Backward Design and theThree Modes of Communication

Teaching for Proficiency

Queens University Workshop * August 15, 2013 * Michele Esparza

Objectives

• By the end of the session, you will be able to–Identify the 3 modes of communication–Identify elements of Backward Design–Identify strategies to organize curriculum for

proficiency goals following the principles of Backward Design

Activity: Turn and Talk Reflection

• With a partner talk about the following:–When you are planning a lesson how do you

decide the goals for the lesson?–How do you usually plan your lessons?

If building proficiency is the focus, what does research say

needs to happen?

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Building Proficiency

Communicative Contexts for Transfer– Whole-language approach

(Adair-Hauck and Cumo-Johanssen, 1997)

– Natural conversation focus(Toth, 2004)

– Thematic center to support comprehension (Curtain and Dahlberg, 2004)

– Real world, ambiguous challenges(Wiggins and McTighe, 2005)

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Building Proficiency

Supporting Communication Skills– Difficulty comes from learning tasks, not textbook

(Terry, 1998)

– Use of authentic texts and other media(Villegas Rogers and Medley, 1988; and Shrum and Glisan, 2005)

– More comprehension with authentic texts rather than simplified ones (Young, 1993 and 1999; Vigil, 1987)

– Viewing helps students learn grammar, advanced-level proficiency skills and cultural information(Ramsay, 1991; Rifkin, 2000; Herron, Corrie, Cole, & Dubreil, 1999)

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Teachers must know student proficiency levels in order to

target instruction

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So, what So, what isis Backward Design?Backward Design?

To begin with the end in mind means to start with a clear understanding of your destination. It

means to know where you’re going . . . Stephen R. Covey

The Seven Habits of Highly Effective People

•

In the absence of In the absence of Backward Design as an Backward Design as an organizing principle . . .organizing principle . . .

how is instruction how is instruction usuallyusually planned?planned?

❖Teach, test and hope for the best.

❖ Grant Wiggins

Traditional Planning

✤ Goals & Objectives

✤ Activities

✤ Assessments

Backward Design

✤ Goals & Objectives

✤ Assessments

✤ Activities

Advantages ??

3 Stages toBackward Design

Plan lessons that will enable

students to show you the

results you want

Decide what you want students to know and be

able to do at the end of the unit

Determinehow students will show you what they can

do

Stage 2Stage 1

Stage 3

. . . Go “Backwards”

Now Finish . . .

Decide what you want students to know and be

able to do at the end of the unit

Stage 1

Backwards Design – Step 1Identify Desired Results

What is the TARGET?

What should students know, understand, and be able to do?

“For learning languages, the target is using a new language to interpret, exchange, and present information and ideas”

(Sandrock, 2010, p. 11)

Decide what you want students to know and be

able to do at the end of the unit

Determinehow students will show you what they can

do

Stage 2Stage 1

Backwards Design – Step 2Determine Acceptable Evidence

Think like an assessor, not an activity designer!

How will students demonstrate that they have met the target(s) for their proficiency level? – Formative assessment– Summative assessment

Plan lessons that will enable

students to show you the results you

want

Decide what you want students to know and be

able to do at the end of the unit

Determinehow students will show you what they can

do

Stage 2Stage 1

Stage 3

. . . Go “Backwards”

Backwards Design - Step 3

Plan Learning Experiences & Instruction

What learning experiences and instruction will enable learner to achieve the desired results?

How will they get to where they’re going?

______________________________________________________________________________________________

Interpretive Communication PhaseInterpretive Communication PhaseListen to, view or read an authentic text and answer information to assess Listen to, view or read an authentic text and answer information to assess

comprehension.comprehension.

•Follow a route on a map from oral/written directions•Fill in graphs, charts, forms, graphic organizers•Check-off items in a list•Draw what is described•Put events from a story in logical order•Listen for the gist—identify main idea•Create questions from info in the piece•Compose a title or headline for a reading or listening selection

Check-off items in a list

-Info Gap -Info Gap -Socratic Circle-Socratic Circle-Select roles from a story/comic strip and have a -Select roles from a story/comic strip and have a conversation between the two characters conversation between the two characters-Blog with teens in the target culture-Blog with teens in the target culture-Share information on a social networking site -Share information on a social networking site -Make a purchase -Make a purchase -Order in a restaurant -Order in a restaurant -Obtain directions -Obtain directions -Converse face to face, by telephone, Skype, -Converse face to face, by telephone, Skype, text, IM, etc. text, IM, etc. -Debate issues -Debate issues -Make plans -Make plans A memorized dialogue/skit is A memorized dialogue/skit is NOTNOT Interpersonal!!!!!Interpersonal!!!!!

Interpersonal Communication PhaseInterpersonal Communication PhaseEngage in oral communication on the topic from the interpretive text.Engage in oral communication on the topic from the interpretive text.

Demonstrate how to prepare a recipe Demonstrate how to prepare a recipe Create a guide or school/town for an exchange studentCreate a guide or school/town for an exchange studentWrite a letter of introduction to a school in the target countryWrite a letter of introduction to a school in the target countryDevelop a web page or podcast Develop a web page or podcast Design an advertisement or classified adDesign an advertisement or classified adWrite a new beginning or ending of story, song, rap, poem Write a new beginning or ending of story, song, rap, poem Solve a problem and explain your solution Solve a problem and explain your solution Take part in a TV or radio spotTake part in a TV or radio spotDesign a survey and present findingsDesign a survey and present findingsCreate a Public Service Announcement (PSA)Create a Public Service Announcement (PSA)Write Poem, Song, RapWrite Poem, Song, RapDesign a Storyboard Design a Storyboard

Presentational Communication PhasePresentational Communication PhaseStudents share research ideas and opinions pertaining to the topic from the Students share research ideas and opinions pertaining to the topic from the

interpretive text.interpretive text.

Activity: Mode Sort

1. Read the Mode Sort slips with your table group.

2. Sort them using this chart:

Interpretive Interpersonal Presentational

Activity: Venn Diagram with AEs – 1 of 3

1. Read the assessment example (AE) slips and indicate the mode of communication being practiced by placing the slips on the Venn diagram. Note: Some AEs might incorporate more than one mode of communication.

2. Share out about the placement of 1 AE slip: Where was it placed? Why?

Proficiency:What Does It Look and Sound Like?

ACTFL Proficiency Guidelines 2012

• Latest revisions include Distinguished

• New website with guidelines and samples in English for listening, reading, speaking and writing

• Samples in target languages coming soon!

WHERE TO?

W-Where are we headed and Why

H-Hook and Hold attention

E-Equip with necessities to meet goals

R-Rethink, Reflect, Revise

E-Evaluate progress and self-assess

T-Tailored to individuals

O-Organize to optimize understanding

McTighe & Wiggins