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Thompson School District

Loveland, Colorado 80538

**Connect with me -** Toni Theisen: email

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 * Differentiated Instruction to Support and Challenge our 21st Century Learners**

Our 21st century learners need a multi-sensory and multi-layered learning environment that is designed to inspire creativity, synthesis, and collaboration, as well as provide opportunities to analyze, reflect and evaluate. But how do we reach all of our 21st century learners? How have we critically reevaluated what we teach, what students learn, and which skills are the most important? By exploring the concepts and dimensions of differentiated instruction as well as examining strategies such as choice boards, varied grouping techniques, tiered lessons and learning centers, participants will see how learning can become more personalized and more alive for each of our students.

Essential Questions

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

Handouts

 * 1) [[file:Try a tier, RAFTS, menu, use centers Differentiation.pdf]]
 * 2) [[file:Bloom questioning guide.pdf]]
 * 3) [[file:Differentiated Instruction Handout.pdf]]

PowerPoint

 * 1) [[file:Differentiated Instructional strategies.pdf]]

Other information

 * 1) Differentiated Learning Strategies-Theisen wikispace 1
 * 2) Toni Theisen article on Differentiated Instruction
 * 3) **Differentiated Instruction Article**:[|Theisen differentiated article SEDL.pdf]
 * 4) [|Differentiated learning in the foreign language classroom: Meeting the diverse needs of all learners]
 * 5) [|Differentiated Instruction: Designing More Access and Support for Successful World Language Learning]
 * 6) [|Dr. Carol Tomlinson's website]

Take action and participate

 * Remind
 * Kahoot-game-based blended learning : (Special note-Kahoot game to use)
 * Meme maker


 * [[image:tonitheisen/chat non copy 2.jpg width="397" height="265" link="@http://www.quickmeme.com/make/"]] ||


 * Keep Calm sign maker site

Helpful Videos

 * Lead with Languages video-ACTFL promotion video || # Lead with Languages ||
 * **Video**-Sugata Mitra: Build a School in the Cloud- Hole in the Wall video || # Sugata Mitra: Build a School in the Cloud:Hole Wall Whole Video
 * 1) Sugata Mitra:Build a School in the Cloud-Hole in the WallExcerpts ||
 * **Video**:Are we prepared for the Jobs of the future? || # Are we prepared for the jobs of the future? ||
 * ===Infographic for language learner video=== || # Language Learner video ||

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 || [[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]] ||

Important documents and links
for Learning Languages || How are our standards refreshed to meet the perspectives of the 21st century? || # [|World-ReadinessStandardsforLearningLanguages.pdf] > How do we CONTRIBUTE to the overall growth of our learners? > ACTFL Position Statement: > || 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. || # ||   ||
 * 1. National World Language Standards refreshed 2014-World-Readiness Standards
 * 1) ACTFL Position Statement: Building our advocacY:
 * 2. ACTFL 21st century skills map || What are 21st century skills defined through the eyes of a world languages context? || # ACTFL 21st century skills map Wikispace
 * 1) More ways to see the ACTFL 21st century skills map
 * 2) ACTFL 21st Century Skills maps on Pinterest
 * 3) [[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. 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]] ||   ||
 * 7. Bloom's taxonomy charts with questions and activities ||  || # [|Bloom's taxonomy chart.pdf] ||   ||
 * 8. Rigor and Relevance Framework || How can we make instruction more rigorous and relevant? || # Rigor and relevance framework ||  ||
 * 9. 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]] ||  ||
 * 10. Thompson School District world languages site || How can I see others' work to help me with mine? || # TSD WL Wikispace with thematic units, etc. ||  ||


 * 11.Presentational speaking rubrics || [[file:tonitheisen/TSD WL Presentational Speaking Rubrics 2013-2.pdf|TSD WL Presentational Speaking Rubrics 2013-2.pdf]] ||
 * 12.Presentational writing rubric || [[file:tonitheisen/TSD WL Presentational Writing Rubrics 2013-2.pdf|TSD WL Presentational Writing Rubrics 2013-2.pdf]] ||
 * 13. Interpersonal speaking rubric || [[file:tonitheisen/TSD WL Interpersonal Speaking Rubrics 2014.pdf|TSD WL Interpersonal Speaking Rubrics 2014.pdf]] ||
 * 14. Interpersonal writing rubric || [[file:tonitheisen/TSD WL Interpersonal Writing Rubrics 2014.pdf|TSD WL Interpersonal Writing Rubrics 2014.pdf]] ||
 * 15.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]] ||

Thematic Units
"from the café unit to the hunger unit in Level 1", as well as design others. ||
 * 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

Pinterest Boards-Resources

 * Resources from Pinterest Boards || How can I found some other authentic resources for class? || # Arabic Board 1
 * 1) Arabic Board 2
 * 2) Arabic Board 3
 * 3) Arabic Board 4
 * 4) Math activities in Arabic
 * 5) Arabic Infographics Board
 * 6) Arabic Music Board
 * 7) Teaching World Languages Board
 * 8) Technology for Teachers Board ||
 * Infographics || [[image:tonitheisen/Arabic food.png width="509" height="357" link="http://www.pinterest.com/search/pins/?q=%20arabic%20infographics"]] || # [] ||

Performance Assessments

 * Integrated Performance Assessments (IPA) || # Theisen and Henderson French examples
 * 1) Ohio WL IPA
 * 2) New Jersey FLENJ sample IPA ||
 * Performance assessments-different modes || # Jefferson County, Kentucky samples ||
 * Colorado Dept of Education Assessment Resource Bank || # CDE Assessment resource bank ||

SAMR model
The Substitution Augmentation Modification Redefinition Model offers a method of seeing how computer technology might impact teaching and learning. It also shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.



Padagogy wheel poster download:






Useful links
[] || # [|Daily_Routine_Verbs.ppt]
 * TES Connect || How can I found some other resources for class? || [][[image:tsdwlstandards/tes connect.png caption="tes connect.png" link="@http://www.tes.co.uk/teaching-resources/"]] ||  ||
 * TES Connect || Some resources I found on tes connect
 * 1) [|Egyptian_Arabic_year_12_workbook.pdf]
 * 2) [|I_introduce_myself_and_others_in_Arabic.pptx]
 * 3) [|details_of_kids-_Arabic.docx]
 * 4) Arabic Math flashcard mats[|Arabic-Number-Mats.pdf] ||   ||

**Math Sites and documents**
[] || || ||
 * African animal graphing activity
 * Great Wall of China math activity || [[file:tonitheisen/great_wall_of_china_math.pdf|great_wall_of_china_math.pdf]] ||
 * Pre-Columbian Pyramid || [] ||
 * African daily routines math activity || []
 * Mental math-count to 100-jump around || [[file:tonitheisen/100board.pdf|100board.pdf]] ||
 * German math Stories || [[file:tonitheisen/Textaufgaben.doc|Textaufgaben.doc]] ||
 * Eiffel Tower and geometry || http://kuanyugeoportfolio.wikispaces.com/Geometry+in+Architecture ||
 * Geometric Patterns in Islamic Art || [] ||
 * Counting in Arabic || [] ||
 * Math activities in Arabic || Math activities in Arabic ||
 * Math with the Egyptian Pyramids || [] ||

Technology sites:
===Integrate technology to transform instruction only in a well-designed standards-based thematic unit using backwards design.===


 * 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 ||


 * 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 **
 * 1. Wikispaces for Education || [] ||
 * 2. DropBox (filesharing) || [] ||
 * 3. Slideshare (share powerpoints) || [] ||
 * [|4. Scribd] (share documents and pdf’s) || [] ||
 * 5. Polleverywhere || [] ||
 * 6. Google Docs || [] ||
 * 7. Quizlet-create and use flashcards || [] ||
 * 8. Textivate-change a text into a game || [] ||
 * 9. Remind101-a safe way to text students and parents || [] ||
 * 10. Socrative-reponse system for quizzes || [] ||
 * 11. Kahoot-game-based blended learning || [] ||
 * 12.Piktochart-make your own infographic || [] ||



= World Languages Learning and Special Education Needs =

Which instructional methods are beneficial for at-risk foreign language learners?
Research findings indicate that students at-risk for failing to learn a foreign language can benefit from multisensory structured, explicit language instruction(Ganschow & Sparks, 2005a,b; Schneider,1999; Schneider & Crombie, 2003;Sparks, Artzer, et al., 1998). A multisensory structured language (MSL) approach in the foreign language is similar toinstruction in English. (For a discussion of MSL principles in English, see Birsch,2005.) Below are a few specific suggestions for foreign language teachers, basedon eight MSL principles. The suggestions are versatile strategies that can be effective in inclusive foreign language classrooms(see Ganschow & Sparks,2005a,b; Schneider & Crombie, 2003).

Multisensory

 * Teach the language using multiple input/output strategies — visual, auditory, tactile, and kinesthetic.
 * Use several learning channels simultaneously (listening, speaking, reading, writing, and mnemonic devices for memory). Research findings suggest that hearing, seeing, and saying a word (concept) simultaneously enhances memory.
 * When teaching new sounds and symbols, teach only one or two at a time. In teaching a new or unfamiliar sound, ask the student to imitate the teacher's modeling of mouth movements and to trace the letter pattern while saying and spelling the sound. (For a comprehensive description of the approach, see Sparks, Ganschow, Kenneweg, & Miller, 1991; Sparks & Miller, 2000.)
 * Use visual aids when appropriate. Examples are picture clues for words, hand and mouth movements to illustrate a sound, or color coded endings to illustrate gender and subject/verb agreement.

Repetitive

 * Provide opportunities for the student to practice and review a concept frequently to assure automaticity. Examples might include practicing forming letters correctly, spelling non-phonetic words, and reviewing spelling patterns.
 * Provide guided pair work activities to practice and reinforce a concept, pairing a strong student with a weaker student.
 * For reinforcement, provide ample time to discover, practice, and use meaningful mnemonic devices, such as songs with specified grammatical sentence structures or special rhythms; reinforce concepts by using acronyms (for example, USA = United States of America), drawings, and gestures.

Structured

 * Teach language concepts in a logical progression and help the student categorize concepts.
 * Provide structured, explicit overviews of the material covered. Examples include study guides of the day's activities, summary sheets, graphic representations, and semantic maps.
 * Directly and explicitly teach grammatical, syntactic, and morphological patterns engaging all learning channels for maximum outcomes.

Sequential

 * Organize language concepts from simple to complex. For example, consonant+vowel+consonant patterns with three letters should be taught before using blends or digraphs for four- and five-letter words.

Cumulative

 * Directly teach the student the sounds of the language and the letter(s) those sounds/sound sequences represent. Progress from most frequently to least frequently appearing letter-sound patterns so that students can experience success as quickly as possible.

Alphabetic/Phonetic

 * Directly teach the student the sounds of the language and the letter(s) those sounds/sound sequences represent. Progress from most frequently to least frequently appearing letter-sound patterns so that students can experience success as quickly as possible.

Metacognitive

 * Help the student think about the language concept to be learned and to explain the concept in his/her own words. This process helps the student understand why certain rules or procedures occur in the language of study. Knowing why assists the student in learning to develop self-confidence in identifying and correcting his/her own errors.

Analytic/Synthetic

 * Show the student how to break apart words, especially words with more than one syllable, and then show him/her how to put the parts back together again. This approach will help students self-correct and improve their decoding and spelling. Oftentimes the MSL principles are combined.
 * Conduct a task analysis of the concept to be learned. Break the concept or skill into small working steps and model for the student how to think through a concept. Repeat this procedure as often as necessary.