Backward Design and Standards Based Instruction

Backward Designand Standards Based Instruction Dr. Jennifer Eddy WorldLanguageEd@aol.com Jennifer Eddy (2009)

Using a language appropriately in a given culture requires high adaptability, tolerance of new situations, dealing with incomplete information, and problem-solving without cues. Assessment that most closely meets these criteria will be your best evidence of understanding. Jennifer Eddy (2009)

1. Identify desired results 2. Determine acceptable evidence of learning 3.Plan learning experiences & instruction Stages of Backward Design Then, and only then Jennifer Eddy (2009)

Transfer—What is it? • The ability to use of knowledge and skills in a different context, setting, or situation from how it was originally learned on one’s own, with few to no cues or supports. • The more complexities or variables the task contains, the more it demonstrates transfer and true understanding. • Thoughtful use of a repertoire, as opposed to just cued, simple plug-in or rote response. Jennifer Eddy (2009)

Consider what happens when we communicate: • Interactions are non-scripted. • Information has gaps. • Materials are not filtered, arranged cleanly or adapted. • People always must sift through anything they hear or see to get precisely what they need to solve a problem or create a product of any use. Jennifer Eddy (2009)

Uncovering ContentCulture drives the curriculum • Examine your unit theme as to how the culture responds, behaves, and takes part in some aspect of that concept. • Think of the values and beliefs of that culture, their practices and perspectives toward that unit concept, or Big Idea Jennifer Eddy (2009)

How does the culture respond to this theme? • What would be the moral or key lessons learned, about your unit? • In the daily life of the culture, how does the culture think , feel, or respond to the unit theme? • What are the must-have’s, non-negotiables that students need to understand about the culture within the context of the unit theme? Jennifer Eddy (2009)

Unit Themes • My friends and I • Meal Taking • House and Home • Family Life • Health and Welfare • Education • Leisure • Shopping Jennifer Eddy (2009)

Enduring Understandings • Buying and selling is more than just acquiring items and earning money; it is a social event. • Social activities are often spent with people of all ages together. Can be uncovered over time—life span of learner Jennifer Eddy (2009)

Is this an enduring understanding? Food is one of the most basic elements necessary to human life and is charged with all sorts of personal, familial and cultural symbolism. How to ask and give directions by using the prepositions and commands. Jennifer Eddy (2009)

Is this an enduring understanding? Students will recognize vocabulary to describe feelings and emotions related to the concept of house and home. Strong and close relationships are central to the social structures of families. Jennifer Eddy (2009)

ACTIVITY Write an enduring understanding now. Think of a unit theme and how your culture would respond to that theme. If it were a story the culture tells, what is the moral to the story? Jennifer Eddy (2009)

Essential Questionsfor our ThemesReside at Program Level • Are at the heart of the culture • Recur across levels for an articulated program • Raise more questions – provoking and sustaining engaged inquiry • Provide organizing purpose for articulated program • Are not answered in a lesson or a class period Jennifer Eddy (2009)

Essential - STAGE 1 Asked to be argued Designed to “uncover” new ideas, lines of argument Set up inquiry, heading to new perspectives & understandings Leading - STAGE 3 Asked as a reminder, to prompt recall Designed to “cover” knowledge Point to a single, straightforward fact Essential Questions vs. “focus or guiding” Questions Jennifer Eddy (2009)

Are these essential questions? • What is a family? • Who am I? • What is a healthy lifestyle? • To what extent does culture influence life decisions? • How do I choose my friends? • How do I ask directions in order to go from one place to another? Jennifer Eddy (2009)

ACTIVITY Take 2 minutes to consider an essential question that relates to your understanding. Jennifer Eddy (2009)

Three Modes of Communication Interpretive Mode Task Interpersonal Mode Task Presentational Mode Task Jennifer Eddy (2009)

Interpretive mode Presentational mode Interpersonal mode The Integrated Performance Assessment Interpretive Mode Tasks React to info, infer Interpersonal Mode Tasks Acquire new info, negotiate Presentational Mode Tasks Create a product, recreate text Jennifer Eddy (2009)

Check for Understanding What mode of communication is suggested by the images? Interpretive Jennifer Eddy (2009)

Check for Understanding What mode of communication is suggested by the image? Interpersonal Jennifer Eddy (2009)

Check for Understanding What mode of communication is suggested by the images? Presentational Jennifer Eddy (2009)

Three Modes of Communication Interpersonal Presentational Interpretive Jennifer Eddy (2009)

Integrated Performance Assessment 1.Interpretive Communication Phase Students read a brochure advertising a year-round camp for students. They may also listen to a weather forecast from that region. 3. Presentational Communicative Phase Each students designs a presentation about his or her ideal camp setting. They prepare an ad campaign for their camp using print and audio. 2. Interpersonal Communication Phase Students have a conversation about the camp. They discuss what they like and don’t like and comment on how often they will do certain things. They also discuss the weather that they are likely to encounter. Jennifer Eddy (2009)

Integrated Performance Assessment 1.Interpretive Communication Phase Students read a brochure advertising a year-round camp for students. They may also listen to a weather forecast from that region. 2. Interpersonal Communication Phase Students have a conversation about the camp. They discuss what they like and don’t like and comment on how often they will do certain things. They also discuss the weather that they are likely to encounter. 3. Presentational Communicative Phase Each students designs a presentation about his or her ideal camp setting. They prepare an ad campaign for their camp using print and audio. Jennifer Eddy (2009)

Integrated Performance Assessment 1.Interpretive Communication Phase Students read a brochure advertising a year-round camp for students. They may also listen to a weather forecast from that region. 3. Presentational Communicative Phase Each students designs a presentation about his or her ideal camp setting. They prepare an ad campaign for their camp using print and audio. 2. Interpersonal Communication Phase Students have a conversation about the camp. They discuss what they like and don’t like and comment on how often they will do certain things. They also discuss the weather that they are likely to encounter. Jennifer Eddy (2009)

Interpretive Mode • Comprehension of words, concepts, ideas, meaning of entire piece • One way-> between person and the piece • Learners are exposed to a wide variety of culturally authentic materials such as texts, films, works of art, songs, poems, advertisements, music videos Translation is NOT an interpretive mode task. Jennifer Eddy (2009)

Announcements Music Film and Theatre Signs Schedules Maps Cartoons Podcasts Game shows Youth-oriented TV shows Newspapers Catalogs Internet sites Blogs Recipes Magazines Poetry Conversations TV public service announcements Radio commercials, announcements, weather Culturally authentic materials are made by and for the people of that cultureConsider using: Jennifer Eddy (2009)

Where to find it • Reputable Web sites • Examples: online shopping advertisements or websites, advertisements, metro maps, bus/train schedules, online museums, menus real estate ads, school websites • Publications • Films • Photographs and drawings • Songs or Music • Visual or Performing Art • Radio and Television • Authentic menus, maps, advertisements • Schedules, receipts, forms, posters, brochures Jennifer Eddy (2009)

Sample Interpretive tasks • listen with visuals • fill in graphs, charts, forms, graphic organizers, venn diagrams • follow a route on a map • check-off items in a list • draw what is described • put sentences in correct order • listen for the gist—identify main idea • guess meaning from context • identify/categorize/classify thematic vocabulary • identify/categorize/classify authentic material • create questions from info in the piece • identify specific information found in the piece • compose a title or headline • paraphrase in native language/target language • brainstorm and categorize synonyms Jennifer Eddy (2009)

ACTIVITY Design an Interpretive mode task Jennifer Eddy (2009)

Interpersonal Mode • Interpersonal mode tasks are two-way, spontaneous exchanges that involve negotiation of meaning between people. • These tasks are unrehearsed, unrefined, non-scripted. • Based on information acquired in the interpretive mode. Memorized material such as a skit is NOT an interpersonal mode task. Jennifer Eddy (2009)

Negotiating meaning • Use material from the interpretive task. • Students form questions to clarify meaning. • Guiding vocabulary and structure can be given. • This is spontaneous , non scripted. Jennifer Eddy (2009)

Making a purchase Meeting and Greeting Ordering in a restaurant Asking directions Face to face or telephone conversations Talking about friends and family Discussing events of the day Making plans Negotiating who does what, gets what, with who, how, and where Sample Interpersonal Tasks Jennifer Eddy (2009)

ACTIVITY Design an Interpersonal Mode Task Jennifer Eddy (2009)

Presentational Tasks Presentational mode tasks allow learners time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time. These tasks require learners to use the language for a real world purpose other than display for the teacher or classroom. Presentational mode tasks allow learners to use language in new and different contexts. Jennifer Eddy (2009)

Sample Presentational tasks • Brochure or Itinerary • Letter • Web pages (Facebook/myspace page) • Video or Podcasts • Advertisement • Agenda, Schedule or Plan of the day, week • New beginning or ending of story, song • Demonstration • TV or Radio spot • Design a survey and present findings • Public Service Announcement or Infomercial • Essays, Plays • Poem, Song, Rap • Photostory, Voicethread Jennifer Eddy (2009)

ACTIVITY Design a Presentational Mode Task Jennifer Eddy (2009)

Check for Understanding What is the mode of communication? Talking about what to do on the weekend. Interpersonal Watching a travel video and jot down places of interest. Interpretive Prepare a poster about your favorite sport. Presentational Send a letter to an e-pal. Presentational Create a graphic organizer for new vocabulary. Interpretive Create a skit where you buy something in the market Presentational Jennifer Eddy (2009)

Transfer—What is it? • The ability to use of knowledge and skills in a different context, setting, or situation from how it was originally learned on one’s own, with few to no cues or supports. • The more complexities or variables the task contains, the more it demonstrates transfer and true understanding. • Thoughtful use of a repertoire, as opposed to just cued, simple plug-in or rote response. Jennifer Eddy (2009)

Turnarounds for Transfer • Objective: To know the tourist sites in ______. • Task: Matching column to test locations of tourist sites Turnaround: • Where people choose to travel depends a lot on their interests and needs. Jennifer Eddy (2009)

Interpretive TaskTravel Using the different travel brochures and websites from various towns and cities in ___ , categorize on your chart which towns or cities are the best places to visit for the following: Music Historic Sites Easy transportation Special Events Places great for families Shopping Low cost or free places to go Art or local crafts Jennifer Eddy (2009)

Interpersonal TaskTravel • Using the chart, tell your partner the towns or cities you would like or not like to visit, based on the information from the categories. Jennifer Eddy (2009)

Presentational TaskTurnaround for Transfer • You are a travel agent specializing in travel to _____. Your clients are all different. Create an itinerary suited for each group, keeping in mind the possible interests and needs of the client. • 1. A family of 5 with young children. • 2. A businessperson who is a history buff. • 3. Three college students with a limited budget. • 4. Grandparents who love small towns, local crafts, and music. Jennifer Eddy (2009)

Activity Design an Integrated Performance Assessment ( IPA) with your group Jennifer Eddy (2009)

Assessment Strategies This video introduces assessment strategies aligned with the National Standards for Foreign Language Learning, State and District standards, and curriculum and instructional practices. Comments from teachers, students, and experts in the field illustrate how teachers are assessing their students’ foreign language skills. This video will: • Provide an overview of the IPA • Show students doing an Interpretive Mode task and engaging in an Interpersonal Mode task • Describe a Presentational Mode task Jennifer Eddy (2009)

Assessment Strategies If you want more information on the Integrated Performance Assessment, watch the video from 5:47-8:00. If you would like to see an Interpretive task, watch from 8:00-14:45. If you would like to see an Interpersonal task and hear about the Presentational task, watch from 18:15-22:00. http://www.learner.org/libraries/tfl/assessment/analyze.html Jennifer Eddy (2009)

Level 2 Unit 1Who am I? • IPA Interpersonal task directly related to information gathered from Interpretive; specifically noted in the IPA • Tasks had excellent supplementary materials: templates/handouts/charts/tools created for organization of ideas • Draws on knowledge/skills from interim assessment; very clearly stated in description Jennifer Eddy (2009)

Essential Question • What makes a good match between individuals or groups? • How do I perceive myself? How do others perceive me? Jennifer Eddy (2009)

Who am I? • Your class is establishing an e-mail dialogue with a dating service in the target culture. In order to help you determine which e-partner is the best fit with you, learn as much as you can about your own classmate’s personality, preferences, etc. Jennifer Eddy (2009)

Interpretive Task--Read a personality inventory in the target language. Code 10 questions into 4 categories on your organizer: 1) personality, 2) physical characteristics, 3)health and lifestyle, 4) interests. • Interpersonal Task—After completing the personality inventory yourself, discuss the results with your classmate and create a profile of the personality, characteristics and interests of your partner. You must fill-in the organizer with information from the 4 categories from the personality inventory in the interpretive task. Jennifer Eddy (2009)

Backward Design and Standards Based Instruction