LinguaFolioLinguaFolioA Tool for Reflective Learning A Tool for Reflective Learning

& Student Self-Assessment& Student Self-Assessment

Halifax CountyHalifax CountyProfessional DevelopmentProfessional Development

August 6, 2009August 6, 2009

LinguaFolioLinguaFolio

standards-based, self-directed standards-based, self-directed formative assessmentformative assessment tool tool that records ongoing learner that records ongoing learner progress and, along with progress and, along with external summative external summative assessment results, provides a assessment results, provides a comprehensive comprehensive view of student performance.view of student performance.

“State Superintendent’s Vision for 21st Century Assessment.” 2005. Assessment Training Institute.

Formative Benchmark

Summative

Occurs during instruction

Occurs intermittently

Occurs at the end

NOT GRADED Scored Scored

Process Product Product

Descriptive feedback

Evaluative feedback

Evaluative feedback

Continuous Periodic Periodic

LinguaFolioLinguaFolio allows allows learnerslearners

To examine their language To examine their language competencies competencies

To consider their cultural To consider their cultural interactionsinteractions

To develop reflective learning skillsTo develop reflective learning skills To manage their own language To manage their own language

learninglearning To provide a holistic view of their To provide a holistic view of their

language performancelanguage performance

LinguaFolioLinguaFolio Can facilitate K-16 articulation Serves as a tool for students to

manage their language learning Recognizes and values heritage

languages Promotes language learning as a

lifelong endeavor

LinguaFolio informs . . . LinguaFolio informs . . . Language learners

Parents

Educators

Businesses and employers

Who are the players? European Council Common Scale of Reference ACTFL (American Council on

Teaching of Foreign Languages) ACTFL Proficiency and Performance

Guidelines National Council for State

Supervisors for Languages (NCSSFL)

European Language European Language PortfolioPortfolio

EUROPEAN LANGUAGE PORTFOLIOPORTFOLIO EUROPÉEN DES LANGUES

Research from the ELP pilot

Increased . . Motivation Active learning Self-confidence Time thinking

about learning Teacher creativity

Improved relations between learner/teacher

Stronger focus on communication

More informed parents

Greater realization of language use in community

European CommonEuropean CommonScale of ReferenceScale of Reference

ACTFL Proficiency ACTFL Proficiency and K-12and K-12

PerformancePerformanceGuidelinesGuidelines

National TESOL National TESOL Standards fStandards f

or ELLsor ELLs

LFLF

LinguaFolioLinguaFolio

Piloting LinguaFolio 5-state pilot during 2005-2006

World languages GA, KY, NC, SC, VA LinguaFolio and LinguaFolio Jr.

LinguaFolio Nebraska Study

Dr. Ali Moeller, University of Nebraska, is conducting a five year longitudinal study investigating the:

Impact of goal setting on student achievement

Role of self-assessment Implementation of LF as an

assessment tool to promote articulated K-16 language program

Passport A summary of

language learning and intercultural experiences

Self-assessment grid

Linguistic profile

Biography Language goals Language history Intercultural

experiences Self-assessment

checklists

Dossier Samples of

written work and projects

Certificates that indicate language skills

Video and/or audio recordings

Other Versions of LinguaFolio States: IN, KY, NC, States: IN, KY, NC,

NE, WI, etc. NE, WI, etc. LinguaFolio Jr.LinguaFolio Jr. ESLESL

Dual Language Dual Language ImmersionImmersion

Heritage Language Heritage Language ProgramsPrograms

Higher EducationHigher Education Online pilots: Online pilots:

STARTALK & NCSTARTALK & NC

15 minute break

Classroom ActivityClassroom Activity EasilyEasily With help With help

I can identify 5 rooms in a house. __I can identify 5 rooms in a house. __ __ __

I can make a chore list for my I can make a chore list for my

family members. family members. __ __ __ __ I can answer questions about myI can answer questions about my

room. room. __ __ __ __ I can write a 4-sentence description I can write a 4-sentence description

of my house for a realtor. __ of my house for a realtor. __ ____

1.1. Lesson on sports/meals/daily activities/foods Lesson on sports/meals/daily activities/foods How can what I learn about eating habits and How can what I learn about eating habits and

fitness activities help me to make healthier fitness activities help me to make healthier choices?choices?

2.2. Lesson on weather and temperatureLesson on weather and temperature How can what I learn about weather and How can what I learn about weather and

temperature help me every day?temperature help me every day?

3.3. Lesson on using a public phone/reading the phone Lesson on using a public phone/reading the phone book/using cell phones and land lines/sending email book/using cell phones and land lines/sending email messages/blogging/using a search enginemessages/blogging/using a search engine

How can what I learn about phones and the How can what I learn about phones and the Internet help me communicate with others? Internet help me communicate with others?

Language & Culture Language reflects the culture of

those who speak it. Culture is the context within

which communication occurs. Language proficiency is linked to

cultural awareness and understanding.

Interculturality Definition: understanding of culture

so that language used is appropriate to the context and audience

Learners need to be able to self-assess cultural understanding and behavior so that they develop interculturality skills

In-Class ActivityIn-Class Activity What surprised me about the students What surprised me about the students

we blogged with in another school/class we blogged with in another school/class was…was…

I found the writing used by my blogging I found the writing used by my blogging friend easy/hard to understand because…friend easy/hard to understand because…

One thing I learned about myself or my One thing I learned about myself or my own culture from blogging is…own culture from blogging is…

What I still don’t understand is…What I still don’t understand is… To prepare for the next time I blog, I To prepare for the next time I blog, I

want to…want to…

1.1. Lesson on sports/meals/daily activities/foods Lesson on sports/meals/daily activities/foods How can what I learn about eating habits and How can what I learn about eating habits and

fitness activities help me to make healthier fitness activities help me to make healthier choices?choices?

2.2. Lesson on weather and temperatureLesson on weather and temperature How can what I learn about weather and How can what I learn about weather and

temperature help me every day?temperature help me every day?

3.3. Lesson on using a public phone/reading the phone Lesson on using a public phone/reading the phone book/using cell phones and land lines/sending email book/using cell phones and land lines/sending email messages/blogging/using a search enginemessages/blogging/using a search engine

How can what I learn about phones and the How can what I learn about phones and the Internet help me communicate with others? Internet help me communicate with others?

Your TurnYour Turn I can explain the purpose and I can explain the purpose and

identify the benefits of identify the benefits of LinguaFolio LinguaFolio for my own for my own language teaching context.language teaching context.

I can create I can create LinguaFolioLinguaFolio-like -like activities that give students activities that give students opportunities to use the target opportunities to use the target language for purposeful language for purposeful communication.communication.

Reflective TeachingReflective TeachingThe TeacherThe Teacher

Uses the target languageUses the target language Helps learners to communicate Helps learners to communicate

by scaffolding speechby scaffolding speech Engages learners in activities Engages learners in activities

that produce languagethat produce language Involves learners regularly in Involves learners regularly in

evaluating their progress and evaluating their progress and thinking about how they learnthinking about how they learn

Reflective LearningReflective LearningThe LearnersThe Learners

Think about their own learning Think about their own learning through a deliberate step-by-through a deliberate step-by-step processstep process

Gradually develop a useful Gradually develop a useful repertoire of learning repertoire of learning strategiesstrategies

Demystify the learning process Demystify the learning process through ongoing teacher, peer through ongoing teacher, peer and self-evaluationand self-evaluation

Learners’ reflections Learners’ reflections includeinclude

Connecting what they already Connecting what they already know to what they are learningknow to what they are learning

Checking frequently to see what Checking frequently to see what they can and cannot do yetthey can and cannot do yet

Determining which activities Determining which activities help them learn most effectivelyhelp them learn most effectively

Setting small, achievable goalsSetting small, achievable goals Planning and monitoring future Planning and monitoring future

learninglearning

Student Self-CheckStudent Self-Check What am I learning?What am I learning? Why am I learning it?Why am I learning it? How am I learning it?How am I learning it? How successful is my learning?How successful is my learning? How can I demonstrate my How can I demonstrate my

learning?learning? What am I going to do next?What am I going to do next?

Student Reflection Student Reflection Activity Activity

About my learningAbout my learning I have learned… I have learned… I can…I can… I am good at…I am good at… I haven’t I haven’t

managed…managed… I don’t I don’t

understand…understand… I have difficulty I have difficulty

in…in…

About the lessonsAbout the lessons I like best…I like best… The most The most

interesting thing interesting thing is…is…

I don’t like…I don’t like… The most boring The most boring

thing is…thing is…

Practices that Support Practices that Support Reflective LearningReflective Learning

Cooperative LearningCooperative Learning JournalingJournaling Peer- Assessment and Peer- Assessment and

Self-AssessmentSelf-Assessment Portfolios Portfolios Problem-Based LearningProblem-Based Learning RubricsRubrics

ACTIVITYACTIVITY Admit/Exit SlipsAdmit/Exit Slips

Application CardsApplication Cards

Learning LogsLearning Logs

K-W-L ChartsK-W-L Charts

Think, Pair, ShareThink, Pair, Share

Learner AutonomyLearner AutonomyDoes NOT Does NOT

mean. . . mean. . . Self-instructionSelf-instruction Teacher Teacher

transferring transferring all control to all control to learnerslearners

Does mean. . . Does mean. . . Learners accept Learners accept

responsibility for responsibility for their learning, their learning, review their learning review their learning and evaluate its and evaluate its effectivenesseffectiveness

Learners exhibit a Learners exhibit a capacity for capacity for reflectionreflection

How Do You Learn?

Rate yourself on “How do you learn?”

Discuss how this could help you teach your students to become autonomous, reflective learners

Interculturality Pieces

Think about which Interculturality pieces in the Biography might be useful in your classroom

How will you use these pieces?

What adaptations are needed?

Housing LinguaFolioOn PaperOn Paper NotebookNotebook Individual foldersIndividual folders In the classroomIn the classroom Student keptStudent kept

ElectronicallyElectronically Jump DriveJump Drive CD or DVDCD or DVD Hard DriveHard Drive School ServerSchool Server ClassroomClassroom Computer LabComputer Lab

Housing LinguaFolioHousing LinguaFolioOn Paper – prosOn Paper – pros Readily availableReadily available Take out and showTake out and show

On Paper – consOn Paper – cons StorageStorage More time to updateMore time to update

Electronically – prosElectronically – pros Easily updatedEasily updated Easily portableEasily portable Less spaceLess space

Electronically – consElectronically – cons AccessAccess Network capabilityNetwork capability

Implementation TimelineImplementation Timeline When could you begin using When could you begin using

LinguaFolio?LinguaFolio?

How will you introduce it to your How will you introduce it to your students, colleagues, students, colleagues, administrators, etc.?administrators, etc.?

What will you do to weave in What will you do to weave in LinguaFolio-like activities?LinguaFolio-like activities?

ResourcesResources LinguaFolio at National Council of State LinguaFolio at National Council of State

Supervisors For LanguagesSupervisors For Languages http://www.ncssfl.org/links/index.php?linguafolio or

http://www.ncssfl.org/ > LinguaFolio

NCDPI Second LanguagesNCDPI Second Languageshttp://community.learnnc.org/dpi/secondlang/ >Instructional Resources > LinguaFolio>Instructional Resources > LinguaFolio

ESL LinguaFolio Pilot Wikihttp://esllfpilot.pbwiki.com/ > LinguaFolio downloads > LinguaFolio (World Languages)

Jon ValentineGeorgia Department of Education

205 Jesse Hill, Jr. DriveAtlanta, GA 30334

Phone: 404-463-0601 jvalentine@doe.k12.ga.us

Jacqueline Bott Van Houten, World Language and International Education

ConsultantKentucky Department of Education

500 Mero StreetFrankfort, KY 40601

Phone: 502-564-2106Jacqueline.VanHouten@education.ky.gov

Vickie Scow, World LanguagesNebraska Department of Education

301 Centennial Mall SouthLincoln, NE 68509

Phone: 402-471-4331Vickie.Scow@nde.ne.gov

Elizabeth WebbGeorgia Department of Education

205 Jesse Hill, Jr. DriveAtlanta, GA 30334

Phone: (404) 651-7275 ewebb@doe.k12.ga.us

Ruta Couet, World LanguagesSC Department of Education

Office of Curriculum and Standards1429 Senate Street, #B-17Columbia, SC 23201-3799

Phone: 803-734-8383rcouet@sde.state.sc.us

Helen Small, Foreign Language SpecialistVirginia Department of Education

P.O. Box 2120Richmond, VA 23218-2120

Phone: 804-225-3666Helen.Small@doe.virginia.gov

Contact InformationContact Information

Helga FascianoHelga Fasciano

Section Chief, K-12 Section Chief, K-12 Program AreasProgram Areas

NC Dept. of Public NC Dept. of Public InstructionInstruction

6349 Mail Service Center6349 Mail Service Center

Raleigh, NC 27699-6349Raleigh, NC 27699-6349

hfascian@dpi.state.nc.us hfascian@dpi.state.nc.us

Ph: 919-807-3864Ph: 919-807-3864

Ann Marie GunterAnn Marie Gunter

Second Language Second Language ConsultantConsultant

NC Dept. of Public NC Dept. of Public InstructionInstruction

6349 Mail Service Center6349 Mail Service Center

Raleigh, NC 27699-6349Raleigh, NC 27699-6349

agunter@dpi.state.nc.usagunter@dpi.state.nc.us

Ph: 919-807-3865Ph: 919-807-3865