piclits

1. piclits.com

2. image: financefox.ca

3. Leadership: What Really Matters?

4. Enduring Understandings Supervisors have huge responsibilities, minimum to no authority. Politics exist everywhere. The leader of the pack is still part of the pack. The supervisor holds the vision and executes meaningful steps toward that vision. ?????

5. Essential Questions Who is responsible? What am I responsible for? When do you need it? Where do I go for support? Why am I doing this? ????

6. “Can do” Statements advocate for programs, teachers and learners influence classroom practice and culture as both a colleague and an instructional leader craft a vision based on best practices in world language and move myself and others toward that vision implement an articulated curriculum based on national, state and local standards, one that is responsive to general eduational initiatives and concepts ??????

7. How do we impact student learning in significant ways? Image: ipc.dk

8. The Courage to TeachParker J. Palmer “Intellect works in concert with feeling, so if I hope to open my students’ minds, I must open their emotions as well.”

9. 4 Key Questions What do I teach? How do I teach it? Why do I teach? Who am I as a teacher?

10. Who am I as a teacher? When I am teaching at my best, I am like ……. image: ablebrains.typepad.com

11. When I am teaching at my best, I am like…..

12. image: grist.org

13. Who Moved My Cheese Spencer Johnson, M. D. image: indianfusion.aglasem.com

15. image: fhankins1.edublogs.org

16. Embrace Change • People are more willing to embrace change when they: • Hurt enough that they are willing to change. • Learn enough that they want to change. • Receive enough that they are able to change. Thinking for a Change John C. Maxwell

17. Ask Why Before How? Asking why helps you to think about all the reasons for decisions. It helps you to open your mind to possibilities and opportunities. Thinking for a Change John C. Maxwell

18. Big-Picture Thinking You’ve got to think about ‘big things’ while you’re doing small things, so that all the small things go in the right direction. — Alvin Toffler

19. Starting with the End in Mind (pearsonschool.com/endinmind) Authors Gregory Duncan Ruta Couet Jennifer Eddy Myriam Met Martin Smith Maria Still Ann Tollefson

20. Enduring Understandings(Based on National Foreign Language Standards) • Effective communication requires knowing how when and why to say what to whom. • Global citizenship requires an ability to communicate in more than one language. • An ability to communicate in another language fosters a better understanding of my own language and culture. • Proficiency in a foreign language is a vehicle to gaining knowledge that can only be acquired through that language and its culture. • Learning other languages enables an individual to participate in multilingual communities. • The purpose of language study is to communicate so I can understand others and they can understand me. • The study of a foreign language develops insights into the nature of language and culture. • Custom and tradition vary within a culture, as well as between cultures.

21. Essential Questions(related to 5Cs) • What does it mean to communicate effectively? • How do I develop proficiency in a second language? • What is culture? How can I develop a multi-cultural perspective? • Why do I value the ability to communicate in a second language? • What self-knowledge am I acquiring as I study another language and its cultures?

24. Adapting Your Teaching To Any Learning Style Two Choices If you have students who don’t get it, you have two choices: 1) you can teach again tomorrow the same way you did today and hope that the learner who hasn’t been learning will, for the first time, get it; or 2) you can adapt your teaching so that you increase the likelihood that more students will learn more. Phi Delta Kappan November, 2000

25. All changes, even the most longed for, have their melancholy; for what we leave behind us is a part of ourselves; we must die to one life before we can enter another. ~ Anatole France

26. web.sd71.bc.ca/ gifted/?page_id=30

27. Walk Throughs (simplified) A simplified walk through in order to: • observe feeder schools • observe another high school/middle school • look for evidence of “best practices” in foreign language teaching What should happen in the classroom: • try to observe for 10 - 15 minutes in each classroom you visit • visit as a team • stay at the back, seated, if at all possible • take notes on identified “look fors” — use one form per school, you are not looking at individual teacher practice.

28. Walk Throughs (simplified) What should happen after each visit: • step away from the classroom • compare notes quickly • make note of anything that needs further discussion “Look fors” identified for these visits: • use of target language by students and teacher • level of student engagement • lesson goals clearly communicated • transitions are well managed, students remain focused

29. School __________

30. Switch — How to Change Things When Change is HardChip Heath and Dan Heath • Identify the bright spots. Investigate what’s working and clone it. Knowledge alone does not change behavior. • Script the critical moves. Don’t think big picture, think in terms of specific moves. Ask “What is the first small sign you’d see that would make you think that change is happening?” • Point to the destination. Change is easier when you know where you are going and why it is worth it. Direct the Rider image: californiahorseback.com image: tripadvisor.com

31. Switch — How to Change Things When Change is HardChip Heath and Dan Heath • Find the feeling. Knowing something isn’t enough to cause change. Make people feel something. • Shrink the change. Connect the long-term goal with short-term critical moves. • Aim for small wins that are meaningful and within immediate reach. Early successes engineer hope. • Grow your people. Cultivate a sense of identity and instill the growth mindset. Motivate the Elephant image: mirror-au-nsw1.gallery.hd.org

32. Switch — How to Change Things When Change is HardChip Heath and Dan Heath Shape the Path • Tweak the environment. When the situation changes the behavior changes. So change the situation. • Build habits. When behavior is habitual, it’s free—it doesn’t tax the Rider. Look for ways to encourage habits. • Rally the herd. Behavior is contagious. Help it spread. image: tripadvisor.com

33. Getting the Conversation Started • Assessment Data • Enrollment Data • Common Goals • Common Assessments • “Look For” Statements • Common Initiatives • New Teacher Orientation

34. UseAssessment

35. Transitioning from the Textbook The Art of Food Travel in a Political World Live Strong Our Emotional Selves Rites of Passage Culture Shock Why Food Matters Pursuit of Health and Happiness Who Am I?

36. Complex Thinking — Simple Language No soy un abrigo. Helena Curtain

38. Food and Hunger Students will consider personal connections with food. They will consider the type of food that they and others eat and will indicate their likes and dislikes. They will be able to say why they eat/don’t eat certain foods, describing their tastes and commenting on how healthy or unhealthy certain foods are. They will be able to explain the number of calories needed to sustain life and will analyze the number of calories they consume with regard to the US and other food pyramids. Finally, they will consider why hunger exists, where it is prevalent and how various organizations are helping. As a class students will work individually and in groups to draw attention to hunger issues.

39. Use of Target Language in the Classroom (ACTFL, May 2010) Use the target language as much as possible, but at least ???? of the time. ACTFL Position Paper http://www.actfl.org/i4a/pages/index.cfm?pageid=4368#targetlang Entering an English Free Zone – Paris Granville

40. Setting Goals • State what classes you like/don’t like and give a reason. • Ask others for their opinions of classes. • Say when you have a certain class. • Video p. 112 • Bell ringer • Act. 1 p. 14 • Exprimons-nous p. 114 • Act. 4 p. 115 • Comparisons p. 123 • Reading p. 136 • Numbers to 60 • Homework Bien Dit! Level 1 Chapter 4

41. Primacy-Recency Degree of Retention Time in Minutes How the Brain Learns David Sousa

42. Proficiency Descriptions • use simple (memorized) sentences / questions on very familiar topics • create with language at the sentence level; ask questions • develop ideas with some supporting details • Initiate and maintain an extended conversation; develop ideas with supporting details in 3 time frames • sustain narration and description at paragraph level in 3 time frames;appropriately handle and unexpected situation with a complication • State an opinion and defend/support that opinion

43. Three Modes of Communication Interpretive Interpersonal Presentational

44. What is the mode of communication? Presentational Interpretive Interpersonal Interpersonal Interpretive Presentational

47. ACTFL Integrated Performance Assessment 1.Interpretive Communication Phase Students listen to and / or read an authentic text and answer information as well as interpretive questions to assess comprehension. The teacher provides students with feedback on performance. 3. Presentational Communicative Phase Students engage in the presentational mode by sharing their research/ideas/opinions. Samples presentational formats: speeches, drama, skits, radio broadcasts, posters, brochures, essays, websites, etc. 2. Interpersonal Communication Phase After receiving feedback students engage in communication about a particular topic which relates to the interpretive text. This phase is audio- or videotaped.

49. Bloom’s Choice Board http://www.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm

50. Bloom’s Choice Board