San Jose State University Integrating the 21st Century Skills Effectively into an Immersion Program Helene Chan Stanford University San Jose State University CLEF October 18, 2013

Using 21st Century Tools to Teach 21st Century Skills

Objectives Describe the role of the World Languages 21st Century Skills Map. ACTFL World Languages 21st Century Skills Map includes skills description and the interdisciplinary themes. http://www.youtube.com/watch?v=HW5grjZf3zc Explore sample student activities aligned to the 21st Century Skills Map elements in the immersion setting.

Framework for 21st Century Learning Core Subjects and 21st Century Themes Life and Career Skills Learning and Innovation Skills Information, Media and Technology Skills What are the 21st Century Skills? - P21=Partnership for 21st Century skills ACTFL and P21 partner develop World Languages 21st Century Skills Map (Maps are being created for all subject areas). - Importance of producing the World languages Map. P21 = Partnership for 21st Century Skills ACTFL and P21 partner to develop World Languages 21st Century Skills Map Maps are being created for all subject areas Importance of producing the World Languages Map 4

21st Century Themes (21st Century Content) Core Subjects English Reading/Lang Arts World Languages Arts Mathematics Economics Science Geography History Government Civics Global Awareness Financial, Economic, Business and Entrepreneurial Literacy Civic Literacy Health Literacy 5

Learning and Innovation Skills Information, Media & Technology Skills Creativity and Innovation Skills Critical Thinking and Problem Solving Skills Communication and Collaboration Skills Information Literacy Media Literacy ICT Literacy (Information, Communications, and Technology) 6

Life and Career Skills Flexibility and Adaptability Initiative and Self Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility 7

Then and Now The language classroom in the U.S. has been transformed in the last 20 years to reflect an increasing emphasis on developing students’ communicative competency.

Then ....... and ....... Now Students learned about the language (grammar) Focused on isolated skills (listening, speaking, reading, and writing) Coverage of a textbook Using the textbook as the curriculum Only teaching language Students learn to use the language Focus on the three modes: interpersonal, interpretive, and presentational Backward design focusing on the end goal Use of thematic units and authentic resources Using language as the vehicle to teach academic content

Then ....... and ....... Now 6. Use technology as a “cool tool” 7. Same instruction for all students 8. Artificial situations from textbook 9. Confining language learning in the classroom 6. Integrating technology into instruction to enhance learning 7. Differentiating instruction to meet individual needs 8. Personalized real world tasks 9. Seeking opportunities for learners to use language beyond the classroom

Then ....... and ....... Now 10. Testing to find out what students don’t know 11. Teacher-centered class 12. Students “turn in” work only for the teacher 10. Assessing to find out what students can do 11. Learner-centered with teacher as facilitator or collaborator 12. Learners create to “share and publish” to audiences more than just the teacher

5 Step Communicative Lesson Plan (adapted from SWLP) Setting the Stage: Short exploratory activity, prompt, video, etc. that focuses students’ attention before the actual lesson begins. Comprehensible Input Introduction: Teacher presentation of contextualized language functions (vocabulary, language structures), skills, and concepts the teacher will impart to the students in context— what the students need to know in order to be successful. Student comprehension is periodically assessed by comprehension checks, which help the teacher adjust the presentation to ensure acquisition of language.

5 Step Communicative Lesson Plan (adapted from SWLP) Guided Practice: Guiding, scaffolded activities that help students analyze and discover vocabulary and grammar and internalize the comp. input’s material. Independent Practice (Application/Extension): Activities in which students integrate what they have learned to generate their own language, i.e. communicate. Students “spread their wings” with much less, if any, formal scaffolding. Assessment Plan/Evaluation: Determines and provides convincing evidence as to whether the objectives of a lesson have been adequately achieved by students. Is both ongoing and formative (steps 2, 3, 4), helping to adjust instruction Step 5: Is cumulative/summative: combines all components and learning in a contextualized format so as to demonstrate learning. (final “test”, project, etc.)

Food and Hunger French I: (Targeted Proficiency Level – Novice Mid) AP theme: Global Challenges Topic: Food and Hunger

Learning Scenario Students will consider personal connections with food. They will consider the type of food that they and others eat and will indicate their likes and dislikes. They will be able to say why they eat/don’t eat certain foods, describing their tastes and commenting on how healthy or unhealthy certain foods are. They will be able to explain the number of calories needed to sustain life and will analyze the number of calories they consume with regard to the US and other food pyramids. Finally, they will consider why hunger exists, where it is prevalent and how various organizations are helping. As a class students will work individually and in groups to draw attention to hunger issues.

Standards Goal 1: Communication Standard 1.1- Interpersonal Communication: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions. Standard 1.2 – Interpretive Communication: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3 – Presentational Communication: Students present information, concepts and ideas to an audience of listeners or readers on a variety or topics. Goal 2: Cultures Standard 2.1 – Practices and Perspective: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. Standard 2.2 – Products and Perspectives: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied. Goal 3: Connections Standard 3.1 – Knowledge of Other Disciplines: Students reinforce and further their knowledge of other disciplines through the foreign language. Standard 3.2 – Distinctive Viewpoints: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures. Goal 4: Comparisons Standard 4.1 – Nature of Language: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own. Standard 4.2 – Culture: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Goal 5: Community Standard 5.1 – Beyond the School Setting: Students use the language both within and beyond the school setting. Standard 5.2 – Life-long Learners: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.

Setting the Stage Hungry Planet: What the World Eats in a Week http://www.visualnews.com/2013/04/27/hungry-planet-what-the-world-eats-in-a-week/ Peter Menzel describe the weekly food purchases and costs, showing photographs of the family at home, and these portraits of the entire family surrounded by a week’s worth of groceries. Youtube: Hungry Planet http://www.youtube.com/watch?v=osSpWbmEYF4

Understanding Essential Questions Food is necessary for life. Hunger is everywhere. Essential Questions How do we eat well? Why does hunger exist?

Comprehensible Input

Guided Practice Are you hungry? Yes, I am hungry. Do you want …?

Flyswatter Game

Comprehensible Input

Guided Practice Do you like….? I like / don’t like? I like a little I like a lot I love I hate

Race Game Class against teacher

Comprehensible Input

Tu aimes la ratatouille? La ratatouille est un plat typiquement du Sud, composé de légumes, mijoté, et qui sent bon le soleil. Accompagné de viande ou de céréales comme le riz, le quinoa, le blé, la ratatouille est un plat plein de vitamines. Simple à préparer et économique, la ratatouille chatouille les papilles grâce au mélange subtil des parfums. Pour 4 personnes: 3 courgettes 1 petite aubergine 1 petit poivron vert 1 petit poivron rouge 1 petit poivron jaune 4 tomates bien mûres 2 oignons 2 gousses d'ail Sel, poivre Huile d'olive Bouquet garni

Tu aimes la ratatouille? l’aubergine la courgette le poivron rouge, vert, jaune la tomate l’oignon l’ail

La ratatouille

Comprehensible Input

Guided Practice Would you like to (name)? I would/would not like because …

Qu’est-ce que tu préfères? Pourquoi?

Comprehensible Input

Hunger Map 2012

Guided Practice Find out where and explain why hunger exists in the world. Hunger is a complex issue, but some of the main reasons for hunger include poverty, natural disasters (drought, earthquakes, typhoons), poor agricultural managements and infrastructures, over-exploitation of resources and human conflicts.

Comprehensible Input

Guided Practice Why people make good / poor food choices Youtube: Planning for good eating–Cartoon: http://www.youtube.com/watch?v=58eFNxlLr5s

Healthy eating I eat well because … to be healthy, to avoid cancer obesity energy healthy unhealthy

Health: Eating Well is a Luxury 1. Rich people do not eat as well as poor people. 2. 10% of the population of France is considered to be poor. 3. Poor people eat too many French fries. A recent study (*) shows that the poorest people eat poorly and putting their health at risk. A major problem in our country where one in ten are considered poor. Today, buying a chocolate bar, chips or a can of ravioli cost less money than a kilo of oranges, a piece of cheese or fish or meat. Investigators interviewed 1,164 people in Paris, Marseille, Dijon and Seine-Saint-Denis. All benefit from food aid: they are given food because they have not much money. Of these, only one out of 100 eat enough fruits and vegetables to get enough vitamins and fiber. And fewer than one in 10 eat enough cheese to get enough calcium. For these people, health risks are of concern: obesity, heart problems, cancer, behavioral problems. Given the gravity of the situation, food aid should perhaps provide more fresh produce, like fruits, vegetables, cheese. This is what the authors suggest that the survey noted that the less well-fed do not buy themselves fresh. How could they? Half of them spend less than 5 euros per day for food. (*) Study Abena, 2004/2005 ACTFL Webinar - Laura Terrill

Summative Interpersonal Assessment Application /Extension Summative Interpersonal Assessment You are attending a student United Nations event. The topic is food and hunger. You will represent one country and interact with others from other countries. Have a conversation where you ask and answer questions to discuss: •Where you live •Food likes and dislikes •Foods that you eat in your country •Healthy and unhealthy behaviors •Hunger issues where you live

Assessment Interpretive Students will read short authentic texts that provide information on food and hunger. They texts will be excerpted from Copain du Monde. http://www.copaindumonde.org/5122.0.html Students will be given key English words and asked to find the French equivalent. They will be given statements and will indicate which statements provide information that is shared in the reading. They will also watch a brief youtube clip and state the main idea of the clip in English.

Assessment Interpersonal Students will have completed various activities based on visuals throughout the unit. For the interpersonal assessment, students will be given random images and will be expected to ask and answer questions about food choice, likes and dislikes and diet. They will discuss hunger based on the setting of the images.

Assessment Presentational Students will create a public service announcement to address nutritional and / or hunger issues in their community.

Aligning Food & Hunger Lesson Activities with 21st Century Skills Learning and Innovation Skills Creativity and Innovation Students will create a public service announcement to address nutritional and / or hunger issues in their community. Critical Thinking and Problem Solving Students will work in groups to find out where and why hunger exists in the world. Communication and Collaboration Students will collaborate and will work cooperatively with team members on the issue of food and hunger in the world.

Aligning Food & Hunger Lesson Activities with 21st Century Skills Information, Media and Technology Skills Information Literacy Hunger Planet: http://www.youtube.com/watch?v=osSpWbmEYF4 Media Literacy Students will evaluate information from the media (magazines, newspapers or TV reports) about the eating habits, food preferences, healthy and unhealthy food choices of the people in their community and examine why hunger exists in their community. Technology Literacy Students will use technology to research “What the World eats in a week?” and “Why do people go hungry?”

Aligning Food & Hunger Lesson Activities with 21st Century Skills Life and Career Skills Flexibility and Adaptability Students will consider personal connections with food, they will indicate their likes and dislikes, comment on how healthy or unhealthy certain foods are. They will analyze the number of calories they consume with regards to the US and other food pyramids. Initiative and Self-Direction Students will set their own goal for healthy eating habits and reflect on why hunger exists, where it is prevalent and how various organizations are helping.

Aligning Food & Hunger Lesson Activities with 21st Century Skills Life and Career Skills Social and Cross-Cultural Skills Students will discuss which countries are healthier than others. Productivity and Accountability As a class students will work individually and in groups to draw attention to hunger issues. Leadership and Responsibility As responsible leaders, students will focus on this essential question “How does healthy eating for everyone make the planet a better place to live?”

Thank you This lesson plan on Food and Hunger is an adaptation of the presentations by Toni Theisen Laura Terrill and Paul Sandrock at ACTFL conferences