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World Languages Department Chairpersons Leadership Training Friday, May 5, 2006

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.

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World Languages Department Chairpersons Leadership Training Friday, May 5, 2006

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  1. World Languages Department Chairpersons Leadership Training Friday, May 5, 2006 Honolulu Airport Hotel

  2. 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.

  3. World Languages Community

  4. HCPS II Standards vs. HCPS III Standards 5 Standards Communication 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 6 Standards Communication 1. Interpersonal 2. Interpretive 3. Presentational 4. Cultures 5. Comparisons 6.Connections&Communities 81 Benchmarks / 158 Performance Indicators

  5. Social Studies, Career and Technical Education, Fine Arts, World Languages HCPS II vs. III Comparison: Organization HCPS IIHCPS III • 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) • Standard • Benchmark (grade cluster) • Performance Indicator (one or more per benchmark: together these indicators attempted to cover the benchmark)

  6. HCPS III: Organization

  7. World Languages HCPS III: Year 1

  8. Taxonomic Rubric LevelsMarzano’s New Taxonomy of Educational Objectives LEVEL IV LEVEL III LEVEL IILEVEL 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

  9. More Definitions Sample Performance Assessment = a generalized description of how a student might demonstrate significant aspects 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

  10. Specific task Sample Benchmark 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 .

  11. Generalized rubric

  12. Task Specific rubric

  13. Rubric Focus • Consistency • Difficulty • Error • Level of detail • Significance of detail • Quality • Speed or Fluency • Variety

  14. Task Specific/Benchmark Assessment The student prepares and presents a collage that describes himself/herself on videotape. Video exchanged with school of target culture.

  15. Small group work • Select a course and one benchmark. • Design a specific task for that benchmark. • *Create a rubric for the task.

  16. Break Time, but please …

  17. Benchmark Maps Purpose: Provides consistency in identifying when benchmarks will be addressed as schools develop curriculum maps.

  18. Benchmark maps are:Sequences of clustered benchmarks by quartersClustered around Big Ideasof a grade or course

  19. 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.

  20. 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 learning • o extended listening experience • o receptive skills before productive skills

  21. 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

  22. 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 meaningfulcontexts. •  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

  23. Introduction to World Languages A Grades 7/8Semester 1, Quarter 1HCPS III Benchmarks:WL.IS.6-8.4.1 Identify tangible and intangible products and practices of the target culture and compare them to other culturesWL.IS.6-8.1.1 Ask and answer social questions to get information or to maintain a conversation

  24. Pair/share: What role do benchmark maps play in standards-based education? How can I use the maps?

  25. Sample Curriculum Map

  26. 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.

  27. Arigato MahaloGracias GrazieGratias agoMerci DankeschoenToa chie Shukran SpasibaGo mop sam nee dah

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