February 14th PD 2020

Feb 14th PD for LOTE:

Padlet sharing: ideas, cheers, questions, thoughts, successes in your classes this year.

https://padlet.com/hardyd2/v6c2igayhdhw

Point your phone camera here to open in Padlet!

Objectives:

• I can identify the core practices of an effective LOTE classroom.
• I have seen a copy of the district unit planning guide, and understand the concept of 'backwards planning.'
• I am aware of PD and training opportunities this summer.

from the LOTE SUMMIT:

• I understand how 'coaching up' students (heritage or other) can benefit students.
• I can explain the elements of an effective lesson cycle in a LOTE classroom.
• I understand the elements involved in a movie talk.
• (others TBA)

News and announcements:

• Retiring or moving?: Please let the principal know!
• Honoring: retiring teachers. Merci!!!
• Marketing: all languages. Celebrate your successes! Share with your school and CFB! How can we help you grow your programs?
• AVANT: Changes in enrollment. 
• Josefina: book ideas for FVR and classroom use.
• Principals and observations: what we will share with observers

Core principles of acquisition (ACTFL basic understanding): what principals will expect.

What an observer would see:
The teacher lets the class know the communicative goal (s) for the day, then provides information in a context that makes sense to students. He/she checks for understanding, and provides opportunities for the students to engage with the learning: hearing it, seeing it (reading/watching), using it to interact with others or to express their thoughts. The teacher provides feedback as needed to make certain students are understandable as they use the language. A LOTE class is not often a quiet class!

The national guidelines (which guide our TEKS) from ACTFL refer to core principles which inform what we do in the classroom.

· Target Language usage:
We acquire language by hearing and seeing it in a context which allows us to understand it.
The goal is to see and hear it over 90% of the time. An effective teacher checks for understanding and adjusts content accordingly.

Communicative activities:
An effective lesson provides opportunities for students to use the language in ways that allow them to express themselves. (gives them choices for individualization)

Grammar as a concept:
Grammar and form is never the focus. It should be taught as needed and in context to meet communicative goals. (Our TEKS do not reference grammar at all!)

Authentic resources:
The use of actual materials someone in the target culture might see or hear allows the language to reflect cultural practices.

Backwards design:
Students should be aware of daily and unit “I can” communicative goals. “I can express an opinion about…”

Feedback: Assessment should encourage growth in the language. LOTE refers to the coaching model as an example.

ACTFL core principles for language acquisition

Region 10 LOTE Summit sharing: ‘Shari, Theresia, Josefina others
David:
"Coaching Up" and the lesson cycle.
Sharing proficiency expectations with learners. “Writing lab, expressing yourself”
How can you encourage your students to give/ write more?

• Descriptions, elaborations: making it ‘interesting’
• Add extenders: And, or, but, because, so
• Tell me more!

Link to proficiency descriptors.

Link to Heritage speaker writing goals

Lesson plan template:

Lesson planning template

Lesson planning: daily and unit goals that are based on language functions.

Lesson cycle:

Do now: Opener to engage students as they enter the classroom. (see above)
Language input: using comprehensible input to frame the lesson
Processing: students have a chance to interact with what they just heard/said to make the language memorable
Consolidation: students get feedback, this allows the teacher to confirm they understood the lesson
Switch modes: students use the language in a different context (for example, they now listen and draw, act out, or respond in a different way.
Reflection: students reflect on their own learning (exit tickets), ask questions, self-assess progress, or teacher may foreshadow the next day’s lesson with a closing activity. (Write and discuss works well for this.)

Shari: Movie talk

Ana: Heritage speakers

Theresia:

Josefina:

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Summer PD opportunities (+ LMAM)

TBA: June 1-3 District unit planning and development

Creating engaging, relevant units of study in all languages and levels using the AP and IB themes

What does a unit look like? District lesson and unit planning guidelines: discuss in department meetings!

Effective units:

• Include an IPA: Based on proficiency expectations by level
• Student choice of vocabulary for production, relevant activities
• Based on a proficiency mindset.
• TEKS functions are central to the unit.
• Vocabulary is contextualized and students have a voice/choice.

Needs:
What novels/readings can accompany each level?
What authentic materials can make the unit come alive?
What forms (grammatical structures) should we keep in mind for each level?

Region 10: opportunities (link to calendar) PD opportunities

High leverage teaching practices:

June 8th: CI and discourse communities
June 9th: Interpreting authentic texts
June 10th: Teaching Grammar in Context

Foundations:

July 28th Backward Design, LOTE TEKS and Unit planning
July 29th Assessing Language Performance
July 30th: Lesson design

LMAM: August 4-6 (Two sessions)
World Languages - Classroom talk “What we say matters”
Staying in the language while engaging our students. (A collaborative conversation.)

It’s impossible to maintain 90%+ in the target language without creating an authentic environment where the language we teach is the primary form of communication in the classroom.

This is a collaborative event where we discuss best practices, and teachers share approaches that work for them. Communication is not a goal, communication is the medium that allows students to acquire the language. This is why it is considered the most important of the high leverage teaching practices.

Our discussion will begin with Dr. Eileen Glisan’s research about how to achieve 90%+. Teachers will demonstrate techniques and teacher moves that work for them.

Essential questions:
What teacher moves will allow us to stay in the target language?
What high frequency vocabulary do we need to make our classroom an authentic language experience?
Before leaving today, work with colleagues to create anchor charts in your language, and discuss how you plan to create an authentic environment in your classroom! We will use your lists to create posters for our classrooms.
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World Languages - Planning to succeed using backward design

We will review the UBD backwards planning model for LOTE. Our inspiration are our TEKS, and the language functions that drive communication


Essential questions when unit planning:

• What are the proficiency goals and communication functions in the unit of study?
• How will we know the students have met the goals?
• What ‘can dos’ will get us there?
• What activities and resources will engage and inspire our students to meet these goals?
• How can we personalize lessons to make the ‘can dos’ relevant and interesting to our students?

There will be time to plan with colleagues as you prepare for the year. Teacher facilitators will be available to answer questions. While you adapt our resources to create meaningful units of study that are engaging and relevant to students. Take advantage of this time to share, create, and participate in this process.