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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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World languages next generation standards session 1 presentational writing and speaking

World Languages:Next Generation StandardsSession 1: Presentational Writing and Speaking

Seminole County World Languages Workshop

Dec. 6th, 2011


Our objectives
Our Objectives:

  • Understand the how the Sunshine State Next Generation World Languages Standards impact teaching and learning.

  • Identify and Comprehend the “Modes of Communication”

  • Use “Backward Design” to plan instruction

  • Collaborate with other teachers to Create Standards Based Performance assessment


Knowing how when and why to say what to whom
“Knowing how, when, and why to say what to whom”

  • Those 10 words represent the ultimate goal of the World Language Classroom

  • Formerly, most teaching in foreign language classrooms concentrated on the how (grammar) to say what (vocabulary).

Standards for Foreign Language Learning: Executive Summary

American Council on Teaching Foreign Languages


  • While these components of language are crucial, the current organizing principle for foreign language study is communication, which also highlights the why, the whom, and the when.

  • So, while grammar and vocabulary are essential tools for communication…


  • The ability to communicatein meaningful and appropriate wayswith users of other languages that is the ultimate goal of today’s foreign language classroom.


Florida world languages standards modes of communication
Florida World Languages StandardsModes of Communication


The new standards
The New Standards…

Drum roll, please….


Standard 1 interpretive listening
Standard 1: Interpretive Listening:

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.


Standard 2 interpretive reading
Standard 2: Interpretive Reading:

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.


Standard 3 interpersonal communication
Standard 3: Interpersonal Communication

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.


Standard 4 presentational speaking
Standard 4: Presentational Speaking

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.


Standard 5 presentational writing
Standard 5: Presentational Writing

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.



Florida world languages intercultural standards
Florida World Languages Intercultural Standards


Standard 6 culture
Standard 6: Culture

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.


Connections comparisons communities
Connections, Comparisons, Communities

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.



Backward design and language teaching how
Backward Design and Language Teaching:How?

  • We start “at the end” by determining what the learner needs to know and understand and how they are going to demonstrate their understanding FIRST. We design the WHAT and HOW we are going to teach LAST.

  • We use National and State Standards to determine what students should know NOT textbooks!

    ==================================

  • When using the “backward processes” our assessment methods:

    -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.


What is backward design
What Is Backward Design?

  • Backward Design is a process of lesson planning created by Grant Wiggins and Jay McTighe and introduced in Understanding by Design (1998).

  • This lesson design process concentrates on developing the lesson in a different order than in traditional lesson planning.

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?)


Backward design and language teaching how1
Backward Design and Language Teaching:HOW?

Stage 1:Identify Desired Results-

National Standards for World Languages are grouped around five categories (the 5 C’s), each with sub-categories.

  • Communications: Communicate in Languages Other Than English

  • Cultures: Gain Knowledge and Understanding of Other Cultures

  • Connections: Connect with Other Disciplines and Acquire Information

  • Comparisons: Develop Insight into the Nature of Language and Culture

  • Communities: Participate in Multilingual Communities at Home & Around the World

    The state of Florida has defined “Performance Standards” for World Languages, and indicated “Benchmarks” for each one.


Backward design and language teaching how2
Backward Design and Language Teaching:HOW?

Stage 2: Determine Acceptable Evidence-The issue of assessment

  • How will we know if students have achieved desired results?


Types of evidence
Types of Evidence

  • 1. Performance tasks: authentic, require an audience; known beforehand and guide work

  • 2. Academic Prompts: Open ended ?s that demand critical thinking; exams requiring analysis, synthesis, evaluation

  • Quiz and Test Items: simple content-focused that assess factual information, concepts

  • Informal Checks for Understanding. Questions for students, viewing work, conversations. etc


Performance tasks
Performance Tasks

  • Realistic context

  • Requires judgment and innovation

  • Asks student to “do” the subject

  • “Real life” situations.

  • Assesses the student’s ability to use repertoire of knowledge and skill for a complex task

  • Allows opportunity to plan, rehearse, revise, refine


Backward design and language teaching how3
Backward Design and Language Teaching:HOW?

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.




Presentational tasks
Presentational WritingTasks

Writing, Speaking for an audience

  • One-way communication

  • Classmates or native speakers

  • Informal or formal

  • Rehearsals →performance

  • Drafts → publication


Presentational tasks1
Presentational Tasks Writing

  • One perspective on valuing the process of rough drafts and rehearsals:

    • Taking the process seriously leads to high quality final products

    • Count the process but weight the final product more heavily as a reflection of good preparation


What are some presentational tasks you do now
What are some Presentational WritingTasksyou do now?


Food for thought… Writing

  • Are your performance task the “END assessment” or a fun activity to be left out if you haven’t “covered” enough?

  • Do your end of unit assessments assess what the students UNDERSTAND or what they KNOW? (Knowledge without understanding will be forgot quickly, REAL understanding is enduring)

What good is “covering” material if they don’t understand it?


Presentational tasks2
Presentational Tasks Writing

  • Consider non-negotiables to reduce the number of criteria that need to be built into a rubric

  • Non-negotiables: basic requirements of any performance that need to be in place before the performance can be evaluated


Non negotiables an example
Non- Writingnegotiables: An example

  • Word-processed

  • Double-spaced

  • 250 words

  • Paragraphs

  • Title

  • Spell-checked

  • At least 5 of the new vocab words

  • Written in the past and imperfect


Presentational tasks3
Presentational Tasks Writing

  • Rubrics for presentational tasks can be generic or task-specific, depending on the unique traits that might be emphasized in a presentational task.


Goal Writing

  • Let’s try to change one end-of-unit assessment to provide richer evidence of students’ proficiency in using the language (vs. assessment that shows what they know about the language).


Creating a standards based performance assessment
Creating a Standards Based Performance Assessment… Writing

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.


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