Fairness respect and dignity ACTFL 2015

Catherine Ousselin Mount Vernon High School, Mount Vernon, Washington Toni Theisen Thompson School District, Loveland, Colorado

Theisen-‐Ousselin Wikispace :http://theisen-‐ousselin2015.wikispaces.com

Theisen-‐Ousselin Wiki

http://theisen-‐ousselin2015.wikispaces.com

Words and Actions: Teaching languages

through the lens of social justice

s  Words and Actions: Teaching Languages Through the Lens of Social Justice

s  By: Cassandra Glynn, Pamela Wesely, and Beth Wassel

http://www.actfl.org/publications/books-‐and-‐brochures/words-‐and-‐actions

Session Wiki:

http://theisen-‐ousselin2015.wikispaces.com/ http://goo.gl/N2RjuQ

Agenda s What is social justice?

s Why use social justice themes?

s What is global competence?

s How can new lenses change a perspective of a unit?

s Education for all girls

s Examine unit plan, assessments and activities

Learner Targets s I can apply the concepts of Social Justice to a unit.

s I can explain Global Competence.

s I can use different focusing lenses to change perspectives of a unit.

s I can begin to design a social justice unit.

Sonia Nieto’s 4 components of social justice

s  It challenges, confronts and disrupts misconceptions.

s  It provides all students with resources necessary to learn at their full potential.

s  It draws on talents and strengths students bring to their education.

s  It creates a learning environment that promotes critical thinking and agency for social change.

http://www.actfl.org/publications/books-‐and-‐brochures/words-‐and-‐actions

How social justice thematic global units engage students

Why create thematic units with a social justice focus?

s  Need to prepare students to succeed in this new global environment.

s  Need to cultivate the knowledge, skills and passion in students that will enable them to recognize the challenges and opportunities of an interconnected world.

s  Encourage students to contribute to its improvement.

http://sites.asiasociety.org/education/globalcompetence/

ACTFL Global Competence Position Statement

The ability to communicate with respect and cultural

understanding in more than one language is an essential element

of global competence.

http://www.actfl.org/news/position-‐statements/global-‐competence-‐position-‐statement

Reaching Global Competence is:

s  Communicate in the language of the people with whom one is interacting.

s  Interact with awareness, sensitivity, empathy, and knowledge of the perspectives of others.

s  Withhold judgment, examining one’s own perspectives as similar to or different from the perspectives of people with whom one is interacting.

s  Be alert to cultural differences in situations outside of one’s culture, including noticing cues indicating miscommunication or causing an inappropriate action or response in a situation.

s  Act respectfully according to what is appropriate in the culture and the situation where everyone is not of the same culture or language background, including gestures, expressions, and behaviors.

s  Increase knowledge about the products, practices, and perspectives of other cultures.


The need for global competence

s Need in the Global Economy

s Need in Diplomacy/Defense

s Need in Global Problem-‐solving

s Need in Diverse Communities

s Need in Personal Growth and Development


Asia Society Global Matrix

The Global Competence Matrix was created as part of the

Council of Chief State School Officers’ EdSteps Project in

partnership with the Asia Society Partnership for Global Learning.

How social justice thematic global units engage students

s Global Competence is the capacity and disposition to understand and act on issues of global significance.

http://sites.asiasociety.org/education/globalcompetence

The Asia Society Global Competence Matrix

http://asiasociety.org/globalcompetence

Interdisciplinary Themes •  Global Awareness •  Financial, Economic, Business and Entrepreneurial Literacy

•  Civic Literacy •  Health Literacy

• Communication • Collaboration • Critical Thinking and Problem Solving • Creativity and Innovation •  Information Literacy • Media Literacy • Technology Literacy • Flexibility and Adaptability •  Initiative and Self-‐Direction • Social and Cross-‐Cultural Skills • Productivity and Accountability • Leadership and Responsibility

Pathway to a thematic unit s  Topic s  Focused lens or lenses-‐How can students choose a

lens?

s  Essential question s  Guiding questions s  21st century skills s  Proficiency target s  “I can” learner targets for language and culture s  Learning scenario and assessment/s

s  Hook s  Designing instruction

Focusing: What are topics and lenses? How do focusing lenses and topics impact student learning?

Connected, deeper understanding of new knowledge

Focusing:

What are topics and lenses?

Connected, deeper understanding of new knowledge

Topics

What are your topics?

Focusing lens/lenses

What lens/lenses?

Pathway to a thematic unit s  Topic s  Focused lens or lenses-‐How can students choose a

lens?

s  Essential question s  Guiding questions s  21st century skills s  Proficiency target s  “I can” learner targets for language and culture s  Learning scenario and assessment/s

s  Hook s  Designing instruction

Toutes à l’école! Education for all girls!

Focusing lenses: School Unit

•  Previous topic •  School

•  Focused lenses •  Gender •  Fairness •  Equality

Essential and Guiding questions Essential question: Why can’t all girls and young women attend and finish school? Guiding questions:

•  How does my school life compare to students around the world?

•  How does an education support young women and the communities

in which they live?

•  What cultural, religious, or political obstacles to education do girls

and young women face around the world?

•  How can my voice and actions impact the education of young

women?

Interdisciplinary Themes •  Global Awareness •  Financial, Economic, Business and Entrepreneurial Literacy

•  Civic Literacy •  Health Literacy

• Communication • Collaboration • Critical Thinking and Problem Solving • Creativity and Innovation •  Information Literacy • Media Literacy •  Initiative and Self-‐Direction • Social and Cross-‐Cultural Skills • Productivity and Accountability • Leadership and Responsibility

Communication

Students as effective communicators use languages to

engage in meaningful conversation, to understand and

interpret spoken language and written text,

and to present information, concepts, and ideas

http://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

Collaboration

Students as collaborators use their native and

acquired languages to learn from and work

cooperatively across cultures with glo

bal team members,

sharing responsibility and making necessary

compromises while working toward a common goal. http://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

Critical Thinking and Problem Solving

Students as inquirers frame, analyze, and synthesize

information as well as negotiate meaning across

language and culture in or

der to explore problems and issues

from their own and different perspectives

Information Literacy

Students as informed global citizens access,

manage, and effectively use culturally authentic

sources in ethical and legal ways.


Technology Literacy

Students as productive global citizens use

appropriate technologies when interpreting

messages, interacting with others, and producing

written, oral, and visual message.


Social and Cross-‐Cultural Skills

Students as adept language learners understand

diverse cultural perspectives and use appropriate

socio-‐linguistic skills in order to function in diverse

cultural and linguistic contexts.


Leadership and Responsibility

Students as responsible leaders leverage their

linguistic and cross-‐cultural skills to inspire others to

be fair, accepting, open, and understanding within

and beyond the local community


Proficiency Target

French IV / Intermediate-‐Low

http://scsworldlanguages.weebly.com/performance-‐feedback-‐tools.html

“I can” learner targets


•  I can list reasons why (my) education is important to me.

•  I can list reasons why students / girls don’t or can’t finish

school in my area and around the world.

•  I can read infographics and identify reasons for unequal

access to education.


•  I can understand videos that describe organizations that

promote equal access education.

•  I can discuss my opinions on education with my

classmates and global participants.

•  I can create multimedia awareness messages to

promote educational equality.

Hook: Le droit à l’éducation

https://youtu.be/_lGjeFflLXk

Hook: Un jour, elle ira à l’école

https://youtu.be/Wu8QgBnTNJc

Learning Scenario -‐ Assessments

Knowing that school is important, learners will research why not all girls around the world have access to education. The Interpersonal, Interpretive, and Presentational modes of communication will be assessed through an IPA.

Designing Instruction




Formative assessments Interpretive Mode: •  Listening and interpreting short videos on NGO groups and their goals to support education for all.

•  Completion of an EdPuzzle video with questions about Malala Yousafzai

•  Reading articles about Malala and her efforts in promoting educational equality for girls.

Formative assessments Interpersonal Mode: •  Informational gap tasks with partner about reasons for dropouts in your school / state.

•  Twitter or email messages about the culture of education in countries around the world. Discuss values and reasons for education.

Formative assessments Presentational Mode: •  Short class narrative discussing personal

educational goals and (possible) obstacles to that goal.

•  Present, summarize, and critique a student-‐

curated video or Web site that discusses girls’ education in a Francophone country.

Formative assessments Other Evidence: •  Contextualized close quiz on opinion/should/ought to statements.

•  Contextualized quiz on school life vocabulary, routines, classes, etc.

Interpretive Readings

Interpretive Readings

Images

Infographics

Infographics

Infographics

Infographics

Infographics

Video: 1 Jour1Actu – Qui est Malala?

http://1jour1actu.com/info-‐animee/cest-‐qui-‐malala/

IPA Assessment Integrated Performance Assessment

Adair-‐Hauck, B., E. Glisan, and F. Troyan. 2013. Implementing Integrated Performance Assessment. Alexandria, VA: American Council on the Teaching of Foreign Languages

Interpretive Mode •  Connect with a non-‐governmental organization.

•  Learn how to become a participant in the efforts to

support education for all.

•  Consult the “Plan France” Web site “Agissez” to choose

an option to become involved.

•  Read the options from the site and complete the

accompanying “Comprehension Guide.”

Interpersonal Mode s  Talk with a NGO volunteer who is working in

N’djamena, Chad to promote women’s rights.

s  Compare and contrast reasons why girls do not finish

school in your area and in Chad.

s  Ask questions, offer suggestions, and try to find as

many similarities and differences as possible.

Presentational Mode s  Create a flier or a multimedia project in which you

promote an #educationforall awareness campaign

connected social media.

s  Include information about a specific person or school

that you learned about, ways to support your campaign,

and facts that motivate others to participate.

Curating resources •  Connect with World Language teachers on Twitter through

#langchat #frenchteachers #authes hashtags.

•  Follow WL teachers on Pinterest, Storify, Delicious, and

other Social Media outlets.

•  Query searches in the target language on language-‐specific

sites. (.fr / .mx / .de)

Curating resources •  Organize your curated resources in thematic folders.

•  Diigo / Delicious

•  Livebinders

•  Pinterest

•  Google Chrome bookmarks

•  Add comments to your curated resources to remind you of

their usefulness.

Further resource sites

•  Government / Language-‐specific Web sites

•  Non-‐governmental organizations (NGOs)

•  Private groups

Real World Applications

s Connected to US Embassy in N’Djamena, Chad.

s Created poetry books for a school in Haiti

s Raised money for Malala fund

It’s your turn to create… s It’s your turn to create…

s Use the template-‐ “Designing Learning”

s Find a topic from the “topic chart”

s Align your topic with a new “focusing lens”

s Create