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STARTALK Professional Development Course for Swahili Instructors: Theory and Practice

STARTALK Professional Development Course for Swahili Instructors: Theory and Practice. July 19 th to 30 th , 2010 University of Wisconsin, Madison Alwiya S. Omar Indiana University, Bloomington. Backward Design. Wiggins and McTighe (2005) identify the following stages:

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STARTALK Professional Development Course for Swahili Instructors: Theory and Practice

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  1. STARTALK Professional Development Course for Swahili Instructors: Theory and Practice July 19th to 30th, 2010 University of Wisconsin, Madison Alwiya S. Omar Indiana University, Bloomington

  2. Backward Design Wiggins and McTighe (2005) identify the following stages: 1. Identify desired results 2. Determine acceptable evidence of learning 3. Plan teaching and learning experiences

  3. Stage 1: Identifying desired results • Set the goals and expectations: What should students know, understand, and be able to do? • The goals need to be set according to the desired standards and proficiencies • Clear end goals help in the teaching and learning and results in better student performance

  4. Stage 2: Determine acceptable evidence of learning • How will students attain the desired results? • design projects • determine length - short term or long term • think of a continuum of activities and assessment

  5. Stage 3: Plan learning experiences and instruction - Use target language for instruction • Facilitate student centered learning • Ensure meaningful interaction in the target language • Integrate language, culture and content • Differentiate instruction based on student need • Select appropriate technological resources

  6. Use of target language instruction • Tailor language into smaller comprehensible input • Provide models and scaffolding in the target language • Ensure students are engaged in purposeful activities • Use visuals, props, body language, songs, games to facilitate the understanding of language input

  7. Facilitate student centered learning • Engage students in learning by using pairs or group work • Design activities that foster interaction between students and teacher/students • Encourage students to be active learners by providing them opportunities to explore with hands-on activities

  8. Ensure meaningful interaction in the target language • Facilitate student learning that reflects real life language use in culturally appropriate way • Implement language teaching and learning in meaningful contexts and in themes that lead to deeper understanding of the target language and culture

  9. Integrate language, culture, and content • Use authentic materials to ensure that students are learning language and content simultaneously • Ensure lessons are based on students’ interests • Provide opportunities for students to compare and contrast the similarities and differences between native and target languages and cultures

  10. Differentiate instruction based on student need - Vary instruction based on ability and level • Design activities based on student interest • Allow students to demonstrate learning in a variety of ways • Offer students choice when possible

  11. Materials and resources • Choose and adapt culturally authentic materials • Select texts, realia, and other materials • Specify technology and how it will be used to enhance learning

  12. Culturally authentic materials • Newspapers • Recipes • Internet sites, blogs • Poetry • TV/Radio commercials, announcements • Music • Film and theater • Maps and schedules • Cartoons • Signs • Podcasts

  13. Task Think of a project that you would like your students to do to achieve an aspect of the course goals. - How long would the project be? • What activities will you assign the students? • How will the project be assessed? • How will the project end - oral, written, or both?

  14. References Clifford, R. (2006) Classroom Implications of the ACTFL Proficiency Guidelines. Workshop presented at the ALTA conference, March 23, 2006, Rutgers University. Pino, B. (1998) Prochievement Testing of Speaking: Matching Instructor Expectations, Learner Proficiency Level, and Text Type. Texas Papers in Foreign Language Education. V3 n3 pg 119-33 Fall 1998 Wiggins, G. and McTighe, J. (2005). Understanding by Design. Merrill Education/ASCD Textbook series http://www.actfl/org for ACTFL proficiency guidelines http://www.discoverlanguages.org/i4a/pages/index.cfm?pageid=3392#standards

  15. Any questions? Please contact me at: E-mail: aomar@indiana.edu Tel: 812 855 3323 Office: 326 Memorial Hall Bloomington, IN 47405 Indiana University African language web page: http://www.indiana.edu/~afrilang THANK YOU

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