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TODAY’S OUTCOMES: PARTICIPANTS WILL… • Reflect on the alignment of their current practices with the Exemplary Teaching Practices for World Languages

• Be able to give examples of comprehensible input in the world language classroom

• Generate a list of tips for maintaining a target language classroom

• Continue to build a professional learning community.

CELEBRATIONS

Share something you are grateful for either professionally or personally.

HCPSS GUIDING PRINCIPLES AROUND LANGUAGE LEARNING• Language is best learned in an immersion

setting.

• Language function takes precedence over language form.

• Language learning should begin as early as possible.

• Language learning should be available to all students.

• Language learners are diverse and grow at varying rates in their language learning.

• Language learning aligns with 21st century skills and contributes to college and career readiness.

• Language skills are best measured by proficiency level.

SYSTEM GOAL FOR WORLD LANGUAGES

In addition to EnglishLanguage Arts, every studentwill graduate with intermediate

level proficiency in at least oneother world language.

SHIFTING OUR THINKING

• Focus on proficiency

• Use of TL for both teachers and students

• Scaffolds and supports for learners

• Function over form

• Expanding our thinking about rigor

• Removing barriers

• Expanding use of authentic text

• Multiple pathways

HOW ARE WE COMMUNICATING OUR SHIFTS TO OUR STUDENTS?S T U D E N T S U P P O R T S

I N T H ET A R G E T L A N G U A G E

C L A S S R O O M

W H A T I S P R O F I C I E N C Y ?

TARGET LANGUAGE SUPPORTS AND COMMUNICATING PROFICIENCY• Using communicative skill builders,

desk strips, word walls

• Creating streamlined expressions cards (customize based on activity)

• Students using proficiency rubrics for self-assessment

• Students using proficiency rubrics to inform what they need to be able to do to move to the next level of proficiency

Key Themes:

• Target language

• Proficiency

PRINCIPAL FEEDBACK AFTER WORLD LANGUAGE SIMULATION

I wish I had support like this in my world language classes.

If my world language class was taught like this, I would have tried harder and been more engaged.

PRACTICES THAT DO NOT LEAD STUDENTS TO PROFICIENCY TARGETS

• Translation activities (except in Latin)

• Teacher-centered instruction• Limiting input• Translating directions into

English after target language explanation

SORTING ACTIVITY

1. Cut up the exemplary practices strips

2. Organize them from the one you are most confident with (1) to the least (7).

3. Write the number/rank of each in the block on the left (1= most confident, 7= least confident).

4. For the practices you ranked 1-3, write examples of ways you implement those practices on the back of the strips.

5. For practices you ranked 5-7, write examples of supports you would like for that practice

6. Share your top three either in a small group or as a whole group.

7. The ITL will collect the strips you marked as least confident (5-7). This feedback will guide planning for future professional learning opportunities.

Note: You do not need to write your name on the strips.

TARGET

LANGUAGE

CLASSROOM =

COMPREHENSIB

LE IN

PUT

Input

COMPREHENSIBLE INPUT

Input

Input

COMPREHENSIBLE INPUT

Input

COMPREHENSIBLE INPUT

Input

COMPREHENSIBLE INPUT

Input

SOURCES OF INPUT FOR STUDENTS

1.At your tables, create a visual that illustrates the types of input students receive in your language classroom.

2.Create a pie graph or chart that depicts the percentage of time each type of input occurs.

3.Write three “aha” statements on your visual based on your group’s discussions.

Input

COMPREHENSIBLE INPUT SELF-ASSESSMENT

A RECIPE FOR RIGOR IN WORLD LANGUAGES WIKI

http://bit.ly/1LVdswI

RIGOR THROUGH TARGET LANGUAGE WIKIPAGE1. In groups of 3-4, peruse the articles and resources on the

wikipage.

2. Use the graphic organizer to capture your ideas.

3. When ready, take turns sharing the information from your graphic organizer with your group.

RIGOR THROUGH TARGET LANGUAGE

As a team, use all of the information gathered by your small groups to create a “Top Ten Tips for Maintaining a Target Language Classroom” visual (collage, poster, infographic).

UPCOMING EVENTS

World Language Learning Community: Thursday, December 10, 2015, 3-6 pm, River Hill High

Less Commonly Taught Languages Teacher Retreat: Wednesday, January 6, 2016, 8:00am to 3:00 pm, UMUC Dorsey Station

World Language Learning Community: Tuesday, January 26, 2016, 3-6 pm, River Hill High

Northeast Conference on the Teaching of Foreign Languages: February 11-13, 2016, New York Hilton Midtown

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UPCOMING EVENTS

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REFLECTION: YOUR INPUT ON INPUT

Share one descriptor from above that summarizes your experience today and

explain.

YOUR FEEDBACK IS IMPORTANT!

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