putting standards into practice presented by: karen luond fowdy lisa hendrickson

Putting Standards into Practicepresented by:

Karen Luond FowdyLisa Hendrickson

“Standards” 5 “C’s”

Karen Luond Fowdy Lisa Hendrickson


Wisconsin Standards Model


By the end of this presentation you will have considered these questions . . .

• How have the national and state standards created a new vision for learning languages?

• What are the Standards for Foreign Language Learning?

• How do the Standards inform and guide my curriculum design and instruction?

OVERVIEW


CURRICULUM PLANNING FLOW CHART

Step One: Standards as a MindsetStep Two: Key Question and ThemeStep Three: BrainstormingStep Four: Performance AssessmentsStep Five: Communication StandardsStep Six: Performance GuidelinesStep Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities

Step Eight: Structures and VocabularyStep Nine: Check the Unit: Reflection

…from Planning Curriculum for Learning World Languages,DPI, 2002

“The major shift is to look at language learning not as an abstract study of vocabulary, grammar, and linguistics, but as a useful tool to meet the demands of contemporary life….…moving from an emphasis on teaching to a focus on learning.”



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 . . .”



Step One: Standards as a Mindset

Step Two: Key Question and ThemeStep Three: BrainstormingStep Four: Performance AssessmentsStep Five: Communication StandardsStep Six: Performance GuidelinesStep Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities



Theme

A theme describes a UNIT of instruction that is . . .

Global in natureLarge enough to include more than one “C”Worth doingCan be re-introduced and expanded at different levels of instruction

A theme is NOT limited to . . .An activityA grammar pointA vocabulary listA technology tool


THEME: Starting points . . .Textbook


Key Questions from Curriculum Guide



Step One: Standards as a MindsetStep Two: Key Question and Theme

Step Three: Brainstorming – What will students be able to do? Step Four: Performance AssessmentsStep Five: Communication StandardsStep Six: Performance GuidelinesStep Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities



Themes . . .



Step One: Standards as a MindsetStep Two: Key Question and ThemeStep Three: Brainstorming

Step Four: Performance Assessments

Three modes: Interpersonal-

Interpretive- PresentationalStep Five: Communication StandardsStep Six: Performance GuidelinesStep Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities



WI “Flower” Standards Model


Three Modes of Communication

Presentational

Interpersonal

Interpretive


3 modes of communication:“Teach” the mode . . .

Read the description of your assigned mode (from page 5 of the handout)Identify the key characteristics of the modePrepare to “teach” the mode to your colleagues in student-friendly language


Die Umwelt (Performance Assessments)

Interpretive: Understand information from a website about student environmental initiatives in GermanyPresentational: Create a poster, song, rap, new article, short story, (other!) about the environment Interpersonal: Interview each other about a) what you see as the greatest danger to the environment and why and b) what you do to protect the environment


Check: Sorting the Modes . . .

With your group, determine which mode of communication each performance assessment is “testing”

SPIRALING CURRICULUM DESIGN

How do I/you look at the world? Nature and geographical features

What’s my/your life like?Describe seasonal activities

Who am I/you?Free time activities

indoors and outdoors

Beginning

Developing

Transitioning

Refining

What do I/you think and feel? Environmental issues


Resources

ACTFL Proficiency GuidelinesWisconsin Performance Guidelines(Planning Curriculum for Learning World Languages, pp 236-241)

Linguafolio (www.waflt.org)The Keys to Assessing Language Performance (Paul Sandrock –available from ACTFL)



Step One: Standards as a MindsetStep Two: Key Question and ThemeStep Three: BrainstormingStep Four: Performance AssessmentsStep Five: Communication StandardsStep Six: Performance Guidelines

Step Seven: Links to Culture and the Other C’s: Connections – Comparisons – Communities

Step Eight: Structures and Vocabulary(Designing

instruction)

Step Nine: Check the Unit: Reflection


WI “Flower” Standards Model


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

One “iceberg” view of Culture

Modified from Gary R. Weaver, "Understanding and Coping with Cross-cultural Adjustment Stress" in Gary R. Weaver, editor, Culture, Communication and Conflict: Readings in Intercultural Relations, second edition (Simon & Schuster Publishing, 1998)


The “other” C’s

CONNECTIONS-Connect with other disciplines and acquire informationCOMPARISONS-Develop insight into the nature of language and cultureCOMMUNITIES-Participate in multilingual communities at home and around the world



What

Verify

Howwell

Structures and VocabularyPractice pieces


Setting the stage for learning . . (Examples from Umwelt unit)

What do we know? CONTENT (Previous themes, vocab)

What can we do?FORMS (Structures and functions)


How do you plan instruction – moving from guided to independent production?

Setting the stage for learning . . .

Building repertoireClassroom Activities – Building Repertoire

Moving from . . .Building toward

TeacherControlled

RECEPTIONTeacher introduces

Teacher/class practice Students practice Open-EndedRECEPTION &PRODUCTION

Students demonstrate

Practiced,MemorizedLESSON PLANCONSTRUCT

Spontaneous,IndependentREAL-LIFE APPLICATION


Planning InstructionDetermine Summative AssessmentsDesign Formative Assessments to check learning-worksheets, quizzes, activities, etc.

Guided practice to independent production (pg. #11 “Building Repertoire”)

The textbook and other resources (supporting materials, songs, movies and video clips, other…) Technology tools-that support the language and culture goals of a standards-based curriculum




Step Eight: Structures and Vocabulary

Step Nine: Check the Unit-Reflection


Reflection

Is there a sense of connectedness among the three modes?Are the communication standards targeted in the performance appropriate for the task?Are students engaged in learning while they are doing the assessment?Are the expected performances set at the appropriate level?Is the unit worth doing?


A shift in FOCUS

Teacher-centered Talking about language Coverage Testing Sequential curriculum design Learning in isolationLearning about cultures

Student-centered Using the language Developing proficiency Assessment Spiraling curriculum design Transfer of learningFunctioning within cultures

LESS MORE


CHECK!..(by the end of this presentation you will have considered these questions . . .)• How have the national and state

standards created a new vision for learning languages?

• What are the Standards for Foreign Language Learning?

• How do the Standards inform and guide my curriculum design and instruction?

RETURN to the OVERVIEW

putting standards into practice presented by: karen luond fowdy lisa hendrickson

Documents

theme step

vocabulary step

mindset step

reflection step

theme brainstorming

state standards

reflection slide

textbook slide