Best Practices: K-12 World Language Teaching Ryan Wertz – October 28 & 29, 2013

AGENDA

1.  Overview of Best Practices in K-12 World Languages

(Teacher Performance)

2.  What You Need to Know to Better Assist WL Teachers with Their

OTES-Related Needs (Student Growth)

Teacher Performance

Essential Question

What should good teaching and learning look like in the 21st century world language classroom? ? Discuss with a neighbor and be prepared to share out.

Learning Paradigm

20th Century:

Students learned about the language.

21st Century:

Students learn to communicate in the language and demonstrate proficiency

Instructional Paradigm

20th Century:

Teacher-centered.

21st Century:

Learner-centered with teacher as facilitator/collaborator.

Instructional Paradigm

20th Century:

All students doing the same activities all of the time.

21st Century:

Learners often engaged in a variety of differentiated tasks to meet individual needs.

Instructional Paradigm

20th Century:

Instruction is given primarily in English

21st Century:

Instruction is given 90% of the time or more in the target language

Language Paradigm

20th Century:

Focus on isolated skills: listening, speaking, reading & writing

21st Century:

Focus on the 3 modes: interpretive, interpersonal & presentational

Instructional Paradigm

20th Century:

Learners memorize, repeat and translate the target language

21st Century:

Learners build their capacity to create with the language spontaneously in real-life situations.

Curricular Paradigm

20th Century:

Use of the textbook as the curriculum

21st Century:

Using the new WL learning standards to inform the local curriculum

Content Paradigm

20th Century:

Content derived from textbook (vocabulary, grammar, syntax)

21st Century:

Students use language to reinforce their core content knowledge

Rigor Paradigm

20th Century:

Higher order thinking skills required of upper level/AP students

21st Century:

Higher order thinking skills required of all learners/levels on a daily basis

Lesson Planning Paradigm

20th Century:

Coverage of the textbook

21st Century:

Use backward design to create thematic units based on Ohio’s WL learning standards

Contextual Paradigm

20th Century:

Synthetic situations from textbook

21st Century:

Personalized, real-world (or simulated real-world) tasks

Grammar Paradigm

20th Century:

Grammar as the class focus taught using deductive methods

21st Century:

Embedded grammar taught using inductive methods

Resource Paradigm

20th Century:

Use contrived materials and activities in textbooks and ancillary materials

21st Century:

Use authentic resources created by native speakers for native speakers

Cultural Paradigm

20th Century:

Culture taught as isolated cultural factoids

21st Century:

Culture integrated with an emphasis on the relationship between cultural products, practices and perspectives

Learning Location Paradigm

20th Century:

Language learning confined to the classroom

21st Century:

Creation of language learning opportunities beyond the classroom

Assessment Paradigm

20th Century:

Testing to find out what students don’t know

21st Century:

Assessing performance and proficiency to find out what learners can do

Self-Assessment Paradigm

20th Century:

Teachers alone determine and assess what students know and can do

21st Century: Students use LinguaFolio® to set goals, collect evidence of learning & intercultural development, self-assess proficiency & guide reflection

Grading Paradigm

20th Century:

Only the teacher knows the criteria for grading

21st Century:

Learners use task and performance rubrics to know and understand the assessment criteria

Classwork Paradigm

20th Century:

Students submit work only to the teacher

21st Century:

Learners create to publish and share with audiences other than the teacher

Goal-Setting Paradigm

20th Century:

Teachers set learning goals for students

21st Century: Students learn to set goals for themselves from teachers who model high-quality goal setting on a daily basis

Technology Paradigm

20th Century:

Using technology sporadically as a “cool tool”

21st Century:

Integrating technology into daily instruction to enhance learning

Collaboration Paradigm

20th Century:

Students work with their classmates on contrived scenarios

21st Century: Learners use technology to collaborate and solve common problems with students in communities around the world

Teacher Performance

TELL Framework

www.tellproject.com    

TELL Observation Rubric

Evaluative Checklist

Student Growth Paradigm

20th Century: Grammar-based achievement tests are the primary indicators of student learning

21st Century:

Student growth measures are used to quantify students’ overall language proficiency growth

Student Growth Measures

Student Growth Measures • Student growth measures are a method for determining how much academic progress students are making by measuring growth between two points in time.

• Types of student growth measures: 1.  Value-Added Data 2.  Approved Vendor Assessments 3.  Locally Determined Measures

What Should Be Measured in WLs? Simply put…

The change in students’ overall language proficiency across the modes of communication: •  interpretive reading •  interpretive listening •  interpersonal speaking •  presentational writing •  presentational speaking

What link should exist between world language SLOs and Ohio’s

K-12 Learning Standards?

ODE Recommended Locally Determined Measures

Student Learning Objectives (SLOs)

• LinguaFolio®  “I Can” statements

• Dossier/Portfolio of student work as evidence

• Integrated Performance Assessments (IPAs) –  summative unit assessments (performance) –  pre-, mid- and post-assessments (proficiency)

Student Learning Objective (SLO)

OFLAslo.weebly.com • The Ohio Foreign Language Association

(OFLA), in partnership with the ODE, has set up a website for WL teachers to access all relevant information on SLOs and SGMs.

• Highly recommended that WL teachers join the OFLA and get on its listserv.

– 1,800 WL teacher subscribers

–  ongoing collaboration around WL topics.

In Summary, World Language SLOs…

•  should align directly with Ohio’s New Learning Standards for K-12 World Languages;

•  must be written in a global manner to represent a comprehensive, performance-based goal;

•  should focus on culturally appropriate communication; and

•  should measure overall language proficiency across the three modes of communication.

LinguaFolio® • standards- and proficiency-based tool for both language learners and educators

• enables learners to self-assess their proficiency

• promotes self-directed goal-setting & reflection

• facilitates formative assessment

LinguaFolio®

• captures summative assessment data

• comprehensive, portable record of learner proficiency & ongoing progress

• record of cultural experiences and intercultural growth

www.ncssfl.org  The  LinguaFolio®  learner  self-­‐assessment  checklists  contain  Can-­‐Do  statements  across  ALL  levels  of  proficiency  for:  

•  InterpreDve  Listening  •  InterpreDve  Reading  •  Interpersonal  Speaking  •  PresentaDonal  WriDng  •  PresentaDonal  Speaking  

 

Ø  The  Can-­‐Do  statements  aligned  to  ACTFL  tools    

Ø  The  Main  Can-­‐Do  statements  can  guide  local  SLO  wriDng.  

Ø  The  ODE  Model  Curriculum  will  incorporate  the  Lingua-­‐  Folio  Can-­‐Do  statements  as  Expecta(ons  for  Learning.  

Can  DO    Link  

Accessing  the  “I  Can”  Statements  

Distinguished

Advanced - Low

Advanced - Mid

Advanced - High

Superior

New Learning Standards Based on Proficiency Level: Three Views

K-­‐5   6-­‐8   9-­‐12   Proficiency  Targets↓  

X  (Program  starts  in  K)      

X  (no  prior  language  learning)  

X  (no  prior  language  learning)  

   (Novice  High)  Intermediate  Low  to  Intermediate    Mid  (Intermediate  High)  

X  (presupposes  elementary  language  learning  opportuni:es)  

X  (presupposes  middle  school  language  learning  opportuni:es)  

   (Novice  High)  Intermediate  Low  to  Intermediate  High  (Advanced  Low)  

         

X  (presupposes  a  long,  uninterrupted  sequence  of  language  learning  from  elementary  through  high  school)  

     (Intermediate  Low)  Intermediate  Mid  to    Advanced  Low  (Advanced  Mid)  

NOTE:  Proficiency  targets  include  a  range  of  proficiencies  to  reflect  the  fact  that:  1.   Learners  of  level  I  and  II  difficulty  languages  will  be  

able  to  gain  proficiency  faster  than  learners  of  level  III  and  IV  difficulty  languages  (bold  targets);  and  

2.   Language  learners  include  the  full  spectrum  of  students  –  from  those  who  are  learning-­‐challenged  through  those  who  have  been  idenDfied  as  giaed  (shaded  targets).  

Questions?

ODE World Language Consultants’ Contact Information

Ryan Wertz •  Ryan.Wertz@education.ohio.gov •  Tel. 614-728-4630

Kathy Shelton •  Kathleen.Shelton@education.ohio.gov •  Tel. 614-995-4840

Paula Sondej •  Paula.Sondej@education.ohio.gov •  Tel. 614-387-0491

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