planning for performance: 2017 startalk learning plan · planning for performance: 2017 startalk...

PLANNING FOR PERFORMANCE:

2017 STARTALK LEARNING PLAN

PLANNING FOR PERFORMANCE:

2017 STARTALK LEARNING PLAN

STARTALK Spring Conference 2017

Helena Curtain Greta Lundgaard

1

Session Can-DosSession Can-Dos

I can explain the difference between a Global Can-Do, a

Program Can-Do, and a Lesson Can-Do.

respond to the Gradual Release of Responsibility Model.

I can understand how to structure learning episodes to


I can identify the revisions and new elements found in

the STARTALK Learning Plan.

New & Improved?New & Improved?

A LESSON is a series of LEARNING EPISODES.A LESSON is a series of LEARNING EPISODES.

LessonA lesson is a series of

learning episodes which

address specific Lesson

Can-Do Statements. The

length of a lesson is

determined by the

program. Lessons should

be prepared for any

learning experiences, both

in the classroom and in

other settings.

Learning EpisodeA learning episode is one of a series of

learning experiences that address specific

Lesson Can-Do Statements. Learning

episodes build on each other, include a

check for learning, and lead to guided

and/or independent practice. The amount

of time allotted for a learning episode is

approximately equivalent to the age of the

learner, for secondary students it could be

as long as 30 mintues.

STARTALK 2017

1

3

2

?

?

STARTALK 2017

• Program decides

how long a “lesson”

will be.

• A lesson can have as

many episodes as it

needs

See Page _____of

annotated learning plan

STARTALK 2017

• Program Can-Do

Statements from

Curriculum

Template are

“unpacked” into

Lesson Can-Do

Statements.

See Page 42 of annotated

learning plan

NCSSFL-ACTFL Global Can-DoNCSSFL-ACTFL Global Can-Do

Program Can-

Do Statement

Program Can-

Do Statement

Lesson Can-DoLesson Can-Do


Program Can-

Do Statement

Program Can-

Do Statement


Lesson Can DoLesson Can Do

Program CAN-DO STATEMENTS from Curriculum Template

are unpacked into Lesson Can-Do Statements.



I can ask and answer simple questions about

family, animals, likes and dislikes.

I can identify my family members.

I can find out who is in your family.

I can say what I do with my family.

Lesson Can-Do Statements

From CURRICULUM TEMPLATE to LEARNING PLAN.From CURRICULUM TEMPLATE to LEARNING PLAN.

Program Can-Do statement from curriculum template

STARTALK 2017

• Lesson Can-Do Statements

are derived from Program

Can-Do Statements in

Curriculum Template


learning plan

Identify: Culture-Content-Language Identify: Culture-Content-Language

Based on the Lesson Can-Dos For the entire Learning Plan

Culture

What do learners need to

know to meet the lesson can-dos?

Content



Language



Family relationshipsFamily roles in the home

the Emperor, the Huns Mulan has… Mulan likes/doesn’t like….mother, father, dogs, horses, dragons, crickets


Culture

LanguageContent


Based on the Lesson Can-Dos For the entire Learning PlanCulture



Content



Language



Legend of MulanFamily relationshipsFamily roles in the home

the Emperor, the Huns Mulan has… Mulan likes/doesn’t like….mother, father, dogs, horses, dragons, crickets

Where do I find:Where do I find:

Stage 1?

Stage 2:

Stage 3?

For each Learning Episode?

They are now together for

each learning episode

STARTALK 2017


learning plan

STARTALK 2017

1 ?

?

2 3


learning plan

STARTALK 2017

• Specific Lesson Can-Do

Statement this learning

episode addresses

Can be the same for

more than EpisodeShould be different

for each Episode

1 ?

?

2 3


learning plan

Can have more than

one lesson Can-do

Check for learning

Episode 1

Lesson Can-Do Statement(s)

What specific can-do addresses this episode?

Check for Learning

How will you know that learners have

met the learning target for this episode?

I can identify key elements from the story of

Mulan.

• Learners draw or select images based on

what the teachers says about Mulan. Interpretive

• Learners pair and share information about the images as the teacher circulates.

Interpersonal

EVERY Episode contains a CHECK FOR LEARNING that connects to

the Lesson Can-Do Statement(s).

EVERY Episode contains a CHECK FOR LEARNING that connects to

the Lesson Can-Do Statement(s).

STARTALK 2017

• Stage 3

– Could be the same

for more than one

Learning Episode

– Could have more

than one Lesson Can-

Do

1 ?

?

2 3


learning plan

Stage 3Stage 3 What will prepare learners to demonstrate

what they can do with what they know?

• Do the learning activities provide variety to enable a lively

pace for the lesson?

• Do all activities make the best use of instructional time to

maximize student learning and take an appropriate amount of

time considering the age of the learner?

• Do the learning activities allow students to move from input to

shared/guided practice and then to independent application

of new learning?

STARTALK 2017

• Stage 3

– Could be the same

for more than one

Learning Episode

– Could have more

than one Lesson

Can-Do

1 ??2 3


learning plan

Differentiation Strategies

Model

Learning

Episode

Model

Learning

Episode

Complete the Lesson Can-Dos, Stage 1, 2, & outline of

Stage 3 for each day up until the day before the site visit.

Make these plans available for viewing by site visit team.

(a copy for each site visit team member is not needed)!

!

Share printed copies & electronic copies of complete

learning plans (Stage 1, 2, & detail of Stage 3) for the day

before, day of and day after the site visit for each site visit

team member.

!

2017 Site Visit Requirements2017 Site Visit Requirements

STARTALK 2017

Let’s Practice Working

with Lesson Can-Dos!

NCSSFL-ACTFL Global Can-DoNCSSFL-ACTFL Global Can-Do

Program Can-

Do Statement

Program Can-

Do Statement



Program Can-

Do Statement

Program Can-

Do Statement


Lesson Can DoLesson Can Do





Unpacking from Curriculum Template to LEARNING PLAN.Unpacking from Curriculum Template to LEARNING PLAN.

Example: NM Presentational Speaking

Global Can-Do: I can present information about myself and some

other very familiar topics using a variety of words, phrases, and

memorized expressions.

Program Can-Do: I can describe my family to others.

Lesson Can-Do Statements: (these will vary based on the program theme, the learning

episode check for learning, and Stage 2 performance assessments)

I can give the names of my family members and identify their relationship to me.

I can give the age and birthday of members of my family.


Global Can-Do: I can present information about myself and some

other very familiar topics using a variety of words, phrases, and

memorized expressions.







Global Can-Do: I can present information about myself and some other

very familiar topics using a variety of words, phrases, and memorized

expressions.






I can state the physical characteristics of members of my family.


Global Can-Do: I can present information about myself and some other

very familiar topics using a variety of words, phrases, and memorized

expressions.









Global Can-Do: I can present information about myself and some other very familiar

topics using a variety of words, phrases, and memorized expressions.


Lesson Can-Do Statements: (these will vary based on the program theme, the learning episode check for

learning, and Stage 2 performance assessments)




I can state the personality characteristics of members of my family.


Global Can-Do: I can present information about myself and some other very familiar

topics using a variety of words, phrases, and memorized expressions.


Lesson Can-Do Statements: (these will vary based on the program theme, the learning episode check for

learning, and Stage 2 performance assessments)




I can state the personality characteristics of members of my family.


“Chunking” Lesson Can-Dos into Learning Episodes“Chunking” Lesson Can-Dos into Learning Episodes

• Classify greetings as formal or informal (Interpretive)

• Recognize what time of the day it is when someone says hello &

goodbye (Interpretive)

• Appropriately start, respond, & end a conversation (Interpersonal)

• Give my name & ask others to give their names (Interpretive)

Program Can-Do:

I Can Exchange Some Personal Information with Others

Lesson Can-Do Statements:

I can . . . Episode 1

Check for Learning:

Random pairing, have pairs greet each other, introduce themselves, and say

farewell.

“Chunking” Lesson Can-Dos into Learning Episodes“Chunking” Lesson Can-Dos into Learning Episodes

Program Can-Do:


Lesson Can-Do Statements:

I can . . .

• Recognize birthdates (Interpretive)

• Recognize significant dates (Interpretive)

• Sort significant dates by season (Interpretive)

Check for learning

• Give my birthdate (month, day) (Presentational)

• Exchange information about birthdays and ages

with others (Interpersonal)

Check for learning

Episode 2

Episode 3

Let’s Give it a try!Let’s Give it a try!

• Look at sample Program Can-Do Statements

• Look at sample Lesson Can-Do statements

• Connect the Lesson Can Do statements to the Program Can-

Do Statements

• Organize the Lesson Can-Do statements in a logical

sequence.

“Chunking” Can-Dos into Learning Episodes

Sequencing by Mode

“Chunking” Can-Dos into Learning Episodes

Sequencing by ModeProgram Can-Do:


Lesson Can-Do Statements: I can . . .• Classify greetings as formal or informal (Interpretive)

• Recognize what time of the day it is when someone says hello & goodbye

(Interpretive)

• Appropriately start, respond, & end a conversation (Interpersonal)

• Give my name & ask others to give their names (Interpretive)

• Recognize months, seasons, and birthdates (Interpretive)

• Exchange information about birthdays and ages with others (Interpersonal)

• Identify someone’s phone number, email address, or social media handle (Interpretive)

• Exchange contact information with others (Interpersonal)

• Answer basic questions about my contact and biographical information and ask others

basic contact and biographical questions. (Interpersonal)

• Derive information from simple letters and texts about the contact and biographical

information of others. (Interpretive)

Sequencing & Scaffolding for Success

Sequencing by ????


Sequencing by ????


Sequencing by Gradual Release or Input Output.


Sequencing by Gradual Release or Input Output.

• Program Can-Do Statement: I can exchange some personal

information with others

– Can-Do

– Can-Do

– Can-Do

– Can-Do

– Can-Do

– Can-Do

Interpretive

Interpretive

Interpersonal

Interpersonal

Presentational

Interpretive

Input

Input

Processing

Processing

Practice

Production

I Do

I Do

We Do Guided

We Do Guided

We Do Collaborative

You Do

TEACHER RESPONSIBILITY

STUDENT RESPONSIBILITY

Explicit Instruction

Guided

Instruction

“I do it”

“We do it”

“You do it

together”Collaborative

Independent “You do it

alone”

How does Gradual Release Work?How does Gradual Release Work?

Better Learning Through Structured Teaching, Fisher & Frey 2nd ed. 2013

Input

Processing

Practice

Production

Session Can-DosSession Can-Dos

I can explain the difference between a Global Can-Do, a

Program Can-Do, and a Lesson Can-Do.


I can understand how to structure learning episodes to


I can identify the revisions and new elements found in

the STARTALK Learning Plan.

Global Can-Do Statements

Program Can-Do Statements

Summative Assessments

Lesson Can-Do Statements

Checks for Learning

Formative Assessments

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