CERCLL:Arizona-Jan. 23-26, 2014

Fourth International Conference on the Development and Assessment of Intercultural Competence



Activating Communication: Focusing Lenses
Abstract
How does fostering appreciation for diverse worldviews enhance skills for global citizenship? Is it true that the more learners encounter and engage with other worldviews, the more they develop compassion, empathy, and understanding? How can we use focusing lenses to guide thinking when creating instruction?
Can an old unit “going to a café” be changed to a thematic unit on food and hunger that focuses on interpersonal tasks integrated to create a meaningful cultural context? How can images, videos and other technology encourage learners to critically think of solutions to real-world global issues on environment in innovative ways? We will explore these questions through the lenses of an UbD designed thematic unit and the concepts of the ACTFL 21st Century Skills Map.
This presentation was co-sponsored by the Center for Applied Second Language Studies (CASLS) at the University of Oregon.


Handout:

PowerPoint (changed to pdf):

Expanded handout with examples and more detail with the rigor and relevance framework:



Toni Theisen

Loveland High School
Loveland, Colorado
Connect me -Toni Theisen: email
Connect with me on Twitter: tonitheisen Facebook


Essential Questions

  1. How has learning changed?

  2. How has teaching changed?


Videos from today

Video-Sugata Mitra: Build a School in the Cloud- Hole in the Wall video
  1. Sugata Mitra: Build a School in the Cloud:Hole Wall Whole Video
  2. Sugata Mitra:Build a School in the Cloud-Hole in the WallExcerpts
Hungry Planet
  1. Hungry Planet
  2. Aux arbres, citoyens-Yannick Noah

Important documents and links


ACTFL 21st century skills map
What are 21st century skills deined through the eyes of a world languages context?
  1. ACTFL 21st century skills map Wikispace
  2. More ways to see the ACTFL 21st century skills map
  3. ACTFL 21st Century Skills maps on Pinterest
ACTFL Proficiency guidelines
What are the performance levels?
  1. ACTFL Prof. Guidelines 2012 update with samples
ACTFL "can do" statements
What can students do?
ACTFL performance descriptors
How do I explain performance levels to my students?
  1. ACTFLPerformanceDescriptorsLanguageLearners.pdf
    ACTFLPerformanceDescriptorsLanguageLearners.pdf
    ACTFLPerformanceDescriptorsLanguageLearners.pdf
ACTFL Crosswalk aligning document with the Common Core
What are the connection between the wl standards and common core?
  1. ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf
    ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf
    ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf
Rigor and Relevance Framework
How can we make instruction more rigorous and relevant?
  1. Rigor and relevance framework
AP/IB Comparison chart
How can we make instruction more rigorous and relevant with attention to culture?
  1. AP/IB Comparison chart:


Thematic Units

Terrill-Theisen UbD Hunger Unit and other units
  1. Terrill-Theisen Hunger Unit Wikispace
  2. French V AP/IB "papiers et sans papiers" unit: "Papiers et Sans Papiers"unit
  3. French V AP/IB L'Alimentation: Goût et Gaspillage
  4. French V AP/IB L'éducation
  5. French IV La Mode: L'économie et les politiques des vêtements
  6. French IV Les Problèmes sur la Planète
  7. French III-La santé
  8. French II- Paris et l'art
  9. Used for all levels to start the year-(activities modified for each level) Expanding our cultural perspectives
I can understand how to build a meaningful unit such as
"from the café unit to the hunger unit in Level 1", as well as design others.



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