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STARTALK Laura Terrill
Fall 2013
Designing Performance Tasks: Interpersonal
I can• Explain proficiency in the interpersonal mode
to a student, parent or administrator• Create real-world tasks and assessments
Use the target language as much as possible,
but at least % of the time.
May I speak English?
90
ACTFL Position Statement:Use of the Target Language in the Classroom
“Research indicates that effective language instruction must provide significant levels of meaningful communication and
interactive feedback in the target language in order for students to develop language and cultural proficiency. The
pivotal role of target-language interaction in language learning is emphasized in the K-16 Standards for Foreign
Language Learning in the 21st Century.”
Think - Pair – ShareThink – Write – Pair -Share
The teacher poses a problem or presents a topic. Students are given time to think and may beasked to jot down their thoughts or asked to respond individually using tools such as polleverywhere. They then pair with another student to discuss the topic or compare responses. Finally, they share their thoughts with the whole class.
headfoothand
stomacheyesnoseears
mouthkneehair
Communication
What does it mean to be proficient in a language?
How will my students use what I am teaching in a real-life context?
or
Will they really say it on the streets of (Paris)?
or
Communicatively Purposeful?
Typical Classroom Activity Communicatively Purposeful….
Talk about what you like and don’t like to eat.
Discuss what you are going to eat based on limited menu choices.
Describe an image to your partner.
Given 2 or 3 options, discuss which of the pictured activities is of most interest to both of you.
Say what you did while visiting the rain forest.
Have a conversation to find out what you both did over the weekend.
Name your favorite activities. Compare your activity level to your partners to decide who is more adventurous.
Say what you don’t want to do.
Convince your partner to do something that he/she doesn’t really want to do.
Answer questions about a picture.
Ask questions of your partner until you can figure out what is going on in a picture.
Major Levels - Novice
The “Parrot”
Lists words/phrases Attempts at conversation Memorized language Telegraphic Limited topic areas
Chantal Thompson
Major Levels – Intermediate
The “Survivor”
Creates, functions with language
Can ask and answer questions
Handles simple situations
11
Chantal Thompson
Major Levels - Advanced
The “Storyteller” Full conversational partner Speaks with confidence Can narrate and describe
in all time frames Can handle a situation with
a complication
Chantal ThompsonACTFL webinar
Novice Who are the people in this picture? Describe them. What do they like to do? What don’t they like to do? Intermediate-LowWhat did members of this family do yesterday? What questions would you like to ask about this family? IntermediateThis family spends time together each week. What traditions exist in your family? Explain one tradition in detail. What are you currently doing to create or continue family traditions? What traditions will you establish when you have a family of your own? Describe a tradition that you hope will exist in your future. Intermediate High/Advanced LowMany believe that families who have strong traditions have a better quality of life. Do you agree or disagree with this belief? What impact would stronger families have on our society? Support your opinions with specific examples.
ACTFL Proficiency Guidelines 2012 - Speaking
Novice
• communicate short messages on highly predictable, everyday topics that affect them directly.
• use isolated words and phrases that have been encountered, memorized, and recalled.
• may be difficult to understand even by the most sympathetic interlocutors accustomed to non-native speech.
Intermediate
• create with the language when talking about familiar topics related to their daily life.
• recombine learned material in order to express personal meaning. • ask simple questions.• can handle a straightforward survival situation. • produce sentence-level language, ranging from discrete sentences to strings of
sentences, typically in present time. • understood by interlocutors who are accustomed to dealing with non-native
learners of the language.
Advanced
• engage in conversation in a clearly participatory manner in order to communicate information on autobiographical topics, as well as topics of community, national, or international interest.
• narrate and describe in the major times frames of past, present, and future. • can deal with a social situation with an unexpected complication.• speak in paragraphs; the language is abundant. • sufficient control of basic structures and generic vocabulary to be understood by
native speakers of the language, including those unaccustomed to non-native speech.
Create a sentence that combines the ideas in both images.
1. but2. not3. never4. and5. because6. then7. always
Raise the proficiency level
Raise the proficiency level……
1. I wanted to...2. I felt bad when...3. I would have..., but...4. I was glad that...5. My parents insisted...6. I was annoyed...7. I didn’t get to...
Find out what your partner did last night. Ask a follow-up question to get more details.
Language and Level / Grade Spanish Novice Mid- High
Theme/Topic In Search of the Coquí
Goals
Students will be able to:•locate and name traits common to rainforests; compare local natural areas to rainforests•discuss activities common to Puerto Rico identifying those things that they want to do•explore websites for information on Puerto Rico and the El Yunque rainforest•create an informational story that makes others aware of Puerto Rico and the beloved coquí
In Search of the CoquíStudents will travel to various sites in Puerto Rico in
search of the elusive coqui. They will begin their search in El Yunque and will learn a bit about rainforests in
general before exploring El Yunque in detail. They will then travel to other parts of the island in search of the coqui. As they travel the island they will visit various sites and encounter island specialties. They will work
with classmates to design their ideal short term vacation in Puerto Rico and will create a campaign that
will draw attention to the endangered coqui.
ACTFL Integrated Performance Assessment Interpretive
Students 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. Interpersonal
After receiving feedback students engage in
communication about a particular topic which relates
to the interpretive text.
Presentational Students engage in presentational by
sharing their research/ideas/opinions. Samples presentational formats: speeches,
drama, skits, radio broadcasts, posters, brochures, essays, websites,
etc.
Interpretive Mode
Students will read and view short texts on different aspects of Puerto Rican culture. They will use the information from the texts to create a schedule for their time in
Puerto Rico.
Presentational Mode Interpersonal Mode
Students will create an additional event for the story Everywhere Coquís. They will identify another location on the island of
Puerto Rico for the coquís as they attempt to escape from the parrots in the rainforest. They will select a location, say
what the coquís see and do while there and then indicate that they are moving
on.
Students will select at random various images of Puerto Rico
and will role play a conversation to decide what
they will do while on vacation in Puerto Rico. They will
discuss the environmental impact of their tourism on the
island.
Student Can-do’s
I can: YesWith some help
Not yet
identify where rainforests are found in the world
identify common features found in rainforests
say what you do in the rainforest
comment on foods you eat/drink
name and describe animals that live in the rainforest
say why I want or don’t want to visit certain places in Puerto Rico
comment on the weather
Teacher Observation
identify where rainforests are found in the world
identify common features found in rainforests
say what you do in the rainforest
comment on foods you eat/drink
name and describe animals that live in the rainforest
say why I want or don’t want to visit certain places in Puerto Rico
comment on the weather
Student 1
Student 2
Student 3
Primacy-Recency
Minutes
5 10 15 200
Input
Guided Practice
Independent Practice
Deg
ree
ofR
eten
tion
Adapted from David Sousa
Do you want to …..? Yes, I want to explore the cave. No, It’s too hot. I want to go to the beach.
explore a cavezipline
play in the waterfall
swim at the beach snorkelhike in
the rainforest
Do you want to…….? I want / don’t want…
•Do you like to (activity) in summer or winter?•What do you prefer to do? •What is the weather like when you (activity)?•Are you good at (activity)? Why or why not?•How often do you (activity)? •Where do you (activity)?
Do you like …..?
• plantains• garlic • vegetable oil• ham/bacon• shrimp• olives
Yes, I like mofongo because I love garlic. No, I don’t like mofongo because I don’t like plantains.
Mofongo relleno de camarones http://www.elboricua.com/recipes.html
Brainstorming words related to activities/making plans
LA BESTIAEsta excursión es diferente a todas las otras. En esta, ubican a la persona dentro de un arnés o coraza humana enorme, mientras uno se recuesta para que se conecten las cuerdas a la espalda. Así que vuelas por el aire como un pájaro. (Superman o Ironman). Me parece que éste es el único en su clase que se practica en Puerto Rico.
Brainstorming
Procedure:
• 1 minute to generate an individual list• 1 minute to share list with a partner. Each person adds new
words to the list. • Group students into group of 4, share and add. • Go around the room calling out one word per group until
all groups are out of words. Teacher records all words on something that can be displayed.
• Students pair - must create mini dialogue that seems appropriate to the situation, no notes but may look at displayed words. Set time limit appropriate for level.
• Students pair differently - same mini dialogue, list is not visible.
Make plans for your time in Puerto Rico. • Discuss what you would do
each day; consider the weather.• Comment on what teenagers in
Puerto Rico like to do.• Discuss something you really
want to do and something that isn’t of great interest.• Justify why you don’t want to
do something.
Develop the Role Play
Ask Questions
Maintain the Conversation
Students try to keep the conversation going on a single topic by asking questions and commenting on their partner’s responses. Each student has an envelope of questions related to the topic to pull out when they get stuck. At the end of the time limit, students want to be the partner who pulled out the fewest questions, signaling the partner who best sustained the conversation.
•What do you like to do? •What do you usually do in summer, winter, etc?•What do you do when you have an evening at home?•What is your favorite way to spend a Saturday?•What chores do you have to do at home?•When do you usually study? •How often do you fix dinner? What do you cook?
Maintain the Conversation
No time to write the questions, use images from the unit.
Talking about realia….
Pair students. Give them a time limit and tell them to create a conversation that incorporates the information found in the document/visual. Tell them to start over if they run out of things to say.
What should be done to protect the environment?
• Increase the cost of gasoline by 50% to decrease consumption and to promote public transportation.
• Limit all households to 2 cars. • Require all schools to reduce energy consumption by 10%.• Charge more for foods that most be flown in from other
region/countries. • Require that all homes have solar panels. • Restrict the development of yards that must be watered and fertilized. • ?????
In your group discuss the following ideas. Add one or two additional ideas to the list. Select your top 2 ideas. Be certain that everyone in your group can defend the choices you made.
Structured Debate
Advice, evaluation, grades—none of these provide the descriptive information that students need to reach their goals…..Whether feedback is just there to be grasped or is provided by another person, helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent.
Grant Wiggins, 7 Keys to Effective Feedback, Educational Leadership, September 2012
Scored Discussion
Move from: 1 – 3 – 5 Move to:
Asks random questionsFollows up with logical questions
Only answers the question asked
Contributes additional information
Responds, but rarely initiates
Contributes personal insights to enhance discussion and draw in others
Comments are not relevant
Stays on topic
Gretta Murray, French Teacher, Medford, WI
Summative Assessment - Interpersonal
• comment on what you plan to do/see in the rainforest• comment on the weather/environment in relation to your plans• accept and refuse suggestions for other places saying what you
want to do there• mention a few foods/beverages you want to have
Students will select at random various images of Puerto Rico and will role play a conversation to decide what they will do
while on vacation in Puerto Rico. They will discuss the environmental impact of their tourism on the island.
