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LinguaFolio Can-Do Language Learning Languages and Learning for Schools of the Future Lexington 1.

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Presentation on theme: "LinguaFolio Can-Do Language Learning Languages and Learning for Schools of the Future Lexington 1."— Presentation transcript:

1 LinguaFolio Can-Do Language Learning Languages and Learning for Schools of the Future Lexington 1

2 Part 1 Conceptual Framework Conceptual Framework Performance-Based Learning and Assessment Performance-Based Learning and Assessment Reflective and Autonomous Learning Reflective and Autonomous Learning Part 2 Goal-Setting Goal-Setting Interculturality Interculturality Conclusion Conclusion AGENDA

3 European Language Portfolio Common Scale of Reference Common European Framework of Reference EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES

4 Common Scale of Reference (CSR) a description of what people can do at 6 different levels of language performance and competence a description of what people can do at 6 different levels of language performance and competence EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES A1 A2 B1 B2 C1 C2 A1 A2 B1 B2 C1 C2 A-Basic User B-Independent User C-Proficient User

5 LinguaFolio is a standards-based, self-directed formative assessment tool that records ongoing learner progress and, along with external summative assessment results, provides a comprehensive view of student performance. is a standards-based, self-directed formative assessment tool that records ongoing learner progress and, along with external summative assessment results, provides a comprehensive view of student performance.

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7 DOSSIER  Digital text, audio, and video work samples  MP3 files  Podcasts BIOGRAPHY  Language learning learning background background  Can-do* statements statements  Learning goals goalsPASSPORT  Summarized snap shot of self- assessments  Record of external assessments

8 NOVICESUPERIORINTERMEDIATEADVANCED

9 Novice High GRID OR MAIN CAN-DO SUB CAN-DO EXAMPLES CUSTOMIZED CAN-DO

10 LinguaFolio Partners

11 Can-Do Checklist CASLS, University of Oregon SUB CAN-DO EXAMPLES CUSTOMIZED CAN-DO

12 Can-Do Checklist CASLS, University of Oregon SELF-ASSESSMENT EVIDENCE

13 The Purpose of LinguaFolio? To have learners know where they are going in their proficiency journey. know where they are going in their proficiency journey. know how to set goals and do so routinely. know how to set goals and do so routinely. chart their progress. chart their progress. develop reflective learning skills. develop reflective learning skills. know how to provide evidence for what they know and can do. know how to provide evidence for what they know and can do.

14 LinguaFolio makes the language learning process transparent. makes the language learning process transparent. provides learners with a way to reflect on their intercultural experiences. provides learners with a way to reflect on their intercultural experiences.

15 Backward Design What are the program goals and expected student outcomes?What are the program goals and expected student outcomes? Identify Desired Results How will you know that students have met the goals?How will you know that students have met the goals? What “performances” will provide such evidence?What “performances” will provide such evidence? Determine Acceptable Evidence What specific knowledge and skills will students need to achieve these outcomes?What specific knowledge and skills will students need to achieve these outcomes? What activities will help students learn specific knowledge and skills?What activities will help students learn specific knowledge and skills? Plan Learning Experiences and Instruction Wiggins and McTighe

16 LF LinguaFolio

17 INTERPERSONAL INTERPRETIVE LISTENING PRESENTATIONAL WRITING

18 CSR Can-Do Descriptors (Speaking) A1 Spoken Interaction I can interact in a simple way provided the other person is prepared to repeat or rephrase things at a slower rate of speech and help me formulate what I’m trying to say. I can ask and answer simple questions in areas of immediate need or on very familiar topics. Spoken Production I can use simple phrases and sentences to describe where I live and people I know. ACTFL Proficiency Guidelines (Speaking) Novice Mid Speakers at the Novice-Mid level communicate minimally and with difficulty by using a number of isolated words and memorized phrases limited by the particular context in which the language has been learned. When responding to direct questions, they may utter only two or three words at a time or an occasional stock answer. They pause frequently as they search for simple vocabulary or attempt to recycle their own and their interlocutor’s words. Because of hesitations, lack of vocabulary, inaccuracy, or failure to respond appropriately, Novice-Mid speakers may be understood with great difficulty even by sympathetic interlocutors accustomed to dealing with non-natives. When called on to handle topics by performing functions associated with the Intermediate level, they frequently resort to repetition, words from their native language, or silence.

19 It’s Your Turn Compare the ACTFL Novice Mid example with the European Common Scale of Reference example.

20 International Benchmarking Program for International Student Assessment (PISA) Program for International Student Assessment (PISA) German English Student Assessment International (DESI) German English Student Assessment International (DESI) Trends in International Mathematics and Science Study (TIMSS) Trends in International Mathematics and Science Study (TIMSS) International Baccalaureate (IB) International Baccalaureate (IB) International Spanish Academies (ISAs) International Spanish Academies (ISAs)

21 It’s Your Turn What tools exist for us to assess language performance? What tools exist for us to assess language performance? What types of formative and summative assessments are What types of formative and summative assessments are used in your district? used in your district?

22 Formative & Summative Assessment Options Work samples Work samples experiences experiences In-class learning In-class learning Self-assessments Self-assessments of language of language competencies and competencies and intercultural intercultural experiences experiences ELLOPA ELLOPA SOPA SOPA NOELLA NOELLA STAMP STAMP IPA IPA End-of-Course Exam End-of-Course Exam OPI/WPT OPI/WPT Performance task Performance task

23 Performance-Based Approach Promotion of real-life language Promotion of real-life language competencies by competencies by engaging the learner in contextualized, meaningful, and communicative- oriented learning tasks. engaging the learner in contextualized, meaningful, and communicative- oriented learning tasks. focusing on functional language (language as an applied skill). focusing on functional language (language as an applied skill).

24 Learner-drivenTeacher-driven Active participants Passive recipients Intrinsically motivated Extrinsically motivated Learning-how-to learn Direct instruction Independent Learner Learning Coach

25 Active Learning Learners Learners Solve problems Solve problems Answer questions Answer questions Formulate questions Formulate questions Discuss Discuss Explain Explain Debate Debate Brainstorm Brainstorm Work in teams Work in teams Teachers Guide Monitor Motivate Encourage Suggest Clarify Provide opportunities Create environment

26 It’s Your Turn To what extent are your students learning in a performance-based approach? Share an example of an performance-based activity or assessment that you have used.

27 Questions to Consider With the goal of proficiency in mind, how do we get learners to take charge of their own learning? With the goal of proficiency in mind, how do we get learners to take charge of their own learning? What skills, tools, and mentality do learners require? What skills, tools, and mentality do learners require? What is the role of the learning facilitator (teacher)? What is the role of the learning facilitator (teacher)?

28 The Learners reflect on their own learning. reflect on their own learning. establish a deliberate step-by-step process to enhance learning. establish a deliberate step-by-step process to enhance learning. gradually develop a useful repertoire of learning strategies. gradually develop a useful repertoire of learning strategies. self-assess with can-do statements and provide evidence. self-assess with can-do statements and provide evidence. set new learning goals. set new learning goals.

29 The Learners connect what they already know to what they are learning. connect what they already know to what they are learning. check frequently to see what they can and cannot do yet. check frequently to see what they can and cannot do yet. determine which activities help determine which activities help them learn most effectively. them learn most effectively. set small, achievable goals. set small, achievable goals. plan and monitor their future learning. plan and monitor their future learning.

30 Learner Self-Check What am I learning? What am I learning? Why am I learning it? Why am I learning it? How am I learning it? How am I learning it? How can I demonstrate my learning? How can I demonstrate my learning? What am I going to do next? What am I going to do next?

31 Role of the Teacher What is the role of the teacher as a learning facilitator or coach inside and outside a performance-based classroom? What is the role of the teacher as a learning facilitator or coach inside and outside a performance-based classroom? Share your thoughts with everyone.

32 The Teacher as Coach Facilitates learning by Facilitates learning by posting daily learning goals based on the can-do statements in the target language. posting daily learning goals based on the can-do statements in the target language. training learners to use goals and connect them to their learning. training learners to use goals and connect them to their learning. having learners self-assess the extent to which they meet the goals. having learners self-assess the extent to which they meet the goals.

33 Application in the Classroom I can I can understand some short understand some short conversations or descriptions. conversations or descriptions. exchange personal information exchange personal information using phrases and simple sentences. using phrases and simple sentences. write a description of a familiar write a description of a familiar experience or event using phrases experience or event using phrases and simple sentences. and simple sentences.

34 The Teacher as Coach or Facilitator Provides opportunities for learners to Provides opportunities for learners to respond to can-do statements. respond to can-do statements. set their own goals. set their own goals. reflect on their learning strategies. reflect on their learning strategies. self-assess. self-assess. provide evidence of what they can do. provide evidence of what they can do.

35 HOMEPAGE

36 BIOGRAPHY

37 CAN-DO STATEMENTS

38 Uploading Evidence EVIDENCE

39 PASSPORT

40 What is “Good” Evidence?

41 Autonomous Learning Environments Learning Facilitator models thinking about learning. models thinking about learning. provides opportunities for learners to think about how they learn. provides opportunities for learners to think about how they learn. varies activities and provide choice. varies activities and provide choice. makes learners aware of how to use the language in authentic settings and provides opportunities to use the language in those settings. makes learners aware of how to use the language in authentic settings and provides opportunities to use the language in those settings.

42 Learner reflects on which learning strategies are most effective. reflects on which learning strategies are most effective. selects activities that match their learning styles and interests. selects activities that match their learning styles and interests. makes use of opportunities to use the language in authentic settings. makes use of opportunities to use the language in authentic settings. sets personal learning goals. sets personal learning goals. Autonomous Learning Environments

43 The Purpose of Reflection Activates learners’ potential to understand how they learn Activates learners’ potential to understand how they learn Enables learners to take charge of their own learning process Enables learners to take charge of their own learning process Empowers learners to understand and chart progress on the language proficiency continuum Empowers learners to understand and chart progress on the language proficiency continuum

44 Post Activity Reflection What surprised me about the students we Skyped was… What surprised me about the students we Skyped was… I found the language used by my blogging friend easy/hard to understand because… I found the language used by my blogging friend easy/hard to understand because… One thing I learned about myself or my own culture from blogging is… One thing I learned about myself or my own culture from blogging is… To prepare for the next time we videoconference, I need to… To prepare for the next time we videoconference, I need to…

45 Learner Reflection Activity About my learning I have learned… I have learned… I can… I can… I am good at… I am good at… I haven’t managed… I haven’t managed… I don’t understand… I don’t understand… I have difficulty in… I have difficulty in… About the lesson I like … best… The most interesting thing is… I don’t like… The most boring thing is…

46 It’s Your Turn Think about a current teaching unit. 1. Consider what suggestion you would make to guide the learners’ reflections. 2. Anticipate how learners might reflect upon the learning experience and share with your neighbor.

47 Set or adjust learning goals Select strategies Provide evidence Self-assess and reflect ReflectiveLearningProcessReflectiveLearningProcess

48 Recap of Part 1 What is LF and why use it? What is LF and why use it? How LF is a tool for performance- based learning? How LF is a tool for performance- based learning? How are learner and teacher roles changing? How are learner and teacher roles changing? See self-assessment handout. See self-assessment handout.

49 LinguaFolio Can-Do Language Learning Part 2

50 Set or adjust learning goals Select strategies Provide evidence Self-assess and reflect ReflectiveLearningProcessReflectiveLearningProcess

51 Essential Question What impact will goal setting and reflection have on the teaching and learning process? What impact will goal setting and reflection have on the teaching and learning process?

52 LinguaFolio Nebraska Study Dr. Ali Moeller, University of Nebraska, has completed a five-year longitudinal study investigating the Impact of goal setting on student achievement Impact of goal setting on student achievement Role of self-assessment Role of self-assessment Implementation of LF as an assessment tool to promote articulated K-16 language program Implementation of LF as an assessment tool to promote articulated K-16 language program

53 Subjects 2 week Spanish Immersion funded by Teacher Quality Grants 23 Teachers of Spanish Grades Teachers of Spanish Grades 7-12 Language, literature, culture, pedagogy, technology, LinguaFolio Language, literature, culture, pedagogy, technology, LinguaFolio Teacher participants implemented LF (120 teachers) Teacher participants implemented LF (120 teachers) Followed teachers & students for 5 years Followed teachers & students for 5 years Moeller, 2010

54 Promote Self-Regulation Essential Question How do we position students to think about their own learning and think about their own learning and make connections inside and outside the classroom make connections inside and outside the classroom in order to monitor their learning development? in order to monitor their learning development? Moeller, 2010

55 What do you ultimately want to achieve/be able to do and at what level of accomplishment? Long Term Goals and Purpose Moeller, 2010

56 Goals reflect the integration of motivation and working memory. reflect the integration of motivation and working memory. motivate their attainment. motivate their attainment. are highly individual. are highly individual. require the learner to exert cognitive effort to achieve them. require the learner to exert cognitive effort to achieve them. Moeller, 2010

57 SMART Goals Specific Specific Measurable Measurable Achievable Achievable Relevant Relevant Time-bound Time-bound

58 Moeller, 2010

59 Goal Value The motivating property of a goal is affected by its value—how much is the goal worth? The higher the value, the higher the motivation. Value sustains goal engagement: goals direct and sustain working memory allocation during the time they are active. Moeller, 2010

60 Expectations that learners establish for themselves ≠ Academic expectations established by teachers

61 Motivation Means-end: If I study I will get a high grade. Outcome expectancies: If I accomplish this what can I expect to get (job, into grad school). Success expectancies: If I set a realistic goal, I can succeed. Moeller, 2010

62 Effects on Student Achievement Moeller, 2010 Principles of Assessment for Learning + LinguaFolio ReducedClassSize 4x to 5x >

63 Facilitator Role in Goal Setting Models goal setting. Models goal setting. Makes it clear that functional use of language, not knowledge of grammar, is the principle goal. Makes it clear that functional use of language, not knowledge of grammar, is the principle goal. Provides opportunities for learners to set their own goals. Provides opportunities for learners to set their own goals.

64 Posted Learning Goals Today we’ll learn how to Today we’ll learn how to write/talk about our visit to the write/talk about our visit to the zoo. zoo. write a note to a friend. write a note to a friend. make a fitness plan for the week. make a fitness plan for the week. compare 2 works of art. compare 2 works of art. design a personal resume. design a personal resume.

65 Set or Adjust Goals I want to be able to describe the animals that I see at the zoo. describe the animals that I see at the zoo. text a message to my friend. text a message to my friend. create my own fitness plan. create my own fitness plan. tell why I like or dislike a work of art. tell why I like or dislike a work of art. write about a job that I have had. write about a job that I have had.

66 Select Strategies Brainstorm words I need to know. Brainstorm words I need to know. Participate in role-play. Participate in role-play. Find and read resources on the Internet. Find and read resources on the Internet. Listen to native speakers discussing my topic. Listen to native speakers discussing my topic. Share a draft with a classmate for peer review. Share a draft with a classmate for peer review.

67 Provide Evidence Captions on photos taken of animals at the zoo Captions on photos taken of animals at the zoo Uploaded text message Uploaded text message Oral or written personal fitness plan Oral or written personal fitness plan Oral or written presentation of a work of art. Oral or written presentation of a work of art. Written description of a job experience Written description of a job experience

68 Self-Assessment and Reflection use of class rubric use of class rubric checking off lesson/unit can-do statements checking off lesson/unit can-do statements reflection based on peer feedback reflection based on peer feedback comparison of evidence to original goal comparison of evidence to original goal identification of next steps identification of next steps

69 Set or adjust learning goals Select strategies Provide evidence Self-assess and reflect ReflectiveLearningProcessReflectiveLearningProcess

70 Adjusting Learner Goals Before I can… I will have to know how to… Before I can… I will have to know how to… I still have trouble with … so I have to work with … I still have trouble with … so I have to work with … The next step for me in the process of writing a … is …. The next step for me in the process of writing a … is …. I want to learn how to … in order to… I want to learn how to … in order to…

71 Set or Adjust Goals Before I text another message, I have to know more short cuts in the TL. Before I text another message, I have to know more short cuts in the TL. I still have trouble describing animals so I have to learn more about making my nouns and adjectives go together. I still have trouble describing animals so I have to learn more about making my nouns and adjectives go together. The next step for me in the process of writing a personal fitness plan is to look at my food choices. The next step for me in the process of writing a personal fitness plan is to look at my food choices.

72 Set or Adjust Goals I still have trouble describing art so I need to ask my friend that speaks the language to help me. I still have trouble describing art so I need to ask my friend that speaks the language to help me. I want to find resumes in the TL to make my resume better. I want to find resumes in the TL to make my resume better. I want to learn how to be more confident in order to Skype with my e- pal. I want to learn how to be more confident in order to Skype with my e- pal.

73 Formula for Success Setting Goals + Documenting Progress + Self-assessing Learning = Student Achievement Moeller, 2010

74 INTERCULTURALITY

75 Interculturality What does “interculturality” mean to you? Take a few minutes to discuss how interculturality is reflected in your classes and community.

76 Interculturality Presentational Interpretive Products Practices Perspectives Interpersonal Communication Cultures

77 Interculturality Learners also need to be able to self- assess their intercultural competencies. How can learners become aware of the multiple aspects of culture? How can learners become aware of the multiple aspects of culture? How do they engage in and reflect upon intercultural encounters? How do they engage in and reflect upon intercultural encounters? To what extent do they understand how language and culture are interrelated? To what extent do they understand how language and culture are interrelated?

78 Reflecting on Interculturality Learning Facilitators Provide insight into their own culture. Provide insight into their own culture. Share their intercultural experiences. Share their intercultural experiences. Provide opportunities for intercultural encounters. Provide opportunities for intercultural encounters. Demystify cultural differences Demystify cultural differences Facilitate student reflection. Facilitate student reflection.

79 Intercultural Encounter 1. Who, What, When 2. Feel, Know, Act Feel, Know, Act 3. Reflect and Edit Byram, 2001

80 PASSPORT

81 ENCOUNTERS WHERE WHEN THEME LANGUAGE TITLE

82 Interculturality overview EDITING ENCOUNTERS

83

84 Building Reflective Capacity Examples from Elementary School Learners Examples from Elementary School Learners What I really liked about the…festival is … What I really liked about the…festival is … What I’d like to share about how we celebrate birthdays with our partner class is… What I’d like to share about how we celebrate birthdays with our partner class is… I thought that the song/game from … was … I thought that the song/game from … was … Kids in … don’t celebrate Thanksgiving because…but they do celebrate … Kids in … don’t celebrate Thanksgiving because…but they do celebrate …

85 Reflecting on Cultural Interactions Last week I texted with a friend from __ and I misunderstood ___. Now I realize… Last week I texted with a friend from __ and I misunderstood ___. Now I realize… What I understood from the speaker was… What I still don’t understand is…but I will… What I understood from the speaker was… What I still don’t understand is…but I will… When my friend from ___ laughed at my comment, I felt ___. Upon reflection, I realized that… When my friend from ___ laughed at my comment, I felt ___. Upon reflection, I realized that…

86 It’s Your Turn Someone abroad asks you to explain the USA’s national world languages curriculum. How would you bridge the cultural divide on this topic? How would you bridge the cultural divide on this topic? What linguistic challenges would you have? What linguistic challenges would you have? Where might your post-discussion reflections lead you? Where might your post-discussion reflections lead you?

87 It’s Your Turn Consider a unit on environmental issues (volcanic ash, oil spill, etc.) What learning experiences might you design to engage your students in intercultural interaction? What learning experiences might you design to engage your students in intercultural interaction? What instructional activity/strategy might provoke intercultural reflection? What instructional activity/strategy might provoke intercultural reflection? What questions might guide their reflections? What questions might guide their reflections?

88 Your Turn to Self-Assess Take a few minutes to review this session’s can-do statements. What is still unclear for me about What is still unclear for me about LF is. LF is. My next step with LF will be… My next step with LF will be…

89 Resources National Council of State Supervisors for Languages National Council of State Supervisors for Languages European Language Portfolio European Language Portfolio CILT National Centre for Languages in the UK CILT National Centre for Languages in the UK /http://www.cilt.org.uk / European Language Portfolio In Use 9 Examples NineExamples.pdf European Language Portfolio In Use 9 Examples NineExamples.pdf

90 Contact Info Ruta Couet Ruta Couet SC Department of Education SC Department of Education


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