Profes sional Develo pment Module III-B · Walter Bartz* Indiana Department ... Victoria Contreras,...
Transcript of Profes sional Develo pment Module III-B · Walter Bartz* Indiana Department ... Victoria Contreras,...
Languages Other Than English Center for Educator DevelopmentSouthwest Educational Development Laboratory
211 East 7th Street, Austin, Texas 78701
In collaboration with
Texas Education AgencyEducation Service Center, Region II
Professional
Development
Module III-B
TEKS for LOTE:Developing Curriculum/
Addressing Assessment
Professional
Development
Module III-B
TEKS for LOTE: Developing Curriculum/ Addressing Assessment
Table of Contents
I. IntroductionLOTE CED - What’s in a Name? ....................................... 7LOTE Writing Team for the Clarification
of the Essential Elements ............................................. 8LOTE Program Goals and the Emphasis
on Communication ........................................................ 9Producing the TEKS for LOTE ........................................ 10TEKS for LOTE Writing Procedure ...................................11
II. Background Information for FacilitatorsPurpose, Use, and Contents of this Professional
Development Guide .................................................... 15Preparing for the Workshop ............................................ 17Module III-B at a Glance.................................................. 18Background Information on Transparencies.................... 19
III. Talking Points
IV. Transparencies
V. Handouts
VI. Appendices“User-Friendly” Texas Essential Knowledge and Skills for Languages Other Than English ............................... A
Sample Facilitation Techniques......................................... BCurriculum Development: Some Texas Examples ............CDesigning Curriculum for Standards-Based Culture/
Language Learning, L.Q. Allen .....................................DOrdering Project ExCELL Documents ............................... E
This module was
prepared by
Paul SandrockWisconsin State Department
of Public InstructionLillian King
Elaine PhillipsLOTE CED
(primary authors)
Bobette DunnFort Bend ISD
(reviewer)
Kathleen TrailAlbert Bosquez
LOTE CED(layout and design)
Inés GarcíaCarl Johnson
Texas Education Agency
Introduction
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LOTE CED:
What’s in a name?
The Languages Other Than English Center for EducatorDevelopment (LOTE CED) was established to assist PreK-12educators in enhancing the proficiency of Texas students of LOTE.
Center Activities
Professional Development GuidesModule I - TEKS for LOTE: OverviewModule II - TEKS for LOTE:
Classroom ImplementationModule III-A - TEKS for LOTE:
Developing Curriculum/Addressing Assessment
Module III-B - TEKS for LOTE:Developing Curriculum/Addressing Assessment
These guides are used inworkshops provided by trainedfacilitators in ISDs and ESCs
Peer Coaching/Mentoring ProgramTen LOTE teachers from around thestate were trained in peer coachingand mentoring models of professionaldevelopment. These educators nowwork in their regions to train otherteachers with the goal of establishinga network of peer coaches/mentorsthroughout the state.
Information SourcesThe LOTE CED serves as a sourcefor information related to languagelearning and teaching, languageresearch, and language resources.It publishes a quarterly newsletter(including an on-line version) andhas established a webpage at:
http://www.sedl.org/loteced
The LOTE CED’s goals are:1) to provide resources for implementing the Texas
Essential Knowledge and Skills for LanguagesOther Than English (TEKS for LOTE) and forimproving the teaching and learning of languages inTexas;
2) to provide teachers and future teachers with athorough knowledge of the instructional principlesunderlying the TEKS for LOTE adopted by theState Board of Education;
3) to establish a coordinated system of professionaldevelopment in LOTE instruction; and
4) to increase LOTE educators’ access to high-quality instructional models for all students.
LOTE CEDSouthwest EducationalDevelopment Lab211 East 7th St.Austin, Tx. 78751
The LOTE Center for Educator Development was establishedin February 1998 and is located in the Southwest EducationalDevelopment Laboratory (SEDL) in Austin, Texas. It is acollaboration between SEDL, the Education Service Center,Region 2 (ESC II), and the Texas Education Agency (TEA).The Center’s multiple projects are designed to sharesuccessful strategies, current research, and up-to-datelanguage resources and information with LOTE educatorsaround the state.
Staff and Contact InformationElaine PhillipsDirectore-mail: [email protected] (512) 476-6861Fax (512) 476-2286
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Walter Bartz*Indiana Department of EducationInés GarcíaTexas Education AgencyMayDell JenksKaty ISDCarl JohnsonTexas Education AgencyDoris KaysNorth East ISDLillian KingLOTE Center for Educator DevelopmentRobert LaBouveAustin, TXAnnette LowryFort Worth, TXJanet NordenBaylor UniversityElaine Phillips, ChairLOTE Center for Educator DevelopmentPaul Sandrock*Wisconsin State Department of Public InstructionJo Anne Wilson*Glen Arbor, MI*indicates revolving out-of-state committee position
Texas Education
Agency
James E. NelsonCommissioner of Education
Ann SmiskoAssociate Commissioner,Curriculum, Assessment
and Technology
David D. AndersonCoordinator, Curriculum andProfessional Development
Inés GarcíaDirector of Languages Other
Than English
Carl JohnsonAssistant Director of
Languages Other ThanEnglish
Art Anderson, Brazoswood ISDNathan Bond, Austin ISDDulce-María Caba-Caraway, Pasadena ISD*Linda Calk, Ysleta ISDVictoria Contreras, University of Texas, PanAm*María Fierro-Treviño, Northside ISDCristela Garza, Corpus Christi ISDYvette Heno, Houston ISDBillie Hulke, Midway ISDMarla Jones, Denton ISDDoris Kays, North East ISDDavid Kleinbeck, Midland ISDAnnette Lowry, Fort Worth, TexasLuciano Martínez, McAllen, TexasLinda Nance, San Antonio ISDLuz Elena Nieto, El Paso ISDBarbara González Pino, University of Texas, San AntonioCindy Pope, Education Service Center, Region XXRose Potter, Programs Abroad Travel AlternativesMaría del Rosario Ramos, Socorro ISDKevin Roberson, Texas Tech UniversityElías Rodríguez, Dallas ISDKarin Sloan, Corpus Christi ISD*Phyllis Thompson, Houston Baptist University*denotes team co-chair
LOTE Center for Educator Development
Advisory Committee
LOTE Writing Team for the Clarification of the
Essential Elements
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“When you learn a
new language
you gain another world.”
– Goethe
COMMUNICATION
Cultures Connections
Comparisons Communities
LOTE Program Goals
and the
Emphasis on Communication
There are five Program Goals that form the foundation of theTEKS for LOTE: Communication, Cultures, Connections,Comparisons, and Communities (also known as the five Cs).These five Cs have become a common framework for LOTEpolicy and planning. The national standards document,Standards for Foreign Language Learning: Preparing for the21st Century, forged the path for the five Cs; many states havesince used the 5 Cs paradigm for their own state standards.Those who contributed to the writing and development of theTEKS for LOTE felt that the Texas standards should take adifferent look at the interrelationship of the 5 Cs. As they workedon the document, they placed the emphasis and mostimportance on the Communication Program Goal.
Communication (listening,speaking, reading, writing, viewing,and showing) is the primary focusof language acquisition. It is thevehicle by which students of LOTEbecome linguistically proficient andreach the other four ProgramGoals. The other four ProgramGoals contribute to and enhancethe communicative languageexperience by supplying context,that is, what students communicateabout (topics, themes, literature,etc.) and in what contexts theircommunication takes place (face-to-face, in writing, outside theclassroom, via the Internet, etc.).
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Producing the TEKS for LOTE
Ten years after the first implementation of the EssentialElements, the Texas legislature directed the Texas State Boardof Education in 1995 to adopt the Texas Essential Knowledgeand Skills (TEKS) for all subject areas. The goals of the TEKSwere to meet the requirements of Senate Bill 1, to review andrevise the previously adopted state curriculum (the EssentialElements), to clarify what all students should know and beable to do, and to serve as the basis for textbook adoptionsand state tests, where appropriate.
To develop the TEKS for Languages Other Than English(TEKS for LOTE) and related products, the Texas EducationAgency, with the assistance of the Southwest EducationalDevelopment Laboratory (SEDL), implemented the projectknown as Project ExCELL (Excellence and Challenge:Expectations for Language Learners).
Project ExCELL worked with a group of mostly foreignlanguage educators, the Writing Team for the Clarification ofthe Essential Elements, to compose drafts of the TEKS forLOTE. This team was representative of the diversity inherentin the composition of Texas itself. The 23 team members camefrom all regions of the state, representing urban, suburban,and rural areas. They also came from diverse linguistic,cultural, and ethnic backgrounds. In addition, the team wascomposed of educators who work within many differenteducational structures (from public schools to administrativeoffices to businesses) and represented numerous and variedareas of expertise.
Texas
Essential Knowledge
and Skills
EssentialElements
“I was continually
impressed by the knowledge
and dedication of my fellow
writing team members. We
didn’t always agree, but we
celebrated our ‘storms’ and
used that energy to move
forward. What a privilege to
work with such superb
language educators!”
– Writing Team Member
Excellence and Challenge:Expectations for Language Learners
PROJECTE x C E L L
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TEKS for LOTEWriting Procedure
The Writing Team began meeting in March 1995. Methodsused in the development of the TEKS for LOTE includedrecording, collecting, analyzing, and synthesizing thecollective knowledge and experience of the team and ProjectExCELL staff toward producing successive drafts. All ideaswere subject to debate, elaboration, refinement, andverification. Throughout the process, team members and stafflearned from one another, from invited speakers, fromreadings, and from continually addressing the importantissues in LOTE education. The project kept informed of workon LOTE standards in other states and with the NationalStandards Project. Each successive draft was shaped fromthe notes and discussion that came from the writing teammeetings. The TEKS for LOTE Writing Team used aconsensus-building process to approve each section of theTEKS for LOTE.
Expert Review and RevisionProject ExCELL employed expert state and nationalconsultants and used current literature and research to informits work. The utility and quality of the TEKS for LOTE werealso validated through field testing and through review byexpert professionals and public representatives. The majorityof these expert professionals and public representatives werepart of one of the following four groups:
• Field Advisory Committee: a panel of national and stateforeign language experts who reviewed the TEKS for LOTEin terms of their clarity, comprehensiveness, appropriatenessto the needs and conditions of LOTE education in Texas,and utility in terms of curriculum, assessment, teachereducation, and professional development.
• State Board of Education Curriculum Review Committee:This 15-member committee was composed of appointees ofthe Texas State Board members; they reviewed the TEKSseveral times and offered critical analysis and suggestions.
• Connections Team Feedback Committee: This 19-membercommittee consisted of one representative from each of thesubject area writing teams. They reviewed the TEKS forLOTE to ensure and reinforce collaboration and articulationamong disciplines.
• Foreign Language Congress: a committee made up ofcommunity and business leaders of various personal andprofessional backgrounds, they reviewed the TEKS forLOTE for applicability to the real world and for relevance tothe world of work.
The TEKS for LOTE Writing Team incorporated suggestionsfrom all reviewers into the final draft.
“Very coherent and logical
statement of what the state
expects from language
students at different levels.
Comprehensive and
complete, and reflective of
current trends in foreign
language teaching and
programs.”– Field Advisory Committee member
“The TEKS for LOTE give
excellent direction to LOTE
programs. Programs which
follow these guidelines will
have academic rigor and
should help students to
develop excellent language
skills.” – SBOE Curriculum Review Committee member
“I see most of our
suggestions as fine-tuning
an already good product.”– Foreign Language Congress member
“The community and
cultural components are
important elements; these
prepare students to speak a
‘real life’ language that can
be of great value when they
enter the professional
arena.”– Foreign Language Congress member
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“TEKS for LOTE promote the
desire and need for excel-
lence.”– reviewer from the field
“Language learner descrip-
tions are well-developed.
Performance expectations at
each level are both challeng-
ing and attainable.”– reviewer from the field
“The wording of this docu-
ment supports the goals of
all teachers of languages
other than English in that it
is succinct, yet comprehen-
sive. I feel it will be a good
tool for teaching and assess-
ment.”– reviewer from the field
Feedback and Public
Commentary
Hundreds of respondents offered reactions to the publicdrafts of the TEKS. Both their responses to separateitems and their written comments were analyzed andused to edit the document. The majority of publicresponses showed a high degree of satisfaction with thedraft documents.
Background
Information for
Facilitators
15
Notes
UseThe manual may be used by districts in a variety of ways,depending on need and context. For example, some districtsmay choose to use all the activities in a single, pre-writingsession during an in-service day; others may prefer to completethe various segments in shorter discussion sessions afterschool; still others may decide to duplicate the backgroundinformation provided so that participants can be familiar with itbefore they begin their discussion. It is assumed, however, thata foreign language coordinator or department chair(s) will beresponsible for leading the curriculum writing team throughthese introductory materials.
TEKS for LOTE: DevelopingCurriculum/Addressing
Assesment
PurposeThe purpose of Module III-B is to aid school districts indeveloping standards-based LOTE curricula. This professionaldevelopment guide was written for the use of foreign languagecoordinators, lead teachers, and/or department chairs as theylead curriculum development teams in that process. The goalof this training module is:
• to provide coordinators or curriculum developmentteam chairs with background information oncurriculum development in general and standards-based curriculum development in particular,
• to offer descriptions and examples of fourapproaches to curriculum development, and
• to provide the inspiration and forum for discussionthat districts need to begin work on developingforeign language programs centered on the TEKS forLOTE.
The module presupposes a comprehensive understanding ofthe Texas Essential Knowledge and Skills for LanguagesOther Than English (TEKS for LOTE) and its Program Goals(the 5 Cs) and Progress Checkpoints (proficiency levels).Hence the materials are best suited for TEKS for LOTE-
trained writing teams as they begin to deliberate on how theywill proceed in the actual writing of curricula.
MODULE III-B
16
Notes
Contents
Due to the nature of the materials included in this trainingmanual and because it is being sent to all foreign languagecoordinators in Texas, this module is an abbreviated version incomparison to other modules that have been prepared by theLOTE Center for Educator Development. However, it doescontain all the sections found in other manuals. Thesesections and their contents are listed below:
Introduction• Information on the LOTE CED and its products• Information on the development of the TEKS for
LOTE
Background Information on Transparencies
• Background details needed to lead the discussion ofModule III-B transparencies and to respond toparticipants’ questions
• Detailed instructions for Workshop Activities(integrated into this section in shaded boxes)
Talking Points
• Brief prompts for the actual presentation with cross-references to pages in the Background Information(BI) section
Handouts
• Pull-out section to be duplicated and provided toeach participant
Transparencies
• Color overhead transparencies that lead you throughthe workshop (Be sure and remove them from theirsleeves when you conduct workshops!)
Appendices
• A “user-friendly” copy of the TEKS for LOTE• Sample facilitation techniques
• Sample TEKS for LOTE-based curricula from variousTexas school districts
• An article on developing standards-based curricula• Project ExCELL document ordering information
NOTE:
Workshop segments include thefollowing :
• introduction / warmup
• discussion of whatcurriculum is
• characteristics of aneffective curriculum
• four development options,and
• a detailed explanation ofthe curriculum designprocess
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NotesOther (in plastic sleeve)
To aid the LOTE CED in meeting accountabilityrequirements, districts are asked to return the moduleWorkshop Roster and copies of the completed WorkshopEvaluation.
Materials• Professional Development Guide:
Overview
• Overhead Transparencies
• Masters of Handouts for each of theparticipants
• Mastershow group activities
• Copy of TEKS for LOTE for eachparticipant
Equipment• Overhead projector/marker
• Pencils
• Blank transparency/marker
• Scissors
• Small white envelope
Room Arrangement
Preparing for the WorkshopEquipment and Materials• Professional Development Module III-B, TEKS for LOTE:
Developing Curriculum
• Copy of LOTE CED Module Workshop Roster (in the
back of the binder)
• Copies of Handouts for each of the participants
• Copies of TEKS for LOTE for each participant (Appendix
A)
• Copies of A Texas Framework for Languages Other Than English
for each participant (ordering information in Appendix E )
• Color Transparencies (included in this manual)
• Blank transparencies, transparency markers
• Flip charts and markers
• Pencils/pens/post-it notes
• Overhead projector/screen
• Supplies for Activities (See workshop activity directions
on following pages.)
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NotesTo provide maximum flexibility, this module has been divided intothree parts. PART I includes a discussion of what curriculum isand isn’t, why it’s important, and what are characteristics of aneffective curriculum. It allows participants to share their feelingsabout their current curriculum, and to discuss characteristics theybelieve are critical to a good curriculum. It also focuses on ways inwhich a standards-based curriculum differs from other curricula.PART II examines four common ways districts respond to stateand national standards in developing curriculum, and Part IIIdescribes the design-out option for curriculum developmentincluding essential components and an example to illustrate thekind of product that can be created using this process.
PART ICURRICULUM DEFINITIONS, SIGNIFICANCE
What is Curriculum?Transparency 1/Handouts 1 & 2Handout 1 is the agenda for this workshop designed to helpadministrators and teachers in Texas school districts devise a planfor and begin working on developing a standards-basedcurriculum in foreign languages--a curriculum based on the TexasEssential Knowledge and Skills for Languages Other Than English(TEKS for LOTE). Use Handout 2 to conduct the following warm-up activitiy.
Materials• Professional Development Guide: Overview
• Overhead Transparencies
• Masters of Handouts for each of the participants
• Mastershow group activities
• Copy of TEKS for LOTE for each participant
Equipment• Overhead projector/marker
• Pencils
Workshop Activity Directions
Curriculum Is.../Isn’t...
Handout 2Arrange participants in groups at tables and have them brainstorm
and complete Handout 2, Curriculum Is.../Isn’t... based on their
personal experiences. When time is called, have groups share their
responses as you write key words in two columns on a flip chart or
a blank transparency. Next ask participants to identify the terms
that describe what they would like their curriculum to be; use a
different color marker to underline the terms they identify and to
add new ones that are offered. Some key ideas you might elicit
include: clear, helpful, flexible, standards-based, focused, user-
friendly, etc.
Background Information onTransparencies
20
A curriculum is a means to an end, not an end in itself. It shapesthe work of the classroom teacher by focusing and connecting itto a plan of action that follows a sequence of courses aimed at acommon goal. The goal (or “end”) in Texas is for students toachieve the high standards outlined in the TEKS for LOTE, andperformance-based assessment tasks are a means by which wedetermine students’ progress in meeting those standards. Thecurriculum’s job is to facilitate the planning of classroomexperiences that will enable learners to succeed at thoseperformance-based tasks.
How would you define the concept of curriculum?Curriculum has been defined by innumerable people andorganizations in countless ways. Activity 1 from above will likelybe a good demonstration of how people view curriculumdifferently. Schubert (1986) sums up the situation well:
A quick survey of a dozen curriculum books would be likely toreveal a dozen different images or characterizations ofcurriculum... To analyze and discuss all of the images thathave been advanced would be a massive undertaking, sincemore than 1100 curriculum books have been written in thepresent century...
Against such a backdrop, a single, correct definition of what acurriculum is seems impossible. However, a prevalent andrecurring theme that appears in many of the definitions found isthe idea that a curriculum constitutes some sort of a “work plan”.According to noted expert in curriculum development, FenwickEnglish (1992, p. x), the purpose of the curriculum is “to shapethe work of classroom teachers by focusing and connecting it asa kind of work plan in schools.”
Notes
What work plans exist already? Curriculum developers muststrive to align a variety of different “work plans” that may exist ina school district or school: curriculum guides, state and districtcurriculum guidelines or standards, scope and sequence charts,textbooks, administrative policies and goals, etc. Sometimes, onthe other hand, curriculum developers may need to help adistrict expand its view of curriculum. For example, oftentimesthe textbook in a LOTE program represents the entire taughtcurriculum. Indeed, English (1992) decries “the stranglehold oftextbooks in U.S. schools” (p. 15) and contends “[n]o other workplan in a school exercises the dominant and profound influenceof school textbooks” (p. 16). Although LOTE textbooks may havebecome more “proficiency-oriented” over the years, they cannever be all things to all people. Curriculum developers shouldfacilitate a gradual shift from using the textbook’s table ofcontents as the curriculum to using the textbook as one of manyresources.
NOTE: Use Transparency 1 tocontinue helping participantsconceptualize “curriculum”.
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Notes
What else influences the curriculum developmentprocess? Other factors--ones that may not be so obvious--influencing the curriculum development process can includemedia and/or political trends, standardized tests, and even thepersonal views and goals of those who provide input to or arepart of the curriculum development team. Cornbleth (1990)notes the importance of curriculum developers’ recognitionand acknowledgment of the presence of these influences onthe development process.
How we conceive of curriculum making is importantbecause our conceptions and ways of reasoning aboutcurriculum reflect and shape how we see, think and talkabout, study, and act on the education made available tostudents. Our curriculum conceptions, ways of reasoning,and practice cannot be value-free or neutral. Theynecessarily reflect our assumptions about the world, even ifthose assumptions remain implicit and unexamined.Further, concern with conceptions is not ‘merely theoretical’.Conceptions emerge from and enter into practice.
Needless to say, determining what will constitute the district’sforeign language curriculum can be a complex, evencontroversial, task. Is it worth the effort?
Why Bother? Here’s Why!Transparency 2Use Transparency 2 as you guide participants to understandthat the TEKS and Framework are not curriculum, which isbest developed at the local level.
State Standards and FrameworksState standards and frameworks are normally designed to:
• reflect state educational policy and facilitatecurriculum decision making in local school districts,
• provide direction to districts and schools whileallowing for maximum flexibility,
• provide a common point of reference for state,district, and local educators to coordinate thecomponents of the instructional system,
• provide a bridge between stated objectives andclassroom practice,
• reflect current research and the thinkingof state and national leaders andpractitioners in the content area, and
• emphasize themes and concepts.
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Notes
What We Have: TEKS for LOTE and the Framework
However, state standards and frameworks are not the curriculumand do not present detailed lesson plans, nor do they contain a listof items on which students should be tested.
In Texas’ standards development initiative, the team thatparticipated in Project ExCELL accomplished the difficult task oflaying the groundwork for LOTE curriculum development--inparticular by articulating the Texas Essential Knowledge andSkills for Languages Other Than English, content andperformance standards for students of foreign languages inTexas public schools. The TEKS for LOTE, as they are called,address the real-world needs of learners in a constantlychanging society and reflect current professional thoughtregarding an emphasis on developing students’ communicativeproficiency. A Texas Framework for Languages Other ThanEnglish, also developed by Project ExCELL, further explicatesthe state standards by providing:
The standards and Framework guide members of the educationalcommunity at the local district level:
• in designing and implementing a well-articulated district-widecurriculum,
• in developing classroom assessment,
• in planning for pre- and in-service professional development,and
• in selecting instructional materials
Although, the TEKS for LOTE and accompanying Framework provideexcellent guidance in developing curriculum, they do not, in and ofthemselves, constitute a curriculum. Rather, the TEKS for LOTEindicate what learners at three proficiency levels should know and beable to do. For example, the interpersonal Communication goal at thenovice proficiency level indicates that the student is expected to“engage in oral and written exchanges of learned material to socializeand to provide and obtain information.” It does not, however, indicatehow students are to get to that point.
• the guiding principles and research base that support thestandards;
• an expanded discussion/explanation of the five ProgramGoals of the TEKS for LOTE;
• brief, sample learning activities (“snapshots”) incorporatingthe standards;
• a description of the three proficiency levels (novice,intermediate, and advanced) addressed through theprogress checkpoints; and
• a chapter on implementation in a variety of contexts andusing a variety of instructional strategies.
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Notes
The Framework adds to the broadly stated objectives byproviding example progress indicators. To continue with thepreceding example, at the end of the novice proficiencylevel, students could introduce themselves and respond tobiographical questions, express preferences regarding theimmediate environment (school, home, etc.), and useauthentic menus to order food. Thus the Framework offersspecific examples to illustrate the goals outlined in theTEKS for LOTE and also provides a learning snapshot, asample activity incorporating the goal and pilot-tested in anactual classroom. It also offers suggestions as toinstructional strategies and assessment techniques thatfacilitate teachers’ efforts to implement the TEKS for LOTE,but, by definition, a framework provides only a basicconceptual structure, a frame of reference. Neither thestandards nor the framework provides sufficient detailregarding the content and processes needed for students toachieve each goal.
ACTIVITY IDEA: Provide“appropriate” props for the variouscharacters such as a gavel for theschool board member, a soccer shirtfor the parent, a letter jacket for thestudent, a red pen/gradebook for theteacher, etc.
What We Need Now: Local Level Work PlansIt is the districts’ role to articulate a work plan that will allowstudents to reach the desired proficiency levels. Use thefollowing activity to illustrate the importance of a “bottom-up”process for curriculum development.
Materials• Professional Development Guide: Overview
• Overhead Transparencies
• Masters of Handouts for each of the participants
• Mastershow group activities
• Copy of TEKS for LOTE for each participant
Workshop Activity Directions
A Bottom-Up Process
To reinforce the notion that actual curriculumdevelopment should come from the district, rather thanfrom the state level, ask participants to role-playmembers of various interested groups: school boards,parents, students, and of course, teachers. Each“actor” can explain why she believes locally createdcurricula are most effective. Your may choose to divideyour groups into teams of 4, giving each person andeach group the opportunity to role play. Alternatively,you may ask for volunteers to role-play each part andhave just one “performance.”
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NotesThe fact that the standards and frameworks do not articulate aspecific curriculum but rather facilitate the development ofmultiple curricula, is to be preferred. The broadly stated goalsprovide local school districts, foreign language departments,and classroom teachers of LOTE the flexibility to develop awork plan best suited to the particular context and needs oftheir learners. How students are to reach the goals outlined inthe TEKS for LOTE is up to local educators; therefore, it is thepurpose of the district/classroom curriculum to outline the plan(the themes, units, topics, learning scenarios) through whichlearners will strive to satisfy the stated objectives. Using theCommunication Program Goal (interpersonal mode) again asan example, local educators can determine desirable themesand/or topics related to which students will “engage in oral andwritten exchanges” or “provide and obtain information.”
LOTE educators will also need to decide on end-of-coursegoals since the TEKS for LOTE identify what students shouldknow and be able to do at the end of the three progresscheckpoints which do not correspond one-to-one with eachcourse level. For example, if the TEKS performanceexpectations for the novice proficiency level identify (roughly)what students should know and be able to do at the end of twoyears of study, then goals and objectives for the end of the firstyear of study must still be articulated. Thus, using thestandards and proficiency level descriptors as a tool, localdistricts can develop curricula that move smoothly from onelevel of study to the next.
Characteristics Of An EffectiveCurriculum
Since entry points for language study vary from district todistrict, local LOTE educators will also need to vary thesethemes and topics depending on the age-level and interests ofthe learners. (For example, high school students might provideand obtain information about dating customs in the targetculture whereas elementary students might be studying themigratory habits of birds.)
Transparencies 3 & 4/Handout 3/3aUse Transparencies 3 and 4 as you discuss characteristics ofa good curriculum. Transparency 3 can be used for all fourcharacteristics; Transparency 4 illustrates curriculum “connec-tions.”
As we have seen, the definitions, images, and characteriza-tions of a curriculum are (to say the least) many and varied.
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NotesHow then do we go about determining what we think are thecharacteristics of an effective curriculum for the teaching andlearning of LOTE? If we can agree that the general purposeof the curriculum is to provide educators with a work plan fortheir classrooms that will help their students reach highstandards, then the next step is to figure out what attributesmake up such a plan.
An Effective Curriculum is Standards-Based
Prior to the adoption of the TEKS for LOTE, teachers in Texasused the Essential Elements to guide their planning. TheEssential Elements provided teachers with information onwhat they should teach/do to help students acquire the skillsof listening, speaking, reading, and writing with the addition ofculture and language. Our new state standards, the TEKS forLOTE, have forced LOTE educators to think of achievement interms of what students should know and be able to do. Inessence, the focus has shifted from knowledge of the lan-guage to competence in the language. This shift has broad-ened the profession’s sense of both what needs to be taughtand what needs to be learned.
In other words, while the standards have provided a pathwayfor developing increasing levels of proficiency, they have alsopresented the profession with a challenge: how do you teachand organize instruction that helps students use the languagethey are learning?
A TEKS for LOTE-based curriculum should:
• take into consideration the Guiding Principlesoutlined in A Texas Framework for Languages OtherThan English
• provide all learners with access to the knowledge,skills and performance expectations outlined in theTEKS for LOTE (Student expectations should beexplicit to both students and teachers.)
• include learning and teaching activities andstrategies that are based on their utility in helpingstudents learn and demonstrate attainment ofknowledge and skills in the targeted TEKS for LOTE
• incorporate assessment based on criteria that aredirectly related to the TEKS for LOTE and allowstudents to show what they know and can do withthe language they are learning
NOTE: The bulleted information onthis page is provided for participantson Handout 3.
26
Notes
Handout 3a, A Guide to Aligning Curriculum with the Standards,was prepared by the K-12 National Foreign Language ResourceCenter at Iowa State University during the center’s 1996 summerinstitute on curriculum development. Although the document usesthe national standards as a point of reference, the concepts meshperfectly with the TEKS for LOTE. The guide describes theguiding foci for developing curriculum-- an iteration of the “5Cs” ofthe TEKS for LOTE: Communication, Cultures, Connections,Comparisons and Communities.
An Effective Curriculum is Connected
Transparencies 3 & 4Fenwick English (1992) suggests that in order to successfullybring together the various elements that contribute to acurriculum (standards, textbooks, research, etc.) the idealcurriculum must be connected at different levels and in differentways. It is characterized by coordination, articulation, unity, andalignment.
Curriculum coordination refers to consistency across asingle level and is also known as horizontal alignment.The curriculum establishes a work plan for all Level ISpanish learners, for example, and all Level I Spanishlearners have opportunities to practice skills needed toattain Level I goals within the common contextsdetermined by the curriculum. Unity does not mean thatall Level I teachers must be doing the same tasks in theirclassrooms all of the time-as long as their students allend up with similar competencies.
Materials• Professional
DevelopmentGuide:Overview
• OverheadTransparencies
• Masters ofHandouts foreach of the
Workshop Activity Directions
A Guide to Aligning
Handout 3aChoose one of the suggested facilitation techniques in
Appendix B (for example, Insiders/Outsiders or Circle the
Wagons) or use one of your own to help participants process
the ideas contained in Handout 3a, A Guide to Aligning
Curriculum with the Standards. Give participants sufficient time
to read and discuss in groups (according to the technique
used), then ask each group to report on its response/
conclusions.
27
NotesCurriculum articulation, or verticalalignment, refers to the continuity orflow of the curriculum from one levelto the next within a school or system.Learners completing Level I moveeasily into Level II of the samelanguage because the curriculumcarefully articulates skills to belearned in each level which build oneupon the other.
Curriculum unity refers to actionsthat “tighten” the curriculum-- “thatbring the written, taught, and testedcurricula into alignment with oneanother” (p. 19). According toEnglish(1992), all three of thesecurricula deal with content, but it isentirely possible in a school that theybe “unrelated” or “unconnected” toone another (p. 8). Any process thatstrives to connect these curriculacontributes to unity; quality controlensures that the agreed-upon writtencurriculum is the same as the one thatis taught when the classroom door isclosed and is the same one for whichstudents are held accountable.
Curriculum alignment refers to thematch or fit between the curriculumand the tests used to assess learners.Instructors test what and how theyteach, and learners see clearly theconnection between classroom tasksand assessment tasks when thecurriculum and tests are alignedduring the curriculum developmentprocess. Unity occurs easily when the“design out” process (see Option 4,below) is used to develop curriculumbecause it begins with the design ofassessment tasks.
28
An Effective Curriculum is Flexible
(Back to) Transparency 3Flexibility in the context of curriculum development means thatit should be “open to some interpretations” of how best toteach the material; therefore the curriculum must be able to be“changed by altering the sequencing and pacing of its deliverywithout fundamentally altering its design fidelity” (English,1992, p.16). In other words, while coordination and articulationare important, teachers should have the option to determinehow they will implement the lesson; it’s not necessary thatevery teacher use the “same lesson on the same day from thesame page in the same textbook” (English, p. 16). Of course,opinions about the desired amount of flexibility of a curriculummay vary from district to district.
An Effective Curriculum is Clear
Although it is important to state the underlying philosophiesand learning theories on which the curriculum is based, user-friendly curriculum plans avoid delving too deeply intoelaborate philosophies and academic rhetoric. All curriculamust use “well-organized, easy-to-read, unambiguous textuallanguage that is contextually relevant to real classrooms andreal procedures” (English, 1992, p. 46).
Notes Materials• Professional Development Guide: Overview
• Overhead Transparencies
• Masters of Handouts for each of the participants
• Mastershow group activities
• Copy of TEKS for LOTE for each participant
Workshop Activity Directions
Curriculum Connections
Transparency 4/Handout 4For a hands-on approach to processing curriculum
“connections,” list the preceding terms on a flip chart and briefly
define each. To help participants distinguish between the terms
and remember them, divide them into four groups and assign
one term to each. Provide copies of Handout 4 and supplies
(construction paper, chart paper, markers, tape, stapler, string,
glue, straight pins, yarn, scissors, etc.), and ask groups to
come up with an image--a way to physically represent their
term. Allow at least twenty minutes, then ask each group to
show their “product” to the group and explain its significance.
If you do not wish to spend this much time processing these
“connections,” use Transparency 4 and its images as you define
each term, and provide the handout to participants.
29
NotesClarity is vital in developing an effective work plan,even though the level of detail described in thecurriculum will vary depending on the knowledge andexperience of staff, availability of materials, etc. A trulyfunctional curriculum should stand alone, withoutrequiring supporting documents to interpret the text.Additionally, the format and length of the curriculumare crucial to its success. Depending on a district’scircumstances, technology may play a major role inthe development and dissemination of curricula. Forexample, having the curriculum available on-lineallows teachers greater flexibility in accessing it,making multiple copies, manipulating the text for usein particular contexts, etc.
Other Points to Ponder
Although every team will face different issues andchallenges, you should consider the following indeveloping an effective standards-based curriculum:
• A statement of underlying philosophy orlearning theory
• Clearly identified objectives, goals andsuggested strategies for each course level(coordination and articulation)
• A recommended time frame foraccomplishing goals
• A system of accountability
• An evaluation of how assessment fits withthe curriculum
• A plan for professional development
The curriculum development process can be a longand difficult one. When such a significant amount oftime, energy, and thought is invested in such aprocess, the end product needs to justify the efforts.By focusing on a few characteristics and guidelines indeveloping the curriculum, a team can create adynamic, effective, and much-used work plan that willencourage the implementation of the standards in theclassroom and help students achieve the goals setout for them by those standards.
30
Notes
PART IICURRICULUM DEVELOPMENT OPTIONS
Option One: Do Nothing
Why would a district opt to do nothing? Some school districtsmay decide to do nothing to coordinate the local foreign languagecurriculum to the standards, determining that it is not cost-effectiveto revamp the existing work plan. For example, there may be onlyone LOTE teacher or one campus where LOTE is offered, andtherefore, the development of a new curriculum may be consideredtoo expensive, too time-consuming, and too great a responsibility forsuch a small staff.
NOTE: You can use a blanktransparency to represent OptionOne.
Tom Welch (1996) identified the four curriculum developmentoptions most commonly encountered among pilot sites during thedevelopment of the national K-12 foreign language standards: 1)do nothing, 2) plug the holes of an existing curriculum, 3) adapt in-place curriculum to the standards, and 4) develop a newstandards-based curriculum. The options provide insight into theprocess of writing curriculum and the degree to which agreed-upongoals were used in designing curricula. They reflect four differentways in which standards may--or may not-- influence curriculumdesign. Each response option is discussed below and some of theadvantages and disadvantages of each are described.
Materials• Professional Development Guide: Overview
• Overhead Transparencies
• Masters of Handouts for each of the participants
• Mastershow group activities
• Copy of TEKS for LOTE for each participant
Workshop Activity Directions
Consequences
You will briefly describe each of the following four curriculum
development options, stopping after each to reflect on its
consequences for district foreign language teachers and learners.
After introducing each one (and before proceeding to the next), ask
participants to individually brainstorm consequences for the district of
choosing the option and to write each idea on a separate post- it
note. After two minutes, ask participants to stick their post-its to an
easel or posterboard labeled Option 1 (2, 3, or 4). Once all notes are
posted (in no apparent order) they silently move them into clusters
that appear to share similar ideas to create an affinity diagram. The
notes can be moved as often as possible until everyone is satisfied
with the clusters. The group then discusses the relationship between
the items in a cluster and assigns a title to it. (It is possible that one of
the notes will serve as a title for the whole cluster.) The titles can now
be studied to gain a better understanding of the consequences for
teachers/learners of choosing a particular response option.
31
Notes
Teachers may justifiably be unwilling to undertake the projecton their own without support at the district level. Additionally,LOTE programs are sometimes not viewed as being asimportant as the subjects included in the core curriculum, andthey are thus given a lower priority, receiving less time andresources for curriculum development. Finally, some districtsmay simply feel that they already have a strong, coordinated,proficiency-based curriculum in place which leads tograduates placing at an advanced level in college.
The obvious advantage to this response option is the time,money, and energy saved by not addressing the standards inany way. The disadvantages should be obvious as well: therewill be no plan of action to shape and focus the work of theclassroom. Most likely, the textbook, not the TEKS for LOTE,will shape the taught curriculum, and there may be little or nocoordination or articulation, and certainly no unity, since therewill be no written curriculum tied to the standards. Even schooldistricts with already strong LOTE programs have questionsupon which they can reflect: What percent of their studentsare placing into advanced-level college courses? Are themajority of their students motivated to continue languagestudy beyond Level II? Are these students actually electing tocontinue their language study in college? Most college-levelplacement exams are still discrete-point and grammar-based,and students placing out of lower-division college courses arenot necessarily proficient in all the goal areas addressed bythe TEKS. The most important disadvantage of doing nothingto address the standards is that foreign language learnersmay not have the opportunity to reach the challenging goalsoutlined in them nor to experience the kind of proficiency-based language class that motivates learners to want tocontinue to develop a higher level of proficiency.
Option 2: Plug the HolesTransparency 5Why would a district opt to fix what they already have?Some districts whose curriculum is textbook-based or basedon a scope-and-sequence tradition are reluctant to changeformats completely by switching to one that is standards-based. They opt for a transitional approach that examinesthe existing curriculum through the lens of the standards. Inthis approach, the TEKS for LOTE are superimposed overthe existing curriculum.
32
Notes
The curriculum components are placed along the vertical axisof a grid, the TEKS along the horizontal axis. Then, curriculumdevelopment begins with an examination of key componentsof the curriculum, often chapters of the textbook or thematicunits, which are considered systematically in order todetermine which standards are included. Once thisidentification process is complete, the “holes” in the curriculumbecome evident. Effort is then directed at developingappropriate learning activities that emphasize the elementswithin the TEKS that have been minimally addressed—or notat all.
Curriculum developers choosing this option will be gratified(and relieved) to see that the current curriculum most likelyalready includes some or a number of the goals outlined in theTEKS for LOTE. Thus, this option allows school districts toaddress the standards without having to rewrite their currentcurriculum completely, focusing their time and effort insteadon filling in the standards “gaps.” It is also reassuring toteachers to see that they are headed in the right direction, andit provides an entry-point to become acquainted with thestandards without leaving behind all that is familiar.Nevertheless, the point of reference in this option is theexisting curriculum, not the TEKS for LOTE, so the standardsare the focus of curriculum development only as they relate tofilling in the perceived gaps. It means a district does not haveto “start from scratch,” but the approach may lend itself to asuperficial representation of the standards; courses will still be“textbook-driven,” organized by the number of chapters to becovered. Furthermore, curriculum developers may not bemotivated to go further, even though the existing curriculummay be less than effective and only minimally incorporate theTEKS. Foreign language curricula have traditionallyemphasized grammar and vocabulary, but a standards-basedcurriculum stresses the functional link of the “pieces” oflanguage: real-world tasks, such as describing a scene ortelling a story. Thus, beginning with the existing curriculumcan make it easier to “find” TEKS-based learning activities;e.g., “Oh, yes, we do Culture and Comparisons. We havestudents make statements comparing soccer and football inthe unit on leisure activities.” But it is essential for learners togo beyond the obvious first stages (knowing cultural facts andhow to use comparative forms) to have multiple opportunitiesto use what they “know” for communicative purposes: tocompare the relative importance of sports and leisureactivities in general in different cultures, for instance.
33
Notes
Option 3: Adapt to the TEKS for LOTE
Transparency 6Why would a district opt to adapt their curriculum to theTEKS for LOTE? At first glance, this option appears to closelyresemble Option Two. In fact, Option 3 differs notably from thepreceding one because using the TEKS for LOTE as anorganizing principle for foreign language courses helpscurriculum developers focus more readily on what studentsshould know and be able to do in the target language and withinthe target culture(s). The standards, rather than the textbook,are the starting point for curriculum development, so existingresources (textbooks, ancillaries, prepared “units”) areevaluated based on the degree to which they reinforce the skillslearners need to meet the goals outlined in the TEKS. Districtsmake conscious choices from among their current materials andgoals, selecting content most closely aligned with the standardsand designing new learning opportunities as needed. When theTEKS become the filter for curriculum development, districtsalso need to take care that assessment is carefully matched tothe expressed goals. Progress is no longer measured by thenumber of courses completed but by learners’ ability to functionin each of the Program Goal areas (5 Cs).
A grid may again be constructed, but with the standards placedon the vertical axis and the existing curriculum components onthe horizontal axis. Particular attention is paid to the functionalterminology used in the standards (e.g., “engage in oral andwritten exchanges,” “use resources…to gain access toinformation,” “demonstrate an understanding…”), and theexisting curriculum is then examined to find evidence of learningactivities in which students are provided practice in “doing”—thatis, opportunities to function in the target language as outlined inthe TEKS.
Option 4: Standards-Based Curriculum
Development
Transparency 7Why would a district opt to develop a standards-basedcurriculum? Some districts are ready to develop a totally newcurriculum to ensure that they are fully focused on thestandards. This is obviously the most challenging approach towriting curriculum but is also the one most likely to lead to fullimplementation of standards-based teaching and learning inthe district.
34
Notes
Through a consensus-building process involving hundreds offoreign language educators and members of public and privateenterprises, these goals for foreign language learners in thestate of Texas were developed. Districts willing to imagine an all-new curriculum CAN use what is called a “design-out” process(Wiggins’ “backward curriculum design,” 1998) that begins withan examination of learner goals: what students should know andbe able to do as outlined in the TEKS for LOTE. They thenenvision possible assessment tasks that can provide evidenceof learners’ progress towards the goals. Once potentialassessment tasks have been identified, curriculum developersreflect on the enabling knowledge and skills required and thekinds of learning experiences that need to occur for students tobe able to succeed in those tasks. The development of theselearning experiences is the heart of curriculum development.Since the TEKS for LOTE identify only goals for the threeproficiency levels (Progress Checkpoints), districts need todetermine their own end-of-course goals (e.g., Level I) andrepeat the process for those levels as well. A design processleading to standards-based curriculum development is describedin Part III, below.
PART IIIGETTING DOWN TO BUSINESS
The Design-Out Process
Transparency 8/Handouts 5/5a & 6/6aA standards-based curriculum may be pictured as a jigsawpuzzle with the various components to be taken intoconsideration composing the individual pieces of the puzzle. Allthe pieces must be present and accounted for before the pictureis complete. Below, each of the essential componentscomprising the curriculum and its place in the four-step design-out process are described. Steps include the following:
• identify goals
• develop performance-based assessment tasks
• identify enabling knowledge and skills
• design learning experiences
Participants can follow the examples on Handout 5/5a as youexplain the steps. Finally, once steps have been elucidated, youwill demonstrate each one by walking participants through theprocess as a whole group before they begin work in depth. [SeeWorkshop Activity 6, Practicing the Process, on page 40-41.]
35
Notes
Step One: Identify Goals
TEKS for LOTE Goals
A great deal of the first step of the design-out process hasalready been completed because the TEKS for LOTE describegoals for foreign language learners in Texas. They encompassthree communication modes including the interpersonal,presentational, and interpretive uses of language,communication competencies used daily outside the classroomas well as in it. The TEKS also provide performanceexpectations at three proficiency levels: novice, intermediate,and advanced. These standards operationalize authenticlanguage functions, real-world demands such as “providing andobtaining information” and “engaging in oral and writtenexchanges,” tasks that learners can use for authenticcommunication. Indeed, the heart of a standards-basedcurriculum is the real-world application of what students do inthe classroom.
End of Course Goals
Districts will, however, need to determine end-of-course goalsas well, since proficiency level changes slowly over time, notautomatically on completion of a particular course. Forexample, students at the end of Level I will probably not be ableto meet all the standards indicated by the novice-level progresscheckpoints, and achievement is more prominent at this stagethan is proficiency, so Level I goals will need to be identified bydistricts.
NOTE: For more information oncontextualized assessment tasks,see Richard Stiggins’ Student-Centered Classroom Assessment(pp 310-313), 1997, EnglewoodCliffs, NJ: Prentice Hall.
Curriculum developers must decide where they want to “go”before they can decide how to get there. Although the TEKSfor LOTE provide the end goals for language learners, thesestandards describe very broad performance expectationswhich can be carried out in a variety of cultural contextsinvolving countless topics. Therefore, districts need to think ofsample assessment tasks within the thematic, cultural contextschosen which will provide evidence of students’ progresstoward meeting both cultural and linguistic goals. They shouldalso reflect on the criteria that will be used to judgeperformance/achievement and which should thus be practiced.
There may be an infinite number of ways learners can demon-strate progress toward a given goal, but since the TEKS areperformance-based (i.e., describe what students should knowand be able to do), sample assessment tasks should also beperformance-based. Allen (2000) provides examples of level-
Step Two: Develop Culturally Contextualized,Performance-Based Assessment Tasks
36
Notes
Sample assessment tasks indicate what students are to do,e.g., create an oral presentation incorporating culturally appro-priate gestures. To develop the curriculum, however, districtsalso need to identify what Allen (2000) calls the “enablingknowledge (facts, concepts, principles) and the skills (proce-dures, strategies, methods)” (p.16) learners will need in orderto be successful on the sample assessment task. For in-stance, “in the sample plan, what knowledge about the culture,vocabulary, and the linguistic system, and what communica-tive skills will enable students to create an oral presentation inwhich authentic [target culture] gestures are integrated natu-rally and appropriately?” (p.16)
Step Three: Identify Enabling Knowledge and
Skills and Related Communicative Strategies
and Language Components
appropriate assessment tasks for the cultures program goalbased on the understanding and appropriate use of commontarget culture gestures:
At the novice-level, students may create adialogue composed of short, memorizedphrases and expressions and culturallyappropriate gestures used in greetings.Intermediate-level learners might create skitswhere some learners are shoppers andothers are vendors. They will use culturallyappropriate gestures in making their pur-chases. Pre-advanced learners mightengage in a debate in which they discussenvironmental issues. They will model nativespeakers in their use of gestures in present-ing their arguments. (p.15)
The evaluation criteria developed for both linguistic andcultural goals must take into consideration realistic perfor-mance expectations for learners at the appropriate proficiencylevel, and the individual tasks should reflect characteristicsvalued in real-life communications. Once sample perfor-mance tasks for each end-of-course level have been devel-oped, they become the link between the TEKS for LOTE, thereal world demands discussed above, and what goes on inthe classroom. Districts can then begin to ask, “What dostudents need to know and do in order to succeed in accom-plishing these tasks?” (i.e., “How can we get them there?”).
NOTE: See Appendix D for the fulltext of this article.
NOTE: As you discuss Step Twoyou may wish to refer to or mentionthe LOTE CED’s Module III-A whichaddresses performance-basedassessment in great detail.
37
NotesFor the tasks mentioned on the previous page, she specifiesthe following:
Knowledge: 1. Heighten students’ aware-ness of commonly used gestures in their ownculture. 2. Obtain information on commonlyused [target culture] gestures. 3. Compareand contrast the gestures used in the twocultures. 4. Obtain information about situa-tions in which the gestures would be appro-priate.Skills: 1. Perform the gestures. 2. Make aconnection between each gesture and itscorresponding verbal message. 3. Integrategestures naturally into a conversation. (p.16)
Related communicative strategies and language componentsrequired for performing the sample assessment tasks are alsospecified at this time and will also vary depending on theproficiency level targeted. Communicative strategies (e.g.,expressions for making polite request or interrupting) helpstudents develop the linguistic and sociocultural competenciesneeded to function in the target culture, and learners obviouslyneed language “tools” to help them accomplish the task-basedactivities presented in class. These tools include relatedvocabulary, structures, and pronunciation.
Traditional Curriculum Design
In a traditional classroom where the curriculum is based on atextbook, the teacher’s job usually begins with Step Four. Thesemester is divided into an appropriate number of days perchapter to be covered, and the instructor fits the chaptercontent into the days allocated to each chapter. Learningactivities are selected from the book and from the teacher’s ownrepertoire to provide students sufficient practice in the targetedgrammatical structures (Allen, 2000, p. 17). Additionally, certainportions of the week may be set aside for “culture.”
Step Four: Design the Learning Experience
(or putting together the puzzle pieces)
38
Notes Standards-Based Curriculum Design
With the standards-based design-out process,however, the sequence of learning activities andexperiences are developed around the enablingknowledge and skills (See Step Three.) needed tomeet performance goals, and they incorporate thecultural context (themes, topics), communicativestrategies, and language components mentioned inSteps Two and Three, above. The following questionscan be used to inform the design of the learningexperiences sequence, that is, a series of thematicunits of study that provide the requisite knowledge andpractice.
• What “enabling activities” willdevelop the targeted enablingunderstanding and skills?
• What design approach will makethe work most engaging andresponsive to student interests,needs, and abilities?
• How will the design provideopportunities for students to digdeeper, revise their thinking, andpolish their performance?(Wiggins, 1998, p. 207, as cited inAllen)
(The last item describes well the notion of rigor, espe-cially important and relevant to current thought andpolicy in Texas public schools.)
What Gets Taken into Consideration
Developing a sequence of learning experiences alongthese lines involves using the cultural content andreal-world contexts mentioned in Step 2, above, thatintegrate both cultural and linguistic goals. Thenational Standards for Foreign Language Learning(1996) indicates that “[s]tudents cannot truly master thelanguage until they have also mastered the culturalcontexts in which language occurs” (p. 27), and as farback as 1968, Brooks claimed that language learning is“inaccurate” and “incomplete” if it is divorced from itscultural context. Yet studies find that most classroomculture learning still focuses on isolated facts (“culturenotes”) (Moore, 1996; Seelye, 1997) or involves whatGalloway (1985) calls the 4-F Approach: folk dances,festivals, fairs, and food.
39
Notes
To this end, the design-out process described hereencourages the development of thematic cultural units thattake into account student interest and cultural authenticity:What are students interested in knowing about? What andhow do native speakers relate to those topics? And becausethe best cultural understanding can generally be gleanedusing authentic texts, they form the basis of instruction asmuch as possible. For example, TV broadcasts, authenticvideos and photographs—not to mention any and allopportunities with native speakers when available—could andshould be used in learning about target culture gestures andthe language that typically accompanies them. Learningexperiences might involve:
• brainstorming common gestures used inthe native culture,
• observing target culture gestures used ina target culture TV commercial
• imitating gestures identified• comparing native and target culture
gestures, etc. (Cultural learning experi-ences are enhanced when students makeconnections with related practices withintheir own cultural frameworks.)
The sequence of learning experiences developed alsoincludes activities related to relevant communicativestrategies. If, for example, learners are to incorporateappropriate gestures into greetings, they’ll need to know:
• various forms of address• how to ask formulaic questions (and to
understand the answers), and• to whom they may address those ques-
tions and gestures--(and when and whereand using which level of formality).
Opportunities to see and experience a variety of differentgreetings will be required.
The cultural context and authentic materials form not only thelargest piece of the curriculum puzzle but also, in some ways,its very framework. And by specifying both cultural and lin-guistic goals in Step Two, the artificial separation of languageand culture mentioned above can be avoided. The culturalcontent, not the textbook, drives instruction and provides adirect link to Program Goals such as Connections (to othersubject areas), Comparisons (cultural perspectives and lan-guage), and Communities (interacting with native speakers).
40
Notes
Thus, language components (derived from the culturalcontext) are introduced (using authentic materials) andpracticed through appropriate interactive tasks—those thatrequire negotiation of meaning as well as structuredpractice—and which enhance internalization of the structuresand vocabulary necessary to create an original dialogue, forexample.
The grammar is not necessarily presented first, for mastery,before examining authentic texts but rather “discovered”, incontext, as learners encounter authentic language on theInternet and through film, music, literature, and popular media.Given a specific learning activity, curriculum developers willwant to reflect on the language components needed toperform the tasks related to it. If students were to make apresentation incorporating appropriate target culture gestures,they might need to know structures for:
• formal/familiar forms of address• making polite requests, or• expressing opinions or interrupting and
maintaining the floor (depending onproficiency level).
Will teachers continue to teach “language” with a standards-based curriculum? The answer is yes. However, languagecomponents, such as grammar and vocabulary are nolonger the focus of instruction but rather a means to an end.The introduction of specific language tools occurs, not becausethey appear in a particular chapter but because they areneeded by students to accomplish a particular task. Thesestructures are no longer presented once and then assumed tohave been learned but rather “spiraled” and reworked in avariety of contexts.
Materials• Professional Development Guide:
Overview
• Overhead Transparencies
• Masters of Handouts for each of theparticipants
• Mastershow group activities
• Copy of TEKS for LOTE for eachparticipant
Workshop Activity Directions
Practicing the Process
Transparency 8/Handouts 5/5a & 6/6aBriefly practice following the design-out process with the whole group to
be sure everyone understands what is involved in each step:
• STEP 1: Have participants choose a TEKS performance expectation
for the Intermediate Progress Checkpoint. Ask them to determine what
student performance based on this TEKS would look like at the end of
Level III and at the end of Level IV. For example, amount of language
and complexity of language would increase as would accuracy.
Participants should be specific, providing details for each level.
(Workshop Activity Directions continued on the following page.)
41
NotesMaterials• Professional Development Guide:
Overview
• Overhead Transparencies
• Masters of Handouts for each of theparticipants
• Mastershow group activities
• Copy of TEKS for LOTE for eachparticipant
Workshop Activity Directions (continued)
• STEP 2: Based upon the TEKS used in STEP 1,
participants think of a sample cultural context or theme and
sample performance-based assessment task for Level III and
one for Level IV. In other words, what can learners do in a
given context that shows their progress towards meeting the
goal described in the identified TEKS?
• STEP 3: Participants identify sample Knowledge and Skills
learners will need to have in order to complete the
performance-based assessment tasks identified above. They
should specify related communicative strategies and language
components required for the tasks.
• STEP 4: Ask participants to reflect on the chosen cultural
context and sample authentic documents/texts (poems,
songs, pamphlets, web sites, réalia, etc.—specific ones if
possible) related to it. They should brainstorm numerous
student-centered learning experiences using these authentic
texts and the strategies and language components identified
in Step 3. Once activity ideas have been exhausted, ask
participants to develop a sequence from them that could cover
a two-week (four? six?) unit, eliminating those that contribute
only marginally toward helping students meet the goal and
focusing on those that fit within the cultural context.
To summarize, the curriculum development process hasalready begun on a statewide level in that the TEKS for LOTE,standards for foreign language learners, have beendeveloped. Foreign language educators know where theywant students to go. Districts now need to take the followingsteps:
Summary
1) Develop appropriate end-of-course goals.
2) Begin envisioning sample performance-based tasks withingiven cultural contexts that could be used to ascertainlearners’ progress toward meeting those goals.
3) Identify the knowledge and skills that are needed to enablelearners to do the sample tasks along with relatedcommunicative strategies and language components.
4) Design a sequence of learning experiences based uponage- and level-appropriate cultural topics and contexts.
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Notes Theme- and task-based learning experiences utilizing authenticdocuments and providing for communicative interaction and thedevelopment of cultural and language competencies should beelaborated. The learning opportunities should incorporate allthree communication modes and focus on language-in-userather than language as an object of analysis only. Proficiencydevelops when learners are actively engaged in communicatingamong themselves and with others, focused on task-basedactivities related to topics that interest them and have culturalrelevance (Lee, 2000; Galloway, 1999). By using this process todevelop a standards-based curriculum, districts can providestudents with opportunities to develop the cultural and linguisticcompetencies needed to reach end-of-course goals and becomeproficient language users.
DON’T FORGET THE EVALUATION ORSIGN-IN ROSTER!Once you have completed the training outlined in this manual (inwhatever format it takes), please allow ten minutes forparticipants to complete the evaluation included in the plasticsleeve at the end of this manual. Send copies of the evaluationforms to the LOTE CED in the large postage-paid envelopesprovided in the pocket of this binder.
NOTE: Encourage teachers byacknowledging that curriculumdevelopment is not accomplishedby waving a magic wand. It is along process that requires team-work and buy-in. The benefits,though, are definitely worth theeffort!
Also, please send a LOTE CED Module Workshop Roster backto the LOTE CED every time you conduct a workshop (alsoincluded in the plastic sleeve at the end of this binder). If theworkshop venue already uses another type of sign-in sheet,please photocopy that sheet and send in a copy. Please ensurethat whatever you send includes your name, your co-presenter’sname, the date of the workshop, the module presented, theworkshop location, and the number of participants.
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REFERENCES
Allen, L. Q. (2000). Designing curriculum for standards-basedculture/language learning. NECTFL Review, 47, 14-21.
Brooks, N. (1968). Teaching culture in the foreign languageclassroom. Foreign Language Annals, 1, 214-217.
Cornbleth, C. (1990). Curriculum in context. New York: TheFalmer Press.
English, F. W. (1992). Deciding what to teach and test: Develop-ing, aligning, and auditing the curriculum. Newbury Park, CA:Corwin Press.
Galloway, V. B. (1999). Bridges and boundaries: Growing thecross-cultural mind. In M.A. Kassen (Ed.), Language Learners ofTommorrow: Process and Promise (pp 151- 188). Lincolnwood IL:National Textbook.
Galloway, V. B. (1985). A design for the improvement of theteaching of culture in foreign language classrooms. ACTFL projectproposal. (Unpublished).
Lee, J. F. (2000). Tasks and communicating in language class-rooms. Boston: McGraw Hill.
Moore, Z. (1996). Culture: How do teachers teach it? In Z. Moore(ed.), Foreign language teacher education: Multiple perspectives(269-288). Lanham, MD: University Press of America.
National K-12 Foreign Language Resource Center. (1996). Aguide to aligning curriculum with the standards. Ames Iowa: IowaState University.
National Standards in Foreign Language Education Project.(1996). Standards for foreign language learning: Preparing for the21st Century. Lawrence, KS: Allen Press.
Schubert, W. H. (1986). Curriculum: Perspective, paradigm, andpossibility. New York: Macmillan.
Seelye, H. N. (1997) Teaching culture: Strategies for interculturalcommunication (3rd ed.). Lincolnwood: National Textbook.
Welsh, Tom. (1996). National standards: How will you respond?(unpublished).
Wiggins, G.P. (1998). Educative assessment: Designing assess-ments to inform and improve student performance. San Fran-cisco: Jossey-Bass.
Notes
Talking Points
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TALKING POINTS
T-1
• Guide participantsin the first activity(BI, p.19) as theyshare their views ofwhat curriculum isand isn’t.
• Point out thedifferent “workplans” thatcurriculumdevelopers mustalign (BI, pp.20-21);elicit other “plans”or influences on thecurriculum.
T-2
• Lead participants torecognize that whatthe state hasprovided(standards,framework) are onlythe beginning stepsin the curriculumdevelopmentprocess. (BI, pp.21-22)
• Guide participantsin the secondactivity (BI,p.23) torecognize theimportance ofactual curriculumdevelopment at thedistrict level.
Transparency 1
Transparency 2
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Transparencies 3 and 4
T-5
• Ask participantswhat they believeare theconsequences ofchoosing Option 2(BI, pp.31-32).
• Point out that thisoption is more Text-based than TEKS-based.
TALKING POINTS
T-3, T-4
• Use Handout 3/3aand the third activityto emphasize thestandards as thebasis for thecurriculum, (BI,pp.25-26).
• Guide participantsin the activity (BI,p.28) usingHandout 4/Transparency 4 tostress theimportance ofcurriculum“connectedness.”
• Again, usingTransparency 3,discuss therelevance offlexibility and claritywith regards to thecurriculum. Youmay also wish tobring up the “OtherPoints to Ponder”(BI, p.29).
Transparency 5
[NB: Use a blanktransparency to discussOption 1 (BI, pp.30-31), “DoNothing”]
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T-6
• Ask participants howOption 3 differs fromOption 2.
• Show how the frame ofreference for this optiondiffers from thepreceding one. (BI, p.33)
• Lead participants todiscuss what are theconsequences ofchoosing Option 3.
TALKING POINTS
T-7
• Ask participants whatthey believe are theconsequences ofchoosing Option 4(BI, pp.33-34).
• Ask participants howthis option differsfrom Option 3.
Transparency 6
Transparency 7
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T-8
• Explain the design-outprocess (BI,pp.34-40)and let participantspractice it using the lastactivity and handouts 5/5a & 6/6a.
• Standards have beendeveloped; askparticipants aboutrelevant end-of-coursegoals.
• Lead the group tobrainstorm a variety ofperformance-basedassessment tasks(formal or informal, forvarious proficiency andcourse levels) based onthose goals.
• Ask participants whatstudents will need toknow and be able to doto be successful in thetasks they design.
• Lead the group toimagine the learningexperiences that wouldallow students to attainthe indicated goals. Besure they focus on thecomponents (BI, pp.38-40) (cultural context,communicativestrategies, and languagecomponents) so thatgrammar andvocabulary do not “drive”instruction but rathersupport it.
• Invite participants toreflect on whichcurriculum developmentoption they believe ismost appropriate for thedistrict.
TALKING POINTS
Transparency 8