1. Thematic Units, Assessments, and Differentiated Instruction Learning with a purpose http://larcstartalk.wikispaces.com
2. Toni Theisen Loveland High School Loveland, Colorado 80538 theisent@gmail.com http://tonitheisen.wikispaces.com http://lhsfrenchclasses.wikispaces.com/
3. Toni Theisen Loveland High School Loveland, Colorado 80538 theisent@gmail.com http://tonitheisen.wikispaces.com http://lhsfrenchclasses.wikispaces.com/
5. Today’s Essential Question How do teachers assess in a variety of ways? What is a thematic unit? How do teachers design and differentiate instruction to engage all learners?
9. Learner-centered Backward design is a way to authentically put the learner in the center of instruction. There is a BIG difference between just knowing and really understanding.
10. STARTALK Principles for Effective Learning Align standards-based, thematically organized curriculum, instruction and assessment. Use the target language for instruction. Integrate language, culture and content. Differentiate instruction based on learner need. Use authentic materials. Assess learners’ progress and performance. Facilitate student-centered learning. Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
13. Standard 1.1- Interpersonal Mode: Students engage in conversation, provide and obtain information, express feeling and emotion, and exchange opinions. Standard 1.2 – Interpretive Mode: Students understand and interpret written and spoken language on a variety of topics. Standard 1.3 – Presentational Mode: Students present information, concepts and ideas to an audience of listeners or readers on a variety or topics. Goal 1: Communication Source: STUDENT PROGRAM CURRICULUM TEMPLATE & GUIDE Pages 6, 7 http://startalk.umd.edu/
26. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address?
27. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning?
28. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning? What do students want to learn?
29. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning? What do students want to learn? What is relevant?
30. Stage 1: Identify Desired Results What relevant goals (content standards, objectives, learning outcomes, knowledge, skills) will this unit address? What is worth learning? What do students want to learn? What is relevant?
31. Stage 1: Identify Desired Results Choose a unit theme and subthemes. Establish outcomes based on the National Standards. Identify content knowledge and skills that align with theme.
40. Stage 2: Determine acceptable evidence of learning How willyou know if students have achieved the desired results and met the standards?
41. Stage 2: Determine acceptable evidence of learning How will we know if students have achieved the desired results and met the standards? What types of assessments doyoudesign?
42. Stage 2: Determine acceptable evidence of learning Learning checks (assessments for learning)
43. Stage 2: Determine acceptable evidence of learning Learning check examples (assessment for learning) raise hands/thumbs up 3.2.1 exit questions (three things you know well, two things you know ok, one thing you need more help with) Out the door-as students leave they tell one thing they learned today polls/surveys “can do” learning log checklist
46. Stage 2: Determine acceptable evidence of learning Learning checks Formative assessments throughout unit-(assessment for learning)
47. Stage 2: Determine acceptable evidence of learning Formative assessments throughout unit-(assessment for learning) Paired activities Vocabulary or grammar quiz Gap activity Song–fill in missing words Talking circles with images as prompts Quick writes Listen and draw Journal
48. Stage 2: Determine acceptable evidence of learning Learning checks Formative assessments throughout unit End of unit summative performance assessment (assessment of learning)
49. Stage 2: Determine acceptable evidence of learning End of unit summative performance assessment (assessment of learning) Create a song Have a discussion about.. Brochure Movie Movie review Formal or informal letter Editorial Story Student choice
51. Stage 2: Determine acceptable evidence of learning Design culturally appropriate end of unit performance tasks using the three modes. Consider other meaningful evidence of learning
52. Interpretive mode One-way Comprehension of words, concepts, ideas, meaning of an entire piece Exposed to lots of culturally authentic materials such as text, films, works of art, songs, poems, music videos, advertisements, etc.
54. Sample Interpretive Tasks 1. listen with visuals 2. follow a route on a map 3. check-off items on a list when watching a video 4. draw what is described 5. use graphic organizers 6. create questions from a brochure, reading, etc, 7. brainstorm or guess meaning from a song 8. paraphrase a new article in native language listen to a song and fill in words take a poll after listening to a passage Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
56. Interpersonal mode Two-way, spontaneous exchanges that involve negotiation of meaning Unrehearsed Can be based on information from he interpretive task.
58. Sample Interpersonal Tasks conversation about a visual, movie, etc. ask for /give directions talk with with others about family, friends, school, books, movies, video games, etc. discuss news events of the day debate an issue make plans with a friend, family member, etc. negotiate who does what chore, activity, who is on which team, etc. telephone call use Twitter, text messaging or e-mail with a friend or family member respond to a letter or note Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
60. Presentational mode Rehearsed, revise, consult sources, and prepare ahead of time Use language for real world purpose Use language in new and different contexts.
62. Sample Presentational Tasks brochure, itinerary design a survey, poll, report results create a Wikispace, Facebook page, website story, book or digital story video, Podcasts presentations, PowerPoints, movies, Prezi, etc skit or role-play agenda, schedule 3D model pr digital sketch public service announcement, commercial, TV game show songs, plays, design games Startalk:Online CurriculumcDevelopment Guide: http://startalk.umd.edu/
64. End of program performance assessment Source: STARTALK 2010 Sample Materials
65. 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, podcasts, 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.
66. ACTFL Integrated Performance Assessment-Sample 1 Interpretive Communication Phase Read and listen to information on 2 endangered species. Complete a graphic organizer on each animal. 3. Presentational Communicative Phase Narrate the story of one particular animal and create a multimedia public service announcement or advertisement to call attention to the plight of that endangered species. 2. Interpersonal Communication Phase Imagine a conversation that might take place between the 2 different endangered species. Identify and describe “yourself”, comment on where you live, what the weather is like and comment on what you need to survive.
67. ACTFL Integrated Performance Assessment-Sample 2 Interpretive Communication Phase Watch a weather report. Focus on the forecast for tomorrow. Fill in a listening grid with temperatures and types of weather. 3. Presentational Communicative Phase Prepare an agenda for tomorrow based on the conversation you had with friends. Share with friends. 2. Interpersonal Communication Phase Have a conversation with several friends and make plan for the days according to tomorrow’s weather forecast.
71. a quick paragraph with clear direction to the restaurant2. Interpersonal Communication Phase Two friends discuss the map and the directions so they both understand and are able to explain to other friends who will meet them at the restaurant.
72. Other types of assessment- Source: STARTALK 2010 Sample Materials
75. Stage 3: Plan learning experiences and instruction What learning experiences, instructional strategies, activities, etc. will enable students to achieve the desired results? What needs to be taught and how?
76. Stage 3: Use effective instructional strategies Use target language for instruction. Facilitate student-centered learning. Ensure meaningful student-to-student and teacher-to-student communication Integrate language, culture and content. Differentiate instruction based on student need.
79. How Can Teachers Differentiate? Content Process Product According to Students’ Learning Profile Readiness Interest Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
81. Guiding Principles There is a balance between whole class learning and differentiation. Essential questions guide instruction. Instruction aligns with standards and curriculum.
82. Characteristics of a differentiated classroom.. High Expectations for all Respectful tasks Flexible grouping Ongoing assessment Positive and safe learning environment Choice Collaboration
83. What is Differentiation? A teacher’s response to learner needs The recognition of students’ varying background knowledge and learning styles Instruction that honors students’ differences A philosophy of teaching and not just a set of strategies
84. What does content mean? What a student knows, understands and is able to do as a result of the instruction: the “input”
85. What does process mean? The process helps the student “make sense of”, make meaning from, or “own” the content.
86. What does product mean? How the student demonstrates what s/he knows, understands, and is able to do: the “output”.
87. How Can Teachers Differentiate? Content Process Product According to Students’ Learning Profile Readiness Interest Adapted from The Differentiated Classroom: Responding to the Needs of All Learners (Tomlinson, 1999)
