World Languages 2016 & Beyond eLead Conference

World Languages 2016 & Beyond eLead Conference
Jill Woerner Indiana Department of Education Summer/Fall 2016

Introductions

“Do the best you can until you know better
“Do the best you can until you know better. Then when you know better, do better.”— Maya Angelou

Our “Live” Binder Introductions Who are you…. by name?
by school affiliation? by language by passion? Why are you here today? Go to: id= Access code: IDOE

Our Objectives I can share about the “shift” that has happened in world language instruction in the 21st Century. I can access and share resources that support the shifted perspective in world language instruction. I can explain what an Integrated Performance Assessment is and I have examples upon which I can build my own. I can access and use Can-Do statements for my units/lessons of instruction. I can share resources with my administrators about the TELL project and I understand the benefits of the TELL frameworks in teacher evaluation. I can access a support network for myself as a world language professional in Indiana.

Helpful Websites Ohio’s World Language Model Curriculum: (search box: World Language Model Curriculum) Ohio Foreign Language Association weebly: IDOE World Language IFTLA ACTFL

Essential Question Where are YOU in the process of assisting educators with the shift that is occurring in our field or where are YOU in the process of making the shift? Ryan Discuss with a neighbor and be prepared to share out.

1. Shift from Teaching to Learning
20th Century: Teachers extrinsically motivated passive students and provided direct instruction. 21st Century: Learning facilitators motivate learners intrinsically through active, self-driven opportunities that enable them to set personal goals, select effective strategies and learn with increasing autonomy. Language for an elite group in the 20th Century vs. Language for ALL learners in the 21st Century.

2. Shift to Self-Regulated Learning
20th Century: Teachers alone determined the learning path and tested student knowledge. 21st Century: Learning facilitators encourage kids to use tools like LinguaFolio® to set personal learning goals, select strategies, collect evidence, self- assess proficiency, document intercultural development and guide reflection. 21st Century: Teachers and learners co-create learning pathways Students learn to set goals for themselves from teachers who model high-quality goal setting on a daily basis

3. Shift to Collaborative Learning
20th Century: Students worked mostly in isolation on decontextualized, grammar- based activities. 21st Century: Learners collaborate and solve problems with students in the classroom and around the world. 21st Century: engagement with a wide audience on a variety of issues

4. Shift to Building Proficiency
20th Century: Students focused on learning about the mechanics of the language. 21st Century: Learners develop and demonstrate functional proficiency in the language. Mechanics to functional proficiency

5. Shift to Communicative Modes
20th Century: Focus on isolated skills: listening, speaking, reading & writing. 21st Century: Focus on the 3 modes: interpretive, interpersonal & presentational.

6. Shift in the Role of Culture
20th Century: Culture was an add-on and was taught as isolated cultural factoids. 21st Century: Culture is integrated with an emphasis on the relationship between cultural products, practices and perspectives; intercultural skills are developed.

7. Shift in Teacher Language Use
20th Century: Instruction primarily in English with decontextualized, drill-based input. 21st Century: Instruction is minimally 90% in the target language with culturally rich, highly contextualized input.

8. Shift in Learner Language Use
20th Century: Students memorize, repeat and translate (and forget!) the target language. 21st Century: Learners build their capacity to use (create with) the language spontaneously in contextualized (life-like) situations across the modes of communication.

9. Shift in Rigor 20th Century: Higher order thinking skills used only by upper level/AP students. 21st Century: Higher order thinking skills used by all learners/levels on a daily basis.

10. Shift in Audience 20th Century: Students submitted work only to the teacher. 21st Century: Learners publish and share their learning products with audiences other than the teacher.

11. Shift in Curriculum Creation
20th Century: Curriculum based on the textbook series and its sequence of vocabulary and grammar learning. 21st Century: Curriculum relates directly to the state learning standards and employs principles of UBD and culturally authentic resources in thematically-designed, content-enriched units of study.

12. Shift in Planning 20th Century: Lockstep coverage of the textbook via grammar-based lessons. 21st Century: Use backward design and authentic materials to create standards-based thematic units. Lockstep: “A standard method or procedure that is mindlessly adhered to or that minimizes individuality. (Merriam Webster)

13. Shift in Learning Tasks
20th Century: All students doing the same activities together most of the time. 21st Century: Learners often engaged in a variety of differentiated tasks to meet individual needs and learning styles. 20th Century – example choral response

14. Shift in the Role of Grammar
20th Century: Grammar as the class focus taught using deductive methods. 21st Century: Communication as the class focus with grammar highlighted using inductive methods.

15. Shift in Text Type 20th Century: Students read contrived textbook passages and literary texts. 21st Century: Learners use authentic informational texts as well as literary texts.

16. Shift in Assessment Strategies
20th Century: Testing to find out what vocabulary, structures and cultural factoids students didn’t know. 21st Century: Assessing performance and proficiency to find out what learners know and can do in culturally appropriate ways in real or life-like contexts.

17. Shift in Technology Use
20th Century: Technology used as an occasional, fun add-on, often for drill-work. 21st Century: Technology integrated into most facets of teaching and learning on a daily basis. Internet used to access a rich repertoire of authentic materials.

18. Shift in the Places for Learning
20th Century: Language learning confined to the classroom. 21st Century: Creation of blended language learning opportunities beyond the classroom. Kids use technology to learn language / 7 / 365.

19. Shift to Measuring Student Growth
20th Century: Grammar-based achievement tests, homework, participation and attendance/seat-time are the primary indicators of student learning. 21st Century: Multiple, proficiency-based measures are used to quantify students’ overall language proficiency growth. LinguaFolio® used to document student proficiency growth and the development of intercultural competence.

20. Shift in Focus on Careers
20th Century: Higher levels of language taught to a select few who want to become language teachers and translators. 21st Century: Language is for all learners, regardless of their chosen career path. Proficiency in a second language enhances college and career opportunities.

How Educators Are Handling It…

Equality v. Equity Level IV-V-VI Demographics?

The Trash Can Activity

Our Objectives I can share about the “shift” that has happened in world language instruction in the 21st Century. I can access and share resources that support the shifted perspective in world language instruction. I can access and use Can-Do statements for my units/lessons of instruction. I can explain what an Integrated Performance Assessment is and I have examples upon which I can build my own. I can share resources with my administrators about the TELL project and I understand the benefits of the TELL frameworks in teacher evaluation. I can access a support network for myself as a world language professional in Indiana.

My Name My Identity Campaign
NABE 'My Name My Identity' Campaign What does your name mean to you? We receive our names from beloved family members or special people who are close to our family. We may be named after a family member, a saint, or a positive personality characteristic. Our name may recall an event, tell where the stars were at our birth, or state an aspiration of our future. Objectives of this Campaign Bring awareness to the importance of respecting one's name and identity in schools as measured by the number of community members making a pledge to pronounce students' names correctly. Build a respectful and caring culture in school communities that values diversity as measured by my name stories posted on social media with #mynamemyid. If you believe that all students have the right to be called by the names that represent their identity and culture, begin by asking them how they would like their names to be pronounced. Help NABE build positive school culture and promote respect to students and families. Take the pledge.

Indiana’s World Language Standards
What do we already know about our state standards?

World Readiness Standards
Founder Purpose Function

World Readiness Standards

Three Modes of Communication:
a) Interpretive: reading, listening, viewing Comprehension of a video, audio or text through reading, listening to, or viewing the source. b) Interpersonal: speaking/listening; writing/reading Interaction with others via oral, written or signed conversations. Negotiation of meaning, exchange of opinions or information. c) Presentational: writing, speaking, signing Delivering information via speaking, writing or signing, in prepared or spontaneous presentations.

90% Target Language How do you use TL in your classroom? What are your challenges? Focus on comprehensible input Give definitions and examples, not translations Gestures, facial expressions, and visuals are your friends!

Use of the Target Language
Brainstorm strategies for staying in the target language Sra. vs la clase Class Dojo Useful language “placemat” See example: Others? Global Self-Assessment Grid See ODE Model Curriculum “Instructional Strategies” for TL strategies Model-Curriculum/World-Languages-Model-Curriculum-Framework/Instructional-Strategies

Performance vs Proficiency
What is the difference? What do you already know about this?

Performance vs. Proficiency

Performance vs. Proficiency
Performance levels may be higher than Proficiency levels: Example: A student may be at Intermediate Low on a unit assessment that they just practiced. (Performance) In a spontaneous situation, the same student may now only be at a Novice High. (Proficiency)

Importance of Communicative Proficiency
Why is it important for students to be proficient in the language vs. just knowing grammar or vocab?

ACTFL Proficiency Levels
What do you already know about ACTFL and proficiency levels?

ACTFL Proficiency Levels
Stress how Novice Low is the key. If the Level 1 teacher isn’t doing it, it will affect the students and teachers all they way up the pyramid.

The ACTFL Proficiency Guidelines
The ACTFL Proficiency Guidelines and Levels: refer to real-world, authentic situations in a spontaneous and non-rehearsed context. evaluate sustained, functional language ability, regardless of where, when or how the language was acquired. describe what individuals can do with language in terms of speaking, writing, listening, and reading.

ACTFL Proficiency Levels Defined

The ACTFL Proficiency Guidelines
The ACTFL Proficiency Guidelines and Levels: Printed ACTFL pyramid and proficiency guidelines, by skill and level. View writing and speaking samples of each proficiency level, in many languages.

The Language Architect
Who do you know with language skills like this? The words The sentence The discourse

Certificate of Multilingual Proficiency

Certificate of Multilingual Proficiency: The Implications
For World Language Learners Intermediate High Level of Proficiency required Celebration of world language accomplishments via certificate & transcript notation Authentic, non-rehearsed coursework needed to be ready for testing For English Learners Maintenance of heritage language Expectation of English acquisition to pass graduation requirement Celebration of English acquisition & L1 proficiency via certificate & transcript notation For Educators Demonstrations of proficiency in lieu of coursework Need for proficiency-based instruction Need for additional teachers with high levels of proficiency

Reading

Listening

Writing

Speaking

Proficiency-based instruction Myths v. Reality
We’re never supposed to address grammar! No one is doing this, so why should we be the pioneers! This won’t work because the students won’t learn this way! This means I have to re-do everything for next year! Realities Grammar is addressed in an inductive method contextually…not as a lesson itself! Many states and teachers have already begun this transition. Plenty of examples exist! Proficiency-based instruction allows for flexible pacing, differentiation, formative assessment along the way & it will reach those students who typically don’t move on to higher levels. Take it one unit at a time, use samples that exist already and share the work with colleagues.

Backward Design What do you already know about Backward Design? Why is it important?

Designing an IPA, Unit or Course
Backward Design (Wiggins and McTighe): 1. Identify desired results: Performance target, communicative and cultural goals 2. Determine acceptable evidence: Performance-based assessment 3. Plan learning experiences and instruction: Instructional activities, authentic resources and content

Poll Everywhere

NCSSFL-ACTFL Can-Do Statements
What do you already know about the Can-Do statements? Do you use them?

The new 2013 Can-Do statements are aligned to the ACTFL Proficiency Levels, in student-friendly language. They give concrete examples of what students should be able to do in reading, writing, listening, speaking, and interpersonal skills at each proficiency level. The Can-Do statements are a good reference tool for teachers, parents and administrators, to help clarify what proficiency in a language looks like and to show the expectations for the class.

The NCSSFL-ACTFL Can-Do checklists are available in the ODE Model Curriculum (under “Expectations for Learning”). Can-Do statements are also found on the ACTFL website under “Publications”.

Creation Break Divide into groups of similar levels (language does not matter) Pick a lesson or unit and start to create Can-do statements

IPAs – Integrated Performance Assessments
What do you already know about IPAs? Do you use performance-based assessments?

What is an IPA? An IPA is a multi-task assessment framework designed by ACTFL.

Integrated Tasks Within A Common Theme

Three Parts of an IPA The ODE Model Curriculum has detailed information about IPAs Standards/Foreign-Language/World-Languages-Model-Curriculum/World- Languages-Model-Curriculum-Framework/Instructional- Strategies#strategies2 Great Presentation by Lisa Shepherd… 10 Steps to Designing an IP-Yay 8-PP7Btnn3b5u3ijN-g/edit#slide=id.g1191d4ad1b_0_0

Where Can I Find Sample IPAs?
ODE World Languages Model Curriculum Instructional Strategies  Unit Samples OFLA Weebly site: oflaslo.weebly.com : Under second tab at the top: “IPA Center” OFLA Technology IPAs:  Livebinders.com  OFLA IPA Tech Integration

Research Break Spend the next _____ minutes perusing these resources. After the next segment, we will take time to start creating an IPA.

Why use an IPA? Why is using an IPA is beneficial?

What Type of Tasks are in an IPA?
How can teachers create IPA tasks that involve higher-level thinking skills? How can teachers create open-ended tasks with “Stretch” so all students can succeed? What are examples of real-world and appropriate tasks for different levels of learners?

What mode of communication is this?

Interpretive Mode of Communication
What students should be able to do in interpretive tasks, in reading, writing, etc.?

Interpretive Communication

Developing Interpretive Tasks Using the ACTFL template - Appendix D
ACTFL Appendix D for creating interpretive tasks that encourage higher level thinking skills. Language/World-Languages-Model-Curriculum/World-Languages-Model- Curriculum-Framework/Instructional-Strategies/Assessment-Guidance-and- Sample-Rubrics

ACTFL Rubric for scoring Interpretive Tasks - Appendix F
ACTFL Appendix F for creating interpretive tasks that encourage higher level thinking skills. How do Appendix F align to Appendix D, for any level student. A PDF of Appendix F is found in Ohio’s Model Curriculum: Language/World-Languages-Model-Curriculum/World-Languages-Model- Curriculum-Framework/Instructional-Strategies/Assessment-Guidance-and- Sample-Rubrics

Sample Interpretive Activities
One of my favorites: What interpretive activities have you done?

What is “Culture” ? Products (the What): Practices (the How):
monuments, laws, music, etc. Practices (the How): eating or shopping habits, use of space, etc. Perspectives (the Why): values, attitudes, beliefs, etc.

How Can I Embed Culture Into My Lessons?
NCSSFL intercultural Can-Do statements: Language/World-Languages-Model-Curriculum/World-Languages-Model- Curriculum-Framework/Expectations-for-Learning How can teachers and students use them? Brainstorm ways to embed culture into lessons, instead of making it a separate piece of the curriculum

What is an Authentic Resource?
An audio, video, or text made by native speakers for native speakers. It gives a distinct native perspective of the target culture and its people by providing a real-life experience of the products and practices of that culture. An authentic resource has not been modified or simplified for language learners.* *Many textbook resources have been modified or simplified.

Authentic Cultural Resources
What makes a resource authentic, what are benefits of using authentic resources, etc.?

Where Can I Find Authentic Resources
Where Can I Find Authentic Resources? (Include other links that you use) Ohio Department of Education Model Curriculum for World Languages: Instructional and Authentic Resources Twitter: #authres FLTeach: Youtube. Google images. Google (.fr / .es/ .de / etc.) GROUP SHARING of websites they use for authentic resources Pinterest

Interpersonal Mode of Communication
What should students be able to do in interpersonal conversations, oral or written? Share ideas with your table mates.

Interpersonal Communication

Logistics for Assessing Interpersonal Speaking
How do I keep the other students busy while I’m assessing? Group sharing of strategies for organizing and assessing interpersonal activities for an IPA.

Presentational Mode of Communication
What students should be able to do in oral or written speech?

Presentational Communication

Sample Presentational Activities
What presentational activities have you done?

Benefits of IPAs Discuss as a group the benefits of IPAs or other Performance-based assessments, as opposed to multiple choice or vocab and grammar tests.

Small group - IPA creation
Now that we have research IPA’s and seen examples of IPAs and activities for the three different modes, let’s start creating an IPA! Create the tasks for an end-of-unit IPA based on a theme or topic that they cover in their curriculum. Share the IPAs with the whole group.

Rubrics Do you already use rubrics? What are the benefits? What are the challenges?

Rubrics Two types of rubrics: analytic (performance) rubric and a holistic (proficiency) rubric. Performance: Proficiency: * to communicate meaningful * to communicate meaningful information in practiced, information in spontaneous rehearsed and familiar contexts communications with native *connected to specific curriculum * will not be perfect

Research and Rubric Creation Time!
Language/World-Languages-Model-Curriculum/World-Languages-Model- Curriculum-Framework/Instructional-Strategies/Scoring-Guidelines-for-World- Languages

References Adair, Glisan, Troyan. Implementing Integrated Performance Assessments. American Council on the Teaching of Foreign Languages, 2013 Sandrock, Paul. The Keys to Assessing Language Performance: A Teacher's Manual for Measuring Student Progress. American Council on the Teaching of Foreign Languages, 2010 American Council on the Teaching of Foreign Languages, Battelle for Kids, FIP Your School Ohio. Kentucky Department of Education, National Council of State Supervisors for Languages, OFLA Weebly, Ohio Department of Education, 2015: Ohio Foreign Language Association,

How do they “take a break” in your language’s target culture?

The Teacher Evaluation Process
In small groups… Please briefly share about each of the following areas of your teacher evaluation process. This is not an avenue for complaints, but merely a chance to share. Not all processes are alike in Indiana!! What is your evaluation process? What are the components? What does your Student Learning Objective look like? Do you have a Targeted Learning Objective? Where do you need help in getting your administrators to understand what you do?

The TELL Project Teacher Effectiveness for Language Learning (TELL)
Planning The Learning Experience Performance & Feedback Learning Tools Collaboration Professionalism Self-Assessments in each area

TELL – The Environment Overall good classroom practices Section E3
How do you grade your students? How do those grades match with the standards? Are you measuring proficiency? How do we shift this practice? Will your building be on board? Section E4 What does this look like? Thoughts Obstacles

TELL – Planning What standards are you using?
World Readiness (ACTFL) Indiana Academic Standards ???? How do you factor in your students’ interests? How/when do you plan your assessments? Why? How do you connect with the heritage-speaking community? Do your students self-assess? Can your students identify what their objectives are?

TELL – The Learning Experience
What are user-friendly performance objectives? What is your REAL target language usage in class? How do is your environment contextual? Is vocabulary embedded or separated? Is grammar embedded or separated? Is culture embedded or separated? How do your students interact with the target culture? Performance (simulated) v. Proficiency (authentic) What is your students’ actual target language usage in class? How often do your students speak in class? What type of speaking are they asked to do (Interpersonal v. Presentational)?

TELL – Performance & Feedback
Do you measure growth, mastery or effort? What does that look like in a grade book? Is this compliance or knowledge? Will this be replicated in the target culture? How do you give feedback to students? What is an “A” in your class? Is it meaningful to the student? Who deserves an “A” activity?

Student Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 1 59 69 79 89 99 79.0 C 84. 0 B 2 84 3 77 80 78 80.0 79.5 4 49 98 100 98.0 A 86.5 5 6 98.8 7

Student Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Avg Score Grade 1 59 69 79 89 99 79.0 C 84. 0 B 2 84 3 77 80 78 80.0 79.5 4 49 98 100 98.0 A 86.5 5 6 98.8 7

Student Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Avg Score Grade Med Score 1 59 69 79 89 99 79.0 C 84.0 B 2 3 77 80 78 80.0 79.5 4 49 98 100 98.0 A 86.5 5 6 98.8 7

Student Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Avg Score Grade Med Score Delete Low Score 1 59 69 79 89 99 79.0 C 84.0 B 2 3 77 80 78 80.0 79.5 4 49 98 100 98.0 A 86.5 5 6 98.8 7

TELL – Learning Tools What are your “Learning Tools” in your classroom? Make a list by frequency of use (Stop if you get to 10 tools!) How authentic are those tools? The power of infographics Pinterest and Google What is “Culturally Authentic Literature?” Every individual growing up is surrounded by cultural experiences. Whether these experiences come from association with family members, friends, social groups or church gatherings, these connections provide the context for the individual’s perception of the world. When removed from that environment, the individual may come across a story that brings back memories of experiences and may say “Yeah, that’s right, I remember that!” These stories or illustrations ring “true” to the reader, because as an insider, i.e. someone who has firsthand knowledge and experience, recognizes fundamental elements from their own cultural background that connects at an emotional level. When that happens, the reader encounters a culturally authentic piece of literature. “Cultural authenticity can be defined as the extent to which a book reflects the world view of a specific cultural group along with the authenticating details of language and everyday life.” Source: Kathy Short, Stories Matter: The Complexity of Cultural Authenticity in Children’s Literature via

TELL - Collaboration How do you model for your students?
How are you a lifelong learner? How do you assist your students in reaching the target community to support their language learning?

TELL - Professionalism
How do you reflect on your teaching practices? How do you maintain your language skills? Where & how do you develop yourself professionally? How do you contribute to your profession? National – ACTFL (All WL), AAT_ (Language specific), NNELL (All WL – K-8) Regional – CSCTFL (All WL) State – IFLTA (All WL) (visit: IN-NELL (Indiana Network for Early Language Learning – All WL K-8) IAATSP, IAATF, IAATG, ICLASS, ICC, AITJ (Language specific) Conferences Immersion Workshops Language competitions/exams Honor Societies

Finding your network The IDOE Learning Connection
Here are the steps for account creation: Go to the Learning Connection web portal Select “Register” in the upper right hand corner Ensure the “Educator” is the tab selected. If you have a registration code, enter it. If you do not, you will still be able to register your account. Complete the registration, including all required forms but please note that if the box does not have * next to it, it is not required information. Select “Register” in the lower right hand corner Twitter Follow @globalEDIndiana World Language Organization Involvement Visit for a complete list in Indiana Teachers BEYOND your district Global Learning Advisory Council More Professional Development… See Learning Connection Announcements or Calendar

“Do the best you can until you know better
“Do the best you can until you know better. Then when you know better, do better.”— Maya Angelou

Questions??

Feedback Please help me improve my work and share your feedback!

Indiana’s Landscape for Languages
Data from Data from 2010 LANGUAGE LEP STUDENT Spanish 41078 Chin 1806 Arabic 1343 German (Amish) 1182 Burmese 1162 Mandarin(Sichuanese) 775 Punjabi 471 Vietnamese 447 Karen 441 Japanese 369 LANGUAGE LEP STUDENT Spanish 38804 German (Amish) 1392 Burmese 921 Arabic 790 Chin 553 Mandarin(Sichuanese) 533 Vietnamese 471 English 470 Punjabi 440 Korean 414 - What does this information tell you? - What information is missing? - What do you think about this? - What will you change because of this data?

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