moving second language learning and assessment forward · 2016. 8. 25. · april 8, 2016....
TRANSCRIPT
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
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:
Stacia Johnson:
Contact:
@staciajo33@RLavrencic