Providing Input Sharing Guiding Applying The teacher demonstrates, models, explains to make comprehensible. As learners gain proficiency, the teacher guides them in the selection of authentic text. The teacher scaffolds instruction and begins to student work. The teacher offers support and encouragement and provides feedback. The teacher monitors and provides feedback. Learners independently demonstrate progress toward learning targets and self-assess their progress Learners engage in pair and group activities that allow them to interpret and express meaning for purposes. Learners contribute and begin to work with teacher support. Learners engage with the content, process input. I do We do You do FROM: STARTALK Learner Centered Learning At A Glance document, adapted from the Fisher & Frey model in Better Learning Through Structure Teaching. Into the Classroom: How many ways does the teacher check students’ learning? What are the specific tasks (assessments) that move from “I do” to “We do” to “You do”? “I Do” “We Do” “You Do” What changes in learners’ performance? What changes in teacher’s feedback? Exploring a Balanced Lifestyle Learning Checks Formative Assessments Summative Assessments
Information Gap Pair Activity: controlled tasks Keep conversation going for 2 minutes Find someone who … (use follow-up questions) Questions in an envelope (want to use the fewest out of the envelope) Identify how much you and partner have in common on topic Share information from Internet sources, summarize, prepare to present Numbered Heads Together (What are similarities and differences in healthy and balanced choices of how these families eat in a week?) Work with your partner to identify as many things as you can that are the same and that are different between balanced lifestyles for teenagers in ___ and in your community Come to agreement on which culture encourages a more balanced lifestyle for teenagers (create a list as long as possible to convince others) Strategies to Practice and Assess Interpretive Communication 1. After examining a “text,” identify correct information given “Either-Or” choices Want to Know Either Or Where the family lives How many people in the family __ in the country __ 3 __ outdoor sports __ in a city __ 4 __ travel to other cities
information to the appropriate visuals. They will listen to descriptions of people and places and identify the people and places that are being described. imagined lives as exchange students. They will include maps of their exchange cities/towns and images of important features. They will create pages that introduce their families as well as pages that share information about their favorite activities and foods. These scrapbooks will be shared with others during the interpersonal task. will talk with a partner and/or native speakers. They will exchange personal information to get to know each other while discussing images shown in the scrapbooks. Targeting Novice High – Intermediate Low Interpretive Interpersonal Presentational You have the opportunity to participate in a summer camp abroad. Read descriptions of and/or watch videos about the camps and complete a graphic organizer comparing the camps. Answer a few questions about your interests, select a camp, and give simple reasons about why it is the best camp for you. You want your best friend to go with you to the camp that you have chosen. He/she prefers a different camp. Have a conversation where you talk about the advantages and disadvantages of each. Compromise. Design the ideal camp for speakers of the target language who might want to study abroad in your community. Determine the location, daily schedule, and the types of activities. Create a marketing campaign for your camp. Targeting Intermediate Mid – Intermediate High Interpretive Interpersonal Presentational Students explore identity issues through text, film, and music. They listen for main ideas and some details as they expand and refine personal definitions of identity, ethnicity, and culture. As students consider the different issues involved with personal identity, they consider the role of culture in their lives. They discuss a definition of American culture that they could share with speakers of the target language. They discuss the terms melting pot and salad bowl as they apply to culture and discuss which term might be a more appropriate term for American culture and why. Using images and pictures that relate to culture, gender, and ethnicity, students create visual representations of their personal identities. They create a Voicethread that includes their visual inviting comments and questions from others. They then share the visual representation of their personal identities with others at the final program event. RESOURCES World-Readiness Standards for Learning Languages (2015)