World Languages PLC

World Languages

World Languages PLCApril 11, 2013

Welcome/Good News!

Sandy Ridge ElementaryFeria de Flores Teacher: Iris Gomez TOY

Glenn Elementary School Multicultural Night Teacher: Terry Turner

Goodbye Ms. Galler, Hello MRS. PEREZ! Announcements*Information Presented to Principals*Walkthrough document*Documentary at Durham Tech tonight @ 6pm*Add activities to our wiki*WL State Assessments*Summer Institute PD Opportunities*Next WL PLC April 24, 2013, 1-4pm

Assessment Tools*PALS Rubricshttp://www.fcps.edu/is/worldlanguages/pals/index.shtml#rubric

*Linguafoliohttp://seclang.ncwiseowl.org/resources/lingua_folio/lingua_folio_materials/

LinguaFoliostandards-basedself-directed formative assessment tool THATrecords ongoing learner progress displays student-selected evidence to validate proficiency self-assessment, and provides a comprehensive view of student performance

6The LinguaFolio is a powerful new formative assessment tool that fits well into the comprehensive assessment tool belt to help globally position students for Life in the 21st century.

NOVICESUPERIORINTERMEDIATEADVANCED77This slide represents the entire LF self-assessment grid to which we will refer a different points throughout the presentation.At the top you see the range of ACTFL proficiency levels from Novice Superior (BLUE)

The green arrow indicates the Low, Mid and High ranges of each level.

On the left-hand side, circled in RED, are the 3 modes of communication: interpretive, interpersonal and presentational.

The idea is that Learners using LF will chart their journey from Novice, Intermediate, Advanced and Superior in the 3 modes of communication wherever and whenever they learn a language.Linguafolio: 3 Parts

The LinguaFolio is made up of 3 main parts, the Biography, the Dossier and the Passport.

LinguaFolio was first piloted in 2005-2006 in five states. Feedback from teachers was used to revise LinguaFolio and it has been adopted nationally by the National Council of State Supervisors for Languages (NCSSFL). Thanks to the standardization of this formative assessment tool, language learners have a way to begin to explore their proficiency level that is consistent with language programs around the globe.

LinguaFolio is also a model formative assessment tool that other content areas could replicate using their own can do statements to make the learning of that content transparent, as LinguaFolio has done.

Explain the history of LinguaFolio and reference these organizations as they appear on the grid that weve just worked with. The following organizations have all played a role in creating, developing, or informing LinguaFolio. (Please elaborate) ACTFL : American Council on Teaching of Foreign LanguagesACTFL Proficiency & Performance GuidelinesEuropean CouncilCommon Scale of ReferenceEuropean Language Portfolio (ELP): The European Language Portfolio debuted in 2001 during the European Year of Languages, and was piloted by 15 Council of Europe nations. NCSSFL: National Council for State Supervisors for LanguagesTESOL: Teachers of English to Speakers of Other LanguagesDOSSIER

Digital text, audio, andvideo work samples

MP3 files

PodcastsBIOGRAPHY

Language learning background

Can-do* statements

Learning goals

PASSPORTGlobal Profile in e-LF

Summary snapshot of language learning and self-assessments

Record of external assessments9As is the European Language Portfolio, LinguaFolio belongs to the learner rather than to the institution, and is divided into three sections.

The Language Biography, a record of personal language learning history that helps learners evaluate their learning goals and reflect on language learning and cultural experiences. In this section there are can-do statements that help learners assess their language competencies and how they can interact in authentic cultural contexts. It also helps them know how to reflect on how they learn and to set learning goals. This is the part that is the most important in a formative assessment process, and information that teachers draw from the bio will help the teacher to guide instructional decisions.

The Language Passport, provides the complete picture of what a learner can do with language because it summarizes the self-assessments from the Language Biography and provides validation for results from formal external assessments. It is a record of formal qualifications, certificates or diplomas, along with self-assessments that serve as a summary of experiences and competencies with different languages that can be updated frequently. The Passport is an officially recognized document that can be shown when students transfer from school to school, level to level, teacher to teacher or to prospective employers for professional purposes.

The Language Dossier, a collection of pieces of work samples and certificates chosen by the individual language learner to document and illustrate language competencies, experiences, and achievements that can be used to demonstrate language abilities to others.

LinguaFolioProficiency-based

Nationally and internationally aligned

Learner-centered

FREE

10LinguaFolio is proficiency-based and uses the ACTFL proficiency scale. It is also aligned nationally and internationally with approximations to other proficiency scales used around the globe for a variety of purposes. LinguaFolio is learner-centered and ultimately belongs to the student, not the teacher or the school. It is also available for free, which, in the budget situation were experiencing now, is good news!

LinguaFolio is a formative assessment tool for language learners that draws on the best practices weve just been discussing. LinguaFolio provides a place for learners to record their progress with any and all languages they are studying, whether in a school-based program or outside of it during travel abroad, in a virtual environment or through connections with friends and family.

LinguaFolio has a portfolio system built into it, which allows learners to select and display evidence that shows their language learning progress. There are also a series of self-assessment checklists that students complete and then validate through the evidences they select.

This gives the learner, and their teacher and parents, a comprehensive view of their language learning that can be shared. As a formative assessment tool for language learners, LinguaFolio is designed to capitalize on the best practices of formative assessment. It allows learners to manage their own learning and develop ownership and autonomy. LinguaFolio also has space where students can assess their skills in a home or heritage language, so that all of their language skills are recognized and valued.

LinguaFolio has reflection pieces that have students consider their intercultural understanding, or how to use language and other types of communication effectively within the parameters of culture or context. For example, greetings vary by culture, so its not enough to know how to say Hello. How are you? A student also has to understand how formal to be depending on who theyre greeting, what gestures are used, how much personal space to allow, and so on.

Finally, LinguaFolio facilitates K-16 articulation so that as students move from course to course, or transition from middle school to high school and then to college, they can continue to document their language learning. They may even use LinguaFolio as part of a professional portfolio in their career, and it certainly helps them see language learning as a lifelong endeavor.

This information is animated and comes up bullet by bullet. Do not read slides but elaborate as each bullet comes up, using examples from classroom experience and the concept of global awareness with learner autonomy, 21st Century Skills, etc.

e-LinguaFolio http://www.elinguafolio.org/

The e-LinguaFolio is made up of 3 main parts, the Biography, the Dossier and the Global Profile or Passport.

e-LinguaFolio was piloted in 2010-2011 in North Carolina with over 100 teachers K-20. Feedback from the group was used to revise e-LinguaFolio and it is now available statewide for FREE. Thanks to the standardization of this formative assessment tool, language learners have a way to begin to explore their proficiency levels that is consistent with language programs around the globe.

Using LinguaFolio as a professional tool is also a way for World Language educators to develop a common understanding of what each proficiency sub-level means in their particular program or language.

LinguaFolio is also a model formative assessment tool that other content areas could replicate using their own can do statements to make the learning of that content transparent, as LinguaFolio has done.

LinguaFolio Outcomes Makes the language learning process transparent.

Provides learners with a way to reflect on their intercultural experiences.

Serves as a tool for students to manage their language learning.

12The benefits of LF are twofold:LF demystifies the learning process its not just a mysterious process understood only by the teacher.It engages learners in thinking about their cultural encounters in a systematic manner.

Create Your Own Linguafolio

LinguaFolio: BiographyReflection piecesLanguage activitiesIntercultural experiences

Self-assessment checklists Goals

1414Describe the Biography

ACTIVITY: Have participants complete several of the checklists (or all?) in order to begin to familiarize themselves with LinguaFolio.

LinguaFolio: BiographyHow Do I Learn?

Reflection on organization and language learning strategies

Complete individually!

Share observations on how you might use this in your classroom

LinguaFolio: BiographySelf assessment checklistsI can do this easily and well.This is one of my goals.InterpersonalInterpretiveListeningReadingPresentationalSpeakingWriting

Novice HighGRID OR MAIN CAN-DOSUB CAN-DOEXAMPLESCUSTOMIZED CAN-DO1717 Here is a sample of the can-do statements for listening - descriptions of what learners can do at the Novice High (on the ACTFL scale) level. The first statement (in italics) is from the grid often referred to as the MAIN CAN-DO (RED)

The statements in bold, or the Sub can-dos (BLUE) area series of descriptors that give the learners an idea of the range of performances under that main can-do statement.

The bulleted statements are examples that reflect a variety of curriculum.

Finally, there is an optional write-in statement that may be custom designed if the preceding statements do not include specifically targeted performances.

These descriptors are sometimes difficult and overwhelming for students who are not accustomed to self-assessing and thinking about what they can do with language. This is why it is so important--even before you begin to use LinguaFolio-- to start embedding short self-assessments into your every day teaching.

The can-do statements for all the levels are posted on the NCSSFL web site.

http://www.learnnc.org/lp/editions/linguafolio/5789

DOSSIER

Digital text, audio, andvideo work samples

mp3 files

Podcasts

19The Language Dossier, a collection of pieces of work samples and certificates chosen by the individual language learner to document and illustrate language competencies, experiences, and achievements that can be used to demonstrate language abilities to others.

I Can Self-Assessment Checklists with Evidence Upload Area (Dossier)


PASSPORT

Summary snapshot of language learning and self-assessments

Record of external assessments

22The Language Passport, provides the complete picture of what a learner can do with language because it summarizes the self-assessments from the Language Biography and provides validation for results from formal external assessments. It is a record of formal qualifications, certificates or diplomas, along with self-assessments that serve as a summary of experiences and competencies with different languages that can be updated frequently. The Passport is an officially recognized document that can be shown when students transfer from school to school, level to level, teacher to teacher or to prospective employers for professional purposes.

LinguaFolio: Passport

2323History

In and out of class activitiesSummation of I can statements from self-assessment checklists


Linguafolio TrainingLearnnc.org

http://www.learnnc.org/lp/editions/linguafolio/

If you would like to be considered for this opportunity, please complete the application athttp://bit.ly/LFgroupno later than noon on Wednesday, April 17, 2013.

If you are selected for one of the focus groups, you will receive an email invitation with details and logistics for May 6, 2013, which will include information about travel arrangements and reimbursement. Please direct any questionsto Nadja Trez and/or Ann Marie Gunter via email at [email protected] and [email protected].

Linguafolio Research StudyResource ShareOral HistoriesOhio FL Model Assessment ProjectWL Resources PageLearn NCEuropean UnionToporopa

District Document AlignmentTask: Begin work on district documents in groups.

Timelines:French III, IV, APSpanish III, IV, AP, Native SpeakersGerman ALL LEVELSLatin ALL LEVELS

Questions

Meeting Wrap Up*** 3 Star Exit Ticket ***

Documents

World Languages PLC