Wisconsin+Aug+21,+2015

** 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

Agenda

 * 1) Introduction, goals and learner targets
 * 2) Let's play
 * 3) Exploring and using a variety of documents to create an advocacy statement
 * 4) Exploring and using "Can-do" documents
 * 5) Exploring interculturality
 * 6) Using focusing lenses to design learning
 * 7) Applying the rigor and relevance framework
 * 8) Creating thematic units
 * 9) More "mathy"
 * 10) Exploring performance assessments
 * 11) Exploring the IPA-integrated performance assessment
 * 12) Designing Assessments
 * 13) Bringing it all together
 * 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.

= Handouts and PowerPoints =

Your participation
Participant's Shared Google Doc for this presentation

Andrea Behn's Blog-6 Core Practices-a must read

= Handouts and PowerPoints =


 * 1) Wisconsin Presentation Handout:[[file:WisconsinWL2015usehandout1.pdf]]
 * 2) Wisconsin 2015 PowerPoint: [[file:Wisconsin Powerpoint 2015.pdf]]
 * 3) Wisconsin Handout 2 teacher work:[[file:Assessment Examples in the 3 Modes handout 2.pdf]]
 * 4) Wisconsin "More Mathy" PowerPoint: [[file:Wisconsin2015moremathy.pdf]]

Take action and participate

 * Remind
 * Padlet
 * Icebreakers that Rock
 * Four corners speaking and writing activity
 * Keep Calm sign maker site
 * Kahoot Blended game: (Special note-Kahoot game to use)
 * Meme maker



What is proficiency? Levels? Novice, Intermediate, Advanced? What can learners do with the language?

 * 1) Novice-words, high-frequency phrases, memorized material
 * 2) Intermediate-sentences and strings of sentences
 * 3) Advanced-organized paragraph-length

So you know-the AP World Language and Culture Exam:
 * Score of 3-Intermediate-mid
 * Score of 4- Intermediate-high
 * Score of 5-appraoching Advanced-low

What CAN students DO at different levels from Linda Engatz, 2014 ACTFL TOY

http://nble.org/wp-content/uploads/2012/03/ACTFLWorkplaceProficiencyAssess.pdf
 * [[image:ACTFL pyrmaid 2 link="@http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english"]] || [[image:ACTFL pyramid 1 width="522" height="410" link="@http://www.actfl.org/publications/guidelines-and-manuals/actfl-proficiency-guidelines-2012/english"]] ||

==

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 ||

https://www.actfl.org/sites/default/files/pdfs/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

Important documents for WL teachers
for Learning Languages || How are our standards refreshed to meet the perspectives of the 21st century? || # [|World-ReadinessStandardsforLearningLanguages.pdf] ||
 * 1. National World Language Standards refreshed 2014-World-Readiness Standards
 * 2. Languages as a Core Component of Education for All Students - Advocacy statement || How can we speak with a United voice for WL learning?

How do we CONTRIBUTE to the overall growth of our learners? || # ACTFL Position Statement: Language as a Core Component Thanks to Jacque VanHouton and Ruta Couet, NCSSFL || # Novice: Describes what language learners can do regardless of how the language was acquired. || # ACTFL Prof. Guidelines 2012 update with samples Describes what language learners can do based on instruction in an instructional setting? || # States what learners can do specific to each communication mode and level of proficiency. || # > [|NCSSFL ACTFL Can-Do_Statements.pdf] || > ||  ||
 * 1) [[file:tsdwlstandards/ACTFL Position Statement -Final - Languages as Core - May 2013.pdf|ACTFL Position Statement -Final - Languages as Core - May 2013.pdf]] ||
 * 3. ACTFL Global Competency Position Statement || How do we explain culture and its need/ || # ACTFL Reaching Global Competence Position Statement information
 * 1) Reaching Global Competence Position Statement:[[file:GlobalCompetencePositionStatement0814(1).pdf]] ||
 * 4. 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]] ||
 * 5. 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]] ||
 * 6. ACTFL Proficiency guidelines || What are the performance levels?
 * 1) English Novice example ||
 * 7. ACTFL performance descriptors || How do I explain performance levels to my students?
 * 1) ACTFL Performance Descriptors information ||
 * 8. NSCCFL-ACTFL "can do" statements || What can students do?
 * 9. 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]] ||   ||
 * 10. Bloom's taxonomy charts with questions and activities ||  || # Bloom's taxonomy chart: [[file:Bloom's taxonomy chart.pdf]] ||   ||
 * 11. Rigor and Relevance Framework || How can we make instruction more rigorous and relevant? || # Rigor and relevance framework: http://www.leadered.com/our-philosophy/rigor-relevance-framework.php
 * 12. 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]] ||  ||
 * 13. Thompson School District world languages site || How can I see others' work to help me with mine? || # TSD WL Wikispace with thematic units, etc.
 * 1) TSD rubrics ||
 * 14. Colorado Dept of Education Parent guide to WL Standards || How can parents understand wl learning? || # Colorado Dept of Education Parent guide to WL Standards ||
 * 15. Teacher Effectiveness-Tell Project-an excellent resource || How can I been a more effective educator? || # Tell Project ||

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

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]] ||

**What is an Integrated Performance Assessment? (IPA)** CobaLTT-CARLA Assessment information-What is IPA?
The IPA is a classroom-based assessment model that can be used for evaluating student’s language use in the three communicative modes (interpersonal, interpretive, and presentational) that correspond to the communication standards that appear in the national Standards for Foreign Language Learning (1996/1999).

In its original form, the IPA model proposes a cyclical approach to the development of performance assessment units. These units are thematic-based are composed of tasks that correspond to the three modes of communication.

Source Source 2

The process begins with the three communicative modes as a reference point, and then moves to the selection of a theme followed by the creation of tasks around that theme, which correspond to the three modes. For example, within the theme of food and nutrition, students might read about and study a diagram of the new food pyramid for the interpretive task. Then for the interpersonal task, they might be assigned to a partner and be asked to compare a food diary in the context of what they learned about the food pyramid and daily dietary guidelines. Finally, for the presentational task students might create a daily food plan and explain orally to the class how their menu corresponds to the food pyramid guidelines. Figure 1 provides an overview of the assessment cycle. For a more detailed description and several examples, see CARLA’s Virtual Assessment Center.



Toni Theisen's IPA examples Ohio IPA examples Andrea Henderson's IPA examples IPA Thematic Units Activities and Assessments-New Jersey-FLENJ
 * Thanks to all groups for sharing your work.**

Teaching Resources
need to register || How can I found some other resources for class? || [] || ||
 * TESConnect-UK-free lesson bank and resources-
 * Google searches in many languages || I can use a variety of technology tools to enhance student learning. || # [|Google sites in many countries]
 * 1) [|Search in many languages]
 * 2) [|Google maps in other languages] ||   ||
 * 1) [|Google maps in other languages] ||   ||

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 || [] ||