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Part I Proficiency 101 - - - - - - - - - - - - Overview of the NCSCS Summer Institute (SI) 2012.

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Presentation on theme: "Part I Proficiency 101 - - - - - - - - - - - - Overview of the NCSCS Summer Institute (SI) 2012."— Presentation transcript:

1 Part I Proficiency Overview of the NCSCS Summer Institute (SI) 2012

2 Part I Objectives By the end of Part I, I will be able to: Explain how the Standard Course of Study (SCS) impacts all K-12 educators as every content area implements new standards. Describe the structure of my district’s World Language Program based on the North Carolina World Language Essential Standards.

3 New Standard Course of Study (SCS) Common Core State Standards English Language Arts * Literacy Standards for History/Social Studies, Science, and Technical Subjects Mathematics North Carolina Essential Standards Arts Education *English Language Development *Guidance Healthful Living *Information and Technology Science Social Studies World Languages * Common Core Literacy Standards, English Language Development, Guidance, and Information & Technology Essential Standards are delivered through ALL content areas.

4 1.How do World Languages prepare students to be future ready? 2.How do World Languages connect to other content areas? 3.What are the implications for meeting the needs of all learners as related to World Languages?

5 North Carolina World Language Essential Standards K-12 Classical Languages Ancient Greek, Latin, and classical studies K-12 Dual & Heritage Languages Dual Language/ Immersion Programs Heritage Language Courses I-II K-12 Modern Languages Alphabetic Logographic Visual Statewide implementation in

6 Structure of the WLES

7 Activity: WLES Press Release – 1 of 2 WLES Press Release 1.Outline your district/charter’s World Language program offerings using the cloze media form at 2.Read NPR’s “This I Believe” essays for your program(s): –Classical Languages Credo Latinae Credo Latinae –Dual & Heritage and/or Modern Languages Travel and Learn Another Language

8 A set of principles for curriculum development that applies to the general education curriculum to promote learning environments that meet the needs of all learners. Universal Design for Learning (UDL)

9 Recognition Networks The "what" of learning How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks. Strategic Networks The "how" of learning Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks. Affective Networks The "why" of learning How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

10 UDL Principles Principle1: Representation Principle 3: Engagement Principle 2: Action and Expression

11 NC DPI has identified RtI as a research-based school improvement model and provides support to district and school implementation through professional development, technical assistance, and coaching.

12 1.How do World Languages prepare students to be future ready? 2.How do World Languages connect to other content areas? 3.What are the implications for meeting the needs of all learners as related to World Languages?

13 Activity: WLES Press Release – 2 of 2 WLES Press Release 3.Connect this information to other content areas, with a focus on literacies. 4.Finish with a strong statement (ex. spotlighting the SBE’s mission and goals to graduate globally prepared students). 5.As time allows, brainstorm a list of local media outlets that you could share your press release with for distribution to your community.

14 Part I Reflection Please respond to these statements in your Penzu journal. Yes, easily and well Still one of my goals 1.I can explain how the Standard Course of Study (SCS) impacts all K-12 educators as every content area implements new standards. 2. I can describe the structure of my district’s World Language Program based on the North Carolina World Language Essential Standards.


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