World Languages Next Generation Standards

Seminole County World Languages WorkshopDec. 6th, 2011World Languages:Next Generation StandardsSession 1: Presentational Writing and Speaking

Our Objectives:Understand the how the Sunshine State Next Generation World Languages Standards impact teaching and learning.Identify and Comprehend the Modes of CommunicationUse Backward Design to plan instructionCollaborate with other teachers to Create Standards Based Performance assessment

Knowing how, when, and why to say what to whom

Those 10 words represent the ultimate goal of the World Language Classroom

Formerly, most teaching in foreign language classrooms concentrated on the how (grammar) to say what (vocabulary).Standards for Foreign Language Learning: Executive Summary American Council on Teaching Foreign LanguagesWhile these components of language are crucial, the current organizing principle for foreign language study is communication, which also highlights the why, the whom, and the when.

So, while grammar and vocabulary are essential tools for communication

The ability to communicate in meaningful and appropriate ways with users of other languages that is the ultimate goal of todays foreign language classroom.

Florida World Languages StandardsModes of Communication

The New Standards

Drum roll, please.

Standard 1: Interpretive Listening: The student will be able to understand and interpret information, concepts, and ideas orally from a variety of culturally authentic sources on a variety of topics in the target language.

Standard 2: Interpretive Reading:

The student will be able to understand and interpret information, concepts, and ideas in writing from a variety of culturally authentic sources on a variety of topics in the target language.

Standard 3: Interpersonal Communication

The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language.

Standard 4: Presentational Speaking

The student will be able to present information, concepts, and ideas to an audience of listeners on a variety of topics in a culturally appropriate context in the target language.

Standard 5: Presentational Writing

The student will be able to present information, concepts, and ideas to an audience of readers on a variety of topics in a culturally appropriate context in the target language.

Examples of Learning Goals by Communication StandardsListeningReadingSpeaking/WritingSpeakingWriting-I can recognize somecommonly used words andexpressions such as hello,goodbye, how are you,please, thank you, phonenumbers, dates, times andbirthdays.

- I can identify cognates andutilize visuals to help meunderstand the meaning of atext.-I can greet and say goodbye to friends and adults- I can introduce myself and a friend.- I can ask questions to adults politely.- I can ask questions to friends (name,age, phone number, etc.). and answerquestions about myself (name, age,phone number, etc.).- I can greet people andintroduce myself and others.- I can tell my age and mybirthday.- I can tell the date and time.- I can greet people andintroduce myself.- I can tell my age and mybirthday.- I can tell the date/time andmy phone numbers.INTERPRETIVEINTERPERSONALPRESENTATIONALFlorida World Languages Intercultural StandardsStandard 6: Culture The student will be able to use the target language to gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own.

Connections, Comparisons, Communities Standard 7: ConnectionsThe student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.Standard 8: ComparisonsThe student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others. Standard 9: Communities The student will be able to use the target language both within and beyond the school setting to investigate and improve his/her world beyond his/her immediate surroundings for personal growth and enrichment.Where Do We Start?

Backward Design and Language Teaching: How?We start at the end by determining what the learner needs to know and understand and how they are going to demonstrate their understanding FIRST. We design the WHAT and HOW we are going to teach LAST.We use National and State Standards to determine what students should know NOT textbooks! ==================================When using the backward processes our assessment methods:-Assess what learners can do with the language and not just what they know about the language.-Assess the whole language of the learner vs. only discrete points.

19What Is Backward Design?Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and introduced in Understanding by Design (1998). This lesson design process concentrates on developing the lesson in a different order than in traditional lesson planning.TraditionalTopicsActivitiesAssessmentsBackward Design THREE STAGESGoals & objectives AssessmentsActivitiesIdentify desired results. (What do they need to be able to do)Determine acceptable evidence(How are they going to demonstrate they can do it?)Plan learning experiences and instruction.(What activities and practice do they need to be able to do it?)Wiggins, G & McTighe, J. (1998). Understanding by Design. Alexandria, VA: Association for Supervision and Curriculum Development. http://www.ascd.org/publications/books/198199/chapter1.html 20Backward Design and Language Teaching: HOW?

Stage 1: Identify Desired Results -

National Standards for World Languages are grouped around five categories (the 5 Cs), each with sub-categories.Communications: Communicate in Languages Other Than EnglishCultures: Gain Knowledge and Understanding of Other CulturesConnections: Connect with Other Disciplines and Acquire InformationComparisons: Develop Insight into the Nature of Language and CultureCommunities: Participate in Multilingual Communities at Home & Around the World

The state of Florida has defined Performance Standards for World Languages, and indicated Benchmarks for each one.21Backward Design and Language Teaching: HOW?

Stage 2: Determine Acceptable Evidence - The issue of assessment

How will we know if students have achieved desired results?

22Types of Evidence1. Performance tasks: authentic, require an audience; known beforehand and guide work2. Academic Prompts: Open ended ?s that demand critical thinking; exams requiring analysis, synthesis, evaluationQuiz and Test Items: simple content-focused that assess factual information, conceptsInformal Checks for Understanding. Questions for students, viewing work, conversations. etcPerformance TasksRealistic contextRequires judgment and innovationAsks student to do the subjectReal life situations.Assesses the students ability to use repertoire of knowledge and skill for a complex taskAllows opportunity to plan, rehearse, revise, refineBackward Design and Language Teaching: HOW?

Stage 3: Plan Learning Experiences and Instruction

Learning experiences are planned after desired results and the method of measurement of those results are identified.

What will the students need to know in order to achieve the desired goal, learning, or understanding? How will they best learn this knowledge?

25BREAK

World Languages Standards: Presentational Speaking and WritingPresentational TasksOne-way communicationClassmates or native speakersInformal or formalRehearsals performanceDrafts publication Writing, Speaking for an audience

28Presentational TasksOne perspective on valuing the process of rough drafts and rehearsals:Taking the process seriously leads to high quality final productsCount the process but weight the final product more heavily as a reflection of good preparation29What are some Presentational Tasksyou do now? Speaking WritingFood for thoughtAre your performance task the END assessment or a fun activity to be left out if you havent covered enough?Do your end of unit assessments assess what the students UNDERSTAND or what they KNOW? (Knowledge without understanding will be forgot quickly, REAL understanding is enduring)

What good is covering material if they dont understand it?

Presentational TasksConsider non-negotiables to reduce the number of criteria that need to be built into a rubric

Non-negotiables: basic requirements of any performance that need to be in place before the performance can be evaluated32Non-negotiables: An exampleWord-processedDouble-spaced250 wordsParagraphsTitleSpell-checkedAt least 5 of the new vocab wordsWritten in the past and imperfect

33Presentational TasksRubrics for presentational tasks can be generic or task-specific, depending on the unique traits that might be emphasized in a presentational task.THE STUDENT Exceeds ExpectationsTHE STUDENT Meets ExpectationsTHE STUDENTDoes not Meet ExpectationsDO WE UNDERSTAND YOU?(Comprehensibility)The audience understands me without difficulty.The audience understands me. I may have some hesitations or unnatural pauses.I am not clearly understood. I have frequent hesitations and unnatural pauses.HOW WELL DO YOU USE THE SPANISH LANGUAGE?(Language Control & Vocabulary Use)I am mostly correct when producing simple sentences.My presentation is rich in appropriate vocabulary.I am mostly correct with memorized language.My vocabulary reveals basic information.I am correct only at the word level.My vocabulary is limited and/or repetitive.HOW WELL DO YOU IMPACT THE AUDIENCE?I use gestures, visuals and tone of voice to maintain audiences attention.I use some gestures and visuals to maintain audiences attention. My tone of voice is acceptable.I make no effort to maintain audiences attention.How Well do you organize the presentation?(Communication Strategies)My main ideas are supported with examples.My presentation has a beginning, middle, and end.I present information randomly. How well do you act like a native speaker?(Cultural Awareness)I demonstrate some awareness of cultural appropriate-ness. 34Lets try to change one end-of-unit assessment to provide richer evidence of students proficiency in using the language (vs. assessment that shows what they know about the language). Goal

Step 1 Identify WHAT the students should be able to DO with the language at the end of the Unit. (Look at the Standards!)Step 2 Determine HOW you will know that students have met the objective (How will they SHOW what they KNOW?)Step 3 NOW identify what knowledge and Skills Students will need in order to meet the objective.Creating a Standards Based Performance Assessment