Arizona


 * CERCLL:Arizona-Jan. 23-26, 2014 **

[|Fourth International Conference on the Development and Assessment of Intercultural Competence]
//Activating Communication: Focusing Lenses//

Abstract
How does fostering appreciation for diverse worldviews enhance skills for global citizenship? Is it true that the more learners encounter and engage with other worldviews, the more they develop compassion, empathy, and understanding? How can we use focusing lenses to guide thinking when creating instruction? Can an old unit “going to a café” be changed to a thematic unit on food and hunger that focuses on interpersonal tasks integrated to create a meaningful cultural context? How can images, videos and other technology encourage learners to critically think of solutions to real-world global issues on environment in innovative ways? We will explore these questions through the lenses of an UbD designed thematic unit and the concepts of the ACTFL 21st Century Skills Map. This presentation was co-sponsored by the Center for Applied Second Language Studies (CASLS) at the University of Oregon.

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

Essential Questions

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

Videos from today

 * **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 ||
 * Hungry Planet || # Hungry Planet
 * 1) Aux arbres, citoyens-Yannick Noah ||

Important documents and links

 * ACTFL 21st century skills map || What are 21st century skills deined 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:ACTFL 2011 P-21 worldlanguages skills map.pdf]] ||
 * ACTFL Proficiency guidelines || What are the performance levels? || # [|ACTFL Prof. Guidelines 2012 update with samples] ||
 * ACTFL "can do" statements || What can students do? || # [[file:NCSSFL ACTFL Can-Do_Statements.pdf]] ||
 * ACTFL performance descriptors || How do I explain performance levels to my students? || # [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="ACTFLPerformanceDescriptorsLanguageLearners.pdf" link="file:vhl2013/ACTFLPerformanceDescriptorsLanguageLearners.pdf"]][[file:vhl2013/ACTFLPerformanceDescriptorsLanguageLearners.pdf|ACTFLPerformanceDescriptorsLanguageLearners.pdf]] ||
 * ACTFL Crosswalk aligning document with the Common Core || What are the connection between the wl standards and common core? || # [[image:http://www.wikispaces.com/i/mime/32/application/pdf.png width="32" height="32" caption="ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf" link="file:vhl2013/ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf"]][[file:vhl2013/ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf|ACTFLCrosswalkFinalAligningCCSSLanguageStandards.pdf]] ||
 * Rigor and Relevance Framework || How can we make instruction more rigorous and relevant? || # Rigor and relevance framework ||
 * AP/IB Comparison chart || How can we make instruction more rigorous and relevant with attention to culture? || # AP/IB Comparison chart:[[file:AP-IB themes comparisons chart 2011.pdf]] ||

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

__**Take action to be an active participant:**__ > >
 * Twitter hashtag #
 * Textivate: Playing with text using games
 * Ted-Ed flip video-qr codesSee this example, then learn how to flip your own videos
 * Duolingo
 * US Census Map-Where languages are spoken-type in your address
 * Mapping the Nation: [[image:Mappingthefuture.png width="480" height="146" link="@http://mappingthenation.net/"]]
 * Meme maker
 * Animoto video: le francais: le passeport pour le monde
 * Keep Calm sign maker site
 * UthinkIdo story