moving second language learning and assessment forward · 2016. 8. 25. · april 8, 2016....

Moving second language learning and assessment forward

Stacia Johnson & Rome Lavrencic

BCLCA ConferenceApril 8, 2016

inroductions

Rome Lavrencic, SD 40 Stacia Johnson, SD 85

French, Japanese, English and ELL instructor; Masters in Education in

curriculum and instruction; collaboration teacher mentor

INTRODUCTIONS

French, Français Langue, Sciences Humaines, Social Studies instructor;

Core French Curriculum writer, District Pro-D Co-Chair, Pre-service

teacher mentor

Shape of the day● Update on the redesigned Core French curriculum

● KDU Framework

● Curricular examples for different grades

● Embed First Peoples’ principles of learning, worldviews, and content

● Assessment ideas

● Resources

● Questions

January 2016 saw feedback from four major stakeholder groups in descending order:

- Secondary teachers- Other: post-secondary, pre-service teachers- Middle years teachers- Elementary teachers

Concern re: lack of representation from grassroots teachers. A second call for feedback was made by BCATML, Min. of Ed. and BCTF.

January revisions

Feedback organized into common themes

Suggestions shared from BCATML Twitter Chat

Updates to MOE website Tools section: FAQ section added, short videos (En/Fr) for KDU framework, Teacher resource guide Aboriginal Worldviews and Perspectives in the Classroom

Core Competencies revisions & likelihood of number of profiles being standardized

Posting Instructional samples online

March revisions

Revisions of the Front Matter document

Focus on better continuity for Grades 7-9

Refinement of Aboriginal content, perspectives and ways of knowing in allowing a more seamless inclusion in the Core Fr. curriculum

Comprehensive edits & wordsmithing of the Big Ideas, Curricular Competencies, and Content to ensure consistency & continuity for different grade bands 5-8 and 9-12

Revisions made to many elaborations

What we know about the new curriculum at this point:

● Concept-based ● KDU model: Content, Curricular

Competencies, Big Ideas● Core Competencies, Learning Standards● First Nations’ Principles and Content● Educational Technologies● Flexible Learning Environments● CEFR?● Cross-curricular planning & flexibility● Allows for locally based learning

KDU MODEL: The curriculum is a vehicle to ... DO UNDERSTANDKNOW

Content:- Facts- Topics- Vocabulary- Idiomatic expressions- Cultural practices and

traditions

Curricular Competencies:- Skills- Strategies- Processes- Application of knowledge

towards mastery

Big Ideas:- Concepts- Principles- Theories- Generalizations transcending time- Transferable to new contexts- “Ah ha!” moments

KDU MODEL

hhttp://www.amazon.com/TEKTON-3016-8-oz-Tubular-Hammer/dp/B000NPUJZ8

A hammer is a tool with a heavy metal head mounted at right angles at the end of a handle, used for jobs such as breaking things and driving in nails.

Using tools helps us complete tasks more efficiently!

http://nowuknow.org/how-to-hammer-a-nail/

KDU MODEL

http://www.globosapiens.net/louis/picture-famous-french-car-48610.html

Using my car will allow me to go to places I’ve never been before.

h

ttp://www.cdc.gov/injury/about

Core French Grade 5

● Simple sentence structure with high-frequency verbs

● simple question words● vocabulary and structures for

expressing personal information

● Exchange ideas and information by asking and answering simple questions in context

Meaningful communication is possible in French using simple, high-frequency words and patterns.

The Curriculum KDU model:

https://youtu.be/lXyyZql2PZQ

Curriculum Template:

Coming soon

Sample Lesson OutlineFollowing Backward Design Model:

1. Desired Results: The what (content); the why (big idea); and

the how (curricular competencies)

2. Assessment: Formative / summative

3. Learning Plan: The audience, the activities, the format for demonstrating learning, student/teacher reflection: 3 questions

Activity Samples Using Educational Technologies

Computers + Web 2.0 tools + iPads

Sample One: Les énigmes en français (Grade 9)

Which elements of the Core French 9 Curriculum are supported by this activity?

Big idea: ●

Curricular Competencies:●●

Content: ●●

Comment jouer?● Lisez les histoires mystérieuses● Posez de bonnes questions pour trouver la solution● Le professeur va répondre aux questions avec:

○ Oui○ Non○ Ce n’est pas important

● Le professeur ne va pas répondre aux questions avec des fautes de structures ou de vocabulaire!

Les points:- Une question avec l’intonation = 1 point- Une question avec Est-ce que … = 5 points- Une question avec l’inversion = 10 points- La solution en français = 25 points

Sample One: Les énigmes en français (Grade 9)

Which elements of the Core French 9 Curriculum are supported by this activity?

Big idea: ●

Curricular Competencies:●●

Content: ●●

Sample One: Les énigmes en français (Grade 9)

Big idea: ● Stories give us unique ways to interpret and share knowledge, thoughts

and feelings.

Curricular Competencies:● Use a growing variety of strategies to construct meaning● Express themselves using complete sentences in past, present and future

timeframes orally and in writing:○ Ask and respond to questions on familiar topics

Content: ● Vocabulary and structures to ask and respond to numerous types of

questions● Expressions to assist with clarification of meaning

Modifying les énigmes for younger grades/beginner French skills:

● Remove the lateral & critical thinking element, but leave it open to discovery by process of elimination:

● Ex #1: Suzanne va célébrer son dixième anniversaire cette année. Quelle est la date de son anniversaire?

Est-ce que son anniversaire est en hiver; en été; en juin; en juillet; le 14 juillet?

● Ex #2: Jacques va acheter une nouvelle chemise de sa couleur préférée. Quelle couleur est-ce que Jacques va acheter?

Est-ce que Jacques va acheter une chemise bleue? une chemise verte? …

Sample Two: Carnaval de Québec (iPad Book Creator) Gr. 5/6

Big Ideas:●●

Curricular competencies: ●●●

Content: ●●●

Inquiry: How is cultural awareness built through Francophone communities and culture in Canada?

Sample Two: Carnaval de Québec (iPad Book Creator) Gr. 5/6

Big Ideas:●●

Curricular competencies: ●●●

Content: ●●●

Inquiry: How is cultural awareness built through Francophone communities and culture in Canada?

Sample Two: Carnaval de Québec (iPad Book Creator) Gr. 5/6

Big Ideas:● Francophone culture is a vibrant part of many Canadian communities (Gr.5)● Learning about a Francophone community helps us develop cultural awareness (Gr. 6)

Curricular competencies: ● Share basic information about a Francophone cultural festival or celebration in Canada (Gr. 5)● Exchange ideas and information using complete sentences, orally and in writing (Gr. 6)● Use visuals or technology to assist in communicating (Gr. 6)

Content: ● Simple sentence structure with high-frequency verbs (Gr. 5)● A Francophone cultural festival, celebration or community in Canada (Gr. 5 & 6)● Vocabulary and structures related to hobbies and topics of interest (Gr. 6)

Inquiry: How is cultural awareness built through Francophone communities and culture in Canada?

Sample Three: Dîner en blanc

Big Ideas: (Gr. 5 and Gr. 11)

●

Curricular competencies:

●

Content:

●

Dîner en blanc à Vancouver

The Key Language Skills

Research: Reading, listening, and viewing books and websites, internet videos, and tweets on #edchat #langchat #fslchat #fsl

Plan: Writing

Prepare: Reading and representing

Present: Speaking, listening, and spoken interaction

Sample Tweet

Dîner en blanc: research, plan, prepare, and present

Formative Assessment:

● Recipe cards

● Highlighting criteria

Summative Assessment:

● CEFR proficiency levels

I can understand a presentation or talk if the subject is familiar to meI can follow technical directions (e.g., recipe instructions)

● Rubrics

Recherche______________________________________J’ai lu que ….J’ai ouvert le site web ...

Critère pour la présentation

Détails

Sample Three: Dîner en blanc

Big Ideas: (Gr. 5 and Gr. 11)

●

Curricular competencies:

●

Content:

●

Sample Three: Dîner en blanc

Big Ideas: (Gr. 5 and Gr. 11)

● Francophone culture is a vibrant part of many Canadian communities; each culture has traditions and ways of celebrating; speaking French provides a unique opportunity to access and interact with the Francophone world

Curricular competencies:

● Share basic information about a Francophone cultural festival or celebration in Canada

Content:

● Gender and number; simple question words

Join the Twitterverse!

#langchat

Thursdays: 5 - 6 pmSaturdays: 7 - 8 am

#BCATML@BCATML

#fslchat

Sundays: 6 - 7 pm

@staciajo33 @RLavrencic

Traditional Stories

Sample Four: Story Activities

Big Ideas: (Grade 8)

● Stories allow us to understand and communicate ideas in a meaningful way. Learning about other cultural communities allows us to better understand our own cultural community.

Curricular Competencies:

● Understand and retell stories; use a growing number of strategies to construct meaning

Content:

● Basic past and present timeframes; common elements of stories; Canadian and international Francophone cultural communities

Embedding Traditional Stories and Aboriginal Stories

Listening, reviewing story elements, reading and retelling

Matching assessment to activities

● Learning Journal

● Elements of a Short Story poster

● Retelling using a livescribe pen, iPad or computer to class

● Using whiteboards to show understanding

●● Criteria checklist

● Retelling checklist or story wheel

Incorporating First Peoples’ Perspectives, Principles and Content

● importance of reconciliation

● Principles of Learning● Worldviews- Moving

Forward● invite in elders● compare stories● check-out resources● make it place based

http://www.bctf.ca/uploadedFiles/Public/Francais/FirstPeopleLearningFrench.pdf

www.bced.gov.bc.ca/abed/awp_moving_forward.pdf

What about Assessment?

3 typesGuidelines

What about assessment?

Summative- “total sum”

● measuring / evaluation

● check status against

learning outcomes

● validate for public/parents

● % # symbols and grades

● happens at end of unit/

after

● mindset of a judge

Formative- “informing where to next”

● improving learning

● student focused

● descriptive

● day by day / minute by

minute/before and during

● mindset of a coach

● building confidence

● assess what you are assessing

*adapted from work of Caren Cameron and Ysra Jensen

Resource Sites

www.bcatml.org

Website & resources including Aboriginal perspectives:

Ministry of Education - Toolshttps://curriculum.gov.bc.ca/tools

BC Teachers’ Federation - TeachBChttps://teachbc.bctf.ca

BC Teachers’ Federation - French Serviceshttp://bctf.ca/Francais.aspx

CDN Assoc. of Teachers of Second Languageshttp://www.caslt.org

Networks of Innovation and Inquiryhttp://noii.ca

First Nations Education Steering Committeehttp://www.fnesc.ca

Le Wapikoni Mobile (Films, Music, Workshops)http://www.wapikoni.ca

Kirano Projet - Portraits Autochtones Radio Canadahttp://ici.radio-canada.ca/kirano-portraits-autochtones/

First Nations Child & Family Caring Society of Canadahttps://fncaringsociety.com

Strong Nationshttp://www.strongnations.com

Questions

Rome Lavrencic:

rlavrenc@sd40.bc.ca

Stacia Johnson:

Contact:

mllejohnson85@gmail.com

@staciajo33@RLavrencic