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Fairness respect and dignity ACTFL 2015

ACTFL 2015 Theisen and Ousselin presentation on "School for All"

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Fairness respect and dignity ACTFL 2015

  1. 1. Catherine  Ousselin   Mount  Vernon  High  School,  Mount  Vernon,  Washington     Toni  Theisen   Thompson  School  District,  Loveland,  Colorado   Theisen-­‐Ousselin  Wikispace  :http://theisen-­‐      
  2. 2. Theisen-­‐Ousselin  Wiki   http://theisen-­‐  
  3. 3. Words  and  Actions:  Teaching  languages   through  the  lens  of  social  justice   s  Words  and  Actions:   Teaching  Languages   Through  the  Lens  of   Social  Justice     s  By:  Cassandra  Glynn,   Pamela  Wesely,  and   Beth  Wassel­‐and-­‐brochures/words-­‐and-­‐actions  
  4. 4. Session  Wiki:     http://theisen-­‐  
  5. 5. Agenda   s What  is  social  justice?   s Why  use  social  justice  themes?   s What  is  global  competence?   s How  can  new  lenses  change  a  perspective  of   a  unit?   s Education  for  all  girls     s Examine  unit  plan,  assessments  and  activities  
  6. 6. Learner  Targets   s I  can  apply  the  concepts  of  Social   Justice  to  a  unit.   s I  can  explain  Global  Competence.   s I  can  use  different  focusing  lenses  to   change  perspectives  of  a  unit.   s I  can  begin  to  design  a  social  justice   unit.  
  7. 7. Sonia  Nieto’s  4  components     of  social  justice   s  It  challenges,  confronts  and  disrupts   misconceptions.   s  It  provides  all  students  with  resources  necessary   to  learn  at  their  full  potential.   s  It  draws  on  talents  and  strengths  students  bring   to  their  education.   s  It  creates  a  learning  environment  that  promotes   critical  thinking  and  agency  for  social  change.­‐and-­‐brochures/words-­‐and-­‐actions  
  8. 8. How  social  justice  thematic   global  units  engage  students   Why  create  thematic  units  with  a  social  justice  focus?   s  Need  to  prepare  students  to  succeed  in  this  new  global   environment.     s  Need  to  cultivate  the  knowledge,  skills  and  passion  in   students  that  will  enable  them  to  recognize  the   challenges  and  opportunities  of  an  interconnected   world.   s  Encourage  students  to  contribute  to  its  improvement.  
  9. 9. ACTFL  Global  Competence   Position  Statement    The  ability  to  communicate  with   respect  and  cultural   understanding  in  more  than  one   language  is  an  essential  element   of  global  competence.­‐statements/global-­‐competence-­‐position-­‐statement    
  10. 10.   Reaching  Global  Competence  is:    s  Communicate  in  the  language  of  the  people  with  whom  one  is   interacting.     s  Interact  with  awareness,  sensitivity,  empathy,  and  knowledge  of  the   perspectives  of  others.     s  Withhold  judgment,  examining  one’s  own  perspectives  as  similar  to  or   different  from  the  perspectives  of  people  with  whom  one  is  interacting.     s  Be  alert  to  cultural  differences  in  situations  outside  of  one’s  culture,   including  noticing  cues  indicating  miscommunication  or  causing  an   inappropriate  action  or  response  in  a  situation.     s  Act  respectfully  according  to  what  is  appropriate  in  the  culture  and  the   situation  where  everyone  is  not  of  the  same  culture  or  language   background,  including  gestures,  expressions,  and  behaviors.     s  Increase  knowledge  about  the  products,  practices,  and  perspectives  of   other  cultures.­‐statements/global-­‐competence-­‐position-­‐statement  
  11. 11. The  need  for  global  competence   s Need  in  the  Global  Economy   s Need  in  Diplomacy/Defense   s Need  in  Global  Problem-­‐solving   s Need  in  Diverse  Communities   s Need  in  Personal  Growth  and   Development­‐statements/global-­‐competence-­‐position-­‐statement  
  12. 12. Asia  Society  Global  Matrix   The  Global  Competence  Matrix   was  created  as  part  of  the   Council  of  Chief  State  School   Officers’  EdSteps  Project  in   partnership  with  the  Asia  Society   Partnership  for  Global  Learning.    
  13. 13. How  social  justice  thematic   global  units  engage  students   s Global  Competence  is  the   capacity  and  disposition  to   understand  and  act  on   issues  of  global  significance.  
  14. 14. The  Asia  Society  Global  Competence  Matrix  
  15. 15. Interdisciplinary  Themes     •  Global  Awareness   •  Financial,  Economic,  Business     and  Entrepreneurial  Literacy   •  Civic  Literacy   •  Health  Literacy       • Communication   • Collaboration   • Critical  Thinking  and  Problem          Solving   • Creativity  and  Innovation   • Information  Literacy   • Media  Literacy   • Technology  Literacy   • Flexibility  and  Adaptability   • Initiative  and  Self-­‐Direction   • Social  and  Cross-­‐Cultural  Skills   • Productivity  and  Accountability   • Leadership  and  Responsibility    
  16. 16. Pathway  to  a  thematic  unit   s  Topic   s  Focused  lens  or  lenses-­‐How  can  students  choose  a   lens?   s  Essential  question   s  Guiding  questions   s  21st  century  skills   s  Proficiency  target   s  “I  can”  learner  targets  for  language  and  culture   s  Learning  scenario  and  assessment/s   s  Hook   s  Designing  instruction  
  17. 17.   Focusing:  What  are  topics  and  lenses?   How  do  focusing  lenses  and  topics  impact  student  learning?         Connected,  deeper  understanding  of  new  knowledge  
  18. 18.   Focusing:     What  are  topics  and  lenses?     Connected,  deeper  understanding  of  new  knowledge  
  19. 19. Topics  
  20. 20. What  are  your  topics?  
  21. 21. Focusing  lens/lenses  
  22. 22. What  lens/lenses?  
  23. 23. Pathway  to  a  thematic  unit   s  Topic   s  Focused  lens  or  lenses-­‐How  can  students  choose  a   lens?   s  Essential  question   s  Guiding  questions   s  21st  century  skills   s  Proficiency  target   s  “I  can”  learner  targets  for  language  and  culture   s  Learning  scenario  and  assessment/s   s  Hook   s  Designing  instruction  
  24. 24. Toutes  à  l’école!   Education  for  all  girls!  
  25. 25. Focusing  lenses:     School  Unit   •  Previous  topic     •  School       •  Focused  lenses   •  Gender   •  Fairness   •  Equality      
  26. 26. Essential  and  Guiding  questions   Essential  question:   Why  can’t  all  girls  and  young  women  attend  and  finish   school?     Guiding  questions:   •  How  does  my  school  life  compare  to  students  around  the  world?   •  How  does  an  education  support  young  women  and  the  communities   in  which  they  live?   •  What  cultural,  religious,  or  political  obstacles  to  education  do  girls   and  young  women  face  around  the  world?     •  How  can  my  voice  and  actions  impact  the  education  of  young   women?    
  27. 27. Interdisciplinary  Themes     •  Global  Awareness   •  Financial,  Economic,  Business     and  Entrepreneurial  Literacy   •  Civic  Literacy   •  Health  Literacy       • Communication   • Collaboration   • Critical  Thinking  and  Problem          Solving   • Creativity  and  Innovation   • Information  Literacy   • Media  Literacy   • Initiative  and  Self-­‐Direction   • Social  and  Cross-­‐Cultural  Skills   • Productivity  and  Accountability   • Leadership  and  Responsibility    
  28. 28.   Communication       Students  as  effective  communicators  use  languages  to   engage  in  meaningful  conversation,  to  understand  and   interpret  spoken  language  and  written  text,     and  to  present  information,  concepts,  and  ideas  
  29. 29. Collaboration     Students  as  collaborators  use  their  native  and   acquired  languages  to  learn  from  and  work   cooperatively  across  cultures  with  glo   bal  team  members,     sharing  responsibility  and  making  necessary   compromises  while  working  toward  a  common  goal.  
  30. 30. Critical  Thinking  and  Problem  Solving     Students  as  inquirers  frame,  analyze,  and  synthesize   information  as  well  as  negotiate  meaning  across   language  and  culture  in  or   der  to  explore  problems  and  issues     from  their  own  and  different  perspectives    
  31. 31. Information  Literacy       Students  as  informed  global  citizens  access,   manage,  and  effectively  use  culturally  authentic   sources  in  ethical  and  legal  ways.  
  32. 32. Technology  Literacy       Students  as  productive  global  citizens  use   appropriate  technologies  when  interpreting   messages,  interacting  with  others,  and  producing   written,  oral,  and  visual  message.  
  33. 33. Social  and  Cross-­‐Cultural  Skills       Students  as  adept  language  learners  understand   diverse  cultural  perspectives  and  use  appropriate   socio-­‐linguistic  skills  in  order  to  function  in  diverse   cultural  and  linguistic  contexts.  
  34. 34. Leadership  and  Responsibility     Students  as  responsible  leaders  leverage  their   linguistic  and  cross-­‐cultural  skills  to  inspire  others  to   be  fair,  accepting,  open,  and  understanding  within   and  beyond  the  local  community  
  35. 35. Proficiency  Target     French  IV  /   Intermediate-­‐Low­‐feedback-­‐tools.html  
  36. 36. “I  can”  learner  targets  
  37. 37. “I  can”  learner  targets     •  I  can  list  reasons  why  (my)  education  is  important  to  me.   •  I  can  list  reasons  why  students  /  girls  don’t  or  can’t  finish   school  in  my  area  and  around  the  world.   •  I  can  read  infographics  and  identify  reasons  for  unequal   access  to  education.        
  38. 38. “I  can”  learner  targets     •  I  can  understand  videos  that  describe  organizations  that   promote  equal  access  education.     •  I  can  discuss  my  opinions  on  education  with  my   classmates  and  global  participants.   •   I  can  create  multimedia  awareness  messages  to   promote  educational  equality.      
  39. 39. Hook:  Le  droit  à   l’éducation  
  40. 40. Hook:  Un  jour,  elle  ira  à   l’école  
  41. 41. Learning  Scenario  -­‐   Assessments   Knowing  that  school  is  important,  learners  will  research  why   not  all  girls  around  the  world  have  access  to  education.     The  Interpersonal,  Interpretive,  and  Presentational  modes  of   communication  will  be  assessed  through  an  IPA.    
  42. 42. Designing  Instruction  
  43. 43. Designing  Instruction  
  44. 44. Designing  Instruction  
  45. 45. Designing  Instruction  
  46. 46. Formative  assessments   Interpretive  Mode:     •  Listening  and  interpreting  short  videos  on  NGO   groups  and  their  goals  to  support  education  for   all.     •  Completion  of  an  EdPuzzle  video  with  questions   about  Malala  Yousafzai   •  Reading  articles  about  Malala  and  her  efforts  in   promoting  educational  equality  for  girls.      
  47. 47. Formative  assessments   Interpersonal  Mode:     •  Informational  gap  tasks  with  partner  about  reasons   for  dropouts  in  your  school  /  state.       •  Twitter  or  email  messages  about  the  culture  of   education  in  countries  around  the  world.  Discuss   values  and  reasons  for  education.          
  48. 48. Formative  assessments   Presentational  Mode:     •  Short  class  narrative  discussing  personal   educational  goals  and  (possible)  obstacles   to  that  goal.       •  Present,  summarize,  and  critique  a  student-­‐ curated  video  or  Web  site  that  discusses   girls’  education  in  a  Francophone  country.        
  49. 49. Formative  assessments   Other  Evidence:     •  Contextualized  close  quiz  on  opinion/should/ ought  to  statements.     •  Contextualized  quiz  on  school  life  vocabulary,   routines,  classes,  etc.        
  50. 50. Interpretive  Readings  
  51. 51. Interpretive  Readings  
  52. 52. Images  
  53. 53. Infographics  
  54. 54. Infographics  
  55. 55. Infographics    
  56. 56. Infographics  
  57. 57. Infographics  
  58. 58. Video:  1  Jour1Actu  –     Qui  est  Malala?­‐animee/cest-­‐qui-­‐malala/  
  59. 59. IPA  Assessment   Integrated  Performance  Assessment   Adair-­‐Hauck,  B.,  E.  Glisan,  and  F.  Troyan.  2013.  Implementing  Integrated  Performance  Assessment.  Alexandria,  VA:    American  Council  on  the  Teaching  of  Foreign  Languages  
  60. 60. Interpretive  Mode   •  Connect  with  a  non-­‐governmental  organization.   •   Learn  how  to  become  a  participant  in  the  efforts  to   support  education  for  all.     •  Consult  the  “Plan  France”  Web  site  “Agissez”  to  choose   an  option  to  become  involved.     •  Read  the  options  from  the  site  and  complete  the   accompanying  “Comprehension  Guide.”  
  61. 61. Interpersonal  Mode   s  Talk  with  a  NGO  volunteer  who  is  working  in   N’djamena,  Chad  to  promote  women’s  rights.   s  Compare  and  contrast  reasons  why  girls  do  not  finish   school  in  your  area  and  in  Chad.     s  Ask  questions,  offer  suggestions,  and  try  to  find  as   many  similarities  and  differences  as  possible.    
  62. 62. Presentational  Mode   s  Create  a  flier  or  a  multimedia  project  in  which  you   promote  an  #educationforall  awareness  campaign   connected  social  media.     s  Include  information  about  a  specific  person  or  school   that  you  learned  about,  ways  to  support  your  campaign,   and  facts  that  motivate  others  to  participate.    
  63. 63. Curating  resources   •  Connect  with  World  Language  teachers  on  Twitter  through   #langchat  #frenchteachers  #authes  hashtags.   •  Follow  WL  teachers  on  Pinterest,  Storify,  Delicious,  and   other  Social  Media  outlets.   •  Query  searches  in  the  target  language  on  language-­‐specific   sites.  (.fr  /  .mx  /  .de)  
  64. 64. Curating  resources   •  Organize  your  curated  resources  in  thematic  folders.     •  Diigo  /  Delicious   •  Livebinders   •  Pinterest     •  Google  Chrome  bookmarks   •  Add  comments  to  your  curated  resources  to  remind  you  of   their  usefulness.      
  65. 65. Further  resource  sites   •  Government  /  Language-­‐specific  Web  sites   •  Non-­‐governmental  organizations  (NGOs)   •  Private  groups  
  66. 66. Real  World  Applications     s Connected  to  US  Embassy  in  N’Djamena,   Chad.     s Created  poetry  books  for  a  school  in  Haiti   s Raised  money  for  Malala  fund  
  67. 67. It’s  your  turn  to  create…     s It’s  your  turn  to  create…     s Use  the  template-­‐                                         “Designing    Learning”   s Find  a  topic  from  the  “topic  chart”   s Align  your  topic  with  a  new   “focusing  lens”   s Create