World Languages: Next Generation Standards Session 1: Presentational Writing and Speaking . Seminole County World Languages Workshop Dec. 6 th , 2011. Our Objectives:. Understand the how the Sunshine State Next Generation World Languages Standards impact teaching and learning.
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Seminole County World Languages Workshop
Dec. 6th, 2011
Standards for Foreign Language Learning: Executive Summary
American Council on Teaching Foreign Languages
Drum roll, please….
The student will be able to understand and interpret information, concepts, and ideas orally from a variety of culturally authentic sources on a variety of topics in the target language.
The student will be able to understand and interpret information, concepts, and ideas in writing from a variety of culturally authentic sources on a variety of topics in the target language.
The student will be able to engage in conversations and exchange information, concepts, and ideas orally and in writing with a variety of speakers or readers on a variety of topics in a culturally appropriate context in the target language.
The student will be able to present information, concepts, and ideas to an audience of listeners on a variety of topics in a culturally appropriate context in the target language.
The student will be able to present information, concepts, and ideas to an audience of readers on a variety of topics in a culturally appropriate context in the target language.
The student will be able to use the target language to gain knowledge and demonstrate understanding of the relationship among practices, products, and perspectives of cultures other than his/her own.
Standard 7: Connections
The student will be able to acquire, reinforce, and further his/her knowledge of other disciplines through the target language.
Standard 8: Comparisons
The student will be able to develop insight into the nature of the target language and culture by comparing his/her own language(s) and cultures to others.
Standard 9: Communities
The student will be able to use the target language both within and beyond the school setting to investigate and improve his/her world beyond his/her immediate surroundings for personal growth and enrichment.
-Assess what learners can do with the language and not just what they know about the language.
-Assess the whole languageof the learner vs. only discrete points.
Identify desired results.
(What do they need to be able to do)
Determine acceptable evidence
(How are they going to demonstrate they can do it?)
Wiggins, G & McTighe, J. (1998). Understanding by Design.
Alexandria, VA: Association for Supervision and Curriculum Development.http://www.ascd.org/publications/books/198199/chapter1.html
Plan learning experiences and instruction.
(What activities and practice do they need to be able to do it?)
Stage 1:Identify Desired Results-
National Standards for World Languages are grouped around five categories (the 5 C’s), each with sub-categories.
The state of Florida has defined “Performance Standards” for World Languages, and indicated “Benchmarks” for each one.
Stage 2: Determine Acceptable Evidence-The issue of assessment
Stage 3:Plan Learning Experiences and Instruction
What will the students need to know in order to achieve the desired goal, learning, or understanding? How will they best learn this knowledge?
Learning experiences are planned after desired results and the method of measurement of those results are identified.
Writing, Speaking for an audience
Food for thought… Writing
What good is “covering” material if they don’t understand it?
Step 1 – Identify WHAT the students should be able to DO with the language at the end of the Unit. (Look at the Standards!)
Step 2 – Determine HOW you will know that students have met the objective (How will they SHOW what they KNOW?)
Step 3 – NOW identify what knowledge and Skills Students will need in order to meet the objective.