OFLA+March+2017

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.

Invigorate the flow of language learning with the core practices
Now more than ever, language skills and global competency are essential in order to live, work and play in the global community. Participants will explore and experience core practices and strategies that help students engage with the world and promote deeper, richer thinking.

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

Workshop Agenda

 * 1) Introduction, goals and learner targets
 * 2) Working with the "Core Practices" of effective language learning
 * 3) Using focusing lenses to design learning
 * 4) Applying the rigor and relevance framework
 * 5) Exploring and designing performance assessments
 * 6) Creating an assessment
 * 7) Using a framework to create thematic units and a unit learning progression
 * 8) Bringing it all together
 * 9) Next steps

Learner Targets

 * 1) I can apply the concepts of "Core Practices" into my teaching.
 * 2) I can use a variety documents to think differently about learning and designing instruction.
 * 3) l can use the concept of focusing lenses as a way to shape instruction at a deeper level.
 * 4) I can use the rigorous and relevant framework to move towards deeper learning.
 * 5) I can apply "I can" statements as learner targets in my instruction.
 * 6) I can create thematic units, learning progressions and assessments.

[[file:OFLA2017 use3 Designing Learning and Creating Meaningful Assessments.pdf]]
== Workshop PowerPoint as PDF: ==


 * 1) =TSD Rubrics=
 * 2) =TSD Curriculum Maps and UBD unit=
 * 3) ==TSD Sample Assessments:[[file:tonitheisen/Sample Performance Assessments.docx|Sample Performance Assessments.docx]]==
 * 4) ==TSD UBD Backward Design unit template: [[file:tonitheisen/TSD WL UbD Unit Template 2016 use.doc|TSD WL UbD Unit Template 2016 use.doc]]==

Videos from today
–Leads with Spanish || https://youtu.be/7f8_aEf4TIc ||
 * Lead with Languages || https://youtu.be/CB0gHwyGLGo ||
 * Aileen Villarreal, Detroit Tigers' Media Relations Director
 * A world without teachers || https://youtu.be/ZwPrHEV5lGY ||
 * Stop putting people in boxes || https://youtu.be/jD8tjhVO1Tc ||
 * World Readiness Standards || World Readiness Standards ||
 * Core Practices for World Language Learning || # Core Practices Information ACTFL
 * 1) Core Practices for Effective Language Learning ||

Resources to learn more

 * Using the three modes in instruction and assessment video-Tell Project || good examples and ideas ||
 * Keeping in the target language-article || [[file:Staying in the Target LanguageTLE_Oct12_Article.pdf]] ||
 * World Readines Standards Summary || [[file:World-ReadinessStandardsforLearningLanguages(3).pdf]] ||
 * 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 ||

CDE Website: High Impact Instructional Strategies: World Languages
Here are the new CDE standards-based instructional resources for World Languages. The model lesson is a set of full lesson materials developed to train content area teachers at the 2016 All Students, All Standards Instructional Strategies Summer Institute. The additional sample lesson resources represent the work of a team of Colorado educators to share how they develop their own unique standards-based lessons that employ high-impact instructional strategies. As examples, they are intended to provide support (or conversation/creation starting points) for teachers, schools, and districts as they make their own local decisions around the best instructional plans and practices for all students. These videos highlight the work of the High Impact Instructional Strategies Task Force. All are Colorado World Language teachers.

ACTFL's new initiative: Lead with Languages: leadwithlanguages.org

 * 1) == Academy of Arts and Sciences 2017 Report on Languages: ==
 * 2) ==[[file:ccflt2017loveland/ACTFL Academy Commission on Language Learning Americas' Languages.pdf|ACTFL Academy Commission on Language Learning Americas' Languages.pdf]]==
 * 3) [[image:ccflt2017loveland/leadwithlanguages.png link="@http://www.leadwithlanguages.org/"]]

=World Readiness Standards for Learning Languages video=





http://www.cde.state.co.us/standardsandinstruction/highimpactinstructionalstrategies/wl
==Core Practices for World Language Learning== === The Six Core Practices are highly-effective and research-based teaching methods designed specifically for the world language classroom. The 6 core practices provide clear guidance for classroom instruction in achieving a shift towards a proficiency model and focus on teacher actions. Teaching for proficiency requires a change to the core of world language teaching and learning and provides guidance for student language acquisition. ===

=== Unlike “Best Practices” which defines “what works” based on experience; the 6 core practices are complex instructional practices that fully support student learning. They are not transparent or learnable through modeling alone and need to be rehearsed and coached in the specific context. Teachers must detail, deconstruct, and explicitly teach and assess the core practices. ===
 * [[image:tonitheisen/New core practices pix.jpg width="710" height="636" link="@https://www.pathlms.com/actfl/courses/2074"]] ||

Learn more-video-Core Practices for Effective Language Leaning Preview Video

Thanks to Jacque VanHouton and Ruta Couet, NCSSFL

 * 1) Novice:[[file:tonitheisen/Novice_intercultural_can_dos-2-1.docx|Novice_intercultural_can_dos-2-1.docx]]
 * 2) Intermediate:[[file:tonitheisen/intermediate_intercultural_can_dos-1.docx|Intermediate_intercultural_can_dos-1.docx]]
 * 3) Advanced:[[file:tonitheisen/Advanced interculturality Can-Do_Culture_Advanced_MCwebsite-1.docx|Advanced interculturality Can-Do_Culture_Advanced_MCwebsite-1.docx]]

Teachers must provide opportunities for learners to experience language and culture together, which requires almost exclusive use of the target language. These Interculturality Can-Do statements will allow the students to show their ability to use the language and behave appropriately in cultural contexts.
 * What is Intercultural Competence?
 * [|Novice]
 * Intermediate
 * Advanced
 * [|♦ ASL Intercultural Can-Do statements]

[[image:ccflt2017loveland/Interculturality.png width="698" height="543"]]
==Purpose of the Can-Do Statements for Intercultural Competence Standards at the different proficiency ranges==
 * 1) The NCSSFL-ACTFL Can-Do Statements for Intercultural Communication show how **language can be used** to express interculturality.
 * 2) The statements are a tool intended to clarify and support the World Readiness Cultures
 * 3) Standards and lead learners toward developing intercultural communicative competence.



Rigor and Relevance Framework


[]

[[image:tonitheisen/21century.png width="746" height="618"]]

 * [[image:tonitheisen/funnel.png width="686" height="494"]] ||


 * [[image:tonitheisen/topics.png width="424" height="276" caption="topics.png"]] ||  || [[image:tonitheisen/lens.png width="426" height="384"]] ||   ||

= =

=[|ACTFL Position Statement on Global Competence]:=

The ability to communicate with respect and cultural understanding in more than one language is an essential element of global competence.* This competence is developed and demonstrated by investigating the world, recognizing and weighing perspectives, acquiring and applying disciplinary and interdisciplinary knowledge, communicating ideas, and taking action. Global competence is fundamental to the experience of learning languages whether in classrooms, through virtual connections, or via everyday experiences. Language learning contributes an important means to communicate and interact in order to participate in multilingual communities at home and around the world. This interaction develops the disposition to explore the perspectives behind the products and practices of a culture and to value such intercultural experiences.

Global competence is vital to successful interactions among diverse groups of people locally, nationally, and internationally. This diversity continues to grow as people move from city to city and country to country. The need to communicate with someone of a different language or culture may arise at any time; knowing more than one language prepares one to know how, when, and why to say what to whom.
 * The Need for Global Competence:**


 * Need in the Global Economy**: Import and export data demonstrate the interconnectedness of the economies of countries across the globe; jobs increasingly depend on collaborating with clients/customers who speak other languages and contribute diverse perspectives and ideas; employers identify cultural knowledge and understanding plus communication skills in more than one language as increasingly important in their hiring.


 * Need in Diplomacy/Defense**: The military identifies its mission balanced between defense/peace-keeping around the world and building connections with citizens in areas facing unrest or war; training of service personnel includes cultural sensitivity, understanding of diverse perspectives, and strategies for communicating with local populations speaking other languages.


 * Need in Global Problem-solving**: Issues related to the environment, health, and innovation require collaboration across borders; creative solutions are more likely to occur when knowledge and unique perspectives and insights are shared.


 * Need in Diverse Communities**: Opportunities to interact with people who speak other languages and who have different cultural practices, products, and perspectives are increasing in each community; heritage communities are supported when their languages and cultures are valued rather than eliminated.


 * Need in Personal Growth and Development**: Global competence – the ability to interact and communicate with people from other cultures – opens doors to new relationships, knowledge, and experiences.

**Describing Global Competence:**G**lobal competence is the ability to:**

 * 1) Communicate in the language of the people with whom one is interacting.
 * 2) Interact with awareness, sensitivity, empathy, and knowledge of the perspectives of others.
 * 3) Withhold judgment, examining one’s own perspectives as similar to or different from the perspectives of people with whom one is interacting.
 * 4) Be alert to cultural differences in situations outside of one’s culture, including noticing cues indicating miscommunication or causing an inappropriate action or response in a situation.
 * 5) Act respectfully according to what is appropriate in the culture and the situation where everyone is not of the same culture or language background, including gestures, expressions, and behaviors.
 * 6) Increase knowledge about the products, practices, and perspectives of other cultures.

**Means to Achieve Global Competence**:
Individuals will follow different pathways to reach global competence. Developing global competence is a process that needs to be embedded in learning experiences in languages and all subject areas from prekindergarten through postsecondary. Identified by the various initiatives around this common goal, effective practices include the following actions:
 * 1) Recognize the multiplicity of factors that influence who people are and how they communicate.
 * 2) Investigate and explain cultural differences as well as similarities, looking beneath the surface of stereotypes.
 * 3) Examine events through the lens of media from different countries and cultures.
 * 4) Collaborate to share ideas, discuss topics of common interest, and solve mutual problems.
 * 5) Reflect on one’s personal experiences across cultures to evaluate personal feelings, thoughts, perceptions, and reactions.


 * Global competence is a critical component of education in the 21st century, as reflected in national initiatives focused on literacy and STEM at the PK-12 level and included in the essential learning outcomes of the Liberal Education and America’s Promise (LEAP) program of the Association of American Colleges and Universities (AAC&U).

Approved by the ACTFL Board of Directors-August 2014.

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]]
 * 2) 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:
 * ACTFL The Keys to Planning for Learning || # Sample curriculum units and lesson plans || I can examine a variety of assessments as resources. ||
 * Kansas assessments || # Samples assessments and benchmarks || I can examine a variety of assessments as resources. ||

== 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]] ||