Find Someone Who…

2. Find Someone Who…

3. Grant Wiggins

4. ICE SCRAPING Know where you are going before you begin!

5. 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 so that you better understand where you are now so that the steps you take are always in the right direction. -Stephen R. Covey, The 7 Habits of Highly Effective People, 1989, p. 98

6. Step 3 (Middle) Plan lessons that will enable students to show you the results you want Step 1 (Start) Step 2 (End) 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 Greg Duncan, http://www.interprepinc.com

7. Why “backward”? • The stages are logical but they go against habits • We’re used to jumping to lesson and activity ideas - before clarifying our performance goals for students • By thinking through the assessments upfront, we ensure greater alignment of our goals and means, and that teaching is focused on desired results

8. STEP ONE: • Decide what you want students to know and be able to do at the end of the unit • Program Theme • Sub-Themes • Goals – Outcomes • Knowledge and Skills

9. STEP ONE: • Key: Focus on Big Ideas • Identify the Goal(s) for the unit: • What content standards are addressed explicitly by the unit? • Enduring Understandings: What specific insights about big ideas do we want students to leave with? • What essential questions will frame the teaching and learning, pointing toward key issues and ideas, and suggest meaningful and provocative inquiry into content? • What should students know and be able to do?

10. Choose a Program Theme Look to the Standards Create interest-based learning experiences that maintain the integrity of the standards

11. Teaching to the Standards • “The major shift is to look at language learning not as an abstract study of vocabulary, grammar, and linguistics, but as a useful tool to meet the demands of contemporary life.” National Standards for Foreign Language Learning

12. “Knowing how. When, and why to say what to whom.” • ACTFL stresses that the organizing principle needs to be communication, which also highlights the why, the whom, and the when. So, while grammar and vocabulary are essential tools for communication, it is the acquisition of the ability to communicate that is the ultimate goal of today’s world languages classroom.

13. Proficiency • The ability to use the target language appropriately in real-life situations

14. ADVANCED Narrate and describe in all major time frames Discuss topics concretely and abstractly Handle a linguistically unfamiliar situation INTERMEDIATE Create with language Ask & answer questions Handle a simple situation or transaction Sentence-level speech Control of present tense NOVICE Minimal communicative ability 15 to 20 Words Memorized phrases Lists Major Levels of the ACTFL Proficiency Scale

15. Choose a Program Theme Themes begin from an overarching idea that can branch out in many different directions permitting learners to pursue personal interests through the world languages unit/curriculum

16. Choose a Program Theme • Themes Based on Concepts That Pique Student Interest And Raise Questions That Make Learners Want To Investigate The Ideas Embodied In The Curriculum Unit • Getting to Know One Another • How Animals Live • Global Citizenship • Healthy Living • Immigration: Clashing Cultures • Identify and Belonging • Similarities and Differences

17. Interpretive Communication Understand written and oral texts about ways to stay healthy Cultural Products Read food labels; study the food pyramid; listen to advertisements to understand the idea of healthy living in the target culture HEALTHY LIVING Interpersonal Communication Exchange information with peers about ways to stay healthy and give advice Cultural Practices Compare and contrast their practices with those of teens in the target culture Presentational Communication Create a Public Service Announcement about healthy living Cultural Perspectives Read about ways people in the target culture stay healthy Comparisons Discover perspectives on healthy living that are similar and/or different from their own Connections Use measuring systems; use technology to research target language websites on healthy living Communities Use the target language to inform members of the target culture living in the United States about healthy living habits

18. Interpretive Communication Cultural Product Interpersonal Communication Cultural Practices Presentational Communication Cultural Perspectives TEENAGERS AROUND THE WORLD How can I get to know you better? Comparisons Communities Connections

19. TEENAGERS AROUND THE WORLD • SUB THEMES • (Develop the theme in greater detail)

20. TEENAGERS AROUND THE WORLD • GOALS AND OUTCOMES • (Aligned with the National Standards and Describe What Students “Can Do” with the Language

21. TEENAGERS AROUND THE WORLD • KNOWLEDGE AND SKILLS • (The Linguistic and Cultural Knowledge That Students Will Learn as They Investigate the Theme)

22. Curriculum Planning Standards as a Mindset Theme/Key Questions/Big Ideas Brainstorming: What will students be able to do? Performance Assessment Learning Activities Paul Sandrock

23. Step 3 (Middle) Plan lessons that will enable students to show you the results you want Step 1 (Start) Step 2 (End) 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

24. STEP TWO: 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 • Assess what we value, and value what we assess • Move beyond • "Teach, test, and hope for the best"

25. ADVANCED Narrate and describe in all major time frames Discuss topics concretely and abstractly Handle a linguistically unfamiliar situation INTERMEDIATE Create with language Ask & answer questions Handle a simple situation or transaction Sentence-level speech Control of present tense NOVICE Minimal communicative ability 15 to 20 Words Memorized phrases Lists Major Levels of the ACTFL Proficiency Scale

27. INTERPRETIVE COMMUNICATION TASKS • Read an authentic recipe in the target language and answer a series of questions about the ingredients, the preparation, and cooking of the item. • Before traveling to the target culture, you want to make sure you are up to date with hip European fashion. Read an article on fashion trends for teenagers. Then summarize in English what your read in as much detail as possible. • ?

28. INTERPERSONAL COMMUNICATION TASKS • Imagine that you are traveling by train in Spain. You need to get from Madrid to Sevilla by early evening. You have lots of luggage with you and would like to avoid transferring trains as much as possible. Ask the person at the counter (played by another student) for the information that will help you decide which train to take. • Research unemployment issues in a target language country at the library or on the Internet. Working in groups of four, exchange ideas and information about the topic and generate your own solutions to the unemployment issue. • ?

29. PRESENTATIONAL COMMUNICATION TASKS • A new student from France just enrolled in your school. The guidance counselor asks you to give the girl/boy a tour of the school. You have to speak in French because she/he does not understand much English. • During a trip to Latin America, you write a post card to your Spanish teacher describing your experiences. • ?

30. Modes of Communication • Interpretive • Understanding spoken or written language • Interpersonal • Two-way, meaningful, spontaneous communication • Presentational • Edited and rehearsed written or spoken communication

31. INTEGRATED PERFORMANCE ASSESSMENT (IPA)

32. Step 3 (Middle) Plan lessons that will enable students to show you the results you want Step 1 (Start) Step 2 (End) 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

33. Consider the following questions: • Are the goals clear? • Do the goals require students to “uncover” big ideas or merely remember discrete information? • How will you determine if students have achieved the goals? • What is your teaching plan? • Are all parts of the curriculum/unit coherent? • Has the unit veered from the end goals?