Home

=PSD World Languages Summer Institute 2012=

Standards, assessments and UbD unit design
bebrown@psdschools.org

Toni Theisen-presenter: theisent@gmail.com Supporting editors: Beth Brown, Mike Foster

Agenda-Wednesday, June 6, 2012

 * ===Session 1-Review from yesterday===

|| Information from Day 1 ||  || || I can the UbD template to design standards-based thematic units. || Group activity-Creating a learner target sheet for a unit. Download template and create a learner target document for a unit. || # Template: || I can write learner targets for a unit. || Group activity-identifying activities in the three modes. Go to your group's Google Doc and identify activities/ assessments/ ideas for the three modes. || # [|Group 1] I can get my students to be in the language 90% of the time ||
 * Agenda items || Links/ Handouts || "I can" statement ||
 * 1. Be informed-take a look || # Language Arts Common Core Standards aligned with the national wl standards: [[file:Aligning_CCSS_Language_Standards_v6.pdf]] || I can use new resources to build our curriculum. ||
 * 2. Must check out || # [|Jefferson County, Kentucky World Language Assessment Documents]
 * 1) LHSFrenchdevoirs
 * 2) Loveland curriculum
 * 3) Loveland rubrics || can use new resources to build our curriculum. ||
 * 3. ppts/handouts to use || # Colorado Standards ppt:[[file:PSD WL standards presentations 2012.pptx]]
 * 1) UbD PSD World Languages ppt:[[file:PSD Backward Design Poudre 2012 Theisen.pptx]]:
 * 2) [|PSD WL UbD template on Google Doc]
 * 3) [|Google doc copying and changing unit name directions]
 * 4) Updated WL UbD template as document
 * 4. PSD teacher-created WL UbD Units || # PSD teacher-created UbD units || I can the UbD template to design standards-based thematic units. ||
 * 5. Learner Targets || # Learner Targets Spanish I 2012:[[file:Learner Targets Spanish I 2012.doc]] ||  ||
 * ===Session 1-Activity #1===
 * ===Session 1 Activity #2===
 * ===Session 1 Activity #2===
 * 1) [|Group 2]
 * 2) [|Group 3]
 * 3) [|Group 4]
 * 4) [|Group 5]
 * 5) [|Group 6]
 * 6) [|Group 7]
 * 7) [|Group 8] || I can list a variety of activities for each mode ||
 * ===Session 2-Effective instruction=== ||  ||   ||
 * 1. Keeping in the target language || # Keeping in the target language
 * 1) [|Meaningful communication] || I can keep in the language 90% of the time at all levels.
 * 1) [|Meaningful communication] || I can keep in the language 90% of the time at all levels.
 * 2. Teacher Effectiveness || # [|TELL project]
 * 1) [|TELL teacher effectiveness self-assessment] || I can research effective strategies that indicate teacher effectiveness. ||
 * ===Session 3-Assessment=== ||  ||   ||
 * 1. Three mode testing sites || # [|AAPPL-ACTFL Proficiency Testing]
 * 1) [|World Language Assessment:Get in the mode-Wisconsin]
 * 2) [|Annenberg Teaching Foreign Languages K-12 Practices]
 * 3) G[|uernica video] || I can use new testing strategies to asess students. ||
 * 2. Hunger unit || # ACTFL Activiating Communication in the Interpersonal Mode at the Novice Level-French I Hunger Unit: (Theisen/Terrill)[[file:ACTFL Hunger Fr. 1 Final Activating Interpersonal ACTFL.pdf]]
 * 1) ACTFL Hunger unit: Terrill-Theisen wiki || I can expand my thematic units to connect more to global issues. ||
 * 3. Technology and IPA || # Integrating technology to enhance communication in the three modes:
 * 1) [[file:PSD 2012 handout Theisen Integrating Technology to Enhance Communication in the Three Modes.doc]]
 * 2) Toni Theisen's Tech site
 * 3) [|Best tech tools for the Foreign Language classroom]
 * 4) Digital differentiation tools-excellent site
 * 5) [|Great writing prompts]
 * 6) [|An archive of writing prompt ideas] || [|I can use technology to enhance learning.] ||
 * 1) [|Great writing prompts]
 * 2) [|An archive of writing prompt ideas] || [|I can use technology to enhance learning.] ||

Agenda-Tuesday, June 5, 2012-Day 1
Using the ACTFL Proficiency guidelines site as a resource
 * ===Session 1-What is proficiency?=== ||  ||   ||
 * Agenda items || Links/Handouts || "I can statements" ||
 * 1. What is proficiency? || * Download this doc:[[file:Linguafolio self assessment language guide.pdf]]
 * [|Understanding Proficiency]
 * [|ACTFL Online testing and the Proficiency Guidelines]
 * Proficiency Chart-expectations
 * [|Proficiency data from the STAMP assessment] || I can use the concept of proficiency to rate my students' performance. ||
 * 2. The Inter-Agency Language Roundtable "can do" statements-scroll to bottom of page || * [| ILR "can do" statements]
 * [|Correspondance of ACTFL and ILR proficiency scales] || I can compare the ACTFL scale with the ILR scale in order to understand how the concept of proficiency is universal. ||
 * 3. What about Intercultural competence levels? || * [| Intercultural competence levels] || I can use this information to create instruction and assessments aligned with standards. ||
 * 4. ACTFL Proficiency Guidelines site and examples || * [| ACTFL Proficiency Guidelines site and examples] || I can distinguish different levels of proficiency using the ACTFL Proficiency guidelines as a framework. ||
 * 5.Other proficiency level videos from the ILR || * [|Videos] || I can create a learner target document for a thematic unit. ||
 * ===Session 1-Activity-use paper and markers===
 * ===Session 1-Activity-use paper and markers===

1. listen to one more example for Novice Speaking and on your paper in your group write down three observations you make and how it relates to what you know about your students.

2. listen to one example for Intermediate Speaking and on your paper in your group write down three observations you make and how it relates to what you know about your students

3. now take one of the other skills and on your paper in your group write down three observations you make and how it relates to what you know about your students

4. synthesize what you now know and are able to do when identifying the performance levels of your students by creating 2 group statements and writing them on your paper.

When you are finished, hang your posters. || * [|ACTFL Proficiency Guidelines site and examples] || I can distinguish different levels of proficiency using the ACTFL Proficiency guidelines as a framework. || 1. Look on page 2 and list 3 differences between these new standards and the old.
 * ===Session 2-How to understand the Colorado World Languages Standards=== ||  ||   ||
 * Reviewing the Colorado WL standards || # WL Standards Document: [[file:Colorado World Languages Academic standards approved 2010.pdf]]
 * 1) Link to Colorado WL standards to view online
 * 2) [|Link to WL standards at Colorado Dept of Education]
 * 3) [|Link to CDE online searchable standards] || I can use the Colorado WL standards and I can apply them to my instruction. ||
 * ===Session 2-Activity 1-Unpacking the standards #1-use one of the standards documents (use paper and markers)===
 * ===Session 2-Activity 1-Unpacking the standards #1-use one of the standards documents (use paper and markers)===

2. Read pages 10, 11 to understand the proficiency levels. List one observation

3. Look at page 13 to see how all state standards are organized. List what you will remember from this chart.

4. Look at page 15 to see the **Prepared Graduate Competencies (PGC)** and then open up this document: National Standards and look at p. 4. What are you observations?

5. Now look at pages 18-21-Range level expectations. Go over them carefully. Reflect on where you have seen statements like those before?

6. List three observations/reflections you can make about the standards documents. || # Understanding the standards documents and the standards vocabulary > ||   ||
 * Standards
 * Prepared graduate competencies
 * Range level expectations || I can use the Colorado WL standards and I can apply them to my instruction. ||
 * ===Session 3-Activity-Unpacking the standards #2-use one of the standards documents.=== || # Open this document to do the activity: [[file:Unpacking the WL state standards PSD 2012.doc]] || I can use the Colorado WL standards and I can apply them to my instruction. ||
 * ===Session 3-Understanding by Design (UbD) "backward design=== ||  ||   ||
 * What is backward design? || # [|Backward Design Planning Process]
 * 1) [[file:byuspanteach/Standards-based Thematic Unit Planning Web & Menu.pdf|Thematic Unit Brainstorming List]] - from Cherice Montgomery (BYU) || I can apply UbD to design standards-based thematic units. ||
 * UbD example unit-French I-Unit 3-Au café || # [[file:Fr. 1 UbD Unit 3 2012 use.docx]] ||   ||
 * PSD World Languages UbD Template || # [[file:PSD WL UbD Unit Template 2012 use.docx]] ||  ||
 * Learner targets using the three modes || # Spanish I Learner Target sheet for students based on thematic unit in Curriculum Scope and Sequence:
 * Learner targets using the three modes || # Spanish I Learner Target sheet for students based on thematic unit in Curriculum Scope and Sequence:
 * ===Extra resources: Colorado Teacher evaluation and effectiveness information=== || # Teacher evaluation draft rubric:[[file:Teacher Effectiveness DRAFT Rubric_only_ for Evaluating CO_rev 5_01_12.pdf]] ||  ||
 * ===Extra resources: Colorado Teacher evaluation and effectiveness information=== || # Teacher evaluation draft rubric:[[file:Teacher Effectiveness DRAFT Rubric_only_ for Evaluating CO_rev 5_01_12.pdf]] ||  ||

common core