1 30 2012_nclb_flexibility_adaptability
TRANSCRIPT
Foreign Languages in the 21st Century
ClassroomA Series of Workshops from the Department of International and Second Language Studies at the
University of Arkansas at Little Rock and
the Arkansas Department of Higher Education
September 2011-April 20121
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2011-2012 Grant Schedule
• AM & PM - 9/12 - Sessions 1 & 2 – Introduction to the Partnership for the 21st Century Skills and the FL Skills Map
• AM - 10/10 Session 3 – LIS – Creativity and Innovation• PM - 10/10 Session 4 – LIS – Critical Thinking and Problem Solving• AM - 10/31 Session 5 – LIS – Communication and Collaboration• PM - 10/31 Session 6 -- IMT – Information Literacy• AM – 12/5 Session 7 – IMT -- Media Literacy• PM – 12/5 Session 8 – IMT – Technology Literacy• AM - 1/30 Session 9 – share/evaluation/report on fall Skills Map
activities by participants • PM - 1/30 Session 10 – LCS – Flexibility and Adaptability• AM - 2/27 Session 11 – LCS – initiative and Self–Direction• PM - 2/27 Session 12 – LCS – Social and Cross-Cultural Skills• AM – 4/2 Session 13 – LCS – Productivity and Accountability• PM – 4/2 Session 14 – LCS – Leadership and Responsibility• AM & PM - 4/26 - Sessions 15 & 16 – share/evaluation/report on
spring Skills Map activities by participants
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Today’s Schedule
8:30-9:15 – Breakfast, Conversation, and Housekeeping, AFLTA 2012
9:15-10:15 – Read and Rate Participants’ Samples
10:15-10:30 -- Break
10:30-Noon –Read/Pair/Share
Noon-12:30 – Working lunch
12:30-2:30 – Flexibility and Adaptability
2:30-3:00 – Summary: OH, AHA!, OMG!, Awards
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What We’re “Learning”
Interdisciplinary Themes
Global Awareness
Financial, Economic, Business and Entrepreneurial Literacy
Civic Literacy
Health Literacy
Environmental Literacy
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THINK/PAIR/SHARE
Enriched Learning Projects
by James Bellanca
“I have designed Enriched Learning Projects to be a useful tool for
teachers who appreciate the value and benefit of learning
experiences based in projects, who want the best learning for their
students, and who value 21st century learning”.
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THINK/PAIR/SHARE• How do I develop my students’ critical and
creative thinking skills, their problem-solving skills, and their skills for collaborating and communicating when I am charged with developing daily instruction in an ever-expanding, standards-aligned curriculum heavy with important content?
• How do I help my students develop their ability to read more and more complex materials without sacrificing the key elements of my foreign language profession?
• How do I squeeze technology into this jam-packed daily schedule?
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Enriched Learning Model1. Researched-based
a. Research identifies the best chances to raise student achievement
2. Purposeful use of technologya. Technology promotes students’ learning efficiency
3. The priority of self-assessmenta. Students have the primary responsibility for improving
how they learn
4. Learning from doinga. Extends students’ reflections
5. 2lst century skill developmenta. Students know how to think, cooperate, and
collaborate more skillfully
Flexibility and Adaptability
Students as flexible and adaptable language learners are open-minded, willing to take risks, and accept the ambiguity of language while balancing diverse global perspectives.
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Hallmarks of this Criteria
• Adapting to varied roles and responsibilities
• Working effectively in a climate of ambiguity and changing priorities
Pros and Cons of the
P-21 FL Map
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Flexibility & Adaptability
• EXAMPLE: Students visit a local community center for senior citizens who speak the target language. They research foods that represent the cultures of the native language and reach consensus on two snacks to prepare and serve during their visit. They serve the snacks to the senior citizens while engaging them in conversation about their native country.
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Flexibility & Adaptability
• EXAMPLE: Working in small groups, each group is assigned a city located in the target culture. Students plan a trip to their specific city. Each day of the unit the instructor gives the group a travel problem to solve. Using their own knowledge, the knowledge of their group members, or knowledge acquired digitally, each group solves the problem to their own satisfaction and reports their solution to class. The next "day” in the sequence, the instructor gives them back their solution, and adds a complication or factor that makes the original solution unworkable or now inappropriate. The group solves the new problem based on the additional information and reports out.
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An Idea for Flexibility and Adaptability
Your school is holding a Iron Chef contest and your team must prepare for the event by submitting a test recipe. You are given a list of (4, 5) ingredients in the target culture and must investigate possible delicious dishes that will contain these ingredients. Each member of the team will need to research several possible recipes in the target language for one of the ingredients. On the day of the event, the sponsor texts your group to let you know that two of the ingredients have been substituted thirty minutes before the competition. Do some quick online searching to come up with some new ideas.
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Tools for Flexibility and Adaptability
• Use of Google to find alternatives – using TL Google sites
• Use of twitter to track down information, inform others, register a complaint using #
• Finding alternative vocabulary online• Others?
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It’s Time for You to be…
Flexible and
Adaptable
OH
AHA!
OMG!!!18