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Welcome to LinguaFolio The Ultimate Inbox

Welcome to LinguaFolio The Ultimate Inbox. LEP Coordinators Meeting January 16, 2007 Helga Fasciano Second Language Consultant. “Why is Helga here?”. NC Title III Application Question #3.1 What types of ongoing assessments are in place to monitor the progress of LEP students?. Formative

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Welcome to LinguaFolio The Ultimate Inbox

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  1. Welcome to LinguaFolioThe Ultimate Inbox LEP Coordinators MeetingJanuary 16, 2007Helga FascianoSecond Language Consultant

  2. “Why is Helga here?” NC Title III Application Question #3.1 What types of ongoing assessments are in place to monitor the progress of LEP students?

  3. Formative Ongoing Frequent Usually brief Not Very Formal Usually no grade Informs instruction or learning Summative Periodic Measures student progress Evaluates mastery of material or content Assessments

  4. LinguaFolio A language portfolio learners keep throughout their educational and professional careers • to document their language competencies in all languages, including heritage languages and English for speakers of other languages • to reflect on their intercultural competencies • to manage their own language learning

  5. LinguaFolio • Belongs to the learner not the school/institution • Has 3 sections • Passport • Biography • Dossier

  6. Transatlantic DialogueSponsored by the Goethe Institut Members of • Council of Europe • Ministries of Education • National Council of State Supervisors for Languages (NCSSFL)

  7. EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES Common Scale of Reference(CSR) a description of what people can do at 6 different levels of language performance and competence B-Independent User C-Proficient User A-Basic User A1 A2 B1 B2 C1 C2

  8. Research from the ELP pilot • Increased motivation • Increased self-confidence • Increased active learning • Increased time thinking about learning • Improved relations between learner/teacher

  9. Five-State Pilot • Georgia, Kentucky, North Carolina, South Carolina, Virginia • Teacher Training • Field Response • Instrument Refinement

  10. North Carolina Student Responses • “You get to see how much you have improved this year and what I need to work on.” • “…got us more involved in what we were doing in class.” • “I have a place to put my work to show my mom and friends what I can do .”

  11. LinguaFolio Nebraska Study Dr. Ali Moeller, University of Nebraska • the impact of goal setting on student achievement • the role of self-assessment • the implementation of LF as an assessment tool to promote articulated K-16 language program

  12. 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

  13. Strategies that Support Autonomous Learning • Cooperative Learning • Journaling • Peer Assessment • Portfolios • Problem-Based Learning • Rubrics

  14. Activities that help support autonomous learning • Admit/Exit Slips • Application Cards • KWL • Learner Logs • Think, Pair, and Share

  15. 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 & thinking about how they learn

  16. 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.

  17. 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

  18. 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?

  19. Interculturality Reflections • What was your reaction? • Why did you react that way? • Do you understand?

  20. Practical Tips for Using LinguaFolio As a formative assessment • Guided by ESL teacher integrated throughout the course • As part of the periodic progress check for advanced students

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

  22. LinguaFolio Versions LinguaFolio Jr. • Grades K-2 (NE) • Grades 3-8 • Reflects outcome-based program goals LinguaFolio • Grades 7-16 / 9-16 • Reflects personal goals and career plans

  23. LinguaFolio IS • Ongoing formative assessment • For the learner • A tool IS Not • Summative Assessment • A one size fits all • To be completed in one day

  24. LinguaFolio Questions? Next Steps?

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