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
Learnercentered 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
Students learn to use the language
Students learn to use the language 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
Students learn to use the language 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
Learner-centered with teacher as facilitator/ collaborator AUTONOMY: having choice, agency, selfdirection MASTERY: becoming better at something that matters PURPOSE: making a difference
Learner-centered with teacher as facilitator/ collaborator 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?
Learner-centered with teacher as facilitator/ collaborator 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
Learner-centered with teacher as facilitator/ collaborator
Learners are actively involved. Learners are makers of knowledge and meaning. Learners are encouraged to be responsible and autonomous.
***Teacher as the facilitator.
Learner-centered with teacher as facilitator/ collaborator 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
Learner-centered with teacher as facilitator/ collaborator 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
Focus on the three modes: interpersonal, interpretive & presentational
https://www.actfl.org/sites/default/files/pdfs/World-ReadinessStandardsforLearningLanguages.pdf
Focus on the three modes: interpersonal, interpretive & presentational
Focus on the three modes: interpersonal, interpretive & presentational
An exercise in concept attainment… teach vocabulary or grammar
learning targets identified
more practice or drills
assessment is determined
fill in the blanks worksheet
instructional decisions are made
give a vocab quiz
identify vocabulary needed
An exercise in concept attainment… teach vocabulary or grammar
learning targets identified
more practice or drills
assessment is determined
fill in the blanks worksheet
instructional decisions are made
give a vocab quiz identify vocabulary needed figure out the unit test
An exercise in concept attainment… teach vocabulary or grammar
learning targets identified
more practice or drills
assessment is determined
fill in the blanks worksheet
instructional decisions are made
give a vocab quiz
identify vocabulary needed
figure out the unit test
identify grammar needed
teach vocabulary or grammar
learning targets identified
more practice or drills
assessment is determined
fill in the blanks worksheet
instructional decisions are made
give a vocab quiz
identify vocabulary needed
figure out the unit test
identify grammar needed
Backward design focusing on the end goal
Backward design focusing on the end goal What are we doing today? Why are we doing this? Why do we have to know this? Is this for a grade?
Backward design focusing on the end goal 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?
Use of thematic units & authentic resources AUTHENTIC RESOURCE What is the definition of an authentic resource?
Use of thematic units & authentic resources
Use of thematic units & authentic resources “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
Present a talk show
Write an advice letter
Design a floor plan
Publish an editorial or blog
Make a podcast
Design a survey
Present a newscast
Create an advertisement
Graph data
Write a book or film review Interview for a job
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-performanceassessment-ipa-center.html#.VrEVHLIrLrd http://calicospanish.com/assessing-individualstudents-in-language-class/ http://calicospanish.com/authentic-assessment-in-theworld-language-classroom/
Students know & understand criteria on how they will be assessed http://oflaslo.weebly.com/proficiencyrubrics.html#.VrpKnPkrLrc http://oflaslo.weebly.com/performancerubrics.html#.VrpLMfkrLrc http://www.fcps.edu/is/worldlanguages/pals/#rubric
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
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
