Find Someone Who

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Find Someone Who
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ICE SCRAPING
Know where you are going before you begin!
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To begin with the end in mind means to start with
a clear understanding of your destination. It
means to know where youre going so that you
better understand where you are now so that the
steps you take are always in the right
direction. -Stephen R. Covey, The 7 Habits of
Highly Effective People, 1989, p. 98
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Step 3 (Middle)
Plan lessons that will enable students to show
you the results you want
Step 1 (Start)
Step 2 (End)
Decide what you want students to know and be able
to do at the end of the unit
Determine how students will show you what they
can do
Greg Duncan, http//www.interprepinc.com
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Why backward?
The stages are logical but they go against
habits Were used to jumping to lesson and
activity ideas - before clarifying our
performance goals for students By thinking
through the assessments upfront, we ensure
greater alignment of our goals and means, and
that teaching is focused on desired results
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• STEP ONE
• Decide what you want students to know and be able
  to do at the end of the unit
• Program Theme
• Sub-Themes
• Goals Outcomes
• Knowledge and Skills

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STEP ONE
Key Focus on Big Ideas Identify the Goal(s) for
the unit What content standards are addressed
explicitly by the unit? Enduring
Understandings What specific insights about big
ideas do we want students to leave with? What
essential questions will frame the teaching and
learning, pointing toward key issues and ideas,
and suggest meaningful and provocative inquiry
into content? What should students know and be
able to do?
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Choose a Program Theme Look to the
Standards Create interest-based learning
experiences that maintain the integrity of the
standards
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Teaching to the Standards

• The major shift is to look at language learning
  not as an abstract study of vocabulary, grammar,
  and linguistics, but as a useful tool to meet the
  demands of contemporary life.
• National Standards for Foreign Language
  Learning

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Knowing how. When, and why to say what to whom.

• ACTFL stresses that the organizing principle
  needs to be communication, which also highlights
  the why, the whom, and the when. So, while
  grammar and vocabulary are essential tools for
  communication, it is the acquisition of the
  ability to communicate that is the ultimate goal
  of todays world languages classroom.

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Proficiency

• The ability to use the target language
  appropriately in real-life situations

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ADVANCED
Narrate and describe in all major time
frames Discuss topics concretely and
abstractly Handle a linguistically unfamiliar
situation
INTERMEDIATE
Create with language Ask answer
questions Handle a simple situation or
transaction Sentence-level speech Control of
present tense
NOVICE
Minimal communicative ability 15 to 20
Words Memorized phrases Lists
Major Levels of the ACTFL Proficiency Scale
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Choose a Program Theme Themes begin from an
overarching idea that can branch out in many
different directions permitting learners to
pursue personal interests through the world
languages unit/curriculum
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• Choose a Program Theme
• Themes Based on Concepts That Pique Student
  Interest And Raise Questions That Make Learners
  Want To Investigate The Ideas Embodied In The
  Curriculum Unit
• Getting to Know One Another
• How Animals Live
• Global Citizenship
• Healthy Living
• Immigration Clashing Cultures
• Identify and Belonging
• Similarities and Differences

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Interpretive Communication Understand written and
oral texts about ways to stay healthy
Cultural Products Read food labels study the
food pyramid listen to advertisements to
understand the idea of healthy living in the
target culture
HEALTHY LIVING
Interpersonal Communication Exchange information
with peers about ways to stay healthy and give
advice
Cultural Practices Compare and contrast their
practices with those of teens in the target
culture
Presentational Communication Create a Public
Service Announcement about healthy living
Cultural Perspectives Read about ways people in
the target culture stay healthy
Comparisons Discover perspectives on healthy
living that are similar and/or different from
their own
Communities Use the target language to inform
members of the target culture living in the
United States about healthy living habits
Connections Use measuring systems use technology
to research target language websites on healthy
living
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Interpretive Communication
Cultural Product
Interpersonal Communication
Cultural Practices
Presentational Communication
Cultural Perspectives
TEENAGERS AROUND THE WORLD How can I get to know
you better?
Comparisons
Communities
Connections
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TEENAGERS AROUND THE WORLD

• SUB THEMES
• (Develop the theme in greater detail)

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TEENAGERS AROUND THE WORLD

• GOALS AND OUTCOMES
• (Aligned with the National Standards and Describe
  What Students Can Do with the Language

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TEENAGERS AROUND THE WORLD

• KNOWLEDGE AND SKILLS
• (The Linguistic and Cultural Knowledge That
  Students Will Learn as They Investigate the
  Theme)

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Curriculum Planning
Standards as a Mindset
Theme/Key Questions/Big Ideas
Brainstorming What will students be able to do?
Performance Assessment
Learning Activities
Paul Sandrock
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Step 3 (Middle)
Plan lessons that will enable students to show
you the results you want
Step 1 (Start)
Step 2 (End)
Decide what you want students to know and be able
to do at the end of the unit
Determine how students will show you what they
can do
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• STEP TWO
• Decide what you want students to know and be able
  to do at the end of the unit

Determine how students will show you what they
can do Assess what we value, and value what we
assess Move beyond "Teach, test, and hope for
the best"
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ADVANCED
Narrate and describe in all major time
frames Discuss topics concretely and
abstractly Handle a linguistically unfamiliar
situation
INTERMEDIATE
Create with language Ask answer
questions Handle a simple situation or
transaction Sentence-level speech Control of
present tense
NOVICE
Minimal communicative ability 15 to 20
Words Memorized phrases Lists
Major Levels of the ACTFL Proficiency Scale
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INTERPRETIVE COMMUNICATION TASKS

• Read an authentic recipe in the target language
  and answer a series of questions about the
  ingredients, the preparation, and cooking of the
  item.
• Before traveling to the target culture, you want
  to make sure you are up to date with hip European
  fashion. Read an article on fashion trends for
  teenagers. Then summarize in English what your
  read in as much detail as possible.
• ?

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INTERPERSONAL COMMUNICATION TASKS

• Imagine that you are traveling by train in Spain.
  You need to get from Madrid to Sevilla by early
  evening. You have lots of luggage with you and
  would like to avoid transferring trains as much
  as possible. Ask the person at the counter
  (played by another student) for the information
  that will help you decide which train to take.
• Research unemployment issues in a target language
  country at the library or on the Internet.
  Working in groups of four, exchange ideas and
  information about the topic and generate your own
  solutions to the unemployment issue.
• ?

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PRESENTATIONAL COMMUNICATION TASKS

• A new student from France just enrolled in your
  school. The guidance counselor asks you to give
  the girl/boy a tour of the school. You have to
  speak in French because she/he does not
  understand much English.
• During a trip to Latin America, you write a post
  card to your Spanish teacher describing your
  experiences.
• ?

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Modes of Communication

• Interpretive
• Understanding spoken or written language
• Interpersonal
• Two-way, meaningful, spontaneous communication
• Presentational
• Edited and rehearsed written or spoken
  communication

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INTEGRATED PERFORMANCE ASSESSMENT (IPA)
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Step 3 (Middle)
Plan lessons that will enable students to show
you the results you want
Step 1 (Start)
Step 2 (End)
Decide what you want students to know and be able
to do at the end of the unit
Determine how students will show you what they
can do
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• Consider the following questions
• Are the goals clear?
• Do the goals require students to uncover big
  ideas or merely remember discrete information?
• How will you determine if students have achieved
  the goals?
• What is your teaching plan?
• Are all parts of the curriculum/unit coherent?
• Has the unit veered from the end goals?