1. Thematic Units, Assessments, and Differentiated Instruction Learning with a purpose http://larcstartalk.wikispaces.com

2. Toni Theisen Loveland High School Loveland, Colorado 80538 theisent@gmail.com http://tonitheisen.wikispaces.com http://lhsfrenchclasses.wikispaces.com/

3. Toni Theisen Loveland High School Loveland, Colorado 80538 theisent@gmail.com http://tonitheisen.wikispaces.com http://lhsfrenchclasses.wikispaces.com/

4. LARC Startalk Wikispace http://larcstartalk.wikispaces.com/ http://larcstartalk.wikispaces.com/ PowerPoint Handouts Links Other helpful information http://larcstartalk.wikispaces.com

5. Today’s Essential Question How do teachers assess in a variety of ways? What is a thematic unit? How do teachers design and differentiate instruction to engage all learners?

7. How does “backward design” change the way instruction is organized?

8. How does “backward design” impact student learning?

9. Learner-centered Backward design is a way to authentically put the learner in the center of instruction. There is a BIG difference between just knowing and really understanding.

10. STARTALK Principles for Effective Learning Align standards-based, thematically organized curriculum, instruction and assessment. Use the target language for instruction. Integrate language, culture and content. Differentiate instruction based on learner need. Use authentic materials. Assess learners’ progress and performance. Facilitate student-centered learning. Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/http://startalk.umd.edu/

11. The 5 C’s-National Standards

12. Source: Laura Terrill

13.  Standard 1.1- Interpersonal Mode: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions.  Standard 1.2 – Interpretive Mode: Students understand and interpret written and spoken language on a variety of topics.  Standard 1.3 – Presentational Mode: Students present information, concepts and ideas to an audience of listeners or readers on a variety or topics. Goal 1: Communication Source: STUDENT PROGRAM CURRICULUM TEMPLATE & GUIDE Pages 6, 7 http://startalk.umd.edu/ http://startalk.umd.edu/

14. Interpersonal Mode

15. Interpretive Mode

16. Presentational Mode

17. . What is the mode of communication? 1 Prepare a poster about your favorite sport. 2 Watch a movie trailer and write down the date the movie opens 3 Talk about what to do on the weekend. 4 Send a text message to a friend 5 Create a graphic organizer for new vocabulary. 6 Create a skit where you buy school supplies at a store. Source: Laura Terrill

18. . What is the mode of communication? 1Prepare a poster about your favorite sport. Presentational 2 Watch a movie trailer and write down the date the movie opens. 3Talk about what to do on the weekend. 4Send a text message to a friend. 5 Create a graphic organizer for new vocabulary. 6 Create a skit where you buy school supplies at a store.

19. Source: Laura Terrill. What is the mode of communication? 1Prepare a poster about your favorite sport. Presentational 2 Watch a movie trailer and write down the date the movie opens. Interpretive 3Talk about what to do on the weekend. 4Send a text message to a friend. 5 Create a graphic organizer for new vocabulary. 6 Create a skit where you buy school supplies at a store.

20. Source: Laura Terrill. What is the mode of communication? 1Prepare a poster about your favorite sport. Presentational 2 Watch a movie trailer and write down the date the movie opens. Interpretive 3Talk about what to do on the weekend. Interpersonal 4Send a text message to a friend. 5 Create a graphic organizer for new vocabulary. 6 Create a skit where you buy school supplies at a store.

21. Source: Laura Terrill. What is the mode of communication? 1Prepare a poster about your favorite sport. Presentational 2 Watch a movie trailer and write down the date the movie opens. Interpretive 3Talk about what to do on the weekend. Interpersonal 4Send a text message to a friend. Interpersonal 5 Create a graphic organizer for new vocabulary. 6 Create a skit where you buy school supplies at a store.

22. Source: Laura Terrill What is the mode of communication? 1Prepare a poster about your favorite sport. Presentational 2 Watch a movie trailer and write down the date the movie opens. Interpretive 3Talk about what to do on the weekend. Interpersonal 4Send a text message to a friend. Interpersonal 5 Create a graphic organizer for new vocabulary. Interpretive 6 Create a skit where you buy school supplies at a store.

23. Source: Laura Terrill. What is the mode of communication? 1Prepare a poster about your favorite sport. Presentational 2 Watch a movie trailer and write down the date the movie opens. Interpretive 3Talk about what to do on the weekend. Interpersonal 4Send a text message to a friend. Interpersonal 5 Create a graphic organizer for new vocabulary. Interpretive 6 Create a skit where you buy school supplies at a store. Presentational

24. The 5 C’s-National Standards I can create a unit using the national standards. A.A.B.C.

25. The 3 Stages of Backward Design 1. Identify desired results What will the students know, understand and will be able to do? 2. Determine acceptable evidence of learning How will the students know when they have reached the goals? 3. Plan learning experiences and instruction What do I need to do in the classroom to prepare them for the assessment?

26. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?

27. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning?

28. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning? What do students want to learn?

29. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning? What do students want to learn? What is relevant?

30. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning? What do students want to learn? What is relevant?

31. Stage 1: Identify Desired Results Choose a unit theme and subthemes. Establish outcomes based on the National Standards. Identify content knowledge and skills that align with theme.

32. Let’s brainstorm some themes.

33. Possible subthemes or topics that link to main theme? Family Making plans Life in a city

34. Establish outcomes based on the National Standards “can do statements” Source: STARTALK 2010 Sample Materials

35. Establish outcomes based on the National Standards Source: STARTALK 2010 Sample Materials

36. Source:Jefferson Ct. Public Schools, Kentucky

37. Identify content knowledge and skills that align with theme. “can do” Source: STARTALK 2010 Sample Materials

38. What “can do “ statements can you create for “Life in a city”?

39. Stage 2: Determine acceptable evidence of learning

40. How will you know if students have achieved the desired results and met the standards?

41. Stage 2: Determine acceptable evidence of learning How will we know if students have achieved the desired results and met the standards? What types of assessments do you design?

42. Stage 2: Determine acceptable evidence of learning Learning checks (assessments for learning)

43. Stage 2: Determine acceptable evidence of learning Learning check examples (assessment for learning) raise hands/thumbs up 3.2.1 exit questions (three things you know well, two things you know ok, one thing you need more help with) Out the door-as students leave they tell one thing they learned today polls/surveys “can do” learning log checklist

44. “Can do” Reflection log

46. Stage 2: Determine acceptable evidence of learning Learning checks Formative assessments throughout unit- (assessment for learning)

47. Stage 2: Determine acceptable evidence of learning Formative assessments throughout unit- (assessment for learning) Paired activities Vocabulary or grammar quiz Gap activity Song–fill in missing words Talking circles with images as prompts Quick writes Listen and draw Journal

48. Stage 2: Determine acceptable evidence of learning Learning checks Formative assessments throughout unit End of unit summative performance assessment (assessment of learning)

49. Stage 2: Determine acceptable evidence of learning End of unit summative performance assessment (assessment of learning) Create a song Have a discussion about.. Brochure Movie Movie review Formal or informal letter Editorial Story Student choice

50. Performance assessment http://www.toondoo.com

51. Stage 2: Determine acceptable evidence of learning Design culturally appropriate end of unit performance tasks using the three modes. Consider other meaningful evidence of learning

52. Interpretive mode One-way Comprehension of words, concepts, ideas, meaning of an entire piece Exposed to lots of culturally authentic materials such as text, films, works of art, songs, poems, music videos, advertisements, etc.

53. Interpretive Mode

54. Sample Interpretive Tasks 1. listen with visuals 2.follow a route on a map 3.check-off items on a list when watching a video 4.draw what is described 5.use graphic organizers 6.create questions from a brochure, reading, etc, 7.brainstorm or guess meaning from a song 8. paraphrase a new article in native language 9.listen to a song and fill in words 10.take a poll after listening to a passage Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/http://startalk.umd.edu/

55. Brainstorm Interpretive Tasks

56. Interpersonal mode Two-way, spontaneous exchanges that involve negotiation of meaning Unrehearsed Can be based on information from he interpretive task.

57. Interpersonal Mode

58. Sample Interpersonal Tasks 1.conversation about a visual, movie, etc. 2.ask for /give directions 3.talk with with others about family, friends, school, books, movies, video games, etc. 4.discuss news events of the day 5.debate an issue 6.make plans with a friend, family member, etc. 7.negotiate who does what chore, activity, who is on which team, etc. 8.telephone call 9.use Twitter, text messaging or e-mail with a friend or family member 10.respond to a letter or note Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/http://startalk.umd.edu/

59. Brainstorm Interpersonal Tasks

60. Presentational mode Rehearsed, revise, consult sources, and prepare ahead of time Use language for real world purpose Use language in new and different contexts.

61. Presentational Mode

62. Sample Presentational Tasks 1.brochure, itinerary 2.design a survey, poll, report results 3.create a Wikispace, Facebook page, website 4.story, book or digital story 5.video, Podcasts 6.presentations, PowerPoints, movies, Prezi, etc 7.skit or role-play 8.agenda, schedule 9.3D model pr digital sketch 10.public service announcement, commercial, TV game show 11.songs, plays, design games Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/http://startalk.umd.edu/

63. Brainstorm Presentational Tasks

64. End of program performance assessment Source: STARTALK 2010 Sample Materials

65. ACTFL Integrated Performance Assessment 1. Interpretive Communication Phase Students listen to and / or read an authentic text and answer information as well as interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 2. Interpersonal Communication Phase After receiving feedback students engage in communication about a particular topic which relates to the interpretive text. This phase is audio- or videotaped. 3. Presentational Communicative Phase Students engage in the presentational mode by sharing their research/ideas/opinions. Samples presentational formats: speeches, drama, skits, radio broadcasts, posters, brochures, podcasts, websites, etc.

66. ACTFL Integrated Performance Assessment- Sample 1 1.Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 2. Interpersonal Communication Phase Imagine a conversation that might take place between the 2 different endangered species. Identify and describe “yourself”, comment on where you live, what the weather is like and comment on what you need to survive. 3. Presentational Communicative Phase Narrate the story of one particular animal and create a multimedia public service announcement or advertisement to call attention to the plight of that endangered species.

67. ACTFL Integrated Performance Assessment- Sample 2 1.Interpretive Communication Phase Watch a weather report. Focus on the forecast for tomorrow. Fill in a listening grid with temperatures and types of weather. 2. Interpersonal Communication Phase Have a conversation with several friends and make plan for the days according to tomorrow’s weather forecast. 3. Presentational Communicative Phase Prepare an agenda for tomorrow based on the conversation you had with friends. Share with friends.

68. ACTFL Integrated Performance Assessment- Sample 3 1.Interpretive Communication Phase Use Google maps to find the restaurant you and your friends wanted to try this weekend. Download the directions. 2. Interpersonal Communication Phase Two friends discuss the map and the directions so they both understand and are able to explain to other friends who will meet them at the restaurant. 3. Presentational Communicative Phase Send an email to another friend listing name of the restaurant address and phone number of restaurant time you all are meeting a quick paragraph with clear direction to the restaurant

69. Other types of assessment- Source: STARTALK 2010 Sample Materials

70. Brainstorm types of assessment

71. Rubric or Scoring guides

72. Stage 3: Plan learning experiences and instruction What learning experiences, instructional strategies, activities, etc. will enable students to achieve the desired results? What needs to be taught and how?

73. Stage 3: Use effective instructional strategies Use target language for instruction. Facilitate student-centered learning. Ensure meaningful student-to-student and teacher-to-student communication Integrate language, culture and content. Differentiate instruction based on student need.

74. Integrating technology can also engage students http://worldlanguagestech.wikispaces.com/ GoAnimate

75. Three Stages:

76. ContentProcessProduct According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile

77. Why Differentiate? To provide access, equity and support for all students.

78. Guiding Principles There is a balance between whole class learning and differentiation. Essential questions guide instruction. Instruction aligns with standards and curriculum.

79. Characteristics of a differentiated classroom.. High Expectations for all Respectful tasks Flexible grouping Ongoing assessment Positive and safe learning environment Choice Collaboration

80. What is Differentiation? A teacher’s response to learner needs The recognition of students’ varying background knowledge and learning styles Instruction that honors students’ differences A philosophy of teaching and not just a set of strategies A teacher’s response to learner needs The recognition of students’ varying background knowledge and learning styles Instruction that honors students’ differences A philosophy of teaching and not just a set of strategies

81. What does content mean? What a student knows, understands and is able to do as a result of the instruction: the “input”

82. What does process mean? The process helps the student “make sense of”, make meaning from, or “own” the content.

83. What does product mean? How the student demonstrates what s/he knows, understands, and is able to do: the “output”.

84. ContentProcessProduct According to Students’ Readiness How Can Teachers Differentiate? Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999) Interest Learning Profile

85. Some basic strategies Menu choice board Tiered lesson R.A.F.T. Learning Centers

86. Choice Board Menu

87. T i e r e d lesson for Readiness

88. How to tier for readiness.. Concrete Concrete/Abstract Abstract

89. R.A.F.T. writing (provides purpose for writing) R-role of the writer A-audience F-format T-topic (+strong verb)

90. R.A.F.T. Assignment French 2--Traveling in France

92. Learning Centers

93. Reflection: What do you now know, understand and are able to do?

94. http://www.faceinhole.com