integration of Standards in Planning, Classroom Practice, and Use of Instructional Resources 5 Assessment Assessment of languages and cultures Impact on Student Learning 6 Professionalism Professional Development, Advocacy and Ethics

Resources/Questions Contact information: Judith Shrum [email protected] 540-320-0499 Contact information: Judith Shrum [email protected] 540-320-0499 http://www.actfl.org/professional-development/actfl-caep

How will you use these initiatives and the resulting documents to influence language teaching and learning?

Address teacher effectiveness/evaluation: role in providing evidence to meet requirements of your states formula Support language learners: in instructional settings or as independent learners Advocate for language programs: early start, longer sequences

Position Statement - Draft WHY: Reaching Global Competence The ability to communicate with respect and cultural understanding in more than one language is an essential element of global competency. Global Competence vital for global economy, diplomacy/defense, global problem-solving, diverse communities Global Competence described: readiness to communicate, interact, withhold judgment, be alert to differences and miscommunication, act with respect, and increase knowledge of other cultures Hello

Todays Learning Goals Hello I can Describe the WHAT, HOW, and HOW WELL to guide my teaching and my students learning Connect key national initiatives to my daily classroom instruction Identify effective and appropriate means to measure student growth Describe various components for supporting and evaluating teacher effectiveness What is one way standards and proficiency will improve students language learning?

linking standards and proficiency to your classroom mary lynn redmond marty abbott actfl president...

Documents

language slide

communication slide

publication of standards

advancement slide

refreshing standards

foreign language learning

teacher effectiveness

standards teacher preparation