Planning for SuccessPlanning for Success

What matters in building a What matters in building a successful secondary program in successful secondary program in

Chinese?Chinese?

Effective Programs…

• Have clearly stated outcomes for student learning

• Align outcomes with national and/or state standards

• Ensure continuous student progress from year to year

• Consider their clients and stakeholders• Consider the relationship between

outcomes, time, and use of instructional time

Time: Contact Hours Time: Contact Hours and Language Learningand Language Learning

DLIDLI

Spanish= Spanish= 240 hours240 hours (8 (8 weeks)weeks)

Chinese= Chinese= 480 hours480 hours (16 (16 weeks)weeks)

Secondary SchoolSecondary School

150150 contact hours (180 contact hours (180 days X 50 minutes)days X 50 minutes)

150 days X 50 minutes= 150 days X 50 minutes= 125 hours125 hours

Elementary school total Elementary school total immersion; dual immersion; dual languagelanguage

180 days X 5 hours=180 days X 5 hours=

900 hours900 hours

Elementary Pullout Elementary Pullout

60 mins. per week X40 60 mins. per week X40 weeks= weeks= 40 hours40 hours

150 mins. per week X 40 150 mins. per week X 40 weeks = weeks = 100 100 hourshours

TimeTime

Implication: Good curriculum Implication: Good curriculum and good use of instructional and good use of instructional time are critical. time are critical.

Effective Programs…Effective Programs…

Regularly measure student learning to Regularly measure student learning to determine if outcomes are being achieveddetermine if outcomes are being achieved

Assessment EvidenceAssessment Evidence

Performance data from validated external Performance data from validated external proficiency instruments collected at regular proficiency instruments collected at regular intervals throughout the sequence of study that intervals throughout the sequence of study that demonstrate students make continuous demonstrate students make continuous progress.progress.

Data from other performance measures, such Data from other performance measures, such as: as: Portfolios;Portfolios; Internally developed performance assessments Internally developed performance assessments

administered at regular intervalsadministered at regular intervals Adapted from:Adapted from:A Guide for Action in Planning Language Programs Ruta Couet, Gregory Duncan, Jennifer A Guide for Action in Planning Language Programs Ruta Couet, Gregory Duncan, Jennifer

Eddy, Myriam Met, Martin Smith, Maria Still, Ann Tollefson.Eddy, Myriam Met, Martin Smith, Maria Still, Ann Tollefson.

Effective Programs Effective Programs Conduct systematic review of assessment Conduct systematic review of assessment

evidence to inform and adjust the evidence to inform and adjust the instructional program from day-to-day and instructional program from day-to-day and year-to-yearyear-to-year

Ensure that curriculum, instruction and Ensure that curriculum, instruction and assessment are integrally linked and are assessment are integrally linked and are designed to achieve the stated designed to achieve the stated performance goals.performance goals.

Adapted from:Adapted from:A Guide for Action in Planning Language Programs Ruta Couet, Gregory A Guide for Action in Planning Language Programs Ruta Couet, Gregory Duncan, Jennifer Eddy, Myriam Met, Martin Smith, Maria Still, Ann Tollefson.Duncan, Jennifer Eddy, Myriam Met, Martin Smith, Maria Still, Ann Tollefson.

Effective Programs…Effective Programs…

Ensure high quality instruction delivered Ensure high quality instruction delivered through technology and/or classroom through technology and/or classroom teachersteachers

GOOD TEACHING IS GOOD TEACHING IS THE KEY VARIABLE THE KEY VARIABLE IN PROGRAM SUCCESSIN PROGRAM SUCCESS

Effective teachers…Effective teachers… have clearly defined expectations for what have clearly defined expectations for what

students should know and be able to do.students should know and be able to do. understand the relationships among national understand the relationships among national

standards, state standards, local curriculum, and standards, state standards, local curriculum, and the his/her long range and short range objectives the his/her long range and short range objectives for student learning.for student learning.

can identify student performance in light of can identify student performance in light of objectives.objectives.

have a repertoire of instructional approaches that have a repertoire of instructional approaches that enable students to move toward learning goals.enable students to move toward learning goals.

Know how to choose wisely within their Know how to choose wisely within their repertoire.repertoire.

engage in professional dialogue and reflective engage in professional dialogue and reflective practicepractice

Effective Teachers…Effective Teachers…

plan and facilitate classroom instruction to plan and facilitate classroom instruction to actively engage and motivate learners.actively engage and motivate learners.

conduct the class in the target language conduct the class in the target language without needing to resort to English at without needing to resort to English at least 80% of the class period.least 80% of the class period.

know when to use English for instructional know when to use English for instructional purposes and when it is not necessary or purposes and when it is not necessary or appropriate.appropriate.

Effective Teachers…Effective Teachers…

plan and carry out real-world tasks in real-world plan and carry out real-world tasks in real-world settings in culturally appropriate ways. settings in culturally appropriate ways.

design activities so that all learners are involved design activities so that all learners are involved and engaged. and engaged.

design classroom activities so that design classroom activities so that student/teacher and student/student student/teacher and student/student interactions are meaningful and functional.interactions are meaningful and functional.

use an effective approach to developing literacy use an effective approach to developing literacy for foreign language learners.for foreign language learners.

use a variety of structured and balanced use a variety of structured and balanced activities (pair, group, full-class) activities (pair, group, full-class)

Effective Teachers…Effective Teachers…

align assessments with standardsalign assessments with standards develop assessments that reflect ALL their develop assessments that reflect ALL their

teaching goals, materials, that occur in class, teaching goals, materials, that occur in class, encompassing all skills including intercultural encompassing all skills including intercultural competence/awareness.competence/awareness.

collect evidence of student learning beyond collect evidence of student learning beyond pencil and paper tests, designing tasks that pencil and paper tests, designing tasks that simulate real-life use of language.simulate real-life use of language.

use multiple ways to collect information on use multiple ways to collect information on student progress student progress

What matters in language learning?

• Intensity

• Interaction

• Authentic Tasks

• Cross cultural interaction

IntensityIntensity

Effort and persistence required for Effort and persistence required for challenging learning.challenging learning.The basics of language may be boring to The basics of language may be boring to students.students.

Intensity is increased byIntensity is increased by engaging tasks that motivate engaging tasks that motivate learners to expend effort and learners to expend effort and persist in challenging tasks.persist in challenging tasks.

IntensityIntensity

Implications for the classroomImplications for the classroom

Good language instruction Good language instruction requires active cognitive requires active cognitive engagement in learning tasks engagement in learning tasks that are interesting to students.that are interesting to students.

Authentic TasksAuthentic Tasks

Students need real-life reasons to use Students need real-life reasons to use language as a tool for communication. language as a tool for communication.

Students need to have real-life reasons to Students need to have real-life reasons to want to understand what is being said to want to understand what is being said to them and to make themselves understood.them and to make themselves understood.

Students need to use language to Students need to use language to communicate about topics that are communicate about topics that are engaging and motivating. engaging and motivating.

Students need to use language with Students need to use language with meaning and for a purpose. meaning and for a purpose.

Interaction Interaction Students need Students need

extensive extensive opportunities to opportunities to hear (or read) hear (or read) language used by language used by others, and to use others, and to use language with language with others in others in meaningful and meaningful and purposeful ways. purposeful ways.

Students need to Students need to be engaged in be engaged in understanding understanding others and making others and making themselves themselves understood. understood.

The Educator’s 11th Commandment

THOU SHALT DO IT WELL