LinguaFolio

1. LinguaFolioA Tool for Reflective Learning & Student Self-AssessmentHalifax CountyProfessional DevelopmentAugust 6, 2009

2. LinguaFolio standards-based, self-directed formative assessment tool that records ongoing learner progress and, along with external summative assessment results, provides a comprehensive view of student performance.

3. “State Superintendent’s Vision for 21st Century Assessment.” 2005. Assessment Training Institute.

5. LinguaFolio allows learners • To examine their language competencies • To consider their cultural interactions • To develop reflective learning skills • To manage their own language learning • To provide a holistic view of their language performance

6. LinguaFolio Can facilitate K-16 articulation Serves as a tool for students to manage their language learning Recognizes and values heritage languages Promotes language learning as a lifelong endeavor

7. LinguaFolio informs . . . Language learners Parents Educators Businesses and employers

8. Who are the players? • European Council • Common Scale of Reference • ACTFL (American Council on Teaching of Foreign Languages) • ACTFL Proficiency and Performance Guidelines • National Council for State Supervisors for Languages (NCSSFL)

9. EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES European Language Portfolio

10. Increased . . Motivation Active learning Self-confidence Time thinking about learning Teacher creativity Improved relations between learner/teacher Stronger focus on communication More informed parents Greater realization of language use in community Research from the ELP pilot

12. Piloting LinguaFolio • 5-state pilot during 2005-2006 • World languages • GA, KY, NC, SC, VA • LinguaFolio and LinguaFolio Jr.

13. LinguaFolio Nebraska Study Dr. Ali Moeller, University of Nebraska, is conducting a five year longitudinal study investigating the: Impact of goal setting on student achievement Role of self-assessment Implementation of LF as an assessment tool to promote articulated K-16 language program

14. Passport A summary of language learning and intercultural experiences Self-assessment grid Linguistic profile

15. Biography • Language goals • Language history • Intercultural experiences • Self-assessment checklists

16. Dossier • Samples of written work and projects • Certificates that indicate language skills • Video and/or audio recordings

17. Other Versions of LinguaFolio • States: IN, KY, NC, NE, WI, etc. • LinguaFolio Jr. • ESL • Dual Language Immersion • Heritage Language Programs • Higher Education • Online pilots: STARTALK & NC

18. 15 minute break

19. Classroom Activity Easily With help • I can identify 5 rooms in a house. __ __ • I can make a chore list for my family members. __ __ • I can answer questions about my room. __ __ • I can write a 4-sentence description of my house for a realtor. __ __

20. Lesson on sports/meals/daily activities/foods How can what I learn about eating habits and fitness activities help me to make healthier choices? Lesson on weather and temperature How can what I learn about weather and temperature help me every day? Lesson on using a public phone/reading the phone book/using cell phones and land lines/sending email messages/blogging/using a search engine How can what I learn about phones and the Internet help me communicate with others?

21. Language & Culture • Language reflects the culture of those who speak it. • Culture is the context within which communication occurs. • Language proficiency is linked to cultural awareness and understanding.

22. Interculturality • Definition: understanding of culture so that language used is appropriate to the context and audience • Learners need to be able to self-assess cultural understanding and behavior so that they develop interculturality skills

23. In-Class Activity • What surprised me about the students we blogged with in another school/class was… • I found the writing used by my blogging friend easy/hard to understand because… • One thing I learned about myself or my own culture from blogging is… • What I still don’t understand is… • To prepare for the next time I blog, I want to…

24. Lesson on sports/meals/daily activities/foods How can what I learn about eating habits and fitness activities help me to make healthier choices? Lesson on weather and temperature How can what I learn about weather and temperature help me every day? Lesson on using a public phone/reading the phone book/using cell phones and land lines/sending email messages/blogging/using a search engine How can what I learn about phones and the Internet help me communicate with others?

25. Your Turn • I can explain the purpose and identify the benefits of LinguaFolio for my own language teaching context. • I can create LinguaFolio-like activities that give students opportunities to use the target language for purposeful communication.

26. Reflective Teaching The Teacher • Uses the target language • Helps learners to communicate by scaffolding speech • Engages learners in activities that produce language • Involves learners regularly in evaluating their progress and thinking about how they learn

27. Reflective Learning The Learners • Think about their own learning through a deliberate step-by-step process • Gradually develop a useful repertoire of learning strategies • Demystify the learning process through ongoing teacher, peer and self-evaluation

28. Learners’ reflections include • Connecting what they already know to what they are learning • Checking frequently to see what they can and cannot do yet • Determining which activities help them learn most effectively • Setting small, achievable goals • Planning and monitoring future learning

29. Student Self-Check • What am I learning? • Why am I learning it? • How am I learning it? • How successful is my learning? • How can I demonstrate my learning? • What am I going to do next?

30. About my learning I have learned… I can… I am good at… I haven’t managed… I don’t understand… I have difficulty in… About the lessons I like best… The most interesting thing is… I don’t like… The most boring thing is… Student Reflection Activity

31. Practices that Support Reflective Learning • Cooperative Learning • Journaling • Peer- Assessment and Self-Assessment • Portfolios • Problem-Based Learning • Rubrics

32. ACTIVITY • Admit/Exit Slips • Application Cards • Learning Logs • K-W-L Charts • Think, Pair, Share

33. Does NOT mean. . . Self-instruction Teacher transferring all control to learners Does mean. . . Learners accept responsibility for their learning, review their learning and evaluate its effectiveness Learners exhibit a capacity for reflection Learner Autonomy

34. How Do You Learn? • Rate yourself on “How do you learn?” • Discuss how this could help you teach your students to become autonomous, reflective learners

35. Interculturality Pieces • Think about which Interculturality pieces in the Biography might be useful in your classroom • How will you use these pieces? • What adaptations are needed?

36. Housing LinguaFolio • On Paper • Notebook • Individual folders • In the classroom • Student kept • Electronically • Jump Drive • CD or DVD • Hard Drive • School Server • Classroom • Computer Lab

37. Housing LinguaFolio • On Paper – pros • Readily available • Take out and show On Paper – cons • Storage • More time to update • Electronically – pros • Easily updated • Easily portable • Less space Electronically – cons • Access • Network capability

38. Implementation Timeline • When could you begin using LinguaFolio? • How will you introduce it to your students, colleagues, administrators, etc.? • What will you do to weave in LinguaFolio-like activities?

39. Resources • LinguaFolio at National Council of State Supervisors For Languages http://www.ncssfl.org/links/index.php?linguafolio or http://www.ncssfl.org/ > LinguaFolio • NCDPI Second Languages http://community.learnnc.org/dpi/secondlang/>Instructional Resources > LinguaFolio • ESL LinguaFolio Pilot Wiki http://esllfpilot.pbwiki.com/ > LinguaFolio downloads > LinguaFolio (World Languages)

40. Elizabeth Webb Georgia Department of Education 205 Jesse Hill, Jr. Drive Atlanta, GA 30334 Phone: (404) 651-7275 ewebb@doe.k12.ga.us Ruta Couet, World Languages SC Department of Education Office of Curriculum and Standards 1429 Senate Street, #B-17 Columbia, SC 23201-3799 Phone: 803-734-8383 rcouet@sde.state.sc.us Helen Small, Foreign Language Specialist Virginia Department of Education P.O. Box 2120 Richmond, VA 23218-2120 Phone: 804-225-3666 Helen.Small@doe.virginia.gov Jon Valentine Georgia Department of Education 205 Jesse Hill, Jr. Drive Atlanta, GA 30334 Phone: 404-463-0601 jvalentine@doe.k12.ga.us Jacqueline Bott Van Houten, World Language and International Education Consultant Kentucky Department of Education 500 Mero Street Frankfort, KY 40601 Phone: 502-564-2106 Jacqueline.VanHouten@education.ky.gov Vickie Scow, World Languages Nebraska Department of Education 301 Centennial Mall South Lincoln, NE 68509 Phone: 402-471-4331 Vickie.Scow@nde.ne.gov

41. Contact Information Helga Fasciano Section Chief, K-12 Program Areas NC Dept. of Public Instruction 6349 Mail Service Center Raleigh, NC 27699-6349 hfascian@dpi.state.nc.us Ph: 919-807-3864 Ann Marie Gunter Second Language Consultant NC Dept. of Public Instruction 6349 Mail Service Center Raleigh, NC 27699-6349 agunter@dpi.state.nc.us Ph: 919-807-3865