LinkingStandardsProftoClassroom ACTFLRegionalSession2014

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Linking Standards and Proficiency to Your Classroom Mar y Lynn Redmond ACTFL President Marty Abbott ACTFL Executive Director Today’s Learning Goals I can … • Describe the WHAT, HOW, and HOW WELL to guide my teaching and my students’ learning • • • Connect key national initiatives to my daily classroom instruction Identify effective and appropriate means to measure student growth Describe various components for supporting and evaluating teacher effectiveness Hello Unlock the Gateway to Communication Backward Design • • What are the goals? Identify desired results How will you and learners know they reached the goals? Identify acceptable evidence • What does it take to get there? Plan learning experiences and instruction Backward Design • What are the goals? Identify desired results WHAT Standards HOW WELL Proficiency Levels Timeline Standards for Learning Languages  1993 – 1996 Standards developed under Goals 2000 Educate America Act  1996 Publication of Standards for Foreign Language Learning: Preparing for the 21st Century (with 10 languages)  2000 Publication of Standards for Foreign Language Learning in the 21st Century (with Chinese)  2006 Publication of Standards for Foreign Language Learning in the 21st Century (with Arabic)  2013 Refreshed World-Readiness Standards for Learning Languages Hello Standards Collaborative Board (16 national language organizations) Our “Common Core”: Cs and the 11 descriptive standards – – – State Standards in over 40 states Local curricula based on these Standards Teacher preparation based on these Standards Process to “refresh” the Standards influenced by 2011 report, A Decade of Foreign Language Standards: Impact, Influence, and Future Directions Guiding Principles for “refreshing” standards: • • Maintain the essence of each standard Clarify the language FROM: Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions TO: Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions Plan learning experiences and instruction • • Website: http://www.actfl.org/publications/books-and-brochures/the-keys-planning-learning Resources and Templates iPad App ACTFL Unit and Lesson Planner (Available on iTunes) Teacher Education Program Credentialing www.actfl.org and www.caepnet.org Fox & Morrison, ACTFL, 2013 51 2013 ACTFL/CAEP Standards developed between 2009 and 2013 with input from the profession at all levels, aligned with the: Standards for Foreign Language Learning in the Twenty-First Century (2006) [the Five Cs], refreshed as World-Readiness Standards for Learning Languages (2013);  Interstate Teacher Assessment and Support Consortium (InTASC) Standards  National Board for Professional Teaching Standards for accomplished teachers (NBPTS)  International Standard for Technology Education (ISTE) For the ACTFL/CAEP standards, go to https://www.actfl.org/professional-development/actfl-caep State Teacher Certification States Using Demonstration of Language Proficiency for Some Aspect of Teacher Credentialing         Alaska Arizona Arkansas Connecticut Delaware * Florida Georgia * Hawaii Maine * Maryland * New Jersey New York * North Carolina * Ohio * Oklahoma Pennsylvania *        Texas Utah Vermont Virginia * Washington Wisconsin Wyoming Which standards to use? 2002 (ACTFL/NCATE) or 2013 (ACTFL/CAEP)? 2014 – fall 2015 2002 or 2013 Spring 2016 forward 2013  Use one set or the other, don’t mix them  If your program starts with 2002, continue with that set until it achieves national recognition even if it takes until after spring 2016 You are “in the pipeline.” Recommended FL Program Components (no change) Development of proficiency in all areas, especially oral Ongoing assessment of proficiency Language, linguistics, culture, and literature components Dedicated methods course on teaching of FL, taught by qualified faculty Early field experiences in FL classrooms Field experiences and student teaching supervised by qualified FL faculty Opportunities for candidates to experience and use technology Opportunities for structured study-abroad / immersion experiences Judith L Shrum Standard for Foreign Language Learning in the 21 st Century (2006); refreshed as World-Readiness Standards for Language Learning (2013) Standards renamed Standard From (2002) To (2013) Language, Linguistics, Comparisons Language Proficiency: Interpersonal, Interpretive, and Presentational Cultures Literatures, Cross-Disciplinary Concepts Cultures, Linguistics, Literatures, and Concepts from Other Disciplines Language acquisition theories and creating supportive Language Acquisition Theories and Knowledge of Students and Their environment Needs Integration of Standards into Curriculum and Instruction Integration of Standards in Planning, Classroom Practice, and Use of Instructional Resources Assessment Assessment of languages and cultures – Impact on Student Learning Professionalism Professional Development, Advocacy and Ethics Resources/Questions Contact information: Judith Shrum jshrum@actfl.org 540-320-0499 http://www.actfl.org/professional-development/actfl-caep How will you use these initiatives and the resulting documents to influence language teaching and learning? How will you use these initiatives and the resulting documents to influence language teaching and learning? • • • Address teacher effectiveness/evaluation: role in providing evidence to meet requirements of your state’s formula Support language learners: in instructional settings or as independent learners Advocate for language programs: early start, longer sequences Position Statement - Draf WHY: Reaching Global Competence The ability to communicate with respect and cultural understanding in more than one language is an essential element of global competency • Global Competence vital for global economy, diplomacy/defense, global problem-solving, diverse communities • Global Competence described: readiness to communicate, interact, withhold judgment, be alert to differences and miscommunication, act with respect, and increase knowledge of other cultures • Hello Today’s Learning Goals I can … • Describe the WHAT, HOW, and HOW WELL to guide my teaching and my students’ learning • • • Connect key national initiatives to my daily classroom instruction Identify effective and appropriate means to measure student growth Describe various components for supporting and evaluating teacher effectiveness What is one way standards and proficiency will improve students’ language learning? Hello
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