Widefield,+Colorado+Standards+and+Curriculum+Workshop

Dec. 11, 2014
Dec. 11 ppt:

I. Compare/Contrast standards-based curriculum examples

 * Purpose:**
 * 1) Participants will understand that curriculum design is unique to the needs of the author(s) and the organization;
 * 2) Participants will identify key curriculum elements which may be valuable in a Widefield WL curriculum; and,
 * 3) Participants will be armed with insight that will help them engage in discussion about whether Widefield should adopt a curriculum, tweak a curriculum to fit Widefield, or write a new Widefield curriculum.

Participants should formulate questions which the comparison should strive to address (e.g.; What is consistent across the curriculum examples?, What is unique to each example?, What elements within the examples do I appreciate as an instructor?, What elements may not be necessary?) 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

=**I**I. Instructional Priorities of the Colorado Academic Standards=
 * Purpose:**
 * 1) Participants are validated in their practices and reaffirm in their expertise;
 * 2) Participants self-assess for opportunities of growth/improvement based on academic standards and identified promising practices for WL instruction; and,
 * 3) Participants will identify what is needed, personally, as a group, and in the district to further Widefield’s WL program

Consider the instructional priorities evident in the CAS across all content areas (rigor, relevance, and disciplinary literacy).
 * Identify existing strengths related to the instructional priorities. The strengths could highlight current instructional practice, specific classroom resources in use, or school/district support. (I, Self-Reflection)
 * Brainstorm shifts that may be possible to strengthen planning, teach and learning to better address the instructional priorities. (We, Group-reflection, with samples from Toni)
 * Identify what is needed – for individuals, the Widefield WL team, target languages, etc. (We, Group-reflection)


 * III. Next steps for Widefield: **
 * 1) **Design Widefield’s curriculum template for World Languages using examples, instructional priorities, and samples templates from Widefield and others.** Next steps….
 * Widefield.Template
 * Determine what kind of documents do you want, purposes, etc.
 * Proficiency can do …. Realistic, data driven and researched-based learner proficiency targets!!!! ACTFL listen to students and what proficiency rate…. What is proficiency?Samples of ACTFL proficiency guidelines

IV. Resources:

 * 1) What is proficiency?Samples of ACTFL proficiency guidelines
 * English
 * Spanish
 * [|Others]
 * 1) Interculturality "Can-do's"
 * Novice [[file:weebly_novice_intercultural_can_dos-2.docx]]
 * Intermediate [[file:weebly_intermediate_intercultural_can_dos.docx]]
 * 1) Can-do comparison grid with Common European Framework: [[file:Can do chart compart CEF proficiency Grid.pdf]]
 * 2) [[image:Levels 1-3 Prof.png]]
 * 3) Words and actions-Social action
 * 4) [[image:wordsandactions300.jpg link="http://isgweb.actfl.org/ISGWeb/Purchase/ProductDetail.aspx?Product_code=WORDS_ACTIONS"]]
 * 5) [|The Keys to Planning for Learning] (Curriculum design) ACTFL
 * 6) [[image:keys-learning114x150.jpg]]

=Nov. 11, 2014=

Toni Theisen
Loveland High School Loveland, Colorado **Connect with me -** Toni Theisen: email Connect with me on Twitter: [|tonitheisen] Facebook

** Abstract for today's 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, th ACTFL Proficiency Guidelines, The ACTFL-NCSSFL Can-do Statements and the ACTFL 21st Century Skills map.

Essential Questions

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

Agenda

 * 1) Introduction, goals and learner targets
 * 2) Let's play for a moment
 * 3) What can a Level 2 student do?
 * 4) Colorado World Languages Academic Standards? Proficiency ranges/prepared graduate competencies.
 * 5) What is proficiency?
 * 6) Do we have too much content?
 * 7) How do we set goals that are both rigorous and realistic?
 * 8) __**SLO-**__**student learning outcomes (learner target "I can" statements)**
 * 9) Thematic units with learner targets and SLO "I can" Statements
 * 10) ACTFL 21st century skills
 * 11) Focusing lenses
 * 12) Rigor and Relevance framework
 * 13) "Designing a lesson" with a new focus
 * 14) Thematic units with learner targets
 * 15) Authentic resources-Pinterest, TES, Infographics
 * 16) Performance assessments-learn and do
 * 17) Closure

Take action and participate

 * Remind
 * Kahoot-game-based blended learning : (Special note-Kahoot game to use)
 * Ted-Ed flip video-qr codesSee this example, then learn how to flip your own videos
 * Meme maker


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


 * Keep Calm sign maker site

Videos from today

 * Lead with Languages video-ACTFL promotion video || # Lead with Languages ||

Colorado World Languages Academic Standards and information
==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 World Languages Academic Standards:== || ==[[file:Colorado World Languages Academic standards approved 2010.pdf]]== ||
 * ===AP/IB comparison chart=== || [[file:AP-IB themes comparisons chart 2011.pdf]] ||
 * ==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:CDEPosition Statement.World Languages(1).pdf]] ||  ||

Colorado Educator Effectiveness Model
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 ||  || # [[file:tonitheisen/Bloom's taxonomy chart.pdf|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. ||

"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? ||

Pinterest Boards-Resources

 * Resources from Pinterest Boards || 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) German board 1
 * 5) German Board 2
 * 6) German Board 3
 * 7) German Board 4
 * 8) Spanish Board 1
 * 9) Spanish Board 2
 * 10) Spanish Board 3
 * 11) Elementary Spanish Board 1
 * 12) Dual Language Spanish Boards
 * 13) Chinese Boards
 * 14) Arabic Board 1
 * 15) Arabic Board 2
 * 16) Japanese Boards
 * 17) Latin Boards
 * 18) Teaching World Languages Board
 * 19) Technology for Teachers Board ||

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] ||   ||

Performance Assessments
> > || > ||
 * Interpretive assessments || # [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="spanish_ii__ipa_food-gazpacho.docx" link="file:tonitheisen/spanish_ii__ipa_food-gazpacho.docx"]][[file:tonitheisen/spanish_ii__ipa_food-gazpacho.docx|spanish_ii__ipa_food-gazpacho.docx]]
 * 1) [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="fr3_ipa_teens_attitudes.docx" link="file:tonitheisen/fr3_ipa_teens_attitudes.docx"]][[file:tonitheisen/fr3_ipa_teens_attitudes.docx|fr3_ipa_teens_attitudes.docx]]
 * Sample performance assessments || # [[image:http://www.wikispaces.com/i/mime/32/application/vnd.openxmlformats-officedocument.wordprocessingml.document.png width="32" height="32" caption="Samples Performance Assessments 2014.docx" link="file:tonitheisen/Samples Performance Assessments 2014.docx"]][[file:tonitheisen/Samples Performance Assessments 2014.docx|Samples Performance Assessments 2014.docx]]
 * 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 ||

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 ||


 * 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 || [] ||