piclits.com

image: financefox.ca

Leadership: What Really Matters?

Enduring Understandings1. Supervisors have huge responsibilities,

minimum to no authority.

1. Politics exist everywhere.

2. The leader of the pack is still part of the pack.

3. The supervisor holds the vision and executes meaningful steps toward that vision.

4. ?????

Essential Questions1. Who is responsible?

2. What am I responsible for?

3. When do you need it?

4. Where do I go for support?

5. Why am I doing this?

6. ????

“Can do” Statements1. advocate for programs, teachers and learners

2. influence classroom practice and culture as both a colleague and an instructional leader

3. craft a vision based on best practices in world language and move myself and others toward that vision

4. implement an articulated curriculum based on national, state and local standards, one that is responsive to general eduational initiatives and concepts

1. ??????

Image: ipc.dk

How do we impact student learning

in significant ways?

The Courage to TeachParker J. Palmer

“Intellect works in concert with feeling, so if I hope to open my students’ minds, I must open their emotions as well.”

4 Key Questions

•What do I teach?•How do I teach it? •Why do I teach? •Who am I as a teacher?

Who am I as a teacher?

When I am teaching at my best, I am like …….

image: ablebrains.typepad.com

When I am teaching at my best, I am like…..

image: grist.org

Who Moved My CheeseSpencer Johnson, M. D.image: indianfusion.aglasem.com

image: fhankins1.edublogs.org

Embrace Change

People are more willing to embrace change when they:

• Hurt enough that they are willing to change.• Learn enough that they want to change. • Receive enough that they are able to change.

Thinking for a ChangeJohn C. Maxwell

Ask Why Before How?

Asking why helps you to think about all the reasons for decisions. It helps you to

open your mind to possibilities and opportunities.

Thinking for a ChangeJohn C. Maxwell

Big-Picture Thinking

You’ve got to think about ‘big things’ while you’re doing small things, so that

all the small things go in the right direction.

— Alvin Toffler

Starting with the End in Mind(pearsonschool.com/endinmind)

AuthorsGregory DuncanRuta CouetJennifer EddyMyriam MetMartin SmithMaria StillAnn Tollefson

Effective communication requires knowing how when and why to say what to whom. Global citizenship requires an ability to communicate in more than one language. An ability to communicate in another language fosters a better understanding of my own language and culture. Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired through that language and its culture. Learning other languages enables an individual to participate in multilingual communities. The purpose of language study is to communicate so I can understand others and they can understand me. The study of a foreign language develops insights into the nature of language and culture. Custom and tradition vary within a culture, as well as between cultures.

Enduring Understandings(Based on National Foreign Language Standards)

What does it mean to communicate effectively?

How do I develop proficiency in a second language?

What is culture? How can I develop a multi-cultural perspective?

Why do I value the ability to communicate in a second language?

What self-knowledge am I acquiring as I study another language and its cultures?

Essential Questions(related to 5Cs)

Adapting Your Teaching To Any Learning Style

Two Choices

If you have students who don’t get it, you have two choices:

1) you can teach again tomorrow the same way you did today and hope that the learner who hasn’t been

learning will, for the first time, get it; or

2) you can adapt your teaching so that you increase thelikelihood that more students will learn more.

Phi Delta KappanNovember, 2000

All changes, even the most longed for, have their

melancholy; for what we leave behind us is a part of

ourselves; we must die to one life before we can enter

another. ~ Anatole France

web.sd71.bc.ca/ gifted/?page_id=30

A simplified walk through in order to:• observe feeder schools• observe another high school/middle school• look for evidence of “best practices” in foreign language

teachingWhat should happen in the classroom:

• try to observe for 10 - 15 minutes in each classroom you visit

• visit as a team• stay at the back, seated, if at all possible• take notes on identified “look fors” — use one form per

school, you are not looking at individual teacher practice.

Walk Throughs (simplified)

What should happen after each visit:• step away from the classroom• compare notes quickly• make note of anything that needs further discussion

“Look fors” identified for these visits:• use of target language by students and teacher• level of student engagement• lesson goals clearly communicated• transitions are well managed, students remain focused

Walk Throughs (simplified)

School __________

evidence that supports the

practice

evidence that refutes the practice

target language use (comprehensible)

student engagement

lesson goals

transitions

Switch — How to Change Things When Change is HardChip Heath and Dan Heath

• Identify the bright spots. Investigate what’s working and clone it. Knowledge alone does not change behavior.

• Script the critical moves. Don’t think big picture, think in terms of specific moves. Ask “What is the first small sign you’d see that would make you think that change is happening?”

• Point to the destination. Change is easier when you know where you are going and why it is worth it.

image: californiahorseback.com

Direct the Rider

image: tripadvisor.com

Switch — How to Change Things When Change is HardChip Heath and Dan Heath

• Find the feeling. Knowing something isn’t enough to cause change. Make people feel something.

• Shrink the change. Connect the long-term goal with short-term critical moves.

• Aim for small wins that are meaningful and within immediate reach. Early successes engineer hope.

• Grow your people. Cultivate a sense of identity and instill the growth mindset.

image: mirror-au-nsw1.gallery.hd.org

Motivate the Elephant

Switch — How to Change Things When Change is HardChip Heath and Dan Heath

Shape the Path

image: tripadvisor.com

• Tweak the environment. When the situation changes the behavior changes. So change the situation.

• Build habits. When behavior is habitual, it’s free—it doesn’t tax the Rider. Look for ways to encourage habits.

• Rally the herd. Behavior is contagious. Help it spread.

Getting the Conversation Started

• Assessment Data

• Enrollment Data

• Common Goals

• Common Assessments

• “Look For” Statements

•Common Initiatives

•New Teacher Orientation

Use Assessment

Transitioning from the Textbook

Textbook Topic Revised Theme

Food

Airplane / Hotel Travel

Daily Routine

Celebrations

Responsibility

Social Customs

Restaurant

Health

Getting Acquainted

?????

The Art of Food

Travel in a Political World

Live Strong

Our Emotional Selves

Rites of Passage

Culture Shock

Pursuit of Health and Happiness

Why Food Matters

Who Am I?

Complex Thinking — Simple Language

No soy un abrigo. Helena Curtain

Food and HungerStudents will consider personal connections with food. They will consider the type of food that they and others eat and will indicate their likes and dislikes. They will be able to say why they eat/don’t eat certain foods, describing their tastes and commenting on how healthy or unhealthy certain foods are. They will be able to explain the number of calories needed to sustain life and will analyze the number of calories they consume with regard to the US and other food pyramids. Finally, they will consider why hunger exists, where it is prevalent and how various organizations are helping. As a class students will work individually and in groups to draw attention to hunger issues.

Use the target language as much as possible, but at least ???? of the time.

Use of Target Language in the Classroom (ACTFL, May 2010)

ACTFL Position Paperhttp://www.actfl.org/i4a/pages/index.cfm?pageid=4368#targetlang

Entering an English Free Zone – Paris Granville

Setting Goals

• Video p. 112• Bell ringer• Act. 1 p. 14• Exprimons-nous p. 114• Act. 4 p. 115• Comparisons p. 123• Reading p. 136• Numbers to 60• Homework

Bien Dit! Level 1 Chapter 4

• State what classes you like/don’t like and give a reason.

• Ask others for their opinions of classes.

• Say when you have a certain class.

Degree of Retention

Time in Minutes

Primacy-Recency

How the Brain LearnsDavid Sousa

Proficiency Descriptions •use simple (memorized) sentences / questions on very familiar

topics •create with language at the sentence level; ask questions•develop ideas with some supporting details• Initiate and maintain an extended conversation; develop ideas

with supporting details in 3 time frames• sustain narration and description at paragraph level in 3 time

frames;appropriately handle and unexpected situation with a complication

•State an opinion and defend/support that opinion

Three Modes of Communication

Interpersonal

Interpretive

Presentational

What is the mode of communication?

1Prepare a poster about your favorite sport.

2Watch a travel video and jot down places of interest.

3Talk about what to do on the weekend.

4 Send a letter to an e-pal.

5Create a graphic organizer for new vocabulary.

6Create a skit where you buy something in the market.

Common Core ACTFL Performance Guidelines(Advanced)

Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content; write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences

Report, narrate and describe, using connected sentences, paragraph-length and longer on topics of personal, school, community and global interest; demonstrate control of an extensive vocabulary from a variety of topics; use idiomatic and culturally authentic expressions; present with sufficient accuracy so that message is understood by native listeners/readers

ACTFL Integrated Performance Assessment1. Interpretive Communication Phase

Students listen to and / or read an authentic text and answer information as well as

interpretive questions to assess comprehension.The teacher provides students with feedback on

performance.

2. Interpersonal Communication Phase

After receiving feedback students engage in communication about a particular topic which relates to the interpretive text. This phase

is audio- or videotaped.

3. Presentational CommunicativePhase

Students engage in the presentational mode by sharing their

research/ideas/opinions. Samples presentational formats: speeches,

drama, skits, radio broadcasts, posters, brochures, essays, websites, etc.

Bloom’s Choice Board

rememberingunderstanding

applyinganalyzing

evaluatingcreating

applyinganalyzing

evaluatingcreating

rememberingunderstanding

evaluatingcreating

rememberingunderstanding

applying analyzing

http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

Bloom’s Choice BoardCreate a mobile showing

10 places where you would love to go to

practice speaking French.

Work with a partner to record a conversation that lasts at least 45 seconds.

Call google voice or perform in class.

Create an electronic letter that includes images to

introduce yourself to your host family.

Lead a game of Simon Says using 10 classroom expressions that you are

learning. Arrange the date in advance.

Interview someone other than a teacher who

speaks 2 languages. Find out how they learned their second language. Write a

short paragraph about them in English. Ask them to teach you how to say Hello, please and thank you and include those

words.

Select or draw 15 images of words or phrases in this unit. Prepare a page with images and another page

that lists the words in French. Submit both in

electronic format.

Create a presentation on your school. Write a

sentence about each of your classes explaining why you like / don’t like

the class.

Sing or say the ABCs. Spell your last name, give your phone number and email if asked to do so.

Visit the website (use youth news website,

BBC) Print an article that looks interesting.

Highlight 10 -15 cognates and write what you think

the main idea of the article is.

Leadership Quotes

http://www.youtube.com/watch?v=UhxINyIZ454

“If you want to feel secure,Do what you already know how to do.

If you want to be a true professional and continue to grow…Go to the cutting edge of your competence,Which means a temporary loss of security.

So whenever you don’t quite know what you’re doing,know you’re growing!”

Madeline Hunter 1987