1. Backward Design and the Three Modes of Communication Teaching for Proficiency Queens University Workshop * August 15, 2013 * Michele Esparza

2. Objectives By the end of the session, you will be able to –Identify the 3 modes of communication –Identify elements of Backward Design –Identify strategies to organize curriculum for proficiency goals following the principles of Backward Design

3. Activity: Turn and Talk Reflection With a partner talk about the following: –When you are planning a lesson how do you decide the goals for the lesson? –How do you usually plan your lessons?

4. If building proficiency is the focus, what does research say needs to happen? 4

5. Building Proficiency Communicative Contexts for Transfer –Whole-language approach (Adair-Hauck and Cumo-Johanssen, 1997) –Natural conversation focus (Toth, 2004) –Thematic center to support comprehension (Curtain and Dahlberg, 2004) –Real world, ambiguous challenges (Wiggins and McTighe, 2005) 12/17/2015 page 5

6. Building Proficiency Supporting Communication Skills –Difficulty comes from learning tasks, not textbook (Terry, 1998) –Use of authentic texts and other media (Villegas Rogers and Medley, 1988; and Shrum and Glisan, 2005) –More comprehension with authentic texts rather than simplified ones (Young, 1993 and 1999; Vigil, 1987) –Viewing helps students learn grammar, advanced- level proficiency skills and cultural information (Ramsay, 1991; Rifkin, 2000; Herron, Corrie, Cole, & Dubreil, 1999) 12/17/2015 page 6

7. Teachers must know student proficiency levels in order to target instruction 7

9. So, what is Backward Design?

10. To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going... Stephen R. Covey The Seven Habits of Highly Effective People

11. In the absence of Backward Design as an organizing principle... how is instruction usually planned?

12. ❖ Teach, test and hope for the best. ❖ Grant Wiggins

13. Traditional Planning ✤ Goals & Objectives ✤ Activities ✤ Assessments Backward Design ✤ Goals & Objectives ✤ Assessments ✤ Activities Advantages ??

14. 3 Stages to Backward Design

15. Plan lessons that will enable students to show you the results you want Decide what you want students to know and be able to do at the end of the unit Determine how students will show you what they can do Stage 2Stage 1 Stage 3... Go “Backwards” Now Finish...

16. Decide what you want students to know and be able to do at the end of the unit Stage 1

17. Backwards Design – Step 1 Identify Desired Results What is the TARGET? What should students know, understand, and be able to do? “For learning languages, the target is using a new language to interpret, exchange, and present information and ideas” (Sandrock, 2010, p. 11)

19. Decide what you want students to know and be able to do at the end of the unit Determine how students will show you what they can do Stage 2Stage 1

20. Backwards Design – Step 2 Determine Acceptable Evidence Think like an assessor, not an activity designer! How will students demonstrate that they have met the target(s) for their proficiency level? –Formative assessment –Summative assessment

23. Plan lessons that will enable students to show you the results you want Decide what you want students to know and be able to do at the end of the unit Determine how students will show you what they can do Stage 2Stage 1 Stage 3... Go “Backwards”

24. Backwards Design - Step 3 Plan Learning Experiences & Instruction What learning experiences and instruction will enable learner to achieve the desired results? How will they get to where they’re going?

26. _______________________________________________

27. Interpretive Communication Phase Listen to, view or read an authentic text and answer information to assess comprehension. Follow a route on a map from oral/written directions Fill in graphs, charts, forms, graphic organizers Check-off items in a list Draw what is described Put events from a story in logical order Listen for the gist—identify main idea Create questions from info in the piece Compose a title or headline for a reading or listening selection Check-off items in a list

28. -Info Gap -Socratic Circle -Select roles from a story/comic strip and have a conversation between the two characters -Blog with teens in the target culture -Share information on a social networking site -Make a purchase -Order in a restaurant -Obtain directions -Converse face to face, by telephone, Skype, text, IM, etc. -Debate issues -Make plans A memorized dialogue/skit is NOT Interpersonal!!!!! Interpersonal Communication Phase Engage in oral communication on the topic from the interpretive text.

29. Demonstrate how to prepare a recipe Create a guide or school/town for an exchange student Write a letter of introduction to a school in the target country Develop a web page or podcast Design an advertisement or classified ad Write a new beginning or ending of story, song, rap, poem Solve a problem and explain your solution Take part in a TV or radio spot Design a survey and present findings Create a Public Service Announcement (PSA) Write Poem, Song, Rap Design a Storyboard Demonstrate how to prepare a recipe Create a guide or school/town for an exchange student Write a letter of introduction to a school in the target country Develop a web page or podcast Design an advertisement or classified ad Write a new beginning or ending of story, song, rap, poem Solve a problem and explain your solution Take part in a TV or radio spot Design a survey and present findings Create a Public Service Announcement (PSA) Write Poem, Song, Rap Design a Storyboard Presentational Communication Phase Students share research ideas and opinions pertaining to the topic from the interpretive text.

30. Activity: Mode Sort 1.Read the Mode Sort slips with your table group. 2.Sort them using this chart: InterpretiveInterpersonalPresentational

31. Activity: Venn Diagram with AEs – 1 of 3 1.Read the assessment example (AE) slips and indicate the mode of communication being practiced by placing the slips on the Venn diagram. Note: Some AEs might incorporate more than one mode of communication. 2.Share out about the placement of 1 AE slip: Where was it placed? Why?

32. Proficiency: What Does It Look and Sound Like? ACTFL Proficiency Guidelines 2012 Latest revisions include Distinguished New website with guidelines and samples in English for listening, reading, speaking and writingNew website Samples in target languages coming soon!

33. WHERE TO? W-Where are we headed and Why H-Hook and Hold attention E-Equip with necessities to meet goals R-Rethink, Reflect, Revise E-Evaluate progress and self-assess T-Tailored to individuals O-Organize to optimize understanding McTighe & Wiggins