LinguaFolio Can-Do Language Learning

1. LinguaFolioCan-Do Language Learning Languages and Learning for Schools of the Future Lexington 1

2. AGENDA Part 1 • Conceptual Framework • Performance-Based Learning and Assessment • Reflective and Autonomous Learning Part 2 • Goal-Setting • Interculturality • Conclusion

3. EUROPEAN LANGUAGE PORTFOLIO PORTFOLIO EUROPÉEN DES LANGUES Common European Framework of Reference Common Scale of Reference European Language Portfolio

4. 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

5. LinguaFolio is a 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.

7. BIOGRAPHY • Language learning background • Can-do* • statements • Learning • goals PASSPORT • Summarized snap shot of self-assessments • Record of external assessments DOSSIER • Digital text, audio, andvideo work samples • MP3 files • Podcasts

8. NOVICE INTERMEDIATE ADVANCED SUPERIOR

9. GRID OR MAIN CAN-DO Novice High SUB CAN-DO EXAMPLES CUSTOMIZED CAN-DO

10. LinguaFolio Partners

11. Can-Do Checklist SUB CAN-DO EXAMPLES CUSTOMIZED CAN-DO CASLS, University of Oregon

12. Can-Do Checklist SELF-ASSESSMENT EVIDENCE CASLS, University of Oregon

13. The Purpose of LinguaFolio? To have learners • know where they are going in their proficiency journey. • know how to set goals and do so routinely. • chart their progress. • develop reflective learning skills. • know how to provide evidence for what they know and can do.

14. LinguaFolio • makes the language learning process transparent. • provides learners with a way to reflect on their intercultural experiences.

15. Backward Design Wiggins and McTighe

17. INTERPRETIVELISTENING INTERPERSONAL PRESENTATIONAL WRITING

19. It’s Your Turn Compare the ACTFL Novice Mid example with the European Common Scale of Reference example.

20. International Benchmarking • Program for International Student Assessment (PISA) • German English Student Assessment International (DESI) • Trends in International Mathematics and Science Study (TIMSS) • International Baccalaureate (IB) • International Spanish Academies (ISAs)

21. It’s Your Turn • What tools exist for us to assess language performance? • What types of formative and summative assessments are used in your district?

22. Formative & Summative Assessment Options • Work samples experiences • In-class learning • Self-assessments of language competencies and intercultural experiences • ELLOPA • SOPA • NOELLA • STAMP • IPA • End-of-Course Exam • OPI/WPT • Performance task

23. Performance-Based Approach Promotion of real-life language competencies by • engaging the learner in contextualized, meaningful, and communicative-oriented learning tasks. • focusing on functional language (language as an applied skill).

24. Learning Coach Independent Learner

25. Learners Solve problems Answer questions Formulate questions Discuss Explain Debate Brainstorm Work in teams Teachers Guide Monitor Motivate Encourage Suggest Clarify Provide opportunities Create environment Active Learning

26. It’s Your Turn To what extent are your students learning in a performance-based approach? Share an example of an performance-based activity or assessment that you have used.

27. Questions to Consider • With the goal of proficiency in mind, how do we get learners to take charge of their own learning? • What skills, tools, and mentality do learners require? • What is the role of the learning facilitator (teacher)?

28. The Learners • reflect on their own learning. • establish a deliberate step-by-step process to enhance learning. • gradually develop a useful repertoire of learning strategies. • self-assess with can-do statements and provide evidence. • set new learning goals.

29. The Learners • connect what they already know to what they are learning. • check frequently to see what they can and cannot do yet. • determine which activities help them learn most effectively. • set small, achievable goals. • plan and monitor their future learning.

30. Learner Self-Check • What am I learning? • Why am I learning it? • How am I learning it? • How can I demonstrate my learning? • What am I going to do next?

31. Role of the Teacher What is the role of the teacher as a learning facilitator or coach inside and outside a performance-based classroom? Share your thoughts with everyone.

32. The Teacher as Coach Facilitates learning by • posting daily learning goals based on the can-do statements in the target language. • training learners to use goals and connect them to their learning. • having learners self-assess the extent to which they meet the goals.

33. Application in the Classroom I can • understand some short conversations or descriptions. • exchange personal information using phrases and simple sentences. • write a description of a familiar experience or event using phrases and simple sentences.

34. The Teacher as Coach or Facilitator Provides opportunities for learners to • respond to can-do statements. • set their own goals. • reflect on their learning strategies. • self-assess. • provide evidence of what they can do.

35. HOMEPAGE

36. BIOGRAPHY

37. CAN-DO STATEMENTS

38. EVIDENCE Uploading Evidence

39. PASSPORT

40. What is “Good” Evidence?

41. Autonomous Learning Environments Learning Facilitator • models thinking about learning. • provides opportunities for learners to think about how they learn. • varies activities and provide choice. • makes learners aware of how to use the language in authentic settings and provides opportunities to use the language in those settings.

42. Autonomous Learning Environments Learner • reflects on which learning strategies are most effective. • selects activities that match their learning styles and interests. • makes use of opportunities to use the language in authentic settings. • sets personal learning goals.

43. The Purpose of Reflection • Activates learners’ potential to understand how they learn • Enables learners to take charge of their own learning process • Empowers learners to understand and chart progress on the language proficiency continuum

44. Post Activity Reflection • What surprised me about the students we Skyped was… • I found the language used by my blogging friend easy/hard to understand because… • One thing I learned about myself or my own culture from blogging is… • To prepare for the next time we videoconference, I need to…

45. 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 lesson I like … best… The most interesting thing is… I don’t like… The most boring thing is… Learner Reflection Activity

46. It’s Your Turn Think about a current teaching unit. 1. Consider what suggestion you would make to guide the learners’ reflections. 2. Anticipate how learners might reflect upon the learning experience and share with your neighbor.

47. Set or adjust learning goals Reflective Learning Process Self-assessand reflect Select strategies Provide evidence

48. Recap of Part 1 • What is LF and why use it? • How LF is a tool for performance-based learning? • How are learner and teacher roles changing? • See self-assessment handout.

49. LinguaFolioCan-Do Language LearningPart 2

50. Set or adjust learning goals Reflective Learning Process Self-assessand reflect Select strategies Provide evidence