Thematic Units, Assessments, and Differentiated Instruction

Learning with a purposehttp://larcstartalk.wikispaces.com

Toni TheisenLoveland High SchoolLoveland, Colorado 80538

theisent@gmail.com

http://tonitheisen.wikispaces.com

http://lhsfrenchclasses.wikispaces.com/

Toni TheisenLoveland High SchoolLoveland, Colorado 80538

theisent@gmail.com

http://tonitheisen.wikispaces.com

http://lhsfrenchclasses.wikispaces.com/

LARC Startalk Wikispacehttp://larcstartalk.wikispaces.com/

•PowerPoint•Handouts•Links•Other helpful information

•http://larcstartalk.wikispaces.com

Today’s Essential Question•How do teachers assess in a variety of

ways?•What is a thematic unit?•How do teachers design and differentiate

instruction to engage all learners?

How does “backward design” change the way instruction is

organized?

How does “backward design” impact student learning?

Learner-centered•Backward design

is a way to authentically put the learner in the center of instruction.

•There is a BIG difference between just knowing and really understanding.

STARTALK Principles for Effective Learning

• Align standards-based, thematically organized curriculum, instruction and assessment.

• Use the target language for instruction.• Integrate language, culture and content.• Differentiate instruction based on learner need.• Use authentic materials.• Assess learners’ progress and performance.• Facilitate student-centered learning.

Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/

The 5 C’s-National Standards

Source: Laura Terrill

Standard 1.1- Interpersonal Mode: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions.

Standard 1.2 – Interpretive Mode: Students understand and interpret written and spoken language on a variety of topics.

Standard 1.3 – Presentational Mode: Students present information, concepts and ideas to an audience of listeners or readers on a variety or topics.

Goal 1: Communication

Source: STUDENT PROGRAM CURRICULUM TEMPLATE & GUIDEPages 6, 7 http://startalk.umd.edu/

Interpersonal Mode

Interpretive Mode

Presentational Mode

What is the mode of communication?

1 Prepare a poster about your favorite

sport.

2 Watch a movie trailer and write down the date the movie opens

3 Talk about what to do on the weekend.

4 Send a text message to a friend

5 Create a graphic organizer for new vocabulary.

6 Create a skit where you buy school supplies at a store.

Source: Laura Terrill.

1 Prepare a poster about your favorite sport. Presentational

2 Watch a movie trailer and write down the date the movie opens.

4 Send a text message to a friend.

2 Watch a movie trailer and write down the date the movie opens. Interpretive

3 Talk about what to do on the weekend. Interpersonal

3 Talk about what to do on the weekend.Interpersonal

4 Send a text message to a friend. Interpersonal

Interpretive

Presentational

The 5 C’s-National Standards

I can create a unit using the national standards.

A. B. C.

The 3 Stages of Backward Design

1. Identify desired results

What will the students know, understand and will be able to do?

2. Determine acceptable evidence

of learning

How will the students know when they have reached the goals?

3. Plan learning experiences and instruction

What do I need to do in the classroom to prepare them for the assessment?

Stage 1: Identify Desired Results•What relevant goals (content standards,

objectives, learning outcomes, knowledge, skills) will this unit address?

•What is worth learning?

•What is worth learning?•What do students want to learn?

•What is worth learning?•What do students want to learn?•What is relevant?

Stage 1: Identify Desired Results•Choose a unit theme and subthemes.•Establish outcomes based on the National

Standards.•Identify content knowledge and skills that

align with theme.

Let’s brainstorm some themes.

Possible subthemes or topics that link to main theme?

Family

Making plans

Life in a city

Establish outcomes based on the National Standards

“can do statements”

Source: STARTALK 2010 Sample Materials

Establish outcomes based on the National Standards

Source:Jefferson Ct. Public Schools, Kentucky

Identify content knowledge and skills that align with theme. “can do”

What “can do “ statements can you create for “Life in a city”?

Stage 2: Determine acceptable evidence of learning

Stage 2: Determine acceptable evidence of learning•How will you know if students have

achieved the desired results and met the standards?

Stage 2: Determine acceptable evidence of learning•How will we know if students have

achieved the desired results and met the standards?

•What types of assessments do you design?

Stage 2: Determine acceptable evidence of learning•Learning checks (assessments for

learning)

Stage 2: Determine acceptable evidence of learningLearning check examples (assessment for

learning)• raise hands/thumbs up• 3.2.1 exit questions (three things you know well,

two things you know ok, one thing you need more help with)

• Out the door-as students leave they tell one thing they learned today

• polls/surveys• “can do” learning log checklist

“Can do” Reflection log

Stage 2: Determine acceptable evidence of learning•Learning checks•Formative assessments throughout unit-

(assessment for learning)

Stage 2: Determine acceptable evidence of learningFormative assessments throughout unit-

(assessment for learning)• Paired activities• Vocabulary or grammar quiz• Gap activity• Song–fill in missing words• Talking circles with images as prompts• Quick writes• Listen and draw• Journal

Stage 2: Determine acceptable evidence of learning•Learning checks•Formative assessments throughout unit•End of unit summative performance

assessment (assessment of learning)

Stage 2: Determine acceptable evidence of learningEnd of unit summative performance

assessment (assessment of learning)• Create a song• Have a discussion about..• Brochure• Movie• Movie review• Formal or informal letter• Editorial• Story• Student choice

Performance assessment

http://www.toondoo.com

Stage 2: Determine acceptable evidence of learning•Design culturally appropriate end of unit

performance tasks using the three modes.•Consider other meaningful evidence of

learning

Interpretive mode•One-way•Comprehension of words, concepts, ideas,

meaning of an entire piece•Exposed to lots of culturally authentic

materials such as text, films, works of art, songs, poems, music videos, advertisements, etc.

Interpretive Mode

Sample Interpretive Tasks1. listen with visuals2. follow a route on a map3. check-off items on a list when watching a video4. draw what is described5. use graphic organizers6. create questions from a brochure, reading, etc,7. brainstorm or guess meaning from a song8. paraphrase a new article in native language9. listen to a song and fill in words 10.take a poll after listening to a passage

Brainstorm Interpretive Tasks

Interpersonal mode•Two-way, spontaneous exchanges that

involve negotiation of meaning•Unrehearsed•Can be based on information from he

interpretive task.

Interpersonal Mode

Sample Interpersonal Tasks1. conversation about a visual, movie, etc.2. ask for /give directions3. talk with with others about family, friends, school, books,

movies, video games, etc.4. discuss news events of the day5. debate an issue6. make plans with a friend, family member, etc.7. negotiate who does what chore, activity, who is on which

team, etc.8. telephone call9. use Twitter, text messaging or e-mail with a friend or

family member10. respond to a letter or note

Brainstorm Interpersonal Tasks

Presentational mode•Rehearsed, revise, consult sources, and

prepare ahead of time•Use language for real world purpose•Use language in new and different

contexts.

Presentational Mode

Sample Presentational Tasks

1. brochure, itinerary 2. design a survey, poll, report results3. create a Wikispace, Facebook page, website4. story, book or digital story5. video, Podcasts6. presentations, PowerPoints, movies, Prezi, etc7. skit or role-play8. agenda, schedule9. 3D model pr digital sketch10. public service announcement, commercial, TV game show11. songs, plays, design games

Brainstorm Presentational Tasks

End of program performance assessment

ACTFL Integrated Performance Assessment

1. Interpretive Communication PhaseStudents listen to and / or read an authentic

text and answer information as well as interpretive questions to assess comprehension.The teacher provides students with feedback on

performance.

2. Interpersonal Communication Phase

After receiving feedback students engage in

communication about a particular topic which

relates to the interpretive text. This phase is audio- or

videotaped.

3. Presentational CommunicativePhase

Students engage in the presentational mode by sharing their research/ideas/opinions.

Samples presentational formats: speeches, drama, skits, radio

broadcasts, posters, brochures, podcasts, websites, etc.

ACTFL Integrated Performance Assessment-Sample 1

1. Interpretive Communication Phase

Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal.

Imagine a conversation that might take place between the 2 different endangered species.

Identify and describe “yourself”, comment on where you live, what the weather is

like and comment on what you need to survive.

3. Presentational Communicative

PhaseNarrate the story of one

particular animal and create a multimedia public service

announcement or advertisement to call attention

to the plight of that endangered species.

Watch a weather report. Focus on the forecast for tomorrow.

Fill in a listening grid with temperatures and types of weather.

Have a conversation with several friends and make plan

for the days according to tomorrow’s weather forecast.

PhasePrepare an agenda for tomorrow based on the

conversation you had with friends. Share with friends.

Use Google maps to find the restaurant you and your friends wanted to try this weekend. Download the

directions.

Two friends discuss the map and the directions so they both

understand and are able to explain to other friends who

will meet them at the restaurant.

PhaseSend an email to another friend

listing • name of the restaurant• address and phone number

of restaurant• time you all are meeting• a quick paragraph with clear

direction to the restaurant

Other types of assessment-

Brainstorm types of assessment

Rubric orScoring guides

Stage 3: Plan learning experiences and instruction•What learning experiences, instructional

strategies, activities, etc. will enable students to achieve the desired results?

•What needs to be taught and how?

Stage 3: Use effective instructional strategies•Use target language for instruction.•Facilitate student-centered learning.•Ensure meaningful student-to-student and

teacher-to-student communication•Integrate language, culture and content.•Differentiate instruction based on student

Integrating technology can also engage students

http://worldlanguagestech.wikispaces.com/

GoAnimate

Three Stages:

Content Process Product

According to Students’

Readiness

How Can Teachers Differentiate?

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

InterestLearning

Profile

Why Differentiate?

To provide access, equity and support for all students.

Guiding Principles

•There is a balance between whole class learning and differentiation.

•Essential questions guide instruction.

•Instruction aligns with standards and curriculum.

Characteristics of a differentiated classroom..•High Expectations for all

•Respectful tasks•Flexible grouping•Ongoing assessment•Positive and safe learning environment

•Choice•Collaboration

What is Differentiation?

•A teacher’s response to learner needs

•The recognition of students’ varying background knowledge and learning styles

•Instruction that honors students’ differences

•A philosophy of teaching and not just a set of strategies

What does content mean?

What a student knows, understands and is

able to do as a result of the instruction:

the “input”

What does process mean?The process helps the student “make sense of”, make meaning from, or “own” the

content.

What does product mean?How the student

demonstrates what s/he knows,

understands, andis able to do: the “output”.

Content Process Product

According to Students’

Readiness

How Can Teachers Differentiate?

Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)

InterestLearning

Profile

Some basic strategies•Menu choice

board•Tiered lesson•R.A.F.T.•Learning Centers

Choice Board Menu

T i e r e d

lesson for Readiness

How to tier for readiness..•Concrete•Concrete/Abstract•Abstract

R.A.F.T.writing(provides purpose for

writing)R-role of the writerA-audienceF-formatT-topic (+strong verb)

R.A.F.T. AssignmentFrench 2--Traveling in France

Learning Centers

Reflection: What do you now know, understand and are able to do?

http://www.faceinhole.com

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