1. Proficiency vs. Performance

3. Ultimately aimed at a specific topic you have been taught
Sample Performances
Students telling someone about where to visit in Memphis.
Students telling someone about their family and asking questions about the other person’s family.
Students comparing what activities they enjoy now versus when they were younger.
Students talking about their aspirations.
Ultimately aimed at a specific topic you have been taught
From SCS Curriculum

4. Performance
As we learn languages we practice and engage in performances that are represented by the individual bricks. (Provide students with examples of how these performances will occur in your classroom here. Such as performance assessments… how will they use language in your classroom?)
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5. Performance = Rehearsed
Performances
Classroom Assessments:
Interpersonal interviews
Presentational writing
Classroom Activities:
Pair and small group work in the target language
Q & A
Performance = Rehearsed
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6. Multiple Performances
As we continue through the year we continue to complete various performances based on what we are learning. While the content changes, we are still working on reinforcing our communication skills with new information. For example in Unit one we may talk about what you like and do not like to do and in unit 3 we may talk about our family but we are still working on the Skill of asking and answering questions.
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7. Multiple Performances
Layering classroom assessments each unit
Layering and building on classroom activities with each unit
Developing the STRUCTRE of language across units
As we continue through the year we continue to complete various performances based on what we are learning. While the content changes, we are still working on reinforcing our communication skills with new information. For example in Unit one we may talk about what you like and do not like to do and in unit 3 we may talk about our family but we are still working on the Skill of asking and answering questions.
Performances
= Rehearsed over time
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8. CEMENT
Your practice is the cement that holds the performances together. When they are stuck together they form
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9. CEMENT = PRACTICE
Classroom practice is the cement that bind the performances together.
Binding the isolated performances together makes them stronger.
The stronger the performance the more likely there will be transfer to novel, unrehearsed contexts.
Your practice is the cement that holds the performances together. When they are stuck together they form
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10. PROFICIENCY
The wall is the the proficiency level.
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12. SPONTANEOUS, UNREHEARSED CONTEXT
Proficiency Examples
Students meeting someone at a local store and conversing in the target language.
Students answering questions by their host family regarding their family and friends.
Students helping a customer at their job that only speak the target language.
Students using their language while traveling abroad.
SPONTANEOUS, UNREHEARSED CONTEXT
From SCS Curriculum

13. PROFICIENCY Spontaneous Un-rehearsed communication
COMMUNICATIVE SKILL THAT HAS BEEN ACQUIRED AND APPLIED ACROSS CONTEXTS.
The wall is the the proficiency level.
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14. PROFICIENCY?
PERFORMANCE?

15. Proficiency OR Performance?
Mr. Morales is a Japanese teacher who just completed a unit on food with his Japanese 1 class. He decides to take his students to a local Japanese restaurant as a capstone activity. At the restaurant, students are expected to order their food and provide opinions in the target language (all functions they have rehearsed in class). The students do very well in performing these tasks.
PERFORMANCE

16. Performance
Mr. Morales is a Japanese teacher who just completed a unit on food with his Japanese 1 class. He decides to take his students to a local Japanese restaurant as a capstone activity. At the restaurant, students are expected to order their food and provide opinions in the target language (all functions they have rehearsed in class). The students do very well in performing these tasks.
What indicates to us that this is a Performance?

17. Performance
Mr. Morales is a Japanese teacher who just completed a unit on food with his Japanese 1 class. He decides to take his students to a local Japanese restaurant as a capstone activity. At the restaurant, students are expected to order their food and provide opinions in the target language (all functions they have rehearsed in class). The students do very well in performing these tasks.

18. Proficiency OR Performance?
Suddenly, the waitress brings the manager over to the table to show him how well the students spoke Japanese. The manager starts interacting with his students. His questions are not necessarily related to food. After the initial shock, Mr. M.'s students start uttering a few words ("Yes", "No", "sometimes") and using simple sentences ("I am 13 years old", "Yes, I like Japanese"), they have a hard time understanding the native speakers.
Proficiency

19. Proficiency
Suddenly, the waitress brings the manager over to the table to show him how well the students spoke Japanese. The manager starts interacting with his students. His questions are not necessarily related to food. After the initial shock, Mr. M.'s students start uttering a few words ("Yes", "No", "sometimes") and using simple sentences ("I am 13 years old", "Yes, I like Japanese"), they have a hard time understanding the native speakers.
What indicates to us that this is a Performance?

20. Proficiency
Suddenly, the waitress brings the manager over to the table to show him how well the students spoke Japanese. The manager starts interacting with his students. His questions are not necessarily related to food. After the initial shock, Mr. M.'s students start uttering a few words ("Yes", "No", "sometimes") and using simple sentences ("I am 13 years old", "Yes, I like Japanese"), they have a hard time understanding the native speakers.

21. Learning curve
In the heart of practice = performance What you remember = proficiency Where you begin
This is how you develop proficiency…

22. What is our ultimate goal? Proficiency How do we get there? Performance

23. Let’s Check our learning
You all received a venn diagram. Using the statements on the next slide, place the statements where they belong on the venn diagram to demonstrate your learning.

24. Let’s check our learning
You all received a Venn Diagram template comparing performance and proficiency.
. Using the statements on the next slide, place the statements where they belong on the venn diagram to demonstrate your learning.

25. Let’s check our learning
You all received a Venn Diagram template comparing performance and proficiency.
Using the statements on the next slide, place the statements where they belong on the venn diagram to demonstrate your learning. .

26. Spontaneous, non-rehearsed
Language Learned in an instructional setting
Communication
Connected to a curriculum
Independent of a curriculum
Familiar content and context
Use the target language
Evaluation not limited to classroom materials
Understood by native speakers with little trouble

27. Let’s Check Our Learning
Make sure your name is on the paper.
Pass your completed diagrams to the front.
Let’s Check Our Learning
Collect papers before you give the answers!

28. Spontaneous, non-rehearsed
Collect papers before you give the answers!

29. Language learned in an instructional setting

30. Communication

31. Connected to a curriculum

32. Independent of a curriculum

33. Familiar content and context

34. Use the target language

35. Evaluation not limited to classroom materials

36. Understood by native speakers with little trouble

38. Questions?