lnational standards goals - lisalilley.wikispaces.comassessment... · negotiate a complex task....

Essential Question for the CSC Extension Workshop

How can I transfer what I learn today about backward design to plancurricular thematic units and Integrated Performance Assessments tofacilitate learning that lasts?

Backward Design can help you offer “the experience

they can’t get elsewhere”

What is “Backward Design?”Begin with identifying the desired results and then "work backward" todevelop instruction.

This approach represents a significant shift of focus --from content to performance.

llFeatures of Backward Design

Clear performance goals based on key questionsEngaging, hands-on approachFocus on interesting ideas, questions, problemsReal-world application beyond the classroomQuality feedback systemChoices for students

lNATIONAL STANDARDS GOALSlCommunicate in a language other than English.lGain knowledge and understanding of other cultures.lConnect with other disciplines to acquire information.lDevelop insight into the nature of language and culture.Participate in multilingual communities at home and around the

world.

Lisa LilleyUSC Upstate Workshop, March 2011

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3 Stages of “Backwards Design”

1. ____Identify desired results____________________________

2. ____Determine acceptable evidence_____________________

THEN, AND ONLY THEN…

3. ____Plan learning experiences and instruction____________

Many doorways into successful designContent standardsPerformance goalsA key resource or activityA required assessment

A big idea, often misunderstoodAn important skill or processAn existing unit or lesson

Enduring Understanding—

Essential Questions—


Key Terms:

Spanish foods differ considerably from Mexicancooking.

How do the key ingredients in Spanish cooking make it different? What does it have in common with Mexican cooking?

How did cultural interactions after 1492 cause changes in Spanish as well as European cooking?

Geography, climate and history play a role in thedevelopment of a cuisine.What geographical features of Spain might impactthe diet?

What evidence of the Moorish domination of Spainremains in the cooking today?

What degree could the climate play in the types offoods that are part of Spanish cuisine and whenthey are eaten?

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Which is an understanding? What is not?Does this understanding allow for continued uncoverage, unpacking

over time?Is this question really essential? Does it yield a pat answer?Are these questions really knowledge and skills?Is the understanding written as a goal or a “Students Will Be AbleTo…”?

Which of these are enduring understandings? Which are not?

_____Food is one of the most basic elements necessary to human life and ischarged with all sorts of personal, familial and cultural symbolism.

_____How to ask and give directions by using the prepositions and commands.

_____Students will recognize vocabulary to describe feelings and emotionsrelated to the concept of house and home

_____Strong and close relationships are central to the social structures ofSpanish-speaking families.

Which of these are essential questions? Which are not?

_____How do I ask directions in order to go from one place to another?

_____How do I describe my home in Spanish?

_____What is a family?

_____Who am I?

_____In what ways might history influence arts in a culture?


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Your turn

Think about a unit you recently taught or one that is coming up.

What is/was the unit theme?

What is there in the culture that shapes what those experiences look likewithin the theme?

Can you generate two to three Big Ideas for your unit theme?

For each Big Idea that you generated, can you write at least one EssentialQuestion?

Lisa LilleyUSC Upstate Workshop, March 2011 4

Stage Two of Backwards Design: What is evidence ofunderstanding?

“Big Picture” on AssessmentAssessment can and should be the driving force in world languagecurriculum, instruction, articulation, program evaluation, professionaldevelopment, and advocacy for language learning.

Backwards Design of AssessmentWhat is the desired end result?What evidence is implied in the desired result?What kinds of “tests” will provide such evidence? What should we look for (score via rubrics) given the desired result?

Three Benefits of Beginning with the Culture Standard:1. Purpose and coherence to the knowledge and skills one willneed later for assessment, rather than asking for a recall of skills inisolation.

2. Engage the Standards of Comparisons, Communities andConnections which demonstrate the cultural interpretation of the unittheme. Assessment will focus on learners using their knowledge andskills in situations they are likely to encounter in the target culture. 3. Focus on what is truly “worthy of understanding”, to move thelearner closer to understanding the concept, addressing the standard,and realizing a performance goal.


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Your turn

What products or performances would learners likely encounter orneed to do in a given culture?

What are key indicators of true performance?

Transfer—Applying previously leaned skills in a new situation with limited clueswhere the learner must judge what skills are needed for the situation.

To Teach for Understanding is to Coach for Transfer:

Transfer requires complex tasks with minimal clues

The learner must judge which knowledge and skills are needed for agiven situation.

Transfer tasks provide key evidence of understanding.

When you assess for transfer, offer transfer tasks that

Offer transfer tasks that are limited in clues so that the learner must judge whatskills are needed for the situation.

Your turn


Key Term:

What was the most engaging and effective learning experienceyou ever had out of the classroom?

What was it about its design that made it effective?

Drill—Drills involve fill-in-the-blank, plug-ins, recall, familiar prompt

Game-like—Involves tasks where there are sufficient cues that suggest theapproach to use, step-by-step instructions

Game—A task with no cues on how to solve; unfamiliar or new situation

Drill Game-like Game

Your turn

Think of the most recent formative / summative assessment youconducted in class. Which of these features did it have?


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Key Terms:

Fill inQuizChapter testMatch picture w/ wordWrite dialogue w scriptDesign a brochure of town for newstudentListen for key info at the train stationJeopardyPictionaryCreate a timeline of cultural historyDebatePlan a party with a friend, non scriptedEndings of irregular preteritesAsk questionsWith promptsWrite a message from a phone call

Are there any of these characteristics you might have incorporated tomake it a more effective assessment?

Performance Assessment provides the learnerwith evidence of what it means to “do” the subject,to have one’s abilities tested in situations that maybe encountered in the target language.

For assessment to be authentic and fair to the student, it mustmeasure what students have learned to do and in the mannerthey learned it. Said another way, if students spend their classtime in learning how to “do” foreign language, assessment mustmeasure the same thing.

Foreign Language Educators of New Jersey

Three Modes of Communication

1. Interpretive

2. Interpersonal

3. Presentational

lCharacteristics of the Interpretive Mode


7Key Term – Integrated Performance Assessment

Focused on the appropriate cultural interpretation of meanings thatoccur in written and spoken form where there is no recourse to theactive negotiation of meaning with the writer or the speaker

May be done as a bell ringer or as a whole class activity

Can be reutilized for the presentational task

Examples of Interpretive Mode TasksFollow a route on a map

Brainstorm vocabulary incategories

Paraphrase in native or targetlanguage

Listen for the gist

Identify situation bymatching correct statementto picture

Search for specific clues tomeaning

Describe what is being drawn

Fill in graph or chart

Characteristics of the Interpersonal Mode

Spontaneous exchanges that involve negotiation of meaning betweenpeople

Unrehearsed, Unrefined

Higher percentage of errors

Information Gap

Memorized or scripted dialogues are NOT Interpersonal Mode Tasks


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Examples of Interpersonal Mode Tasks

Face-to-face conversations

Discuss like or dislike of a target language song

Discuss what to order from a menu

Exchange letters

Telephone conversations

Exchange e-mails or text messages

Characteristics of the Presentational ModeRealistically replicate the ways a person’s knowledge and abilities aretested in the real world.

Require judgement and thinking skills.

Asks the learner “to do” the subject.

Assess the learner’s ability to effectively use knowledge and skills tonegotiate a complex task.

Allow opportunities to practice, consult resources, obtain feedbackand refine.

Sample Presentational Mode TasksSummary of text

Brochure

Design oral/video presentation

Letter

Advertisement

New beginning or ending of

story, song

Visuals based on topic or text

Design a survey

Skits

Radio shows or PSAs

Essays

Plays or videos

Poem, Song, Rap


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Storyboard

A set of scoring criteria that reflect a stated objective (performance, behavior,

quality), a range to rate performance, and specific performance characteristics portrayed inlevels indicating degree to which a standard ofperformance has been met.

Rubrics show learners what good performance looks like evenbefore they perform an assessment task.


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Key Term -- Rubric:

Annenberg CPB Video Library: Teaching Foreign Languages K-12 A Library of Classroom Practiceswww.learner.org


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Stage 3 - What learning experiences and teaching promoteunderstanding, interest, and excellence?

Sequences of correlated learner-focused learning experiences

Lessons that enable students to experience inquiries,arguments, applications, and underlying points of view

Culturally authentic materials made by and for the cultureare the windows to real life contexts for the learner.

Jennifer Eddy, Ph.D. 2007

Your turn

What does “culturally authentic” materials and resources mean?

How do I know if materials are culturally authentic vs. pedagogicallyprepared?

Why is it important to use culturally authentic materials forassessment and instruction?

Be sure to have a task for students to DOwith culturally authentic materials.

Resources for culturally authentic materialsReputable Web sitesMagazines, Books, NewspapersPhotographs and drawingsSongs or MusicRadio, Television and FilmsMenus, Maps, ads


Schedules, receipts, forms, posters, brochures

WALK THROUGH A UNIT (La Casa)

Enduring Understanding: Homes in Latin America and Spain reflect society, geography, and

climate.Essential Questions:

How do homes differ between the U.S. and Hispanic countries? Is the space within homes utilized differently in different cultures? How does climate impact building styles?

Integrated Performance Assessment – La CasaInterpretive -- Read ads about homes for sale in various countries;answer questions including writing your opinion about which homeyou would most prefer to buy and why.

Interpersonal--Discuss pros and cons of each of the homes with yourpartner.

Presentational--Students will create two three-page magazinespreads for a decorating magazine featuring three rooms of a home.One spread will feature rooms from their dream home; the other willshow three rooms of a home that feature elements of architecturefound in Hispanic countries.

Objectives for “La Casa” UnitUse the verbs ser & estar to describe a home

Use ordinal numbers to talk about the stories of a home or apartment building

Apply the rules of adjective agreement to describe the contents of a room

Give and respond to commands about household chores

Tell what you chores you have just done using acabar de + infinitive


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WALK THROUGH A UNIT (El Arte)Enduring Understanding: Artists often use their creations to convey their views about society.

Essential Questions: What messages are reflected in art?

Who are some of the famous Hispanic artists?

Which of them are noted for the messages expressed in their art?

Objectives for “El Arte” UnitUse new vocabulary to describe art

Express opinions about artwork using new vocabulary

Apply the rules of adjective agreement to describe a painting orsculpture

Use the subjunctive mood to express hopes and wishes that the artistmay have for society

Express hopes and wishes that you have for your self and for others

Integrated Performance Assessment (El Arte)Interpretive --Watch video clip about Fernando Botero and create aPlay Dough sculpture in his style.

Interpersonal--Choose four of Botero’s prints and discuss what youthink they represent with your teammates.

Presentational--Create a catalog for a museum exhibition featuringSpanish artists. Justify why you believe each work should beincluded based upon its importance.


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Your Turn

Can you now develop an Integrated Performance Assessment for aunit of study?

Essential Question for our CSC Extension Workshop:How can I transfer what I learn about Backward Design toplan curricular thematic units and Integrated PerformanceAssessments to facilitate learning that lasts?

If you want to feelsafe and secure

continue to do what you have always done.If you want to grow,

go to the cutting edge of our profession.

Just know that when you do, there will be a temporary loss

of sanity.So know when you

don't quite knowwhat you are doing

you are probably growing!Madeline Hunter


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Make language study an experiencethey can’t get elsewhere.

ResourcesMuch of the content has been derived from the work of Dr. Jennifer Eddy,Queens College, NY and may be viewed through the videos at:

Teaching and Language Learning Collaborativehttp://www.knowitall.org/educatorplus/content/video.cfm?ProgramIDpassed=626&SeriesIDpassed=100&offset=0

Additional ResourcesTeaching Foreign Languages K-12: A Library of Classroom Practiceshttp://learner.org/resources/series185.html

Standards for Foreign Language Learning in the 21st Centuryhttp://www.actfl.org/i4a/pages/index.cfm?pageid=3392

ACTFL Performance Guidelines for K-12 Learnershttp://www.actfl.org/i4a/pages/index.cfm?pageid=3327

Understanding by Design Materialshttp://ascd.org/portal/site/ascd/template.book/menuitem.ccf6e1bf6046da7cdeb3ffdb62108a0c/?bookMgmtId=eadc6f98543c2010VgnVCM1000003d01a8c0RCRD

Creating an Assessment Unithttp://www.carla.umn.edu/assessment/VAC/CreateUnit/p_1.html

Database of Rubricshttp://www.carla.umn.edu/assessment/vac/evaluation/e_1.html

Overview of Backward Designhttp://www.greece.k12.ny.us/instruction/ela/6-12/BackwardDesign/Overview.htm

Learning Scenarioshttp://www.carla.umn.edu/assessment/VAC/CreateUnit/p_1.html


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