Presentation on theme: "San Jose State University"— Presentation transcript:
1 San Jose State University Integrating the 21st Century Skills Effectively into an Immersion ProgramHelene ChanStanford UniversitySan Jose State UniversityCLEFOctober 18, 2013
2 Using 21st Century Tools to Teach 21st Century Skills
3 ObjectivesDescribe the role of the World Languages 21st Century Skills Map.ACTFL World Languages 21st Century Skills Map includes skills description and the interdisciplinary themes.Explore sample student activities aligned to the 21st Century Skills Map elements in the immersion setting.
4 Framework for 21st Century Learning Core Subjects and 21st Century ThemesLife and Career SkillsLearning and Innovation SkillsInformation, Media and Technology SkillsWhat are the 21st Century Skills?- P21=Partnership for 21st Century skillsACTFL and P21 partner develop World Languages 21st Century Skills Map (Maps are being created for all subject areas).- Importance of producing the World languages Map.P21 = Partnership for 21st Century SkillsACTFL and P21 partner to develop World Languages 21st Century Skills Map Maps are being created for all subject areasImportance of producing the World Languages Map4
5 21st Century Themes (21st Century Content) Core SubjectsEnglishReading/Lang ArtsWorld LanguagesArtsMathematicsEconomicsScienceGeographyHistoryGovernmentCivicsGlobal AwarenessFinancial, Economic, Business and Entrepreneurial LiteracyCivic LiteracyHealth Literacy5
6 Learning and Innovation Skills Information, Media & Technology SkillsCreativity and Innovation SkillsCritical Thinking and Problem Solving SkillsCommunication and Collaboration SkillsInformation LiteracyMedia LiteracyICT Literacy (Information, Communications, and Technology)6
7 Life and Career Skills Flexibility and Adaptability Initiative and Self DirectionSocial and Cross-Cultural SkillsProductivity and AccountabilityLeadership and Responsibility7
8 Then and NowThe language classroom in the U.S. has been transformed in the last 20 years to reflect an increasing emphasis on developing students’ communicative competency.
9 Then and NowStudents learned about the language (grammar)Focused on isolated skills (listening, speaking, reading, and writing)Coverage of a textbookUsing the textbook as the curriculumOnly teaching languageStudents learn to use the languageFocus on the three modes: interpersonal, interpretive, and presentationalBackward design focusing on the end goalUse of thematic units and authentic resourcesUsing language as the vehicle to teach academic content
10 Then ....... and ....... Now 6. Use technology as a “cool tool” 7. Same instruction for all students8. Artificial situations from textbook9. Confining language learning in the classroom6. Integrating technologyinto instruction to enhance learning7. Differentiating instruction to meet individual needs8. Personalized real world tasks9. Seeking opportunities for learners to use language beyond the classroom
11 Then and Now10. Testing to find out what students don’t know11. Teacher-centered class12. Students “turn in” work only for the teacher10. Assessing to find out what students can do11. Learner-centered with teacher as facilitator or collaborator12. Learners create to “share and publish” to audiences more than just the teacher
12 5 Step Communicative Lesson Plan (adapted from SWLP) Setting the Stage: Short exploratory activity, prompt, video, etc. that focuses students’ attention before the actual lesson begins.Comprehensible Input Introduction: Teacher presentation of contextualized language functions (vocabulary, language structures), skills, and concepts the teacher will impart to the students in context— what the students need to know in order to be successful. Student comprehension is periodically assessed by comprehension checks, which help the teacher adjust the presentation to ensure acquisition of language.
13 5 Step Communicative Lesson Plan (adapted from SWLP) Guided Practice: Guiding, scaffolded activities that help students analyze and discover vocabulary and grammar and internalize the comp. input’s material.Independent Practice (Application/Extension): Activities in which students integrate what they have learned to generate their own language, i.e. communicate. Students “spread their wings” with much less, if any, formal scaffolding.Assessment Plan/Evaluation: Determines and provides convincing evidence as to whether the objectives of a lesson have been adequately achieved by students.Is both ongoing and formative (steps 2, 3, 4), helping to adjust instructionStep 5: Is cumulative/summative: combines all components and learning in a contextualized format so as to demonstrate learning. (final “test”, project, etc.)
14 Food and Hunger French I: (Targeted Proficiency Level – Novice Mid) AP theme: Global ChallengesTopic: Food and Hunger
15 Learning ScenarioStudents will consider personal connections with food. They will consider the type of food that they and others eat and will indicate their likes and dislikes. They will be able to say why they eat/don’t eat certain foods, describing their tastes and commenting on how healthy or unhealthy certain foods are. They will be able to explain the number of calories needed to sustain life and will analyze the number of calories they consume with regard to the US and other food pyramids. Finally, they will consider why hunger exists, where it is prevalent and how various organizations are helping. As a class students will work individually and in groups to draw attention to hunger issues.
16 Standards Goal 1: Communication Standard 1.1- Interpersonal Communication: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions.Standard 1.2 – Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics.Standard 1.3 – Presentational Communication: Students present information, concepts and ideas to an audience of listeners or readers on a variety or topics.Goal 2: CulturesStandard 2.1 – Practices and Perspective: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied.Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied.Goal 3: ConnectionsStandard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their knowledge of other disciplines through the foreign language.Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures.Goal 4: ComparisonsStandard 4.1 – Nature of Language: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own.Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.Goal 5: CommunityStandard 5.1 – Beyond the School Setting: Students use the language both within and beyond the school setting.Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
17 Setting the Stage Hungry Planet: What the World Eats in a Week Peter Menzel describe the weekly food purchases and costs, showing photographs of the family at home, and these portraits of the entire family surrounded by a week’s worth of groceries.Youtube: Hungry Planet
18 Understanding Essential Questions Food is necessary for life. Hunger is everywhere.Essential QuestionsHow do we eat well?Why does hunger exist?
26 Tu aimes la ratatouille? La ratatouille est un plat typiquement du Sud, composé de légumes, mijoté, et qui sent bon le soleil. Accompagné de viande ou de céréales comme le riz, le quinoa, le blé, la ratatouille est un plat plein de vitamines. Simple à préparer et économique, la ratatouille chatouille les papilles grâce au mélange subtil des parfums.Pour 4 personnes:3 courgettes1 petite aubergine1 petit poivron vert1 petit poivron rouge1 petit poivron jaune4 tomates bien mûres2 oignons2 gousses d'ailSel, poivreHuile d'oliveBouquet garni
27 Tu aimes la ratatouille? l’auberginela courgettele poivron rouge, vert, jaunela tomatel’oignonl’ail
34 Guided PracticeFind out where and explain why hunger exists in the world.Hunger is a complex issue, but some of the main reasons for hunger include poverty, natural disasters (drought, earthquakes, typhoons), poor agricultural managements and infrastructures, over-exploitation of resources and human conflicts.
36 Guided Practice Why people make good / poor food choices Youtube: Planning for good eating–Cartoon:
37 Healthy eating I eat well because … to be healthy, to avoid cancer obesityenergyhealthyunhealthy
38 Health: Eating Well is a Luxury 1. Rich people do not eat as well as poor people.2. 10% of the population of France is considered to be poor.3. Poor people eat too many French fries.A recent study (*) shows that the poorest people eat poorly and putting their health at risk. A major problem in our country where one in ten are considered poor. Today, buying a chocolate bar, chips or a can of ravioli cost less money than a kilo of oranges, a piece of cheese or fish or meat. Investigators interviewed 1,164 people in Paris, Marseille, Dijon and Seine-Saint-Denis. All benefit from food aid: they are given food because they have not much money. Of these, only one out of 100 eat enough fruits and vegetables to get enough vitamins and fiber. And fewer than one in 10 eat enough cheese to get enough calcium. For these people, health risks are of concern: obesity, heart problems, cancer, behavioral problems. Given the gravity of the situation, food aid should perhaps provide more fresh produce, like fruits, vegetables, cheese. This is what the authors suggest that the survey noted that the less well-fed do not buy themselves fresh. How could they? Half of them spend less than 5 euros per day for food.(*) Study Abena, 2004/2005ACTFL Webinar - Laura Terrill
39 Summative Interpersonal Assessment Application /ExtensionSummative Interpersonal AssessmentYou are attending a student United Nations event. The topic is food and hunger. You will represent one country and interact with others from other countries. Have a conversation where you ask and answer questions to discuss:•Where you live•Food likes and dislikes•Foods that you eat in your country•Healthy and unhealthy behaviors•Hunger issues where you live
40 Assessment Interpretive Students will read short authentic texts that provide information on food and hunger. They texts will be excerpted from Copain du Monde. Students will be given key English words and asked to find the French equivalent. They will be given statements and will indicate which statements provide information that is shared in the reading. They will also watch a brief youtube clip and state the main idea of the clip in English.
41 Assessment Interpersonal Students will have completed various activities based on visuals throughout the unit. For the interpersonal assessment, students will be given random images and will be expected to ask and answer questions about food choice, likes and dislikes and diet. They will discuss hunger based on the setting of the images.
42 Assessment Presentational Students will create a public service announcement to address nutritional and / or hunger issues in their community.
43 Aligning Food & Hunger Lesson Activities with 21st Century Skills Learning and Innovation SkillsCreativity and InnovationStudents will create a public service announcement to address nutritional and / or hunger issues in their community.Critical Thinking and Problem SolvingStudents will work in groups to find out where and why hunger exists in the world.Communication and CollaborationStudents will collaborate and will work cooperatively with team members on the issue of food and hunger in the world.
44 Aligning Food & Hunger Lesson Activities with 21st Century Skills Information, Media and Technology SkillsInformation LiteracyHunger Planet:Media LiteracyStudents will evaluate information from the media (magazines, newspapers or TV reports) about the eating habits, food preferences, healthy and unhealthy food choices of the people in their community and examine why hunger exists in their community.Technology LiteracyStudents will use technology to research “What the World eats in a week?” and “Why do people go hungry?”
45 Aligning Food & Hunger Lesson Activities with 21st Century Skills Life and Career SkillsFlexibility and AdaptabilityStudents will consider personal connections with food, they will indicate their likes and dislikes, comment on how healthy or unhealthy certain foods are. They will analyze the number of calories they consume with regards to the US and other food pyramids.Initiative and Self-DirectionStudents will set their own goal for healthy eating habits and reflect on why hunger exists, where it is prevalent and how various organizations are helping.
46 Aligning Food & Hunger Lesson Activities with 21st Century Skills Life and Career SkillsSocial and Cross-Cultural SkillsStudents will discuss which countries are healthier than others.Productivity and AccountabilityAs a class students will work individually and in groups to draw attention to hunger issues.Leadership and ResponsibilityAs responsible leaders, students will focus on this essential question “How does healthy eating for everyone make the planet a better place to live?”
47 Thank youThis lesson plan on Food and Hunger is an adaptation of the presentations byToni TheisenLaura TerrillandPaul Sandrockat ACTFL conferences
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