the startalk principles and your arabic classroom: zooming ...€¦ · must-haves in three modes...
TRANSCRIPT
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The STARTALK principles and your Arabic classroom:
Zooming in on the lesson plan
Mouna Mana
STARTALK 2015 Spring Conference
Denver, Colorado
May 2015
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Purpose of this session
• To provide:
o Arabic-specific guidance for designing an effective lesson plan
o To demonstrate how to connect the curriculum and the lesson plan
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Today…
• Looking more closely at the lesson plan
• Sample Arabic curriculum and lesson plan
• Examples
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From Curriculum to Lesson Planمن المنهج إلى خطة الدرس
Proposal
Curriculum
Lesson
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ASK yourself, your fellow staff members…
• What are the goals indicated in my program proposal?
• What are the goals and objectives spelled out in my program curriculum?
• How do I make sure the STARTALK Principles are in place when planning my lessons?
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• Implementing a Standards-Based and Thematically Organized Curriculum
• Facilitating a Learner-Centered Classroom
• Using the Target Language and Providing Comprehensible Input for Instruction
• Integrating Culture, Content, and Language in a World Language Classroom
• Adapting and Using Age-Appropriate Authentic Materials
• Conducting Performance-Based Assessment
STARTALK-Endorsed Principles
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Ineffective Planning
• Identify all the content
• Create a lot of activities
• Consider assessment last
*******************************
Courtesy of Jennifer Eddy, 2009.
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Effective Planning Paradigm:Backward Design!
www.startalk.umd.edu
1. Identify desired results
2. Determine acceptable evidenceof learning
3. Plan learning experiences & instruction
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Can-Dos
Language-Culture-Content
Learning Experiences
Performance
Assessment
Theme
And
Learning Targets
Three stages of Backward Design are not linear. They work in concert in a dynamic dance.
Jennifer Eddy (2012)
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STARTALK 2014
Planning the Program
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Plan lessons that will enable students to
show you the results you want and what
they Can Do
Stage 3
Decide what you want students to be able to do at the end of the
program
Stage 1
Determinehow students will
show you what they can do
with tasks in the three modes
Stage 2
Jennifer Eddy, 2012
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Considerations
• Work with proposal and curriculum goals and objectives in mind
على ما ذكر في المقترح من أهداف و غاياتبنائا اعمل
• Alignment
توازي األهداف في كل ما يخطط له
• Scaling down
التدرج من غايات البرنامج إلى أهداف الدرس
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Things to Keep in Mind from the Curriculum:... تذكر ما في المنهج من
– Thematic orientation (overview)
توجه لمحور معين
– Performance and Proficiency levels (Learning Targets)
(أهداف التعلم)واألداء اللغوي الكفائةمستويات
– NCSSFL/ACTFL Can-Do statements
– Grade level of learners & heritage status
الطالب المدرسية/مستويات التالميذ
الطالب وحالة المنتسب للغة والثقافة العربية/خلفية التالميذ
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Sample Curriculum
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Curriculum Checklist
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• https://startalk.umd.edu/lesson-planning/
Lesson Planning Checklist
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Planning the lesson:STAGE 1
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Decide what you want students to be able to do at the end of the
lesson
Stage 1
What will learners KNOW and BE ABLE TO DO with
what they know by the end of the lesson?
How will learners demonstrate what they can do with what they know by
the end of the lesson?
What activities/tasks help learners to demonstrate
what they can do with what they know in the lesson?
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To Know & Be Able to Do
• KNOW
التلميذ يعرف /الطالب
– Vocabulary
مفردات
– Phrase chunks
عبارات قصيرة
– Concepts/Ideas
مفاهيم / أفكار
– Procedure (as in recipes) إجراء
• DO
ل التلميذ يستطيع أن يستعم/الطالب...ما يعرف في القيام ب
– State يذكر
– Describe يصف
– List يعدد
– Ask يسأل
– Explain يشرح
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NCSSFL/ACTFL Can-DoCustomized
Can-Dos
I can express my likes and dislikes using words, phrases and memorized expressions.
Presentational Speaking
Like and dislike basic ingredients in meals
I can present simple information about things using phrases and simple
sentences.Presentational Speaking
State if the dish is healthy
I can interact with others using simple language in
everyday situations.Interpersonal
Accept/Refuse suggestions
appropriately
Learning Targets
NCSSFL/ACTFLCan-Do
1. Identify desired resultsCourtesy of Jennifer Eddy.
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Planning the Lesson: STAGE 2
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Determinehow students will
show you what they can do
with tasks in the three modes
Stage 2
What will learners be able to do with what they know by the end of the lesson?
How will learners demonstrate what they can do with what they know by
the end of the lesson?
What will prepare learners to demonstrate what they
can do with what they know?
Decide what you want students to know and be able to do at the end of
the lesson
Stage 1
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Determine Acceptable EvidenceThink Assessment
for Performance First
Eddy, J., & Terrill, L. (2009). STARTALK Online Curriculum Guide (1st ed., Vol. 1). . (Original work published 2009) Retrieved from
http://www.startalk.umb.edu/curriculum-guide. June 1, 2009.
Jennifer Eddy (2012)
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TASKS!!مهام لغوية
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Tasks in the three modes
Interpretive Mode TasksAcquire new info, infer, using culturally authentic material
Interpersonal Mode TasksAcquire more info, negotiate,Interact with others
Presentational Mode TasksCreate a product, recreate text,Incorporate info acquiredfrom two other modes
Jennifer Eddy (2007) From:
Glisan, E. W., Adair-Hauck, B., Koda, K., Sandrock, S. P., & Swender, E. (2003). ACTFL integrated performance assessment. Yonkers, NY: ACTFL.
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Must-Haves in Three ModesInterpretive Interpersonal Presentational
Authentic material used outside the classroom
Spontaneous Negotiation of meaningTwo-way communication
Must assess for transferNon-negotiated one-way
communicationRehearsed, practicedEdited, polished
A task using that material that is listening, viewing, or reading
Staying on topicFollow-through on ideas Attentive to partnerMessage is most important
Delivery of message most important
Awareness of audienceMaintain audience’s
attention
Begin with the gistMatch photos to
descriptionMove to detailsIdentify from a listComplete fact sheetUse context clues
Identify items in commonTalk to a friend about a
drawing, photo, info from interpretive task
Come to agreementDecide on choices
Role play Write a letter Retell a story Present a PSACreate a commercial
Jennifer Eddy (2012)
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Culturally authentic materials are
made by and for the peopleof that culture
• Announcements• Music• Film and theatre• Signs• Schedules• Maps• Cartoons• Podcasts• Game shows• Youth-oriented TV shows
Consider using the following materials:
• Newspapers• Catalogs• Internet sites• Blogs• Recipes• Magazines• Poetry• Conversations• TV public service
announcements• Radio commercials,
announcements Jennifer Eddy (2014)
المواد الثقافية األصلية
صنعها ذوو الثقافة ألشخاص
من نفس الثقافة
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Ask yourself, your team…
• Have you incorporated authentic texts and materials?
• Are the materials and resources appropriate to:
– The age and grade level of the learners?
– The performance goals of the curriculum and lesson?
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Planning the Lesson:STAGE 3
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What will learners be able to do with what they know by the end of the lesson?
How will learners demonstrate what they can do with what they know by
the end of the lesson?
What will prepare learners to demonstrate what they
can do with what they know?
Plan content, learning episodes/activities and tasks that will enable students to show you the results you want
and what they Can Do
Stage 3
Stage 2
Determinehow students will
show you what they can do
with tasks in the three modes
Stage 1
Decide what you want students to be able to do at the end of the
lesson
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Identify Activities in the 3 Modes in the sample lesson plan
حددوا أنشطة من المخطط النموذجي التي
تحتوي على أحد الصيغ التواصلية الثالثة
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Examples courtesy of Jennifer Eddy (2012)
Learning Episodes & Evidence Examples
• Conduct a survey about food allergies.
• Sort ingredients into likes and dislikes.
• Show survey results to the class.
Interpersonalتحاوري
Interpretiveتفسيري
Presentationalتقديمي
3. Plan learning experiences & instruction
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Jennifer Eddy (2009) www.startalk.umd.edu
Interpretive Tasksالتفسيريةأنشطة /مهام
• Comprehension of words, concepts, ideas, meaning of the entire piece
• One way between the person and the piece
• Learners are exposed to a wide variety of culturally authentic materials such as texts, films, works of art, songs, poems, advertisements, music videos…etc.
TRANSLATION IS NOT AN
INTERPRETIVE MODE TASK
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Eddy & Terrill (2009) www.startalk.umd.edu
• Listen with visuals • Fill in graphs, charts, forms, graphic organizers, venn diagrams• Follow a route on a map • Check-off items in a list • Draw what is described• Put sentences in correct order
• Listen for the gist—identify main idea• Guess meaning from context• Identify/categorize/classify thematic vocabulary• Identify/categorize/classify authentic material• Create questions from info in the piece
• Identify specific information found in the piece• Compose a title or headline• Paraphrase in native language/target language• Brainstorm and categorize synonyms
Sample Interpretive Tasks
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Eddy & Terrill (2009) www.startalk.umd.edu
Interpersonal Tasksتحاوريةأنشطة /مهام
• Interpersonal mode tasks are two-way, spontaneous exchanges that involve negotiation of meaning between people.
• These tasks are unrehearsed, unrefined, and non-scripted.
• May be based on information acquired in the interpretive mode.
MEMORIZED MATERIAL SUCH AS A SKIT IS NOT AN
INTERPERSONAL MODE TASK.
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Eddy & Terrill (2009) www.startalk.umd.edu
• Making a purchase
• Meeting and greeting
• Ordering in a restaurant
• Asking directions
• Face-to-face or telephone conversations
Sample Interpersonal Tasks
The following situations require students to actively negotiate meaning while initiating, maintaining and sustaining a conversation.
• Talking about friends and family
• Discussing events of the day
• Making plans
• Negotiating who does what, gets what, with who, how, and where
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Eddy & Terrill (2009) www.startalk.umd.edu
Presentational mode tasks allow learners time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time.
These tasks require learners to use the language for a real world purpose other than display for the teacher or classroom.
Presentational mode tasks allow learners to use language in new and different contexts.
Presentational Tasksأنشطة تقديمية/مهام
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Eddy & Terrill (2009) www.startalk.umd.edu
Sample Presentational Tasks• Brochure or Itinerary• Letter• Web pages/social networking sites• Video or Podcasts• Advertisement• Agenda, Schedule or Plan of the day, week• New beginning or ending of story, song• Demonstration • TV or Radio spot• Design a survey and present findings• Public Service Announcement or Infomercial• Essays, Plays • Poem, Song, Rap• Photostory, Voicethread
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Questions
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A thousand thanks…
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References
• Eddy, J. (2007). Children and Art: Uncovering Cultural Practices and Perspectives through
works of art in world language performance assessment. Learning Languages, 12(2).
• Eddy, J. (2009) Unpacking the standards with Backward Design. Workshop at ACTFL
conference San Diego.
• Eddy, J., & Terrill, L. (2011). STARTALK Online Curriculum Guide (1st ed., Vol. 1). (Original work
published 2009) Retrieved from http://www.startalk.umb.edu/curriculum-guide. June 1,
2009.
• Eddy, J. (2012) Performance Based Assessment. STARTALK Spring Conference.
• Eddy, J. (2013) Planning for Performance with Backward Design: Template and Beyond.
STARTALK Spring Conference.
• Eddy, J., & Mana, M. (2014). Student Curriculum Templates: Top Ten Must Have’s. STARTALK
Spring Conference.
• Glisan, E. W., Adair-Hauck, B., Koda, K., Sandrock, S. P., & Swender, E. (2003). ACTFL
integrated performance assessment. Yonkers, NY: ACTFL.
• Wiggins, G., & Mc Tighe, J. (2005). Understanding by Design (3rd ed.). Alexandria, VA:
Association for Supervision and Curriculum Development. (Original work published 1998)
Eddy (2013) Eddy & Mana (2014)