world languages department chairpersons leadership training friday, may 5, 2006
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World Languages Department Chairpersons Leadership Training Friday, May 5, 2006 Honolulu Airport Hotel. Desired Outcomes:. Understanding of the basic differences between HCPS II and HCPS III. Familiarity with the rubrics and sample performance assessments in HCPS III. - PowerPoint PPT PresentationTRANSCRIPT
World Languages Department Chairpersons
Leadership Training Friday, May 5, 2006 Honolulu Airport Hotel
Desired Outcomes:Understanding of the basic differences between HCPS II and HCPS III.Familiarity with the rubrics and sample performance assessments in HCPS III.Understanding of the purposes and uses of State Benchmark maps.Gain ideas for school and complex implementation plans for HCPS III for World Languages.
World LanguagesWorld Languages
Community Community
6 Standards
Communication
1. Interpersonal
2. Interpretive
3. Presentational
4. Cultures
5. Comparisons
6.Connections&Communities
81 Benchmarks / 158 Performance Indicators
5 StandardsCommunication
1. Interpersonal Topic: Verbal Communication
2. Interpretive
Topic: Critical Listening/Reading
3. Presentational Topic: Oral Presentation
Topic: Written Presentation
4. Cultures Topic: Cultural Knowledge
Topic: Cultural Comparisons
5. Comparisons Topic: Linguistic and Grammatical Concepts
6. Integrated into communication
76 Benchmarks/76 Sample Performance Assessments
HCPS II Standards vs. HCPS III Standards
HCPS II HCPS III Standard
Benchmark (grade cluster)
Performance Indicator (one or more per benchmark: together these indicators attempted to cover the benchmark)
Standard Topic Benchmark (grade cluster)
Sample Performance Assessment (one per benchmark, one way of showing achievement of the benchmark)
Rubric (assess achievement of the benchmark)
Social Studies, Career and Technical Education, Fine Arts, World Languages
HCPS II vs. III Comparison: Organization
Strand the “big ideas” that define a content area
Content Standard
a broad statement of what a student needs to know or be able to do at the end of K-12 schooling
TOPIC a category under which related benchmarks are grouped
Grade-Level Benchmark
a specific statement of what a studentshould know or be able to do at a specific grade level or grade level cluster
Sample Performance Assessment
a generalized description of how a student can demonstrate significant aspects of the benchmark
Rubric a tool to assess the quality of a student’s achievement of the benchmarks at the specified taxonomic level
HCPS III: Organization
HCPS III: Year 1World Languages
Standard 3: PRESENTATIONAL Present information, concepts, and idea sto an audience of listene rsorreade rson a variety of topicsTOPIC BENCHMARK SAMPLE PERFORMANCE ASSESSMENT
WL.IS.Y1.3.1 Use oral language skills tomake simple presentations
The student:Gives oral presentations (e.g., information,poetry, songs), arranging ideas to focus on asingle topic using both memorized andoriginal sentences; may use props, visual aids,or technological presentation tools.
RUBRIC
Advanced Proficient Partially Proficient Novice
ORAL
PRESENTATION
Use simple phrases andexpanded vocabularyto make simplepresentations on avariety of topics
Use simple phrasesand familiarvocabulary to makesimple presentationson commonlyencountered topics
Use simple phrases andfamiliar vocabulary tomake simplepresentations on somevery familiar topics
Use onlymemorizedwords or phrasesto make simplepresentations onlimited topics
Page 39
LEVEL IV LEVEL III LEVEL II LEVEL I
Knowledge Analysis Comprehension Knowledge Retrieval
Utilization
~Analyze using ~ Analyze ~ Describe how _ ~ Collect Data
evidence ~ Categorize depends on _ ~ Define and find
~Classify with ~ Classify ~ Describe how/why examples of
justification ~ Compare ~ Diagram ~ Describe different
~ Generate/ ~ Create a ~ Explain the concept types of
Test rule ~ Identify the ~ Give/Provide
Hypotheses ~ Differentiate essential as examples
~ Investigate ~ Find what is opposed to non- ~ List
~ Use _ to common essential ~ Name
determine _ among ~ Illustrate/Describe ~ Recall
~ Use _ to ~ ~Predict how _ is related to ~ Recognize
Solve ~ Represent ~ Select from a list
~ Demonstrate and
explain
Taxonomic Rubric LevelsMarzano’s New Taxonomy of Educational Objectives
More Definitions
Sample Performance Assessment = a generalizeddescription of how a student might demonstrate significantaspects of the benchmark
Specific Task = a specific description of how a student might demonstrate knowledge or skill related to significant aspects of a benchmark
Rubric = a description of levels of performance in relation to a benchmark
Specific task SampleBenchmark WL.IS.Y1.3.1 (HCPSIII p.39) Use oral language skills to make simple presentations
Sample Performance Assessment (SPA): The student: Gives oral presentations (e.g., information,
poetry, songs), arranging ideas to focus on a single topic using both memorized and original sentences, may use props, visual aids, or technological presentation tools.
Task/Activity: The student: Gives a 1 minute speech to the class on
his/her favorite school subject .
Generalized rubricAdvanced Proficient Partially
proficientNovice
Use simple phrases and expanded vocabulary to make simple presentations on a variety of topics
Use simple phrases and familiar vocabulary to make simple presentations on commonly encountered topics
Use simple phrases and familiar vocabulary to make simple presentations on some very familiar topics
Use only memorized words or phrases to make simple presentation on limited topics
Task Specific rubric
Advanced Proficient Partially proficient
Novice
Use simple phrases and expanded vocabulary, with accuracy and expression.
Use simple phrases and familiar vocabulary, with no significant errors and some detail.
Use simple phrases and familiar vocabulary, with a few significant errors and minimal detail.
Use only memorized words or phrases with many significant errors.
Rubric Focus
Consistency Difficulty Error Level of detail Significance of detail Quality Speed or Fluency Variety
Task Specific/Benchmark Assessment
The student prepares and presents a collage that describes himself/herself on videotape. Video exchanged with school of target culture.
Small group work
•Select a course and one benchmark.
•Design a specific task for that benchmark.
*Create a rubric for the task.
Break Time, but please …
Benchmark Maps
Purpose:
Provides consistency in identifying when benchmarks will be addressed as schools develop curriculum maps.
Benchmark maps are:
Sequences of clustered benchmarks by quarters
Clustered around Big Ideasof a grade or course
The Benchmark Map is developed with the following premises:
All benchmarks for the grade level/course will be achieved in a school year.
Major understandings are the big generalizations for the topic/concept.
Benchmarks are presented in the suggested quarter for assessment.
Italicized benchmarks are developed and assessed throughout the year.
Criteria considered
Classroom practice and teacher input Language specific considerations (e.g., level
of language learning difficulty) Content, skills, and topics Essential concepts of second language
development o scaffolded learningo extended listening experienceo receptive skills before
productive skills
Taxonomic levels Benchmarks that contribute to big
ideas for the time period Related benchmarks Balance of outcomes among the
four quarters Difficulty and complexity of
benchmarks
Sample of Benchmark Map:Introduction to World Languages A Grades 7/8Semester 1, Quarter 1
Big Idea(s) / Major Understanding(s):
Students will understand that: The functional use of a language is
learned through developing and applying skills in authentic or meaningful contexts.
Awareness of the perspectives of another culture provides insight into one’s own culture and develops respect for the practices, products, beliefs, and values of other cultures
Introduction to World Languages A Grades 7/8Semester 1, Quarter 1
HCPS III Benchmarks:
WL.IS.6-8.4.1 Identify tangible and intangible products and practices of the target culture and compare them to other cultures
WL.IS.6-8.1.1 Ask and answer social questions to get information or to maintain a conversation
Pair/share:
What role do benchmark maps play in standards-based education?
How can I use the maps?
Sample Curriculum Map
Key Concepts &Objectives
Contents Skills Assessment
MajorUnderstand-ing(s):
EssentialQuestion(s):
HCPS:
Other:
LOTUSNOTESMapper
Content:
Plans &Resources:
Skills:
Plans &Resources
Formative:
Other Formative:
Notes:
Summative:
Other Summative:
Notes:
Application of Benchmark Maps
Do a curriculum map for the first quarter of one course, based on the draft of the benchmark maps.Submit through courier or by email to Lynette Fujimori by September 1, 2006.
Arigato Mahalo
Gracias Grazie Gratias ago
MerciDankeschoen
Toa chie Shukran Spasiba
Go mop sam nee dah