It All Starts with Proficiency: ConnecXng Assessment and Learning

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  • It All Starts with Proficiency: Connec6ng Assessment and Learning

    1

    Pete Swanson, ACTFL President Marty Abbo@, ACTFL Execu6ve Director

  • What do I need to know about PROFICIENCY to be an effec:ve learner or

    teacher?

  • Ques:ons for Reflec:on and Discussion

    1. What does it mean to be proficient at something? How do you know when someone is proficient at riding a bike? What do you see?

    2. When someone is proficient at using language what does that mean? What do you see and hear?

    3. Would you say that being proficient at using language requires a learner to speak and write perfectly?

    3

  • Performance Toward Proficiency Performance is based on assessments reflecAve of

    instrucAon leading to the development of language proficiency

    Proficiency is independent use of language by learner Our goal is to provide learners with this independent

    use of language through meaningful classroom pracAce

    Proficiency

  • 5

    InstrucAon and pracAce should target the next higher level of proficiency in order to help learners improve

  • Can communicate minimally with formulaic and rote utterances,

    lists, and phrases

    NOVICE

    Teachers can expect Novice Learners to: make lists introduce themselves name objects they see idenAfy things they like IdenAfy people and give a brief

    descripAon

    tell when they do certain acAviAes (days, Ame, months, seasons)

    Can Novice Learners do anything other than imitate and repeat?

  • Intermediate Learners can:

    describe a typical day ask and answer quesAons

    comparing families

    discuss/decide what to wear for a specific event

    purchase a Acket to the movies

    tell about a movie they like

    Can create with language, ini6ate, maintain and bring to a close simple

    conversaAons by asking and responding to simple quesAons

    Novice Learners can: make lists introduce themselves name objects they see idenAfy things they like IdenAfy people and give a

    brief descripAon

    tell when they do certain acAviAes (days, Ame, months, seasons)

    Can communicate minimally with formulaic and rote uQerances,

    lists, and phrases

    What are the differences?

  • Can communicate minimally with formulaic and rote utterances,

    lists, and phrases

    NOVICE

    THEREFORE

    Novice Learners need to prac6ce:

    1.Using memorized language to express personal meaning

    2.Asking quesAons - Start with memorized quesAons

    - Ask quesAons that follow up on what partner said

    3.Producing sentences (puXng memorized chunks together)

    4. Showing some self-correcAng/ediAng

    Moving from Novice to Intermediate

  • What are the differences?

    Advanced Learners can:

    tell about an interesAng trip they took

    explain how a science experiment worked from beginning to end

    tell a story about something that happened to someone they know

    relate a current event they have paid aQenAon to

    compare two places, events, Ames solve a problem that has a

    complicaAon

    Can narrate and describe in past, present and future and deal

    effecAvely with an unanAcipated complica6on

    Intermediate Learners can: describe a typical day ask and answer quesAons

    comparing families

    discuss/decide what to wear for a specific event

    purchase a Acket to the movies

    tell about a movie they like

    Can create with language, ini6ate, maintain and bring to a close simple conversaAons by asking and responding to

    simple quesAons

  • INTERMEDIATE

    THEREFORE

    Intermediate Learners need to prac6ce:

    1. NarraAng and telling stories by connecAng ideas and sentences

    2. Organizing thoughts by using cohesion and chronology

    3. Describing by expanding details 4. Expressing a point of view by giving

    reasons for opinions 5. Using language more spontaneously,

    more independently

    Can create with language, ini6ate, maintain and bring to a close simple

    conversaAons by asking and responding to simple quesAons

    Moving from Intermediate to Advanced

  • IdenAfy which of the following will be the most effec5ve to improve performance in your program:

    I should help my learners:

    1. PracAce asking and answering quesAons

    2. Memorize unconnected lists of words

    3. Add more details and give examples

    4. Learn more grammaAcal structures

    5. Use more worksheets 6. Use language to solve a problem or explore a website

  • PERFORMANCE develops through guided prac5ce of language funcAons

  • How do I create learning targets

    for my program?

  • NCSSFL/ACTFL Can-Do Statements

    Proficiency described from the learners perspective: I can

    14

    www.acel.org PublicaAons Guidelines & Manuals Can-Do .

  • Global Benchmarks

    Global Can-Do Benchmarks

    General description of the proficiency level for each of the modes

    15

  • 16

  • Language Func:ons: Interpersonal Asking and responding to ques6ons

    Novice Intermediate Advanced MID

    ask some simple quesAons;

    answer a variety of simple quesAons

    LOW

    ask and answer quesAons on

    factual informaAon (familiar to

    me)

    HIGH

    use my language to handle a

    situaAon that may have a complicaAon

    resolve an unexpected complicaAon that arises in a familiar situaAon

  • Language Func:ons: Presenta:onal Explaining and Elabora6ng

    Novice Intermediate Advanced

    MID

    List my family

    members, their ages,

    their relaAonships to me, and what they like to do

    HIGH

    Write a short

    announce-ment,

    invitaAon, or thank you note

    LOW

    Write out a dral of a

    presentaAon that I plan to present orally

    HIGH

    Write a simple

    summary about

    something I have

    researched

    LOW

    Dral and revise an essay or

    composiAon

  • Sample Unit: Novice Range

    Language and Level/Grade

    French Novice Range

    Approximate length of unit 5 weeks Approximate Number of Minutes/Week

    250 minutes

    Theme/ Topic

    Belonging/IdenAty: Leisure acAviAes with family & friends

    19

    Assessments: 1. List three things you do on a weekend and three

    things you on a week day 2. Role play being a famous person and an interviewer;

    ask about leisure acAviAes 3. Read an arAcle about free Ame acAviAes and answer

    the comprehension quesAons

  • Sample Unit: Novice Range

    Language and Level/Grade

    French Novice Range

    Approximate length of unit 5 weeks Approximate Number of Minutes/Week

    250 minutes

    Theme/ Topic

    Belonging/IdenAty: Leisure acAviAes with family & friends

    EssenAal QuesAon: How do my family, friends, and where I live influence my free Ame acAviAes?

    NOVICE RANGE

    oUses memorized language oRelies on lists of words, phrases, simple sentences

    oMakes a@empts at conversa6on oUses limited, very familiar topic areas

    oHandles short social interac6ons by asking and answering simple ques6ons

    INTERMEDIATE RANGE

    o Creates with language o Uses strings of connected

    sentences o Can ask and answer simple

    ques6ons o Uses a wide variety of

    familiar topics o Handles everyday situa6ons

    20

  • Belonging/Iden6ty How do my family, friends, and where I live influence my free 6me ac6vi6es?

    Summa6ve Performance Tasks Interpre6ve

    Listen to a person from ______ describe his/her family; put the names (father, mother, etc) of the family members under the pictures of acAviAes that each family member likes to do.

    IdenAfy free Ame opAons for young people/families in a (schedule from a youth center, infographic, etc). Compare these opAons to ones in your community.

    Watch a videoclip of an adverAsement for the Euro Space Center to determine purpose, audience, and message.

    Presenta6onal Interpersonal Create a visual personal profile including acAviAes that you do aler school and on weekends with friends and family. Include which acAviAes you prefer and why. Load your profile on the class website welcome page (Edmodo) for your classmates to view.

    Ask and answer quesAons about the visual personal profiles of the members of your small group. Work with your group to discuss and compile the informaAon into an infographic showing the acAviAes that your group does compared to what French students do. 21

  • Toolbox: Can-Do Statements

    Toolbox Func6ons: LisAng family members, acAviAes Asking & responding to simple quesAons about family, acAviAes Expressing likes/dislikes about acAviAes Comparing families, acAviAes

    Can-do Statements Interpre6ve Mode

    (L + R) I can understand the names of acAviAes that people like/dont like to do with the help of visuals. (R) I can understand several of the acAviAes on a schedule of events at a youth center. (R) I can understand some of the acAviAes that people in ___ like to do (in an infographic).

    Presenta6onal Mode (S + W) I can talk and write about daily acAviAes that my friends, family, and I like or dont like to do. (S + W) I can give simple reasons why I do certain acAviAes in my free Ame.

    Interpersonal Mode I can ask and answer simple quesAons about