1. TOOLS FOR TEACHING WHAT MATTERS Karen Luond Fowdy Lisa Hendrickson Presented at CSCTFL Columbus, Ohio 2013

2. FROM... TO... “What do I teach on Monday?” “I’ve had 4 years of (Language) and I don’t remember a thing.” “What will my students be able to do?” “I can talk to you about..”

3. experience the shift in focus from “What will I teach” to “What will the students be able to do?” identify and apply the key elements of the Standards-based curriculum design process collaborate to begin to design a thematic unit that promotes intercultural competence By the end of this session you will:

5. A theme describes a UNIT of instruction that is... Global in nature Large enough to include more than one “C” Worth doing Can be re-introduced and expanded at different levels of instruction A theme is NOT limited to... An activity A grammar point A vocabulary list A technology tool

6. Step One:Standards as a Mind-Set Step Two:Theme / Topic / Targeted Proficiency Level Step Three:Enduring Understandings and Essential Questions Step Four:Performance Assessments (Summative) Interpretive – Presentational -- Interpersonal Step Five:How Standards are addressed Cultures / Comparisons / Connections / Communities Step Six:What needs to be taught for students to be successful in the Performance Assessments Language Functions – Structures – Vocabulary Step Seven:Formative Assessments and Learning Activities Step Eight:Resources Thematic Curriculum Unit – Performance Assessment and Planning Guide

7. Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: Topic: Targeted Proficiency Level: Nov. (l/m/h) / Interm. (l/m/h) / Adv. (l/m/h) Enduring Understanding(s): Essential Question(s): Communication Mode: InterpretivePresentationalInterpersonal Performance Task ( Summative Assessment) How Standards are addressed: Cultures (Products – Practices – Perspectives) Comparisons (Language & Culture) Connections (to and from other subjects) Communities (beyond the classroom; lifelong learning) What needs to be taught for students to be successful? Language FunctionsStructuresVocabulary Formative Assessments and Learning Activities Resource packet pp.???? Adapted from: Planning Curriculum for Learning World LanguagesUnderstanding by Design Wisconsin Department of Public InstructionGrant Wiggins & Jay McTighe July 2002©2003 ASCD Resource packet pp. 11

9. Intermediate High What do you/I think and feel? Healthy routine / lifestyle Intermediate Mid How do I/you look at the world? Teen jobs Intermediate Low What’s my/your life like? Daily routine Novice Mid/High Who am I? Who are you? Free time activities

10. ENDURING UNDERSTANDINGS Involve the Big Ideas that give meaning and importance to facts. Can transfer to other topics, fields, and adult life. ESSENTIAL QUESTIONS Provocative questions foster inquiry, understanding, and transfer of learning. Drive the unit design. Understanding by Design Grant Wiggins and Jay McTighe

17. Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: Daily Routine Targeted Proficiency Level: Novice high/Intermediate Low Enduring understandings: Every person has a certain rhythm of life (routine). Various factors influence this rhythm. Essential questions: What factors influence people’s daily routines around the world? What is an ideal routine for you? How much control do you have over your everyday routine? What can you change to make your daily life more satisfying / healthier for you?

18. THEME: School Look at these images and brainstorm how they might provide a global perspective of this theme Develop Enduring Understandings and brainstorm Essential Questions Globalizing a Theme

19. Learning a language is far more than an intellectual, cognitive challenge. It is a means to grow and mature through the experience of other cultures. It gives breadth and depth to our personalities. It allows us to approach problems differently because we have experienced different worlds; it allows us, as Proust says, “to see with new eyes.” Veronica Lacy Culture Perspectives Products Practices

22. Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: Topic: Targeted Proficiency Level: Nov. (l/m/h) / Interm. (l/m/h) / Adv. (l/m/h) Enduring Understanding(s): Essential Question(s): Communication Mode: InterpretivePresentationalInterpersonal Performance Task ( Summative Assessment) How Standards are addressed: Cultures (Products – Practices – Perspectives) Comparisons (Language & Culture) Connections (to and from other subjects) Communities (beyond the classroom; lifelong learning) What needs to be taught for students to be successful? Language FunctionsStructuresVocabulary Formative Assessments and Learning Activities Adapted from: Planning Curriculum for Learning World LanguagesUnderstanding by Design Wisconsin Department of Public InstructionGrant Wiggins & Jay McTighe July 2002©2003 ASCD Resource packet pg. 11

23. Three Modes of Communication Presentational Interpersonal Interpretive

24. Students understand and interpret written and spoken language on a variety of topics. 1. The interpretation of meaning, including cultural. 2. The source is something heard, read, or viewed. 3. No opportunity to interact with the speaker, writer, or producer. 4. The task is to try to understand the gist and as many layers of detail as possible. Paul Sandrock Measuring Student Progress: Did They Reach the Target? Presented at WAFLT Fall Conference 2011 INTERPRETIVE COMMUNICATION

25. Interpretive PresentationalInterpersonal Read emails from Costa Rican teens and compare the daily routine in Costa Rica to the daily routine of Monroe teens. Prepare a presentation that describes daily routine. Propose your project in advance considering the following: MODE OF PRESENTATION: chart, video, power point, poster, drawing, play, children’s story, song, poem, reflection/essay, rehearsed interview.. Talk to each other about your daily routine. Describe your daily routine. Talk about your likes/dislikes and what is good/bad about your routine. Consider what you do on weekdays and weekends and talk about the time you spend with friends and family. Discuss ways that your culture influences your routine. Performance Assessments (Summative)

26. Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. 1. The creation of oral and written messages. 2. The message is something spoken, written, or visually represented. 3. No opportunity to interact with the listener, reader, or viewer. 4. The task is to facilitate interpretation and understanding by the intended audience. Paul Sandrock Measuring Student Progress: Did They Reach the Target? Presented at WAFLT Fall Conference 2012 PRESENTATIONAL COMMUNICATION

27. Interpretive PresentationalInterpersonal Read emails from Costa Rican teens and compare the daily routine in Costa Rica to the daily routine of Monroe teens. Prepare a presentation that describes daily routine. Propose your project in advance considering the following: MODE OF PRESENTATION: chart, video, power point, poster, drawing, play, children’s story, song, poem, reflection/essay, rehearsed interview.. Talk to each other about your daily routine. Describe your daily routine. Talk about your likes/dislikes and what is good/bad about your routine. Consider what you do on weekdays and weekends and talk about the time you spend with friends and family. Discuss ways that your culture influences your routine. Performance Assessments (Summative)

28. Presentational Assessment

29. Students engage in conversation, provide and obtain information, express feelings and emotions, and exchange opinions. 1. The active negotiation of meaning among individuals. 2. Participants observe and monitor one another to see how their intentions and meanings are being communicated. 3. Adjustments and clarifications can be made accordingly. 4. Participants need to initiate, maintain, and sustain the conversation. Paul Sandrock Measuring Student Progress: Did They Reach the Target? Presented at WAFLT Fall Conference 2012 INTERPERSONAL COMMUNICATION

30. Interpretive PresentationalInterpersonal Read emails from Costa Rican teens and compare the daily routine in Costa Rica to the daily routine of Monroe teens. Prepare a presentation that describes daily routine. Propose your project in advance considering the following: MODE OF PRESENTATION: chart, video, power point, poster, drawing, play, children’s story, song, poem, reflection/essay, rehearsed interview.. Talk to each other about your daily routine. Describe your daily routine. Talk about your likes/dislikes and what is good/bad about your routine. Consider what you do on weekdays and weekends and talk about the time you spend with friends and family. Discuss ways that your culture influences your routine. Performance Assessments (Summative)

33. Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: Topic: Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high) Enduring Understanding(s): Essential Question(s): Communication Mode: InterpretivePresentationalInterpersonal Performance Task ( Summative Assessment) How Standards are addressed: Cultures (Products – Practices – Perspectives) Comparisons (Language & Culture) Connections (to and from other subjects) Communities (beyond the classroom; lifelong learning) What needs to be taught for students to be successful? Language FunctionsStructuresVocabulary Formative Assessments and Learning Activities Resources Adapted from: Planning Curriculum for Learning World LanguagesUnderstanding by Design Wisconsin Department of Public InstructionGrant Wiggins & Jay McTighe July 2002©2003 ASCD Resource packet pg. 11

34. Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: Topic: Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high) Enduring Understanding(s): Essential Question(s): Communication Mode: InterpretivePresentationalInterpersonal Performance Task ( Summative Assessment) How Standards are addressed: Cultures (Products – Practices – Perspectives) Comparisons (Language & Culture) Connections (to and from other subjects) Communities (beyond the classroom; lifelong learning) What needs to be taught for students to be successful in the performance assessments? Language FunctionsStructuresVocabulary Formative Assessments and Learning Activities Resources

35. Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme: Topic: Targeted Proficiency Level: Nov. (l/m/h) / Interm. (l/m/h) / Adv. (l/m/h) Enduring Understanding(s): Essential Question(s): Knowledge and Skills: Communication Mode: InterpretivePresentationalInterpersonal Performance Task ( Summative Assessment) How Standards are addressed: Cultures (Products – Practices – Perspectives) Comparisons (Language & Culture) Connections (to and from other subjects) Communities (beyond the classroom; lifelong learning) What needs to be taught for students to be successful in the performance assessments? Language FunctionsStructuresVocabulary Formative Assessments and Learning Activities Resources APPLICATION DESIGN a Performance Assessment in ONE of the communication modes: Interpretive, Presentational or Interpersonal for the theme of “SCHOOL” (at your level).

36. What structures, vocabulary, and language functions will the students need to understand and know in order to successfully complete the performance assessments? What needs to be taught?

37. Thematic Curriculum Unit - Performance Assessment and Planning Guide Theme:Topic: Targeted Proficiency Level: Novice (low /mid /high) Intermediate (low /mid /high Advanced (low /mid/ high) Essential Question(s): Communication Mode: Interpersonal Interpretive Presentational Interpersonal Interpretive Presentational Interpersonal Interpretive Presentational Performance Task ( Summative Assessment) How Standards are addressed: Cultures (Products – Practices – Perspectives) Comparisons (Language & Culture) Connections (to and from other subjects) Communities (beyond the classroom; lifelong learning) What needs to be taught for students to be successful in the performance assessments? Language FunctionsStructuresVocabulary Formative Assessments and Learning Activities Resources

38. Moving from.. Building toward Teacher Controlled RECEPTION Teacher introduces Teacher/class practice Students practice Open-Ended RECEPTION & PRODUCTION Students demonstrate Practiced, Memorized LESSON PLAN CONSTRUCT Teacher introduces unit vocabulary, teaching for RECEPTION Teacher practices vocabulary with class- students practice using individual packets of flashcards, TPR, etc. In class: Students practice vocabulary in partners (working toward production). Homework: Vocabulary Practice Students demonstrate ability to identify vocabulary by picture and by context description – PRODUCTION Vocabulary Quiz -Teacher models vocabulary in context of unit performance task(s)- -Students see/hear model of performance task (e.g. conversation by native speakers) In class- Students practice vocabulary in context of unit performance task(s) Homework- Students practice vocabulary in context of unit performance task(s) Apply homework to student led class activity- (e.g. partner/group work or game) - Teacher models performance task: Teacher initiated and guided class discussion that parallels interpersonal performance task Teacher refers to modeled performance task and how it is reflected in the rubric. Homework: Elements of performance task in written homework (e.g. gap filling, providing answers or questions within context of conversation, etc.) Students practice performance task with partners, providing opportunity for teacher input. Peer coached practice Students practice performance task in small groups with a student “coach” who gives feedback based on rubric Spontaneous, Independent REAL-LIFE APPLICATION Interpersonal Performance Task Classroom Activities – Building Repertoire Resource packet p. 10

39. Moving from... Building toward Teacher Controlled RECEPTION Teacher introduces Teacher/class practiceStudents practice Open-Ended RECEPTION & PRODUCTION Students demonstrate Practiced, Memorized LESSON PLAN CONSTRUCT Spontaneous, Independent REAL-LIFE APPLICATION Download Template at: http://fowdyhendrickson.wikispaces.com/ Classroom Activities – Building Repertoire

40. SAMPLE LESSON – LA RUTINA: Saludos QUIZ: Reflexive verbs La rutina de ___ Time expressions TAREA: Worksheet - Time

41. A shift in focus... Teacher-centered Talking about language Coverage Testing Sequential curriculum design Learning in isolation Learning about cultures Student-centered Using the language Developing proficiency Assessment Spiraling curriculum design Transfer of learning Functioning within cultures LESSMORE Karen Fowdy and Lisa Hendrickson, Monroe, Wisconsin

42. We have... experienced the shift in focus from “What will I teach” to “What will the students be able to do?” identified and applied the key elements of the Standards-based curriculum design process collaborated to begin to design a thematic unit that promotes intercultural competence

43. Shift in focus from...

44. To...

45. Karen Luond Fowdy Lisa Hendrickson