2018 STARTALK Spring Conference

STRATEGIES FOR CHECKING FOR LEARNING AND

UNDERSTANDING Dr. Jennifer Eddy

WorldLanguageEd@aol.com

WorldLanguageEducation.com

SESSION OUTCOMES

• I can develop performance tasks that are appropriate checks for understanding

• I can determine specific Can Do statements for learning and implementation during lessons

STARTALK Principle:

• Conducting Performance Based Assessments

• Session Track: Effective Assessments

WHY THIS SESSION?

Checking for learning and understandingUnless you check for

understanding you may

not know what students

have learned. But it is enough?

Nodding is not

enough!

Checking for understanding is an important part of a formative assessment system.

Go to www.Menti.com Our Menti Results!

• Checking for understanding must occur throughout the lesson, at least every 5-10 minutes.

• Non Verbal

• Verbal

Checking for understanding is an important part of a formative assessment system.

It’s an Interpretive response to materialyou listen, watch or readNon Verbal

• Draw what is described: Try whiteboards

• Choose the correct picture to match

• Put pictures in correct order of events

• Act out vocabulary item or concept

• At your tables, share a Non Verbal check for understanding you will use in a lesson. Create one now!

It’s an Interpretive response to material you listen, watch or read Verbal Checks

• Checking off or circling items from a list as you hear or watch

• Pose questions

• Categorize

• At your tables, share a Verbal check for understanding you will use in a lesson. Create one now!

Our Menti Results!

Performance based AssessmentDesign Tasks in three Communicative Modes

Interpretive Mode Tasks

Acquire new information

Infer

Organize

Pose questions

Interpersonal Mode Tasks

Plan, choose and come to consensus

Ask questions

Solve information gap

Presentational Mode Tasks

Solve a problem; Create a product

Apply information from two other modes

Copyright © World Languages for Performance, LLC. Eddy, J. 2006, 2014, 2015, 2017 All Rights Reserved

Glisan, E. W., Adair-Hauck, B., Koda, K., Sandrock, S. P., & Swender, E. (2003). ACTFL integrated

performance assessment. Yonkers, NY: ACTFL.

Interpretive mode

Interpersonal mode

Presentational mode

Mc Tighe, J., & Wiggins, G. (2005) Understanding by Design (2nd ed.). Alexandria, VA: ASCD. (Original work published 2001)

The ability to use knowledge and skills in a different context, setting, or situation from how it

was originally learned on one’s own,

with few to no cues or supports.

Transfer

Near to Novel Task for Transfer

Moving to Transfer Near Transfer Far TransferFormative Formative SummativeFamiliar Task

Some variation, some different details from previous teaching examples.

Unfamiliar Task with supports

May appear new but is presented with some cues to suggest approach or content.

Completely New Task.

Presented without cues and supportsLearners use their repertoire of knowledge appropriate for a new situation.

Copyright © World Languages for Performance, LLC. Eddy, J. 2006, 2007,2014, 2015, 2017. All Rights Reserved. Any use, reproduction, distribution or sharing of information in these materials in part or whole is prohibited without proper citation and permission of WLP and authors cited.

Each time more novelty to Completely New

Where do you get your authentic material?

13

Our Menti Results

14

What is the most important mode task to design well?

Our Menti Results

Interpersonal and Presentational Mode

What can the learner do as a

result of the task?

I can plan a food showwith meals fordifferent

lifestyles

Copyright © World Languages for Performance, LLC. Eddy, J. 2006, 2014, 2015, 2017 All Rights Reserved

Copyright © World Languages for Performance, LLC. Eddy, J. 2006, 2007,2014, 2015, 2016 All Rights Reserved. Any use, reproduction, distribution or sharing of information in these materials in part or whole is prohibited without proper citation and permission of WLP and authors cited.

“Bloom” with a Mode. “Bloom” with a Can-Do. Knowledge Comprehension Application Analysis Synthesis Evaluate

ChooseCollect CompleteCopyDefineDescribe Differentiate DistinguishFind IdentifyLabel MatchOrderOutline Underline

Arrange Categorize Change Chart CiteCircleClassify Demonstrate Determine DiagramIllustrateInfer Organize Paraphrase

Apply Calculate Change ChooseConduct Construct Demonstrate Manipulate Modify Organize Predict Show SolveTransfer UsePrepare

Analyze Categorize Classify Combine Compare Contrast Diagram Identify Outline Paraphrase Select Separate

Calculate CategorizeClassify Combine Compile ComposeCreate DesignDevelop Discuss Explain Paraphrase Produce ProposeRevise

AppraiseArgueAssess Compare Conclude DecideExplain InterpretJudgeJustify Recommend Relate Standardize Summarize

We Do-guided

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Novice mid: I can communicate about very familiar topics using a variety of words and phrases that I have practiced and memorized.

Novice high: I can communicate and exchange information about familiar topics using phrases and simple sentences, sometimes supported by memorized language. I can usually handle short social interactions in everyday situations by asking and answering simple questions.

Interpersonal - I can ask and answer simple questions about family, animals, likes, and dislikes.

I can pose simple questions about

Mulan’s likes and dislikes.

I can ask and answer questions about likes

and dislikes.

I can give information about myself including

simple likes and dislikes.

NCSSFL-ACTFL Performance IndicatorHow well

Program Can-DoWhat

Stage 3:Lesson Can Do

Program CAN-DO STATEMENTS from Template are unpacked into Lesson Can Do

Connect to theme

I can ask and answer simple questions about family, animals, likes and dislikes.

I can identify my family members.

I can find out who is in your family.

I can write a poem on what I do with my

family.

STAGE 3: Lesson Can-Do statements

From CURRICULUM TEMPLATE to LEARNING PLANSTAGE 1:

Program Can-Do statement comes from the curriculum template and is unpacked.

POTENTIAL PROBLEMS

• What language do they need to own before it is shown?

CONCLUSION• Checking for understanding is an important part of a formative

assessment system.

• Non verbal checks use gestures and visuals. Do not underestimate their power! It is pure comprehension without production yet.

• Let Interpretive mode tasks and Lesson Can Do statements provide the Verbal Checks for understanding they need to do the Interpersonal and Presentational Mode tasks in an integrated performance assessment

• Interpretive mode tasks is about ownership and acquisition. It must come first.

For More info Learn more about Checks for Understanding And Transfer here

• Fisher, D., & Frey, N. (2007). Checking for understanding: Formative assessments for your classroom. Alexandria, VA: ASCD

• Eddy, J. (2006). Sonidos, Sabores, y Palabras. Boston: ThomsonHeinle.

• Eddy, J. (2007). Children and Art: Uncovering Cultural Practices and Perspectives through works of art in world language performance assessment. Learning Languages, 12(2).

• Eddy, J. (2014) Turnarounds to Transfer: Design beyond the Modes. Learning Languages, 19 (2).

• Eddy, J. (2017) Unpacking the Standards for Transfer: Intercultural Competence by Design. In Rebecca Fox (Ed.) Special Volume on Intercultural Competence for Northeast Conference on the Teaching of Foreign Languages (NECTFL).

• Wiggins, G., & Mc Tighe, J. (2005). Understanding by Design (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. (Original work published 1998)