CU+Startalk+2016

** Workshop Abstract:Activating Communication: Designing Learning and Creating Meaningful Assessments **
Our 21st century learners need a multi-sensory learning environment designed around authentic learning experiences that encourage collaboration, creativity and critical thinking. How can we use focusing lenses to guide thinking when creating relevant instruction that is more meaningful, rigorous and engaging? How can focusing lenses be used to shape the instruction of a thematic unit? How can technology encourage learners to critically think of solutions to real-world global issues in innovative ways? And finally how can we assess our students so they can demonstrate their learning. During this workshop participants will explore these questions and experience learning activities that promote deeper, richer thinking that can enhance communication in all three modes.

Toni Theisen Thompson School District Loveland, Colorado 80538 **Connect with me -** Toni Theisen: email Connect with me on Twitter: [|tonitheisen] Facebook
 * Contact information**

Agenda

 * 1) Introduction, goals and learner targets
 * 2) Using focusing lenses to design learning
 * 3) Applying the rigor and relevance framework
 * 4) Creating thematic units
 * 5) Exploring and designing performance assessments
 * 6) Bringing it all together
 * 7) 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.

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 ||

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[[image:tonitheisen/21century.png width="551" height="425" link="@https://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf"]]

 * [[image:tonitheisen/funnel.png width="616" height="440"]] ||


 * [[image:tonitheisen/topics.png width="472" height="234"]] || [[image:tonitheisen/lens.png width="443" height="318"]] ||

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:tonitheisen/intermediate_intercultural_can_dos-1.docx|Intermediate_intercultural_can_dos-1.docx]]
 * 1) Advanced:[[file:tonitheisen/Advanced interculturality Can-Do_Culture_Advanced_MCwebsite-1.docx|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

 * Terrill-Theisen UbD Hunger Unit

Theisen Thematic unit samples || # Terrill-Theisen Hunger Unit Wikispace "from the café unit to the hunger unit in Level 1", as well as design others. || Fairness, Respect and Dignity: Connecting to the world using global units || # Fairness, Respect and Dignity: Connecting to the world using global units -Theisen and Ousselin ACTFL presentation || I can apply concepts of social justice to a thematic unit ||
 * 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
 * Theisen-Ousselin thematic unit on girls' access to school in school:

== I want to use these resources-templates, rubrics, rubric score convertor, goal setting sheet, reflection sheet ==
 * ===UbD template to create a thematic unit===

TSD UbD units || || || ||
 * Goal Setting sheet with reflection for side 2 of bubble learning targets || [[file:tonitheisen/Goal setting and reflection log for bubble sheets-page 2.docx|Goal setting and reflection log for bubble sheets-page 2.docx]] ||
 * Sample Spanish I learner target bubble sheet-Template || [[file:tonitheisen/Spanish I Unit 5 Learner Target Bubbles 2013.doc|Spanish I Unit 5 Learner Target Bubbles 2013.doc]] ||
 * Learner target bubble sheet template
 * Presentational speaking rubrics || [[file:tonitheisen/TSD WL Presentational Speaking Rubrics 2013-2.pdf|TSD WL Presentational Speaking Rubrics 2013-2.pdf]] ||
 * Presentational writing rubric || [[file:tonitheisen/TSD WL Presentational Writing Rubrics 2013-2.pdf|TSD WL Presentational Writing Rubrics 2013-2.pdf]] ||
 * Interpersonal speaking rubric || [[file:tonitheisen/TSD WL Interpersonal Speaking Rubrics 2014.pdf|TSD WL Interpersonal Speaking Rubrics 2014.pdf]] ||
 * Interpersonal writing rubric || [[file:tonitheisen/TSD WL Interpersonal Writing Rubrics 2014.pdf|TSD WL Interpersonal Writing Rubrics 2014.pdf]] ||
 * Conversion chart for rubric grading to regular percentages || [[file:tonitheisen/TSD World Language Rubric Convertor 2014 use really.docx|TSD World Language Rubric Convertor 2014 use really.docx]] ||

World Readiness Standards for Learning Languages video







===ACTFL Position Statement: Demonstrating Educator Effectiveness and Documenting Student Growth Position Statement ===

The educator is the catalyst for developing learners’ language proficiency and global competence so that learners are prepared to interact and communicate successfully in the global community. Student growth and educator effectiveness are intrinsically connected. The purpose of demonstrating student growth is to show learners’ progress toward higher levels of proficiency while using language in a culturally appropriate manner. In addition, measures of student growth show the educator’s impact on student language learning, taking into consideration each learner’s engagement and motivation for learning. Such evidence will also demonstrate for multiple constituencies the value of successful language learning and teaching. Educator effectiveness and individual student growth are best measured based on frequent and multiple measures of language performance over time, demonstrated by each learner, connected with evidence specific to language learning rather than from other subject areas, and indicating growth in language performance through: //Approved by the ACTFL Board of Directors-November 2015 //
 * balanced evidence of learners’ performance across the three modes of communication (Interpersonal, Interpretive, and Presentational)
 * performance assessments, aligned to NCSSFL-ACTFL Can-Do Statements or progress indicators set by state standards
 * informal and formal assessments of language learning
 * web-based and comprehensive portfolios