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STARTALK Laura Terrill Fall 2013
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  1. Designing Performance Tasks: Interpersonal STARTALK Laura Terrill Fall 2013

  2. I can • Explain proficiency in the interpersonal mode to a student, parent or administrator • Create real-world tasks and assessments

  3. Use the target language as much as possible, but at least % of the time. 90 May I speak English?

  4. ACTFL Position Statement:Use of the Target Language in the Classroom“Research indicates that effective language instruction must provide significant levels of meaningful communication and interactive feedback in the target language in order for students to develop language and cultural proficiency. The pivotal role of target-language interaction in language learning is emphasized in the K-16 Standards for Foreign Language Learning in the 21st Century.”

  5. Think - Pair – Share Think – Write – Pair -Share The teacher poses a problem or presents a topic. Students are given time to think and may be asked to jot down their thoughts or asked to respond individually usingtools such as polleverywhere. They then pair with another student to discuss the topic or compare responses. Finally, they share their thoughts with the whole class.

  6. head foot hand stomach eyes nose ears mouth knee hair

  7. Communication • What does it mean to be proficient in a language? or How will my students use what I am teaching in a real-life context? or Will they really say it on the streets of (Paris)?

  8. Communicatively Purposeful?

  9. Major Levels - Novice The “Parrot” • Lists words/phrases • Attempts at conversation • Memorized language • Telegraphic • Limited topic areas Chantal Thompson

  10. Major Levels – Intermediate The “Survivor” • Creates, functions with language • Can ask and answer questions • Handles simple situations Chantal Thompson

  11. Major Levels - Advanced The “Storyteller” Full conversational partner Speaks with confidence Can narrate and describe in all time frames Can handle a situation with a complication Chantal Thompson ACTFL webinar

  12. Novice Who are the people in this picture? Describe them. What do they like to do? What don’t they like to do? Intermediate-Low What did members of this family do yesterday? What questions would you like to ask about this family? Intermediate This family spends time together each week. What traditions exist in your family? Explain one tradition in detail. What are you currently doing to create or continue family traditions? What traditions will you establish when you have a family of your own? Describe a tradition that you hope will exist in your future. Intermediate High/Advanced Low Many believe that families who have strong traditions have a better quality of life. Do you agree or disagree with this belief? What impact would stronger families have on our society? Support your opinions with specific examples.

  13. Raise the proficiency level Create a sentence that combines the ideas in both images. 1. but 2. not 3. never 4. and 5. because 6. then 7. always

  14. Raise the proficiency level…… 1. I wanted to... 2. I felt bad when... 3. I would have..., but... 4. I was glad that... 5. My parents insisted... 6. I was annoyed... 7. I didn’t get to... Find out what your partner did last night. Ask a follow-up question to get more details.

  15. In Search of the Coquí Students will travel to various sites in Puerto Rico in search of the elusive coqui. They will begin their search in El Yunque and will learn a bit about rainforests in general before exploring El Yunque in detail. They will then travel to other parts of the island in search of the coqui. As they travel the island they will visit various sites and encounter island specialties. They will work with classmates to design their ideal short term vacation in Puerto Rico and will create a campaign that will draw attention to the endangered coqui.

  16. ACTFL Integrated Performance Assessment Interpretive Students listen to and / or read an authentic text and answer information as well as interpretive questions to assess comprehension. The teacher provides students with feedback on performance. Presentational Students engage in presentational by sharing their research/ideas/opinions. Samples presentational formats: speeches, drama, skits, radio broadcasts, posters, brochures, essays, websites, etc. Interpersonal After receiving feedback students engage in communication about a particular topic which relates to the interpretive text.

  17. Student Can-do’s

  18. Teacher Observation

  19. Degree of Retention Minutes Input Independent Practice Guided Practice 0 5 10 15 20 Primacy-Recency Adapted from David Sousa

  20. Do you want to …..? Yes, I want to explore the cave. No, It’s too hot. I want to go to the beach. play in the waterfall zipline explore a cave hike in the rainforest swim at the beach snorkel

  21. Do you want to…….? I want / don’t want… • Do you like to (activity) in summer or winter? • What do you prefer to do? • What is the weather like when you (activity)? • Are you good at (activity)? Why or why not? • How often do you (activity)? • Where do you (activity)?

  22. Do you like …..? Yes, I like mofongo because I love garlic. No, I don’t like mofongo because I don’t like plantains. Mofongo relleno de camarones http://www.elboricua.com/recipes.html plantains garlic vegetable oil ham/bacon shrimp olives

  23. Brainstorming words related to activities/making plans LA BESTIA Esta excursión es diferente a todas las otras. En esta, ubican a la persona dentro de un arnés o coraza humana enorme, mientras uno se recuesta para que se conecten las cuerdas a la espalda. Así que vuelas por el aire como un pájaro. (Superman o Ironman). Me parece que éste es el único en su clase que se practica en Puerto Rico.

  24. Brainstorming Procedure: 1 minute to generate an individual list 1 minute to share list with a partner. Each person adds new words to the list. Group students into group of 4, share and add. Go around the room calling out one word per group until all groups are out of words. Teacher records all words on something that can be displayed. Students pair - must create mini dialogue that seems appropriate to the situation, no notes but may look at displayed words. Set time limit appropriate for level. Students pair differently - same mini dialogue, list is not visible.

  25. Develop the Role Play • Make plans for your time in Puerto Rico. • Discuss what you would do each day; consider the weather. • Comment on what teenagers in Puerto Rico like to do. • Discuss something you really want to do and something that isn’t of great interest. • Justify why you don’t want to do something.

  26. Ask Questions

  27. Maintain the Conversation Students try to keep the conversation going on a single topic by asking questions and commenting on their partner’s responses. Each student has an envelope of questions related to the topic to pull out when they get stuck. At the end of the time limit, students want to be the partner who pulled out the fewest questions, signaling the partner who best sustained the conversation. • What do you like to do? • What do you usually do in summer, winter, etc? • What do you do when you have an evening at home? • What is your favorite way to spend a Saturday? • What chores do you have to do at home? • When do you usually study? • How often do you fix dinner? What do you cook?

  28. Maintain the Conversation No time to write the questions, use images from the unit.

  29. Talking about realia…. Pair students. Give them a time limit and tell them to create a conversation that incorporates the information found in the document/visual. Tell them to start over if they run out of things to say.

  30. What should be done to protect the environment? Structured Debate In your group discuss the following ideas. Add one or two additional ideas to the list. Select your top 2 ideas. Be certain that everyone in your group can defend the choices you made. • Increase the cost of gasoline by 50% to decrease consumption and to promote public transportation. • Limit all households to 2 cars. • Require all schools to reduce energy consumption by 10%. • Charge more for foods that most be flown in from other region/countries. • Require that all homes have solar panels. • Restrict the development of yards that must be watered and fertilized. • ?????

  31. Advice, evaluation, grades—none of these provide the descriptive information that students need to reach their goals…..Whether feedback is just there to be grasped or is provided by another person, helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent. Grant Wiggins, 7 Keys to Effective Feedback, Educational Leadership, September 2012

  32. Scored Discussion Gretta Murray, French Teacher, Medford, WI

  33. Summative Assessment - Interpersonal Students will select at random various images of Puerto Rico and will role play a conversation to decide what they will do while on vacation in Puerto Rico. They will discuss the environmental impact of their tourism on the island. • comment on what you plan to do/see in the rainforest • comment on the weather/environment in relation to your plans • accept and refuse suggestions for other places saying what you want to do there • mention a few foods/beverages you want to have

  34. Laura Terrill World Language / ELL Consultant Email: lterrill@gmail.com lauraterrill.wikispaces.com