TSD WL District PLD 2017-2018


Here is what Dual Language World Language and English teachers are doing for the district PD

  1. DLI Kindergarten Team-Jan 17, 2018

  2. DLI First Grade Team-Jan 24, 2018

  3. DLI Second Grade Team-Jan 25, 2018



Here is what World Language teachers are doing for the district PD Jan 23, 2018-spanish 4/5, French, Spanish

When: Tuesday, Jan 23, 2018-8:00 am-3:00 pm
Where-Administration Building-Room 109
Bring: Computers and Lunch


Agenda

  1. Check in
  2. Colorado World Language Revised Standards update
  3. TSD WL Competencies Update
  4. Building a unit or lesson learning progression with more intent, Standards-based Grading-Doug May-District TOSA
  5. Building a learning progression with more intent to lead to communication goal
  6. Work in groups-needs determined by group

Learner Targets: The participants can

  1. Build an effective learning progression with more intent to lead to communication goal
  2. Apply the Colorado World Language Revised Standards 2018
  3. Work in groups-needs determined by group
  4. Working with Interculturality-Investigate and Interact


Opening links an


  1. How learning a new language improves tolerance
  2. Anna Rosling Rönnlund: See how the rest of the world lives, organized by income | TED Talk |
  3. Dollarstreet.org


Instructional Shifts

instructional shifts.png



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.


New core practices pix.jpg


Revised Colorado World Languages Academic Standards-2018
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Colorado World-Readiness Standards 2018.png


Standard 2-Culture

Interculturality

ACTFL-NCSSFL New "Can-do" Statements

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Standard 2 Cultures: Interact with cultural competence and understanding.
The study of other cultures is deeply intertwined with the acquisition of other languages. One learns to understand another culture and interact appropriately within it through the acquisition of its language for purposes of communication in the Interpersonal, Interpretive, and Presentational Modes. Learning about and experiencing another culture in both simulated and authentic situations, either real or virtual, enable students to understand that particular culture on its own terms. Developing an understanding and awareness of other cultures’ perspectives is critical in the development of global competence, an essential “theme in preparing learners for life and work in the world”. All students need to understand diverse cultural perspectives that exist both within the United States and other countries in order to function appropriately in varied cultural and linguistic contexts that they may encounter in their future. It is fundamental to develop an awareness of other people’s worldviews and patterns of behavior that characterize their world, as well as the products that the culture has created and the reasons for their existence.

Because language is the primary vehicle for expressing cultural perspectives and participating in social practices, the acquisition of a language provides multiple opportunities for learners to investigate the relationships between the perspectives and the practices and products of a particular culture, as well as to develop insights about a culture that are available in no other way. In reality, the true content of a language course or program is not discrete elements of grammar and vocabulary, but rather the cultures expressed through the language.

A significant shift in how culture is taught in the language classroom is the move away from teaching isolated facts to integrating culture with language. At the heart of the Colorado Academic Standards for World Languages is the attitude of being an explorer, using language to investigate, explain, and reflect on how perspectives are exhibited in the practices and products of a culture. Through language acquisition experiences, learners increase their background knowledge of the cultures that speak the language being acquired and also develop the skills of observing and researching questions that surface around cultural perspectives, practices, and products.

Building an Effective Learning Progression and Evidence Chains

  1. Should a learning task stay or go? A learning progression and its evidence chain provide timely and effective feedback and inform instructional cycles to better align with learning goals and provide mindful transfer and application of learning. Therefore, proficiencies guide the design of the intentional tasks in a unit learning progression to provide the feedback and evidence.
  2. In an environment where learning is guided by competencies and personalization, a learning progression and its evidence chain are both a reflection tool and a framework that allow for the engineering of the complexity of learning and provide multiple entry points for students to move along the proficiency continuum. Whether working with thematic units or stories, the ultimate goal of language acquisition is communication. A unit’s evidence chain in a learning progression pushes teachers to reflect on the targeted goals and refine what tasks really do impact student learning. Triggered by evidence intentionally planned and not about the task that is “just fun to do”, these evidence chains, “multiple measures of evidence over time”, focus the learning on what the students can now do and inform their personalized next steps…. and less on the grade. It is time to think about learning as an asset model that leads to informed next steps instead of a deficit model that takes points away









Here is what World Language teachers are doing for the district PD Dec. 5, 2017-New Teachers and Middle Schools

When: Tuesday, Dec. 5, 2017-8:00 am-3:oo pm

Where-Administration Building-Room 109

Bring: Computers and Lunch



Agenda

  1. Introductions
  2. Check in
  3. Interpersonal Speaking Prompt and Illuminate and Teacher Quality Standards
  4. Building a unit or lesson learning progression, Standards-based Grading-Doug May-District TOSA
  5. World Languages Presentation-Standards, Proficiency guidelines, SBI and SBG grading
  6. TSD WL Competencies
  7. Norming the PW writing assessment using student samples and district rubrics
  8. Buidling a learning progression

Learner Targets: The participant can

  1. Use the state standards to design instruction.
  2. Use the competencies to guide instruction and help students move across the curriculum
  3. Understand ow to SBI grade and what to put in the work habits Work habits
  4. Use the rubric to evaluate PW prompts-norming the process
  5. Build an effective progression


Interpretive Reading Samples





Handouts and Links

  1. Main Handout:

  2. TSD K-12 World Language Competencies

  3. TSD Work Habits:





Thompson School WL Curriculum Links

  1. TSD K-12 World Language Competencies

  2. Thompson School District World Language Curriculum Documents Fast Link

  3. TSD World Languages District Assessments-Fast Link

  4. TSD World Languages Rubrics-all three mode

  5. TSD Mini Rubric for mini tasks: TSD Mini rubric Universal Performance June 3 2016-2.pdf

  6. TSD UBD Backward Design unit template: TSD WL UbD Unit Template 2016 use.doc




Important Links


Resources to learn more




Using the three modes in instruction and assessment video-Tell Project
good examples and ideas
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







World Readiness Standards for Learning Languages video


world readiness standards.png









pyramid chart.png

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.


New core practices pix.jpg

Instructional shifts wl.png

http://www.cde.state.co.us/standardsandinstruction/highimpactinstructionalstrategies/wl


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












Here is what World Language teachers are doing for the district PD Aug. 15

When: Tuesday, Aug. 15-1:45 pm-3:45 pm

Where-MVHS-Room D223

Bring: Computers


Handouts Monday
Handouts Tuesday










Department chairs and Liaisons: Need your Smart Goals Doc sent to me by Friday.

Note: All product documents are view only. Please create a copy and once complete share Toni Theisen.



Special

  1. Eclipse activities en español

  2. Eclipse activities for several level en français

  3. Simon's Blog about his WOW Grant to Spain

  4. Simon's special event


Activity

TSD K-12 WL Competencies

Unpacking the competencies activity-Click the link and and complete the document according to the assigned proficiency level.

https://tinyurl.com/ybjeal9r
  1. Group 1
  2. Group 2
  3. Group 3
  4. Group 4
  5. Group 5
  6. Group 6
  7. Group 7

Assessments

  1. Where are the District Profcicency Assessments-private wiki-must create a login and sign up using your school email

  2. District Rubrics

  3. Assessment District Plan 2017-2018:

  4. Your resources:Prompts you have created in the three modes since 2010.


    (These prompts that you all wrote will help you create your prompts for our performance assessments.)
    TSD WL Performance assessment samples and pilots
    1. Interpersonal speaking
    2. Interpersonal writing
    3. Interpretive reading
    4. Interpretive listening
    5. Presentational speaking
    6. Presentational writing
    7. Tiers 1, 2 3 pilots

Word counts for writing assessments


Word Count
7 1-A French/Spanish
75-100 words
8 1-B B French/Spanish
100-125 words
Spanish I, French I, German I
100-125 words
Spanish II, French II, German II
125-150 words
Spanish III, French III, German, III
150-200 words
Spanish IV, French IV, German IV
250-400 words
Spanish V, French V
350-400 words


Special mini rubrics

  1. Mini Rubric:for quick formative assessments or checks for understanding: Mini rubric 1-4 2017 all.docx

  2. Fast Communication rubric for teachers and self evaluation for students: Communication Rubric- La Maestra Loca.doc




performance and proficiency copy.png


Strategies for target language use

  1. Strategies for Supporting the Use of Target Language (ACTFL)
  2. Tips for Staying in the Target Language
  3. 90%+ Target Language, Authentic Texts, No Isolated Grammar? How? (Language Educator, April 2013)
  4. Going for 90%+: How to Stay in the Target Language
  5. 90% in the Target Language in Elementary School
  6. Target Language infographic (TELL Project)




Here is what World Language teachers are doing for the district PD Aug. 14

When: Monday, Aug. 14-1:45 pm-3:45 pm

Where-MVHS-Room D223

Bring: Computers

Agenda

Monday, Aug. 14-1:45-3:45 pm, MVHS Room D223
Tuesday, Aug 15-1:45-3:45 pm, MVHS Room D223
  1. Greeting and Introductions
  2. A look at the year: Competencies, Personalized Learning, Refreshed State WL Standards
  3. Setting up your Gradebook-Standards-Based Grading Competencies-Required district elements and the proficiency levels in the three modes
  4. WL Competencies
  5. Interculturality and Global Competence
  1. Review of Competencies
  2. Proficiency-Helping parents and students understand
  3. Assessments-District and common assessments and assignments
  4. Assessments, UbDs and competencies
  5. What to put in the gradebook and how?
#

Learning Targets

Monday, Aug. 14-1:45-3:45 pm, MVHS Room D223
Tuesday, Aug 15-1:45-3:45 pm, MVHS Room D223
  1. I can recognize and know who my colleagues are.
  2. I can set up my gradebook with the required district elements
  3. I can help students and parents understand the competencies and the proficiency levels in the three modes.
  4. I can use the WL competencies to guide my instruction.
  5. I can understand the interculturality and global competence document.
  1. I can better understand the WL competencies.
  2. I can create tools and documents to help students and parents understand proficiency.
  3. I can use the Core Practice to guide students' learning.
  4. I can locate our district performance assessments.
  5. I can create my own performance assessments using the samples.
  6. I can use the district WL rubrics.

Required District Standards-Based Instruction and Scoring 2017-2018

1. Every class that you teach that has a 9th or 10th grader in it must use SBI-yes the whole class (for us, that can be Levels I, II, III) But you can do all your classes
2. Grading is based on the three performance modes of Interpersonal speaking and writing, Interpretive, reading, listening and viewing and and Presentational speaking and writing.
3. All 9-12 WL will still use a 100 point scale. (at least for this year) Elementary and Middle School will use a 1, 2, 3, 4

4. These are the required categories and the weight.-4 categories- Interpersonal-30%, Interpretive-30%, Presentational-30%, Work Habits-10%.

5. There is no separate category for assessments.

6. As you do every year you will build these weighted categories and their weight percentage into Infinite Campus.X4
7. Work Habits Scoring Guide:
8.Mini Rubric: for quick formative assessments or checks for understanding
9.Fast Communication rubric for teachers and self evaluation for students:

10. TSD Standards Based Scoring-What Do the Levels Mean

Exemplary:
Exceeding means I understand the task and its learning targets BEYOND the proficiency range expectations. I can apply learning targets to NEW situations. My evidence contains very few errors and my work shows a DEEP understanding and application. I have surpassed the challenge.

Meets:
I can CONSISTENTLY address the task and the learning targets. I can do this WITHOUT resources or help from my teacher or anyone else. My work may contain some errors, but those errors do not hinder being understood. My evidence shows growth and I can easily apply what I am learning to what I am being asked to do. I meet the challenge.

Progressing:
I can do the task and the learning targets with help. I am not yet capable of doing it completely or consistently well on my own. I only have a basic understanding. My work is basic and simple. I still make many errors, however, I can still be basically understood Progressing means, I still need to work on this task and learning targets. It means I need more review, more practice and some help from my teacher and peers. I am on track for success, but my learning and understanding needs refining. Progressing means I will continue to work on this task and its learning targets. I am still working on this challenge.

Emerging
Either not enough evidence was given to determine if I have met the expectations of the task and its learning targets, or an assessment was not completed at all. The evidence I gave had too many errors and was near impossible to understand. My evidence shows I barely do the task or I cannot do this task and its learning targets at all. Insufficient evidence means I must review and seek my teacher’s guidance. I must put in a lot more work to improve my understanding. This is a clear indicator I need help. This indicator may also mean I have not completed this assessment. I may have been absent or I neglected to do it. I haven’t done enough to meet the challenge.




What is Interculturality and global competency?

Interculturality
Global Competence
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