CU+STARTALK+2017

ACTFL 21st Century Skills Map, 6 Core Practices, Unit Planning: Impact on Learning

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

Technology: **Mentimeter.com-Make a word cloud and polls using this site. (SITE: Mentimeter)**

 * == Handout: [[file:CUSTARTALK2017HandoutTheisen.pdf]] ==
 * == PowerPoint as a PDF:[[file:CU STARTALK 21st century map 6 Core practices Theisen use.pdf]] ==
 * == TSD UBD Backward Design unit template: TSD WL UbD Unit Template 2016 use.doc ==
 * == TSD UBD Backward Design unit template: TSD WL UbD Unit Template 2016 use.doc ==


 * 1) == UbD Unit Design Checklist: [[file:TSD WL UbD Unit Template 2016 use.doc]]==

Source
 * 1) ==TSD World Language Rubrics==
 * 2) ==TSD Curriculum and Unit Plans and Bubbles==

=ACTFL 21st Century Skills Map=

media type="custom" key="29268121"

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="716" height="583" link="@https://www.pathlms.com/actfl/courses/2074"]] ||

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

= Important readings about the Core Practices =

[|Jay Ketner] || The core practices are research-based practices are high-impact practices for facilitating students’ acquisition of language. They empower teachers to most effectively leverage instructional time and assessment opportunities. || [|Sara Merideth] || We are no longer teaching about a language, we are teaching our students to use the language. What better way to facilitate that use than to use the language ourselves? The 90 percent number should not scare us; it should be a number that empowers us. || [|Nicole Naditz] || f we are to design opportunities for learners to engage in interpersonal tasks that reflect all of these characteristics, we must develop learning experiences that prepare them to speak spontaneously on meaningful topics. || [|Kathy Shelton] || Backward design means planning instruction with the end goals in mind. **1.** **Identify Learning Outcomes** [|Lisa A. Harris] || But love of grammar for its own sake aside, the first question we should be asking of ourselves isn’t whether or not grammar is important. It is. The first question should be more along the lines of, “what do we want our students to know and be able to do when they leave our classes?” ||
 * [|World languages: Strengthen your core!:]
 * [|Core practices: Using the target language as the vehicle and content of learning:]
 * [|Core practices: Fostering interpersonal communication:]
 * [|Core practices: Backward design of world language curriculum:]
 * 2. Determine Acceptable Evidence 3. Plan Learning Experiences** ||
 * [|Core practices: Teach grammar as a concept and use it in context:]

UbD Unit Design Checklist: [[file:TSD WL UbD Unit Template 2016 use.doc]]
Source

** UbD Unit Design Checklist ** ** Summative and Formative Performance Assessments ** ||
 * ** Stage 1: Learning Outcomes: Desired Results ** ||
 * || **Yes** || **No** ||
 * **Establish Goals:** ||||  ||
 * 1. Only those standard(s) or goals that are directly relevant to the unit and assessed in Stage 2 are listed. ||  ||   ||
 * **Enduring Understandings:** ||||  ||
 * 2. The //Big Idea(s)// are clearly stated and derived from or aligned with appropriate standards or goals. ||  ||   ||
 * 3. The //understandings// are both overarching (to promote transfer of standard(s) or //Big Ideas//) and topical (specific enough to focus teaching, learning, and assessment). ||  ||   ||
 * 4. Think of the understandings as something you want the students to remember much later. ||  ||   ||
 * **Essential Question:** ||||  ||
 * 6. //Essential question// clarifies the //Big Idea// and connect to other topics and contexts to guide inquiry into the topic. ||  ||   ||
 * 7. The //essential question// is open-ended and has no right answer. Encourages inquiry. ||  ||   ||
 * 8. The //essential question// is framed in appropriate “student language” to make them accessible to students. ||  ||   ||
 * **Learning goals:** ||||  ||
 * 9. Learner “can-do’s are ”key knowledge and skills: needed to meet the standards and enable the desired understandings are identified. ||  ||   ||
 * **Functions:** ||||  ||
 * 10. Describes what students can do with the language. ||  ||   ||
 * **Knowledge:** ||
 * 11. Describes what context, structure and culture needed to show their knowledge ||  ||   ||
 * ** Stage 2: Determine Acceptable Evidence: **
 * || **Yes** || **No** ||
 * 12. The assessments provide students opportunities to demonstrate their learning using the three modes. ||  ||   ||
 * 13. The variety of assessments allow for differences in learning profiles, interests, and readiness. ||  ||   ||
 * 13. The unit includes a variety of //formative and summative assessments// to evaluate the performance. ||  ||   ||
 * 15. Descriptions of assessments are identified and described. ||  ||   ||
 * ** Stage 3: Plan Learning Experiences: Learning Activities ** ||
 * // The learning plan is the sequence of teaching and learning experiences that help students master the standards or goals for the UbD unit. The learning plan includes activities to reach standards and understandings, a model of instruction, guided or independent practice by the student // ||  ||   ||
 * || **Yes** || **No** ||
 * 16. The learning plan makes clear to students what they will be learning, what is expected of them and how their work will be evaluated. Big ideas are clearly stated so that students know and understand **where** they are headed and **why**. Essential questions and performance tasks will **hook** students because they are engaging and thought provoking. ||  ||   ||
 * 17. Opportunities are provided for students to **rethink and reflect** their prior and emerging understandings and to **refine and revise** their work based on feedback and guidance. ||  ||   ||
 * 18. Learning activities make the best use of instructional time to maximize student learning and take an appropriate amount of time considering the age of the learner. ||  ||   ||
 * 19. The learning provides opportunities for activities to be **personalized** to accommodate the variety of student’s interests, styles, and abilities by differentiating content, process, and products. ||  ||   ||
 * 20. The sequence of learning activities has been **organized//.//** The learning plan is clearly designed to maximize student **engagement** and **productivity.** ||  ||   ||
 * 21. Learning activities allow students to move from input to shared/guided practice and then to independent application of new learning. **(Gradual release- //I do, We do guided, We do together, You do)//** ||  ||   ||
 * 22. The learning activities provide variety to enable a lively pace for the unit them. ||  ||   ||

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

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

=World Readiness Standards for Learning Languages video=


 * [[image:tonitheisen/pyramid chart.png width="636" height="874" link="@http://www.actfl.org/sites/default/files/guidelines/ACTFLProficiencyLevels11x17withFunctions.pdf"]] ||
 * pyramid chart.png ||

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