Abstract for workshop:

Our 21st century learners need a multi-sensory learning environment designed around authentic learning experiences that encourage collaboration, creativity and critical thinking, all essential 21st century skills. So how can world language learning be designed to be meaningful and engaging? How can focusing lenses be used to shape the instruction of a thematic unit? Participants will explore and create learning activities, thematic units and assessments using the concepts of focusing lenses, while aligning to The Colorado World Languages Academic Standards, the ACTFL Proficiency Guidelines, The ACTFL-NCSSFL Can-do Statements and the ACTFL 21st Century Skills map. Participants will begin the process of designing the Eagle County World Language Curriculum.

Toni Theisen
Thompson School District World Languages Curriculum Representative
Thompson School District Dual Language Immersion TOSA
2009 ACTFL Teacher of the Year
2013 President of the American Council on the Teaching of Foreign Languages
NBCT World Languages

Lourdes Buck
CDE World Language Specialist
Colorado Department of Education(desk) 303-866-6198(cell) 720-273-7520

Essential Questions

  1. How has learning changed?

  2. How has teaching changed?


  1. Introductions and beginning activities
  2. Check out Eagle County Wikispace page and handouts
  3. What is world language learning today?
  4. What is the current situation in Eagle Country?
  5. Level 2-What can students do?-Too much content?
  6. Change from text-driven to thematic units driven
  7. Colorado World Languages Academic Standards? Proficiency ranges/prepared graduate competencies.
  8. What is proficiency
  9. Can-do statements
  10. Using focusing lenses and rigor and relevance to design learning
  11. Sample units, assessments and rubrics
  12. Design a performance assessment.
  13. Your turn to design some UBD units learner targets.
  14. Next steps

Learner Targets

  1. I can use a variety documents to think differently about learning and designing instruction.
  2. l can use the concept of focusing lenses as a way to shape instruction at a deeper level.
  3. I can use the rigorous and relevant framework to move towards deeper learning..
  4. I can apply "I can" statements as learner targets in my instruction.
  5. I can create thematic units and assessments.
  6. I can build a curriculum sequence.

Videos from today

Lead with Languages video-ACTFL promotion video
  1. Lead with Languages
World Readiness Standards
  1. World Readiness Standards

Resources to learn more

Using the three modes in instruction and assessment video-Tell Project
good examples and ideas
The three modes-assessment and perspective-Webinar-Tell Project
more focus on how-to's for three modes
Using the target language and providing comprehensible input-Tell project
Using the target language and CI-Reflection for teacher
Feedback form
Empowering students to use the target language-Growth Mindset-Tell Project
Empowering Student to Use the Target Language - Classroom Vignette-Tell project
Using sentence starters and sentence frames

What do levels of proficiency look like?

ACTFL Proficiency Guidelines
site, links and videos
samples in English
samples in Spanish

Very important handouts to use in workshop

  1. UBD Template for Unit writing-Download:

Other handouts for resources

  1. TELL Project self-assessment:
  2. Big workshop handout:
  3. Key Language Functions:
  4. CDE WL Assessment Position statement:

Colorado World Languages Academic Standards and information

Colorado World Languages Academic Standards:

Colorado World Languages Academic standards approved 2010.pdf
Colorado Academic World Languages Standards CDE site
Range Level (Proficiency Levels) scroll down on site
Proficiency Spiral
CDE Assessment Review Tool:
Assessment Review Tool (Content collaborative teams used this tool to evaluate each assessment as to its alignment, rigor, bias, and opportunities for learning.) Also review the instructions on using the Assessment Review Tool.
CDE Curriculum Overview Samples - World Languages
Sample Thematic units
CDEPosition Statement.World Languages(1).pdf

National Links
1. National World Language Standards refreshed 2014-World-Readiness Standards
for Learning Languages
How are our standards refreshed to meet the perspectives of the 21st century?
  1. World-ReadinessStandardsforLearningLanguages.pdf
  2. ACTFL Position Statement:
    ACTFL Position Statement -Final - Languages as Core - May 2013.pdf
2. ACTFL 21st century skills map
What are 21st century skills defined through the eyes of a world languages context?
  1. ACTFL 2011 P-21 worldlanguages skills map.pdf
3. ACTFL Proficiency guidelines
What are the performance levels?
Describes what language learners can do regardless of how the language was acquired.
  1. ACTFL Prof. Guidelines 2012 update with samples
4. NSCCFL-ACTFL "can do" statements
What can students do?
States what learners can do specific to each communication mode and level of proficiency.
  1. NCSSFL ACTFL Can-Do_Statements.pdf
    NCSSFL ACTFL Can-Do_Statements.pdf
5. ACTFL performance descriptors
How do I explain performance levels to my students?
Describes what language learners can do based on instruction in an instructional setting.
  1. ACTFLPerformanceDescriptorsLanguageLearners.pdf

6. Interculturality "can-do" statements
How do embed culture?
Thanks to Jacque VanHouton and Ruta Couet, NCSSFL
  1. Novice:
  2. Intermediate:
  3. Advanced:

7. ACTFL Crosswalk aligning document with the Common Core
What are the connection between the WL standards and common core?
  1. ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf
  2. Common Core ELA Standards:CCR_Anchor_Standards.pdf

8. Bloom's taxonomy charts with questions and activities

  1. Bloom's taxonomy chart.pdf

9. Rigor and Relevance Framework
How can we make instruction more rigorous and relevant?
  1. Rigor and relevance framework

10. AP/IB Comparison chart
How can we make instruction more rigorous and relevant with attention to culture?
  1. AP/IB Comparison chart:AP-IB themes comparisons chart 2011.pdf

11. Thompson School District world languages site
How can I see others' work to help me with mine?
  1. TSD WL Wikispace with thematic units, rubrics etc.

Thematic Units

1. 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.
2. Thompson School District world languages site-my district
  1. TSD WL Wikispace with thematic units, etc.
  2. TSD Rubrics
  3. TSD Curriculum maps, scope and sequence, UbD backward design units, learner targets, learner bubbles, goal shee
How can I see others' work to help me with mine?

Examples of Curriculum design and/or Mapping: (listed alphabetically)

  1. The Keys to Planning for Learning (Curriculum design) ACTFL
  2. keys-learning114x150.jpg

  1. CDE Educator Effectivenesseducator effective rubric.png

  2. Practical ideas for evaluating world language teachers for educator effectiveness:2016-03-17 World Lang Practical Ideas Guide_Final.pdf

  3. Practical Ideas for Evaluating Teachers of World Languages for Educator Effectiveness

  4. Teacher Licensure in World Language is changing:

  5. Family and Community Guides to the Colorado Academic Standards in World Languages
  6. In the 21st century the ability to communicate in more than one language is an essential skill for all Colorado learners. Learning multiple world languages, developing multiple perspectives and understanding other cultures are vital skills needed to both collaborate and compete in our global community. Learners acquire knowledge, skills, and attitudes that equip them for living and working in a world of diverse peoples,languages and cultures. In partnership with the Colorado PTA, family and community guides to the Colorado Academic Standards have been created to help families and communities across Colorado better understand the goals and outcomes of the Colorado Academic Standards. The guides describe the “big picture” purpose of the standards, as road maps to help ensure that all Colorado students graduate ready for life, college, and careers.
    These guides are very useful to explain proficiency and world language learning in the 2st century. Language Proficiency Range Level Guides to World Languages:
  7. CDE World Languages Assessment Resource BankExamples:
    Assessment bank.png
    Assessment bank.png

  8. Sample Curriculum units

  9. Screen Shot 2016-02-15 at 11.36.35 AM.png
  10. Position Statement on World Languages Standards-Based Teaching, Learning and Assessment
  11. CDE assessment position_statement.world_languages.pdf
  12. cde position statment pix.png

  13. Seal of Biliteracy:

  14. ACTFL Pyramid:pyramid chart.png
  15. ACTFLGuidelines
  16. ACTFL pyramid 1

Pinterest Boards-Resources

Resources from Pinterest Boards

Thanks to so many teachers and organizations who have shared these pins. Very helpful for all.
How can I found some other authentic resources for class?
  1. French board 1
  2. French Board 2
  3. French Board 3
  4. French Board 4
  5. Fr. Andrea Behn Board 5
  6. German board 1
  7. German Board 2
  8. German Board 3
  9. German Board 4
  10. Spanish Board 1
  11. Spanish Board 2
  12. Spanish Board 3
  13. Elementary Spanish Board 1
  14. Dual Language Spanish Boards
  15. Chinese Boards
  16. Arabic Board 1
  17. Arabic Board 2
  18. Japanese Boards
  19. Latin Boards
  20. Teaching World Languages Board
  21. Technology for Teachers Board

Integrate technology to transform instruction only in a well-designed standards-based thematic unit using backwards design. http://tonitheisen.wikispaces.com

Resources for locating images and photos
1. Tag Galaxy
Search for photos from Flickr
2. Fotopedia
Collaborative photo encyclopedia
3. Goggle Art Project
3D art tours of many museums
4. MorgueFile
Lots of free photos

Using images and information to make stories, comics, books, magazines and speaking activities
1. Wordle
word clouds
2. Tagxedo
word clouds in shapes
3. Bubblr
Comic strips using Flickr photos
4. Piclits
Creative writing using images
5. Five Card Flickr Story
Create a story from 5 random pix
6. Issuu
Make a magazine or newsletter
7. Storybird
Collaborative Storytelling

Technology to enhance speaking and writing Presentational communication
1. Glogster
Digital Poster
3. FaceinHole
Put your face in pix
4. Blabberize
Make picture talk
5. Make Beliefs Comix
Make comic strips
6. Padlet
Digital post it notes
Resources for using and creating videos
1. Video writing prompts
Site with writing prompts and popular videos
2. Video creating tools
Series of video creating tools grouped
3. Aminoto video
“music videos”
4. Dvolver video maker
cartoon videos

Technology to record voice or use computer generated voice
1. Vocaroo
Simple podcast
3. Go Animate Edu
4. Google Voice
Students call and answer ?
5. AudioBoo
Record and upload audio

Technology to enhance speaking and writing Presentational communication
1. Glogster
Digital Poster
2. FaceinHole
Put your face in pix
3. Blabberize
Make picture talk
4. Make Beliefs Comix
Make comic strips
5. Padlet
Digital post it notes
Other great tools to impact learning
  • Wikispaces for Education
  • DropBox (filesharing)
  • Slideshare (share powerpoints)
  • Scribd (share documents and pdf’s)
  • Polleverywhere
  • Google Docs
  • Quizlet-create and use flashcards
  • Remind-a safe way to text students and parents
  • Kahoot-game-based blended learning
  • Piktochart-make your own infographic
  • Kawya qr code maker
Tech tools slide use.png