TOOLS FOR TEACHING WHAT MATTERS
Karen Luond Fowdy
Lisa Hendrickson Stoughton School
District
April 29, 2013
Karen Luond Fowdy Lisa Hendrickson
Why do students want to learn a new language?
Why did you want to learn a new language?
GETTING STARTED
Standards as a Mind SetFROM . . .
TO . . .
“What do I teach on Monday?”
“I’ve had 4 years of (Language) and I don’t remember a thing.”
“What will my students be able to do?”
“I can talk to you about . .”
How to design instruction with a focus on what students can do.
How to design Performance Assessments in the three modes of communication.
How to “share the journey” with your students.
By the end of this workshop, you will consider:
WI “Flower” Standards Model
Theme A theme
describes a UNIT of instruction that is . . . Global in nature Large enough to
include more than one “C”
Worth doing Can be re-
introduced and expanded at different levels of instruction
A theme is NOT limited to . . . An activity A grammar point A vocabulary list A technology
tool
Step One: Standards as a Mind-Set
Step Two: Theme / Topic / Targeted Proficiency Level
Step Three: Enduring Understandings and Essential Questions
Step Four: Performance Assessments (Summative)Interpretive – Presentational -- Interpersonal
Step Five: How Standards are addressedCultures / Comparisons / Connections / Communities
Step Six: What needs to be taught for students to be successful in the Performance AssessmentsLanguage Functions – Structures – Vocabulary
Step Seven:
Formative Assessments and Learning Activities
Step Eight: Resources
Thematic Curriculum Unit – Performance Assessment and Planning Guide
Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Topic: Targeted Proficiency Level: Nov. (l/m/h) / Interm. (l/m/h) / Adv. (l/m/h)
Enduring Understanding(s):
Essential Question(s):
Communication Mode:
Interpretive Presentational Interpersonal
Performance Task(Summative Assessment)
How Standards are addressed:Cultures(Products – Practices –Perspectives)
Comparisons(Language & Culture)
Connections(to and from other subjects)
Communities(beyond the classroom; lifelong learning)
What needs to be taught for students to be successful?
Language Functions Structures Vocabulary
Formative Assessments and Learning Activities
Resource packet pp.????
Adapted from:Planning Curriculum for Learning World Languages Understanding by DesignWisconsin Department of Public Instruction Grant Wiggins & Jay McTigheJuly 2002 ©2003 ASCD
Resource packet Pg. 16
Karen Luond Fowdy Lisa Hendrickson
The AP Spanish Language and Culture
course is structured around six themes:
• Global Challenges
• Beauty and Aesthetics
• Families and Communities
• Science and Technology
• Contemporary Life
• Personal and Public Identities
Themes
Intermediate HighWhat do you/I think and feel?
Healthy routine / lifestyle
Intermediate MidHow do I/you look at the world?
Teen jobs
Intermediate LowWhat’s my/your life like?
Daily routine
Novice Mid/HighWho am I? Who are you?
Free time activities
Spiraling Curriculum
ENDURING UNDERSTANDINGSInvolve the Big Ideas that give meaning and importance to facts.Can transfer to other topics, fields, and adult life.
ESSENTIAL QUESTIONSProvocative questions foster inquiry, understanding, and transfer of learning.Drive the unit design.
Understanding by DesignGrant Wiggins and Jay McTighe
Thematic Curriculum Unit - Performance Assessment and Planning Guide
Theme: Daily RoutineTargeted Proficiency Level: Novice high/Intermediate Low
Enduring understandings: Every person has a certain rhythm of life (routine). Various factors influence this rhythm.
Essential questions: What factors influence people’s daily routines around the world? What is an ideal routine for you? How much control do you have over your everyday routine? What can you change to make your daily life more satisfying / healthier for you?
• THEME: School• Look at these images and brainstorm how they might
provide a global perspective of this theme• Develop Enduring Understandings and brainstorm
Essential Questions
Globalizing a Theme
Learning a language is far more than an intellectual, cognitive challenge. It is a means to grow and mature through the experience of other cultures. It gives breadth and depth to our personalities. It allows us to approach problems differently because we have experienced different worlds; it allows us, as Proust says, “to see with new eyes.” Veronica Lacy
Culture
Perspectives
Products Practices
Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Topic: Targeted Proficiency Level: Nov. (l/m/h) / Interm. (l/m/h) / Adv. (l/m/h)
Enduring Understanding(s):
Essential Question(s):
Communication Mode:
Interpretive Presentational Interpersonal
Performance Task(Summative Assessment)
How Standards are addressed:Cultures(Products – Practices –Perspectives)
Comparisons(Language & Culture)
Connections(to and from other subjects)
Communities(beyond the classroom; lifelong learning)
What needs to be taught for students to be successful?
Language Functions Structures Vocabulary
Formative Assessments and Learning Activities
Adapted from:Planning Curriculum for Learning World Languages Understanding by DesignWisconsin Department of Public Instruction Grant Wiggins & Jay McTigheJuly 2002 ©2003 ASCD
Resource packetpp. 8-9
Three Modes of Communication
Presentational
Interpersonal
Interpretive
Students understand and interpret written and spoken language on a variety of topics.1.The interpretation of meaning, including cultural.2.The source is something heard, read, or viewed.3.No opportunity to interact with the speaker, writer, or producer.4.The task is to try to understand the gist and as many layers of detail as possible.Paul SandrockMeasuring Student Progress: Did They Reach the Target? Presented at WAFLT Fall Conference 2011
INTERPRETIVE COMMUNICATION
Interpretive Presentational InterpersonalRead emails from Costa Rican teens and compare the daily routine in Costa Rica to the daily routine of Monroe teens.
Prepare a presentation that describes daily routine. Propose your project in advance considering the following:MODE OF PRESENTATION:chart, video, power point, poster, drawing, play, children’s story, song, poem, reflection/essay, rehearsed interview . .
Talk to each other about your daily routine. Describe your daily routine. Talk about your likes/dislikes and what is good/bad about your routine. Consider what you do on weekdays and weekends and talk about the time you spend with friends and family. Discuss ways that your culture influences your routine.
Performance Assessments (Summative)
Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics.1.The creation of oral and written messages.2.The message is something spoken, written, or visually represented.3.No opportunity to interact with the listener, reader, or viewer.4.The task is to facilitate interpretation and understanding by the intended audience.
Paul SandrockMeasuring Student Progress: Did They Reach the Target? Presented at WAFLT Fall Conference 2012
PRESENTATIONAL COMMUNICATION
Interpretive Presentational InterpersonalRead emails from Costa Rican teens and compare the daily routine in Costa Rica to the daily routine of Monroe teens.
Prepare a presentation that describes daily routine. Propose your project in advance considering the following:MODE OF PRESENTATION:chart, video, power point, poster, drawing, play, children’s story, song, poem, reflection/essay, rehearsed interview . .
Talk to each other about your daily routine. Describe your daily routine. Talk about your likes/dislikes and what is good/bad about your routine. Consider what you do on weekdays and weekends and talk about the time you spend with friends and family. Discuss ways that your culture influences your routine.
Performance Assessments (Summative)
Presentational Assessment
Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions.1.The active negotiation of meaning among individuals.2.Participants observe and monitor one another to see how their intentions and meanings are being communicated.3.Adjustments and clarifications can be made accordingly.4.Participants need to initiate, maintain, and sustain the conversation.
Paul SandrockMeasuring Student Progress: Did They Reach the Target? Presented at WAFLT Fall Conference 2012
INTERPERSONAL COMMUNICATION
Interpretive Presentational InterpersonalRead emails from Costa Rican teens and compare the daily routine in Costa Rica to the daily routine of Monroe teens.
Prepare a presentation that describes daily routine. Propose your project in advance considering the following:MODE OF PRESENTATION:chart, video, power point, poster, drawing, play, children’s story, song, poem, reflection/essay, rehearsed interview . .
Talk to each other about your daily routine. Describe your daily routine. Talk about your likes/dislikes and what is good/bad about your routine. Consider what you do on weekdays and weekends and talk about the time you spend with friends and family. Discuss ways that your culture influences your routine.
Performance Assessments (Summative)
WI “Flower” Standards Model
Karen Luond Fowdy Lisa Hendrickson
Check: Sorting the Modes . . .
Determine which mode of communication each performance assessment is “testing”
You can check your answers on page 14 of the RESOURCES packet.
Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Topic: Targeted Proficiency Level: Nov. (l/m/h) / Interm. (l/m/h) / Adv. (l/m/h)
Enduring Understanding(s):
Essential Question(s):
Knowledge and Skills:
Communication Mode:
Interpretive Presentational Interpersonal
Performance Task(Summative Assessment)
How Standards are addressed:Cultures(Products – Practices –Perspectives)
Comparisons(Language & Culture)
Connections(to and from other subjects)
Communities(beyond the classroom; lifelong learning)
What needs to be taught for students to be successful in the performance assessments?
Language Functions Structures Vocabulary
Formative Assessments and Learning Activities
Resources
APPLICATIONDESIGN a Performance Assessment in ONE of the communication modes: Interpretive, Presentational or Interpersonal for the theme of “SCHOOL” (at your level).
Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Topic:Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high)
Enduring Understanding(s):
Essential Question(s):
Communication Mode:
Interpretive Presentational Interpersonal
Performance Task(Summative Assessment)
How Standards are addressed:Cultures(Products – Practices –Perspectives)
Comparisons(Language & Culture)
Connections(to and from other subjects)
Communities(beyond the classroom; lifelong learning)
What needs to be taught for students to be successful?
Language Functions Structures Vocabulary
Formative Assessments and Learning Activities
ResourcesAdapted from:Planning Curriculum for Learning World Languages Understanding by DesignWisconsin Department of Public Instruction Grant Wiggins & Jay McTigheJuly 2002 ©2003 ASCD
Resource packetpp. 8-9
Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Topic:Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high)
Enduring Understanding(s):
Essential Question(s):
Communication Mode:
Interpretive Presentational Interpersonal
Performance Task(Summative Assessment)
How Standards are addressed:Cultures(Products – Practices –Perspectives)
Comparisons(Language & Culture)
Connections(to and from other subjects)
Communities(beyond the classroom; lifelong learning)
What needs to be taught for students to be successful in the performance assessments?
Language Functions Structures Vocabulary
Formative Assessments and Learning Activities
Resources
What structures, vocabulary, and language functions will the students need to understand and know in order to successfully complete the performance assessments?
What needs to be taught?
Thematic Curriculum Unit - Performance Assessment and Planning GuideTheme: Topic:Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high)Essential Question(s):
Communication Mode:
InterpersonalInterpretivePresentational
InterpersonalInterpretivePresentational
InterpersonalInterpretivePresentational
Performance Task(Summative Assessment)
How Standards are addressed:Cultures(Products – Practices –Perspectives)Comparisons(Language & Culture)Connections(to and from other subjects)Communities(beyond the classroom; lifelong learning)
What needs to be taught for students to be successful in the performance assessments?
Language Functions Structures Vocabulary
Formative Assessments and Learning Activities
Resources
Moving from . . Building
toward
TeacherControlledRECEPTION
Teacher introduces
Teacher/class practice
Students practice Open-EndedRECEPTION &PRODUCTION
Students demonstrate
Practiced,MemorizedLESSON PLANCONSTRUCT
Teacher introduces unit vocabulary, teaching for RECEPTION
Teacher practices vocabulary with class- students practice using individual packets of flashcards, TPR, etc.
In class: Students practice vocabulary in partners (working toward production).Homework:
Vocabulary Practice
Students demonstrate ability to identify vocabulary by picture and by context description –PRODUCTIONVocabulary Quiz
-Teacher models vocabulary in context of unit performance task(s)-
-Students see/hear model of performance task (e.g. conversation by native speakers)
In class-Students practice
vocabulary in context of unit performance task(s)
Homework-Students practice
vocabulary in context of unit performance task(s)
Apply homework to student led class activity- (e.g. partner/group work or game)
-Teacher models performance task: Teacher initiated and guided class discussion that parallels interpersonal performance task
Teacher refers to modeled performance task and how it is reflected in the rubric.
Homework: Elements of performance task in written homework (e.g. gap filling, providing answers or questions within context of conversation,
etc.)
Students practice performance task with partners, providing opportunity
for teacher input.
Peer coached practiceStudents practice
performance task in small groups with a student “coach” who gives feedback based on rubric
Spontaneous,IndependentREAL-LIFE
APPLICATION
Interpersonal Performance Task
Classroom Activities – Building Repertoire
Resource packetPg. 15
Moving from . . .Building toward
TeacherControlled
RECEPTIONTeacher introduces
Teacher/class practice Students practice Open-EndedRECEPTION &PRODUCTION
Students demonstrate
Practiced,MemorizedLESSON PLANCONSTRUCT
Spontaneous,IndependentREAL-LIFE APPLICATION
Download Template at:http://fowdyhendrickson.wikispaces.com/
Classroom Activities – Building Repertoire
Lesson planning resources from Greg Duncan
http://resourcesfromgreg.wikispaces.com/Lesson+
Planning
SAMPLE LESSON – LA RUTINA:
SaludosQUIZ: Reflexive verbsLa rutina de ___Time expressionsTAREA: Worksheet - Time
A shift in focus . . .
Teacher-centered Talking about
language Coverage Testing Sequential
curriculum design Learning in isolation Learning about
cultures
Student-centered Using the language Developing
proficiency Assessment Spiraling curriculum
design Transfer of learning Functioning within
cultures
LESS MORE
Karen Fowdy and Lisa Hendrickson, Monroe, Wisconsin
How to design instruction with a focus on what students can do.
How to design Performance Assessments in the three modes of communication.
How to “share the journey” with your students.
REFLECTIONYou have considered:
Shift in focus from . . .
To . . .
Karen Luond Fowdy Lisa Hendrickson
Next step . . .(Check your email)
• Re-visit your TELL Self evaluation• Considering the work we have
done today, are there changes in your responses?
Write a brief, confidential reflection to share with Karen and Lisa. Include:• What is your “take away” from the
TELL project and workshop?• Where can you go from here? • How can we support you?