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Backward Design and the Three Modes of Communication

Backward Design and the Three Modes of Communication. Teaching for Proficiency. Queens University Workshop * August 15, 2013 * Michele Esparza. Objectives. By the end of the session, you will be able to Identify the 3 modes of communication Identify elements of Backward Design

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Backward Design and the Three Modes of Communication

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  1. Backward Design and theThree Modes of Communication Teaching for Proficiency Queens University Workshop * August 15, 2013 * Michele Esparza

  2. Objectives • By the end of the session, you will be able to • Identify the 3 modes of communication • Identify elements of Backward Design • Identify strategies to organize curriculum for proficiency goals following the principles of Backward Design

  3. Activity: Turn and Talk Reflection • With a partner talk about the following: • When you are planning a lesson how do you decide the goals for the lesson? • How do you usually plan your lessons?

  4. If building proficiency is the focus, what does research say needs to happen? 4

  5. Building Proficiency Communicative Contexts for Transfer • Whole-language approach (Adair-Hauck and Cumo-Johanssen, 1997) • Natural conversation focus(Toth, 2004) • Thematic center to support comprehension (Curtain and Dahlberg, 2004) • Real world, ambiguous challenges(Wiggins and McTighe, 2005) 9/6/2014 • page 5

  6. Building Proficiency Supporting Communication Skills • Difficulty comes from learning tasks, not textbook (Terry, 1998) • Use of authentic texts and other media(Villegas Rogers and Medley, 1988; and Shrum and Glisan, 2005) • More comprehension with authentic texts rather than simplified ones (Young, 1993 and 1999; Vigil, 1987) • Viewing helps students learn grammar, advanced-level proficiency skills and cultural information(Ramsay, 1991; Rifkin, 2000; Herron, Corrie, Cole, & Dubreil, 1999) 9/6/2014 • page 6

  7. Teachers must know student proficiency levels in order to target instruction 7

  8. So, what isBackward Design?

  9. To begin with the end in mind means to start with a clear understanding of your destination. It means to know where you’re going . . . Stephen R. CoveyThe Seven Habits of Highly Effective People

  10. In the absence of Backward Design as an organizing principle . . .how is instruction usually planned?

  11. Teach, test and hope for the best. • Grant Wiggins

  12. Traditional Planning • Goals & Objectives • Activities • Assessments • Backward Design • Goals & Objectives • Assessments • Activities Advantages ??

  13. 3 Stages toBackward Design

  14. Stage 2 Stage 3 Stage 1 Decide what you want students to know and be able to do at the end of the unit Determine how students will show you what they can do Plan lessons that will enable students to show you the results you want . . . Go “Backwards” Now Finish . . .

  15. Stage 1 Decide what you want students to know and be able to do at the end of the unit

  16. Backwards Design – Step 1Identify Desired Results What is the TARGET? What should students know, understand, and be able to do? “For learning languages, the target is using a new language to interpret, exchange, and present information and ideas” (Sandrock, 2010, p. 11)

  17. Stage 2 Stage 1 Decide what you want students to know and be able to do at the end of the unit Determine how students will show you what they can do

  18. Backwards Design – Step 2Determine Acceptable Evidence Think like an assessor, not an activity designer! How will students demonstrate that they have met the target(s) for their proficiency level? • Formative assessment • Summative assessment

  19. Stage 2 Stage 3 Stage 1 Decide what you want students to know and be able to do at the end of the unit Determine how students will show you what they can do Plan lessons that will enable students to show you the results you want . . . Go “Backwards”

  20. Backwards Design - Step 3 Plan Learning Experiences & Instruction What learning experiences and instruction will enable learner to achieve the desired results? How will they get to where they’re going?

  21. _______________________________________________

  22. Check-off items in a list Interpretive Communication Phase Listen to, view or read an authentic text and answer information to assess comprehension. • Follow a route on a map from oral/written directions • Fill in graphs, charts, forms, graphic organizers • Check-off items in a list • Draw what is described • Put events from a story in logical order • Listen for the gist—identify main idea • Create questions from info in the piece • Compose a title or headline for a reading or listening selection

  23. Interpersonal Communication Phase Engage in oral communication on the topic from the interpretive text. -Info Gap -Socratic Circle-Select roles from a story/comic strip and have a conversation between the two characters-Blog with teens in the target culture-Share information on a social networking site -Make a purchase -Order in a restaurant -Obtain directions -Converse face to face, by telephone, Skype, text, IM, etc. -Debate issues -Make plans A memorized dialogue/skit is NOT Interpersonal!!!!!

  24. Presentational Communication Phase Students share research ideas and opinions pertaining to the topic from the interpretive text. Demonstrate how to prepare a recipe Create a guide or school/town for an exchange studentWrite a letter of introduction to a school in the target countryDevelop a web page or podcast Design an advertisement or classified adWrite a new beginning or ending of story, song, rap, poem Solve a problem and explain your solution Take part in a TV or radio spotDesign a survey and present findingsCreate a Public Service Announcement (PSA)Write Poem, Song, RapDesign a Storyboard

  25. Activity: Mode Sort • Read the Mode Sort slips with your table group. • Sort them using this chart:

  26. Activity: Venn Diagram with AEs – 1 of 3 Read the assessment example (AE) slips and indicate the mode of communication being practiced by placing the slips on the Venn diagram. Note: Some AEs might incorporate more than one mode of communication. Share out about the placement of 1 AE slip: Where was it placed? Why?

  27. Proficiency:What Does It Look and Sound Like? ACTFL Proficiency Guidelines 2012 • Latest revisions include Distinguished • New website with guidelines and samples in English for listening, reading, speaking and writing • Samples in target languages coming soon!

  28. WHERE TO? W-Where are we headed and Why H-Hook and Hold attention E-Equip with necessities to meet goals R-Rethink, Reflect, Revise E-Evaluate progress and self-assess T-Tailored to individuals O-Organize to optimize understanding McTighe & Wiggins

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