Colleen Coffey Marquette University

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Method, Curriculum and Assessment for Successful Virtual Dual Immersion . Colleen Coffey Marquette University. Department Profile. Spanish French German Italian Chinese Japanese Arabic. Enrollment Vs. Virtual Immersion. Spanish 38 / 3 sections. Virtual Exchange Program Evolution. - PowerPoint PPT Presentation

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Colleen Coffey Marquette UniversityMethod, Curriculum and Assessment for Successful Virtual Dual Immersion

Department Profile

SpanishFrenchGermanItalianChineseJapaneseArabic

Enrollment Vs. Virtual ImmersionTotal Language StudentsTotal Lower Division StudentsTotal Virtual Immersion StudentsFinal %Fall Semester 20092,101 students1,198 students560 students25% dept50% lower divisionFall Semester 20102,250 students1,231students460 students22% dept 45% lower divisionTotals4,351 students2,429 students1020 students

Virtual Exchange Program EvolutionSpanish 38 / 3 sections56 Spanish/ 5 sections138 Spanish & French/ 9 sections249 Spanish, French, Chinese/ 11 sections560 Spanish, French, Japanese, Italian, Chinese/ 27 sections460 Spanish, French, Italian, Arabic / 22 sections

Virtual Immersion ProgramComponents NS/ NNSDesktop to Desktop Videoconferencing in ClassVirtual Cultural Events in ClassIndependent Exchanges Open Lab/ Facebook Site/ Out of class appt.

Desktop to Desktop

Cultural Event:Martinique: Culture & Chouval Bwa

Expert Event:Economist- Specialist TLC

Independent- Autonomous Exchanges

Do We Understand How We Learn Best?

Professor Benjamin Stewart Universidad Autnoma Aguascalientes Sept. 24, 2010 to AUSJAL Language Technology Webinar

Do We Have Our Objectives in Mind Every Day?What are your objectives in teaching language?

What objectives do your students have in learning language?

How Do We Get There?: Are We Learning LEAN? What actions do you take as a teacher to meet those objectives?

How many actions do you take that lead to results? How many do you take that dont?

Objectives for Exchanges Oral and Written Proficiency - Interaction

Intercultural Competency -Task Based, CBI, Interaction

Collaboration- sharing learning process Continued Motivation for Lifelong Learning- Human Connection

What is Curriculum Based On?Byrams ICCOPIACTFL StandardsAIR METHOD

OBJECTIVE: ProficiencyWhat is Proficiency Based On?Global tasks or functions * ask and answer questions, describe , narrate, compare and contrast, form opinion (What can learners do?)

Context/ Content areas *where and what situation

Accuracy *grammar, vocab, pronun, fluency, sociolinguistic and use of appropriate strategies

Text Type *words , sentences, paragraphs, extended discourse

OPI Rating ScaleNovice: Can communicate minimally with formulaic and rote utterance, lists and phrases.

Intermediate: Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction.

Advanced: Can narrate and describe in all major time frames and handle a situation with a complication.

Superior: Can support opinion, hypothesize, discuss topics concretely and abstractly, and handle linguistically unfamiliar situations.

Framework for Teaching CultureFOREIGN LANGUAGE STANDARDS 1999 p. 47

Byrams Model of ICCAttitudesKnowledgeSkills - Interpret & relate - Discovery & interaction

Education - Critical cultural awareness - Political education

Creating Community Principles of Conversation (Margaret Wheatly 2009)We acknowledge one another as equals

We try and stay curious about each other

We recognize that we need each others help tobecome better listeners

4. We slow down so we have time to think and reflect

We remember that conversation is the natural way humans think

6. We expect it to get messy sometimes

AIR MethodologyActivationInteractionReflection

ActivationAccess previous knowledge about topic discussed by preparing questions and answers about topic.

Access previous perspective and experience with C1 (learners own culture and sense of self) prior to engaging in dialogue with C2.

InteractionAsking and Answering Qs about linguistic and cultural meaning comprehensible input

Asking for clarification

Recasting sentences as they have been stated

Active listening

Information probes

Clarification

ReflectionProcess to digest fusion of all old and new linguistic, cultural, content information

Creates space for reflection as one of the key elements to the learning process

Engages learners in awareness of new perspective, attitudes and beliefs through interaction.

Technology Used in AIRSocial Software Programs for the three part Method

Learning Through Connection

Professor Benjamin Stewart Universidad Autnoma Aguascalientes Sept. 24, 2010 to AUSJAL Language Technology Webinar

Technology Used in AIR Method ReflectionInteractionActivationCLELMSVoicethreadNingWikiTwitterFacebookBlogElluminate/ Zoho/ DimDimGoogle/ Skype/Digital Language Chart: Blog, Google Doc.

Discussion Tables

Provide structure to meet communicative objectives (mine, my students, global needs, etc.) facilitate fluency of thoughts with adequate structure and support

Empower learners to create with the language

Activate C1 to easily access C2

Train learners to develop strategies that coincide with the way they develop language skills naturally

Provide GOALS and EXPECTATIONS while encouraging creativity.

Topics and Subtopics

TEMAvocabvocabvocab

Expert Event:Economist- Specialist TLC

ReflectionPost session digestion

Expert Event:Economist- Specialist TLC

AssessmentHow do we alter assessment to reflect method?How do we measure what we learn?

Assessment Words Aligned with Proficiency

Nuts and Bolts Assessment ChecklistEvaluates Skills Directly Reflecting OBJECTIVES

Grounded in Lean Learning and AIR Methodology

Provides Learners SPACE to Show What They Can Apply

Focuses on Process not Facts- Documents One Point in Journey

Incorporates Self Evaluation and Peer Evaluation as Reflection

Exam RequirementsThis take home exam has four components. In each component you must prepare, practice and apply specific language functions. If you choose to combine any two components, you may do so but must indicate At the beginning of the recording that two components are combined.To organize your ideas you will prepare language charts. You must prepare One language chart per component, but are welcome to use more than one to reflect process . Please note point distribution and description Of expectations in exam rubrick.

Description: Ser v. Estar, adjectives, comparisons, pero v. sinoPresent tense narrative: Present actions, descriptions, comparisons, ser v. estar, adjectives, gustarSequence of events: Preterite, description, gustar

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Exam Process I

Exam Process II

Exam Process III

Examhttp://voicethread.com/share/911926/

Exam Sample IIhttp://voicethread.com/#q.b1363604.i7235766 /

Self Review & Peer Review

Administration & CommunicationHow do we learn from one another, share and collaborate

Program AdministrationWithin Department and College: TrainingsMeetings D2L Virtual Exchanges PageLab Assistants

With Global Partners: Google DocsForumSkype meetingsWebinarsCommunication CoordinatorsCollaboration- Sharing grants/assistants/ resources

Important Points to ConsiderKeep conversation about goals and expectations with teachers and students front and center.

Allow teachers and students to participate in its growth and evolution.

Development of each language takes 2 semesters for a smooth ride.

Teacher training/ buy in can take 2 to 3 semesters for high comfort.

Supporting success of each session is priority.

Some languages require 2 to 3 student assistants at the same time.

Make observations, communicate and adapt to cultural differences.

Marquette has no lab director or official lab. (plans for 2011)

EvaluationStudent Perspective

Would you be more likely or less likely to enroll in a language course in your future based on your experience of participating in virtual language exchanges in this class?

In which of the areas you have checked above do you feel you have improved the most, and why?I feel less apprehensive/nervous because I know that my partner is having just as much trouble learning their foreign language as I am, and I know they want to help me not judge me.Not dwelling on making mistakes while speaking the language because the listener can usually understand what you are saying and will correct you.Being able to speak in the language without having to think beforehand how I want to say something.

In which of the areas you have checked above do you feel you have improved the most, and why?I am more confident when speaking with a native speaker from practicing in the lab sessions and from being complimented by my partner on my ability to speak their language.

I am more aware of language learning and realize it is a lifelong process that is never complete because I am still learning new words in English, so I expect it to be the same for a foreign language.

How have your attitudes and beliefs about your partner's culture changed as a result of participating in language exchanges? Be specific.

The culture became real to me. I felt like I was able to actually understand and experience it.

I became more aware of the differences that exist between our different cultures, but also the many similarities that both cultures have as well.

I have a greater appreciation towards those who try to learn English.

American culture distorts the ideas that we have about other countries