Eagle+County+May,+2016

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 CDE CCFLT Liaison 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 970-412-0256

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


 * 1) ===How has learning changed?===
 * 2) ===How has teaching changed?===

Agenda

 * 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 || # Lead with Languages ||
 * World Readiness Standards || # 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 || overview ||
 * Using the target language and CI-Reflection for teacher || Feedback form ||
 * Empowering students to use the target language-Growth Mindset-Tell Project || Article ||
 * Empowering Student to Use the Target Language - Classroom Vignette-Tell project || video ||
 * Using sentence starters and sentence frames || Article ||

What do levels of proficiency look like?

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

Very important handouts to use in workshop

 * 1) UBD Template for Unit writing-Download:[[file:Eagle ubd template alone 2016 Handout use 2012.doc]]

Other handouts for resources

 * 1) TELL Project self-assessment: [[file:TELL_FoundationalCriteria_SelfAssessment_Grayscale.pdf]]
 * 2) Big workshop handout:[[file:Eagle County2016Handout.pdf]]
 * 3) Key Language Functions:[[file:Key language functions progression November ACTFL 2015-1.docx]]
 * 4) CDE WL Assessment Position statement: [[file:CDE Assessment Position Statement.World Languages.pdf]]

Colorado World Languages Academic Standards and information

 * Colorado World Languages Academic Standards:

|| 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. || Sample Thematic units ||
 * Colorado Academic World Languages Standards CDE site ||
 * ======Range Level (Proficiency Levels) scroll down on site ====== ||
 * Proficiency Spiral ||
 * CDE Assessment Review Tool:
 * CDE [|Curriculum Overview Samples - World Languages]
 * [[file:tonitheisen/CDEPosition Statement.World Languages(1).pdf|CDEPosition Statement.World Languages(1).pdf]] ||

National Links for Learning Languages || How are our standards refreshed to meet the perspectives of the 21st century? || # [|World-ReadinessStandardsforLearningLanguages.pdf] > || Describes what language learners can do regardless of how the language was acquired. || # [|ACTFL Prof. Guidelines 2012 update with samples] || States what learners can do specific to each communication mode and level of proficiency. || # > [|NCSSFL ACTFL Can-Do_Statements.pdf] || Describes what language learners can do based on instruction in an instructional setting. || # ||   || Thanks to Jacque VanHouton and Ruta Couet, NCSSFL || # Novice:
 * 1. National World Language Standards refreshed 2014-World-Readiness Standards
 * 1) ACTFL Position Statement:
 * 2. ACTFL 21st century skills map || What are 21st century skills defined through the eyes of a world languages context? || # [[file:tonitheisen/ACTFL 2011 P-21 worldlanguages skills map.pdf|ACTFL 2011 P-21 worldlanguages skills map.pdf]] ||
 * 3. ACTFL Proficiency guidelines || What are the performance levels?
 * 4. NSCCFL-ACTFL "can do" statements || What can students do?
 * 5. ACTFL performance descriptors || How do I explain performance levels to my students?
 * 6. Interculturality "can-do" statements || How do embed culture?
 * 1) Intermediate: [[file:intermediate_intercultural_can_dos-1.docx]]
 * 2) Advanced:[[file:Advanced interculturality Can-Do_Culture_Advanced_MCwebsite-1.docx]] ||   ||
 * 7. ACTFL Crosswalk aligning document with the Common Core || What are the connection between the WL standards and common core? || # [[file:vhl2013/ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf|ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf ]][|ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf]
 * 1) Common Core ELA Standards:[[file:tonitheisen/CCR_Anchor_Standards.pdf|CCR_Anchor_Standards.pdf]] ||   ||
 * 8. Bloom's taxonomy charts with questions and activities ||  || # [[file:tonitheisen/Bloom's taxonomy chart.pdf|Bloom's taxonomy chart.pdf]] ||   ||
 * 9. Rigor and Relevance Framework || How can we make instruction more rigorous and relevant? || # Rigor and relevance framework ||  ||
 * 10. AP/IB Comparison chart || How can we make instruction more rigorous and relevant with attention to culture? || # AP/IB Comparison chart:[[file:tonitheisen/AP-IB themes comparisons chart 2011.pdf|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? || # TSD WL Wikispace with thematic units, rubrics etc. ||

Thematic Units
"from the café unit to the hunger unit in Level 1", as well as design others. ||
 * 1. Terrill-Theisen UbD Hunger Unit and other units || # Terrill-Theisen Hunger Unit Wikispace
 * 1) French V AP/IB "papiers et sans papiers" unit: "Papiers et Sans Papiers"unit
 * 2) French V AP/IB L'Alimentation: Goût et Gaspillage
 * 3) French V AP/IB L'éducation
 * 4) French IV La Mode: L'économie et les politiques des vêtements
 * 5) French IV Les Problèmes sur la Planète
 * 6) French III-La santé
 * 7) French II- Paris et l'art
 * 8) 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
 * 2. Thompson School District world languages site-my district || # TSD WL Wikispace with thematic units, etc.
 * 1) TSD Rubrics
 * 2) 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)

 * Colorado’s District Sample Curriculum Project: []
 * Kentucky Department of Education World Languages Curriculum Documents: []
 * New Jersey Core Curriculum Content Standards for World Languages: []
 * Ohio Department of Education World Languages Model Curriculum Content Elaborations: []
 * Sample Unit from The Keys to Planning for Learning: Effective Curriculum, Unit, and Lesson Design []
 * Thompson School District: http://tsdwlstandards.wikispaces.com/Curriculum+Maps


 * 1) [|The Keys to Planning for Learning] (Curriculum design) ACTFL
 * 2) [[image:tonitheisen/keys-learning114x150.jpg]]

> These guides are very useful to explain proficiency and world language learning in the 2st century. **Language Proficiency Range Level Guides to World Languages:**
 * 1) ===CDE Educator Effectiveness[[image:ccflt2016loveland/educator effective rubric.png width="438" height="324"]]===
 * 2) ===Practical ideas for evaluating world language teachers for educator effectiveness:[[file:ccflt2016loveland/2016-03-17 World Lang Practical Ideas Guide_Final.pdf|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.
 * 1) 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.
 * [|Intermediate-Mid]
 * [|Intermediate-Low]
 * [|Novice-High]
 * [|Novice-Mid]
 * [|Novice-Low]
 * 1) ===CDE World Languages Assessment Resource BankExamples: [[image:ccflt2016loveland/Assessment bank.png width="613" height="577" caption="Assessment bank.png" link="@http://www.coloradoplc.org/assessment/assessments?keys=&term_node_tid_depth=All&tid_2%5B%5D=4009&tid_2%5B%5D=4024&tid_2%5B%5D=4010&tid_2%5B%5D=4011&tid_2%5B%5D=4012&field_assessment_item_type_value_many_to_one=All&field_cost_value_many_to_one=All"]]===
 * 2) ===Sample Curriculum units===
 * 3) [[image:ccflt2016loveland/Screen Shot 2016-02-15 at 11.36.35 AM.png width="661" height="305" link="@http://www.cde.state.co.us/standardsandinstruction/curriculumoverviews/worldlanguages"]]
 * 4) Position Statement on World Languages Standards-Based Teaching, Learning and Assessment
 * 5) [|CDE assessment position_statement.world_languages.pdf]
 * 6) [[image:cde position statment pix.png width="640" height="175" link="@http://www.coloradoplc.org/node/13287"]]
 * 7) ===Seal of Biliteracy:===
 * 8) ACTFL Pyramid:[[image:pyramid chart.png width="400" height="508" link="@http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012"]]
 * 9) ACTFLGuidelines
 * 10) [[image:ACTFL pyramid 1 width="522" height="410" link="@http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english"]]
 * 1) [[image:ACTFL pyramid 1 width="522" height="410" link="@http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english"]]

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? || # French board 1
 * 1) French Board 2
 * 2) French Board 3
 * 3) French Board 4
 * 4) [|Fr. Andrea Behn Board 5]
 * 5) German board 1
 * 6) German Board 2
 * 7) German Board 3
 * 8) German Board 4
 * 9) Spanish Board 1
 * 10) Spanish Board 2
 * 11) Spanish Board 3
 * 12) Elementary Spanish Board 1
 * 13) Dual Language Spanish Boards
 * 14) Chinese Boards
 * 15) Arabic Board 1
 * 16) Arabic Board 2
 * 17) Japanese Boards
 * 18) Latin Boards
 * 19) Teaching World Languages Board
 * 20) 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 || [|http://animoto.com/education#top] || “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 || [] || Comic ||
 * 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) || [] ||
 * * Slide share (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 || [] ||