1. 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

2. Using 21st Century Tools to Teach 21st Century Skills

3. 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.
Explore sample student activities aligned to the 21st Century Skills Map elements in the immersion setting.

4. 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

5. 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

6. 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

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

8. 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.

9. 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

10. 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

11. 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

12. 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.

13. 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.)

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

15. 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.

16. 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.

17. Setting the Stage 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

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

19. Comprehensible Input

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

21. Flyswatter Game

22. Comprehensible Input

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

24. Race Game Class against teacher

25. Comprehensible Input

26. 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

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

28. La ratatouille

29. Comprehensible Input

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

31. Qu’est-ce que tu préfères? Pourquoi?

32. Comprehensible Input

33. Hunger Map 2012

34. 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.

35. Comprehensible Input

36. Guided Practice Why people make good / poor food choices
Youtube: Planning for good eating–Cartoon:

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

38. 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

39. 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

40. Assessment Interpretive
Students will read short authentic texts that provide information on food and hunger. They texts will be excerpted from Copain du Monde. 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.

41. 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.

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

43. 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.

44. Aligning Food & Hunger Lesson Activities with 21st Century Skills
Information, Media and Technology Skills
Information Literacy
Hunger Planet:
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?”

45. 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.

46. 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?”

47. 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