1. 1 Language Learning Shifts for College, Career, and World Readiness Language Learning Shifts for College, Career, and World Readiness Susan Spinnato Bonnie Pechulis Adapted from ACTFL 2014 MD World Language Academies

2. Learning Goals Identify the “shifts” in language learning Examine performance tasks for the 3 modes of communication Share MD resources for creating authentic learning experiences 2

3. What would you identify as critical 21 st century skills? 21st Century Skills 3

4. What skills are in demand? http://www.21stcenturyskills.org. 4  Teamwork/collaboration   Communication   Knowledge of other languages   Creativity/innovation

5. http://www.actfl.org/files/21stCenturySkillsMap/p21_worldlanguagesmap.pdf 5

6. What are the instructional shifts associated with the MD College and Career Ready Standards?

8. WL Standards : Our “Common Core” 8

9. Standards for Learning Languages Interpersonal Communication FROM: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. TO: : Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions 9

10. Standards for Learning Languages Interpretive Communication: FROM: Students understand and interpret written and spoken language on a variety of topics. TO: : Learners understand, interpret, and analyze what is heard, read, or viewed on a variety of topics. 10

11. Standards for Learning Languages Presentational Communication: FROM: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. TO: Learners present information, concepts, and ideas to inform, explain, persuade, and narrate on a variety of topics using appropriate media and adapting to various audiences of listeners, readers, or viewers 11

12. Standards for Learning Languages FROM: Practices of Culture: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied. TO: Relating Cultural Practices to Perspectives: Learners use the language to investigate, explain, and reflect on the relationship between the practices and perspectives of the cultures studied 12

13. Standards for Learning Languages Communities FROM: Lifelong Learning: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment TO: Lifelong Learning: Learners set goals and reflect on their progress in using languages for enjoyment, enrichment, and advancement 13

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15. 15 Reading Writing Speaking and Listening Language From: The Keys to Planning for Learning (ACTFL)

16. Maryland Language Learning for College, Career, and World- Readiness 16 Authentic materials Authentic tasks Authentic audiences Authentic evidence 90%+ target language Function over form Can-do statements Proficiency levels Instructional Shifts

17. 17 Traditional planning design: 1. start with the vocabulary and grammatical structures 2. practice 3. quiz 4. practice more 5. culture 6. chapter test

18. Key Shifts for Language Learning Authentic materials Authentic tasks Authentic audiences Authentic evidence What would more “authentic” look like in our language learning experiences and classrooms? 18

19. 19 Starting with the End Goals in Mind 1.Lead with culture (motivation) 2.Identify the performance assessment (What success looks like) 3.Create meaningful tasks - practice activities (planning to “get there”) 4.Determine tools needed for success Language elements: functions, grammar, vocabulary Select the content

20. Lead with culture... Language will follow 20

21. 21 Assessment: Before… 1.List the family members on the family tree. 2.Describe what one family member looks like. 3.List three professions. 4.Say four things your family does on the weekend.

22. 22 InterpretiveInterpersonalPresentational Look at (or listen to) information from three different host families in Egypt, to find out as much as you can: Where they live, how many children they have, what activities they like to do, etc. Then decide which family you would prefer to host you and list as many reasons as possible to explain why. You and your partner are exchange students. It will be your first night with your host family in Egypt next week and you want to practice your conversational skills. You are given a picture of your own family and you will practice with your partner the kinds of questions you will ask and how you will respond. The exchange program would like you to write a letter describing your family that the Egyptian students will read to decide on their American host family. Provide as many details as you can to describe you and your family. Include likes, dislikes and activities. Assessment: After

23. Task Sort Activity From your bag of learning activities, determine which mode of communication is the learning target of each activity  Interpretive  Interpersonal  Presentational 23

24. Interpretive Tasks 24 While watching an authentic video, complete a graphic organizer with important words & phrases Compare several different dinner menus and determine which one is the “healthiest” Complete a Venn Diagram to compare your own experiences with those of a peer. After reading two accounts of the same event, compare facts and opinions found in each. Identify the main purpose of a variety of train station and airport announcements. Summarize the major points of an article in a newspaper or magazine. Draw a family tree based on a personal narrative. Listen to an interview and create a timeline of life events Draw a conclusion based on an article or text.

25. Interpersonal Tasks 25 With a conversation partner, find out what former school experiences you have in common. Work with a mentor and decide on a suitable change to your school schedule Split classroom jobs and responsibilities with a classmate. Negotiate plans for the weekend with a friend Agree on which sporting event to attend while in _______based on personal interests Come to agreement with a conversation partner on what current movie is the most interesting. Try to agree on what meal to split at a restaurant in _________ Find commonalities and differences regarding how you celebrate a specific holiday or event Compare habits and routines with a peer

26. Presentational Tasks 26 Describe how your favorite activities vary based on the time of year. Recommend a change in a rule or policy and explain the rationale for the change Write a poem based on a cultural event Make an infomercial explaining how making a pie is different from making a dessert from ______ Write a blog entry comparing childhood activities with current activities Retell the events of the most recent episode of a favorite television show Design an informational brochure for students new to your school Based on your own personal interests and preferences, design and describe the perfect house. Design a tourist website for your favorite place or city

27. Authentic Evidence of Communication Skills 1.Task needs to provide a real need to communicate Provide/obtain information or exchange ideas Identify what the author/speaker/producer wants you to understand Create messages to fit purpose and audience 2.Task needs to be within content where student has some familiarity 3.Task needs to provide student with some degree of control (not just one predictable response) 27

28. What’s the “engagement” and “motivation” to be in the conversation? Activating interest (a direction for the conversation) 1.Come to agreement 2.Find out how much you have in common 3.Identify the biggest difference between you 28

29. What’s the “engagement” and “motivation” to be in the conversation? Activating interest (a direction for the conversation) 1.Come to agreement 2.Find out how much you have in common 3.Identify the biggest difference between you Creating a context (a reason for the conversation) 1.Make a decision about who, what, where, when, how … 2.Explore two sides of a debate question 29

30. What’s the “accountability” to stay in the conversation? Designing a “deliverable” (an urgency about the conversation) 1.Complete a graphic organizer Venn diagram T - Chart 2.Tell what you learned from your partner 3.Be ready to share your findings 30

31. 31 Reflection: Tell a partner two things you will do to incorporate “authentic” in your design of learning experiences. Think about… Authentic materials Authentic tasks Authentic audiences Authentic evidence