reform, transform, perform - esc13.netconcept attainment… teach vocabulary or grammar more...

The World Language Classroom: Reform, Transform, Perform

Eva Guardiola, Leander ISD Marie Douglass, Round Rock ISD

Tina Dong, Austin ISD

The LOTE Institute @ Region 13 Tuesday, March 1, 2016

Why do we find this humorous?

What does this seem to convey about how we teach languages?

Students learn to use the language

Learner-centered with teacher as facilitator/ collaborator

Focus on the three modes: interpersonal, interpretive & presentational

Backward design focusing on the end goal

Use of thematic units & authentic resources


Is grammar a bad thing?

Language is acquired, not taught. Linguistic accuracy is a destination, not a point of departure.

http://www.nclrc.org/essentials/grammar/goalsgram.htm


Research has shown consistently that grammatical structures will become internalized only if the learners use the structures for meaningful, communicative purposes (e.g., DeKeyser & Sokalski, 1996; Salaberry, 1997; Shrum & Glisan, 2000, for review; VanPatten & Cadierno, 1993).

http://carla.umn.edu/cobaltt/modules/strategies/cgr.html


AUTONOMY: having choice, agency, self-direction MASTERY: becoming better at something that matters PURPOSE: making a difference


AUTONOMY: How can we provide more choice, agency, self-direction

for our students?

MASTERY: How can we help our students to become better

at something that matters?

PURPOSE: How can we help our students feel like

they are making a difference?


AUTONOMY: choice, agency, self-direction menu templates for assignments that are performance-based chalkboard splashes to generate unit vocabulary that is personalized reflection journal to document their language learning journey

MASTERY: becoming better at something that matters

continuous feedback that is meaningful, specific and formative ACTFL Can-Do Statements to self-assess progress toward proficiency targets digital portfolios to save performance-based student work

PURPOSE: making a difference

proficiency rubric for what they love to do provides a big picture opportunities for project-based learning in the classroom volunteer opportunities for service learning beyond the classroom


Learners are actively involved. Learners are makers of knowledge and meaning. Learners are encouraged to be responsible and autonomous. ***Teacher as the facilitator.


Teacher & learners engage in exploratory talk. Teacher & learners engage in productive dialogue. Teacher & learners engage in collaborative negotiation. ***Teacher as the collaborator.

T & L develop a social contract to identify appropriate behaviors for language learning T & L review criteria on a performance rubric and compare assessment scores T & L discuss alternative ways for students to demonstrate evidence of learning


https://www.actfl.org/sites/default/files/pdfs/World-ReadinessStandardsforLearningLanguages.pdf

An exercise in concept attainment…

teach vocabulary or grammar more practice or drills fill in the blanks worksheet give a vocab quiz

learning targets identified

assessment is determined instructional decisions are made identify vocabulary needed


teach vocabulary or grammar more practice or drills fill in the blanks worksheet give a vocab quiz figure out the unit test


assessment is determined instructional decisions are made

identify vocabulary needed





identify vocabulary needed identify grammar needed


What are we doing today?

Why are we doing this?

Why do we have to know this?

Is this for a grade?


Why do students have to know this? Why am I asking students to do this? How is this being graded? What do I expect students to do today?


AUTHENTIC RESOURCE What is the definition of an authentic resource?


“Authentic Task: An assignment given to students designed to assess their ability to apply standard-driven knowledge and skills to real-world challenges” (Jon Mueller, North Central College)

Manage a road trip budget

Write an advice letter

Publish an editorial or blog

Design a survey

Create an advertisement

Write a book or film review

Interview for a job

Present a talk show

Design a floor plan

Make a podcast

Present a newscast

Graph data

Write an obituary

Send invitations

Emphasis on learner as “creator” and “doer”

Relationship among the perspectives, practices and products of the culture

Integrating technology into instruction to enhance learning

Using language as the vehicle to teach academic content

Differentiating instruction to meet individual needs

Emphasis on learner as “creator” and “doer”

Students as productive and accountable learners take responsibility for their own learning by actively working to increase their language proficiency and cultural knowledge.

Relationship among perspectives, practices and products of the culture

The ACTFL Culture standards promote an understanding of the relationship between the practices and perspectives, and the products and perspectives of the culture studied. It is through the intersection of these “three Ps” that students can gain a deeper and more robust understanding of the target culture. By incorporating realia and other authentic materials into language lessons, teachers can provide students with culturally-relevant themes and topics through which to acquire language, culture and content.

Integrating technology into instruction to enhance learning

Students as productive citizens use the appropriate technologies when interpreting messages, interacting with others, and producing written, oral and visual messages.

Learn with technology the way students live with technology…

Using language as the vehicle to teach academic content

Language is the primary vehicle for learning, instruction, and overall intellectual development. It is not only a means for communicating information, it is also a vehicle for deepening their understanding of important ideas. (Kersaint, Thompson, & Petkova, 2009, p. 46.)

Today’s language classrooms increasingly reflect ACTFL’s recommendation that communication in the target language comprises at least 90% of instructional time.

Differentiating instruction to meet individual needs

Guiding Principles: 1) Differentiated instruction honors multiple pathways to learning. 2) Learning occurs when a teacher effectively responds to individual needs. 3) Individual students' needs are defined by their readiness levels, their interests and their learning profiles, which are continually assessed. 4) Ongoing assessment provides the teacher with data to design respectful tasks and to use flexible grouping. 5) Respectful tasks and flexible grouping give students equitable access and support. 6) Equitable access and support to standards-aligned content for all students are the goals of differentiated instruction.

Personalized real world tasks

Opportunities for learners to use language beyond the classroom

Assessing to find out what students can do

Students know & understand criteria on how they will be assessed

Learners “share & publish” to audiences more than just the teacher

Personalized real world tasks

Get to know your students Make connections Use your relationships Use authentic content Give choice

http://calicospanish.com/personalizing-the-world-language-classroom/










Opportunities for learners to use language beyond the classroom

Listening and Speaking Watch a foreign movie Listen to radio in target language Listen to music in target language Have a language club that promotes speaking the language Take a tour of your city presented in a different language Interview someone using the language Play a board game in a different language Order in a restaurant in the target language

Reading Read best sellers, cookbooks, children's classics, cartoon collections, newspapers, etc. in the

target language

Writing Pen pals...write to other students in foreign countries or in another school using the target

language Keep a journal Write an email to someone using the target language Do crossword puzzles in another language

Why do we assess?

Discuss with an elbow partner for a minute.

Assessing to find out what students can do

http://oflaslo.weebly.com/integrated-performance-

assessment-ipa-center.html#.VrEVHLIrLrd

http://calicospanish.com/assessing-individual-students-in-language-class/

http://calicospanish.com/authentic-assessment-in-the-world-language-classroom/

http://oflaslo.weebly.com/integrated-performance-assessment-ipa-center.html

http://oflaslo.weebly.com/integrated-performance-assessment-ipa-center.html

Students know & understand criteria on how they will be assessed

http://oflaslo.weebly.com/proficiency-rubrics.html#.VrpKnPkrLrc

http://oflaslo.weebly.com/performance-rubrics.html#.VrpLMfkrLrc

http://www.fcps.edu/is/worldlanguages/pals/#rubric

http://oflaslo.weebly.com/proficiency-rubrics.html

http://oflaslo.weebly.com/proficiency-rubrics.html

http://oflaslo.weebly.com/performance-rubrics.html




http://www.fcps.edu/is/worldlanguages/pals/

Learners “share & publish” to audiences more than just the teacher

Twitter Snapchat Instagram Facebook Write a children’s book Blogs

Twitter

Cindy Smith @leahgilbert22 17 Sep 2015 Son las cinco y treinta y uno de la tarde. @jgutiSpanish #4pointsSpanish

https://twitter.com/leahgilbert22



https://twitter.com/leahgilbert22/status/644649491899944960

https://twitter.com/jgutiSpanish

https://twitter.com/hashtag/4pointsSpanish?src=hash

Snapchat

Facebook and Instagram

Este es Rocky. Él es muy rubio y un poco perezoso y bastante simpático.

If supervisors work with their teachers to

REFORM how languages have been traditionally taught,

then students will be EXCITED about learning a foreign

language.

If teachers TRANSFORM their classrooms to focus

on performance toward proficiency,

then students will be ENGAGED in the language learning

process, and not just compliant.

If students are given opportunities to PERFORM in the target language,

then they will be EMPOWERED global

citizens who are confident in their

ability to speak with native speakers.

Find a partner and introduce yourself.

Change 1 thing about your physical appearance.

Change 3 things about your physical appearance.

Change 5 things about your physical appearance.

The World Language Classroom: Reform, Transform, Perform

[email protected] [email protected]

[email protected]

The LOTE Institute @ Region 13 Tuesday, March 1, 2016

reform, transform, perform - esc13.netconcept attainment… teach vocabulary or grammar more...

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