Transcript Unpacking the Standards Uncovering Content

Backward Design
and Standards Based
Instruction
Dr. Jennifer Eddy
[email protected]
Jennifer Eddy (2009)
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Using a language appropriately in a given
culture requires high adaptability, tolerance of
new situations, dealing with incomplete
information, and problem-solving without cues.
Assessment that most closely meets these
criteria will be your best evidence of
understanding.
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Stages of
Backward Design
1. Identify desired results
2. Determine acceptable evidence
of learning
3. Plan learning experiences
& instruction
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Transfer—What is it?
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The ability to use of knowledge and skills in a different
context, setting, or situation from how it was originally
learned on one’s own, with few to no cues or supports.
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The more complexities or variables the task contains, the
more it demonstrates transfer and true understanding.
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Thoughtful use of a repertoire, as opposed to just cued,
simple plug-in or rote response.
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Consider what happens
when we communicate:
Interactions are non-scripted.
 Information has gaps.
 Materials are not filtered, arranged cleanly or
adapted.
 People always must sift through anything they
hear or see to get precisely what they need to
solve a problem or create a product of any use.
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Uncovering Content
Culture drives the curriculum
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Examine your unit theme as to how the culture
responds, behaves, and takes part in some
aspect of that concept.
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Think of the values and beliefs of that culture,
their practices and perspectives toward that unit
concept, or Big Idea
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How does the culture
respond to this theme?
What would be the moral or key lessons learned,
about your unit?
 In the daily life of the culture, how does the
culture think , feel, or respond to the unit
theme?
 What are the must-have’s, non-negotiables that
students need to understand about the culture
within the context of the unit theme?
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Unit Themes
My friends and I
 Meal Taking
 House and Home
 Family Life
 Health and Welfare
 Education
 Leisure
 Shopping
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Enduring Understandings
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Buying and selling is more than just acquiring items
and earning money; it is a social event.
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Social activities are often spent with people of all
ages together.
Can be uncovered over time—life span of learner
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Is this an enduring understanding?
Food is one of the most basic elements
necessary to human life and is charged
with all sorts of personal, familial and
cultural symbolism.
How to ask and give directions by using
the prepositions and commands.
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Is this an enduring understanding?
Students will recognize vocabulary to
describe feelings and emotions related to
the concept of house and home.
Strong and close relationships are central
to the social structures of families.
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ACTIVITY
Write an enduring understanding now.
Think of a unit theme and how your culture would
respond to that theme. If it were a story the culture
tells, what is the moral to the story?
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Essential Questions
for our Themes
Reside at Program Level
Are at the heart of the culture
 Recur across levels for an articulated
program
 Raise more questions – provoking and
sustaining engaged inquiry
 Provide organizing purpose for articulated
program
 Are not answered in a lesson or a class
period
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Essential Questions vs.
“focus or guiding” Questions

Essential - STAGE 1
 Asked to be argued
 Designed to
“uncover” new
ideas, lines of
argument
 Set up inquiry,
heading to new
perspectives &
understandings

Leading - STAGE 3
 Asked as a reminder,
to prompt recall
 Designed to “cover”
knowledge
 Point to a single,
straightforward fact
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Are these essential questions?
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What is a family?
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Who am I?
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What is a healthy lifestyle?
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To what extent does culture influence life decisions?
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How do I choose my friends?
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How do I ask directions in order to go from one place to
another?
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ACTIVITY
Take 2 minutes to consider an
essential question that relates to
your understanding.
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Three Modes of Communication
Interpretive Mode Task
Interpersonal Mode Task
Presentational Mode Task
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The Integrated Performance Assessment
Interpretive Mode Tasks
React to info, infer
Presentational mode
Interpretive mode
Interpersonal Mode Tasks
Acquire new info, negotiate
Presentational Mode
Tasks
Create a product, recreate text
Interpersonal mode
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Check for Understanding
What mode of
communication is
suggested by the images?
Interpretive
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Check for Understanding
What mode of
communication is
suggested by the image?
Interpersonal
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Check for Understanding
What mode of
communication is
suggested by the images?
Presentational
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Three Modes of Communication
Interpersonal
Presentational
Interpretive
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Integrated Performance Assessment
1. Interpretive Communication Phase
Students read a brochure advertising a year-round
camp for students. They may also listen to a weather
forecast from that region.
3. Presentational Communicative
Phase
Each students designs a presentation
about his or her ideal camp setting.
They prepare an ad campaign for their
camp using print and audio.
2. Interpersonal Communication
Phase
Students have a conversation
about the camp. They discuss
what they like and don’t like and
comment on how often they will
do certain things. They also
discuss the weather that they are
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likely to encounter.
Integrated Performance Assessment
1. Interpretive Communication Phase
Students read a brochure advertising a year-round
camp for students. They may also listen to a weather
forecast from that region.
2. Interpersonal
Communication Phase
Students have a
3. Presentational Communicative
conversation about the
Phase
Each students designs a presentation
camp. They discuss what
about his or her ideal camp setting.
they like and don’t like and
They prepare an ad campaign for their
comment on how often they
camp using print and audio.
will do certain things. They
also discuss the weather
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Jennifer Eddy (2009)that they are likely to
encounter.
Integrated Performance Assessment
1. Interpretive Communication Phase
Students read a brochure advertising a year-round
camp for students. They may also listen to a weather
forecast from that region.
3. Presentational Communicative
Phase
Each students designs a
presentation about his or her
ideal camp setting.
They prepare an ad campaign for
their camp using print and audio.
Jennifer Eddy (2009)
2. Interpersonal Communication
Phase
Students have a conversation
about the camp. They discuss
what they like and don’t like and
comment on how often they will
do certain things. They also
discuss the weather that they are
likely to encounter.
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Interpretive Mode
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Comprehension of words, concepts, ideas, meaning
of entire piece
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One way-> between person and the piece
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Learners are exposed to a wide variety of culturally
authentic materials such as texts, films, works of art,
songs, poems, advertisements, music videos
Translation is NOT an interpretive mode
task.
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Culturally authentic materials are made by and
for the people of that culture
Consider using:
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Announcements
Music
Film and Theatre
Signs
Schedules
Maps
Cartoons
Podcasts
Game shows
Youth-oriented TV shows
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Newspapers
Catalogs
Internet sites
Blogs
Recipes
Magazines
Poetry
Conversations
TV public service
announcements
Radio commercials,
announcements, weather
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Where to find it
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Reputable Web sites
Examples: online shopping advertisements or websites,
advertisements, metro maps, bus/train schedules, online
museums, menus real estate ads, school websites
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Publications
Films
Photographs and drawings
Songs or Music
Visual or Performing Art
Radio and Television
Authentic menus, maps, advertisements
Schedules, receipts, forms, posters, brochures
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Sample Interpretive tasks
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listen with visuals
fill in graphs, charts, forms, graphic organizers, venn diagrams
follow a route on a map
check-off items in a list
draw what is described
put sentences in correct order
listen for the gist—identify main idea
guess meaning from context
identify/categorize/classify thematic vocabulary
identify/categorize/classify authentic material
create questions from info in the piece
identify specific information found in the piece
compose a title or headline
paraphrase in native language/target language
brainstorm and categorize synonyms
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ACTIVITY
Design an Interpretive mode task
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Interpersonal Mode

Interpersonal mode tasks are two-way, spontaneous
exchanges that involve negotiation of meaning
between people.

These tasks are unrehearsed, unrefined, nonscripted.

Based on information acquired in the interpretive
mode.
Memorized material such as a skit is NOT an
interpersonal mode task.
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Negotiating meaning
Use material from the interpretive task.
 Students form questions to clarify
meaning.
 Guiding vocabulary and structure can be
given.
 This is spontaneous , non scripted.
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Sample Interpersonal Tasks
Making a purchase
 Meeting and Greeting
 Ordering in a restaurant
 Asking directions
 Face to face or telephone conversations
 Talking about friends and family
 Discussing events of the day
 Making plans
 Negotiating who does what, gets what, with who,
how, and where

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ACTIVITY
Design an Interpersonal Mode Task
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Presentational Tasks
Presentational mode tasks allow learners time to
rehearse, revise, rewrite, consult sources, or
otherwise prepare ahead of time.
These tasks require learners to use the language
for a real world purpose other than display for the
teacher or classroom.
Presentational mode tasks allow learners to use
language in new and different contexts.
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Sample Presentational tasks
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Brochure or Itinerary
Letter
Web pages (Facebook/myspace page)
Video or Podcasts
Advertisement
Agenda, Schedule or Plan of the day, week
New beginning or ending of story, song
Demonstration
TV or Radio spot
Design a survey and present findings
Public Service Announcement or Infomercial
Essays, Plays
Poem, Song, Rap
Photostory, Voicethread
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ACTIVITY
Design a Presentational Mode Task
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Check for Understanding
What is the mode of communication?
Talking about what
to do on the weekend.
Watching a travel video
and jot down places of interest.
Prepare a poster about your
favorite sport.
Send a letter to an e-pal.
Create a graphic organizer for
new vocabulary.
Interpersonal
Interpretive
Presentational
Presentational
Interpretive
Create a skit where you Jennifer Eddy (2009) Presentational
buy something in the market
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Transfer—What is it?

The ability to use of knowledge and skills in a different
context, setting, or situation from how it was originally
learned on one’s own, with few to no cues or supports.

The more complexities or variables the task contains, the
more it demonstrates transfer and true understanding.

Thoughtful use of a repertoire, as opposed to just cued,
simple plug-in or rote response.
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Turnarounds for Transfer
Objective: To know the tourist sites in
______.
 Task: Matching column to test locations of
tourist sites

Turnaround:
 Where people choose to travel depends a
lot on their interests and needs.
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Interpretive Task
Travel
Using the different travel brochures and
websites from various towns and cities in ___
, categorize on your chart which towns or
cities are the best places to visit for the
following:
Music
Historic Sites
Easy transportation
Special Events
Places great for families
Shopping
Low cost or free places to go
Art or local crafts Jennifer Eddy (2009)
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Interpersonal Task
Travel
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Using the chart, tell your partner the
towns or cities you would like or not like
to visit, based on the information from the
categories.
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Presentational Task
Turnaround for Transfer
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You are a travel agent specializing in travel to _____.
Your clients are all different. Create an itinerary suited
for each group, keeping in mind the possible interests
and needs of the client.
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1. A family of 5 with young children.
2. A businessperson who is a history buff.
3. Three college students with a limited budget.
4. Grandparents who love small towns, local crafts, and
music.
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Activity
Design an Integrated Performance Assessment ( IPA)
with your group
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Assessment Strategies
This video introduces assessment strategies aligned with
the National Standards for Foreign Language Learning,
State and District standards, and curriculum and
instructional practices. Comments from teachers,
students, and experts in the field illustrate how teachers
are assessing their students’ foreign language skills.
This video will:
 Provide an overview of the IPA
 Show students doing an Interpretive Mode task and
engaging in an Interpersonal Mode task
 Describe a Presentational Mode task
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Assessment Strategies
If you want more information on the Integrated
Performance Assessment, watch the video from 5:478:00.
If you would like to see an Interpretive task, watch from
8:00-14:45.
If you would like to see an Interpersonal task and hear
about the Presentational task, watch from 18:15-22:00.
http://www.learner.org/libraries/tfl/assessment/analyze.ht
ml
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Level 2 Unit 1
Who am I?
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IPA Interpersonal task directly related to information
gathered from Interpretive; specifically noted in the IPA
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Tasks had excellent supplementary materials:
templates/handouts/charts/tools created for organization
of ideas
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Draws on knowledge/skills from interim assessment;
very clearly stated in description
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Essential Question
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What makes a good match between
individuals or groups?
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How do I perceive myself? How do others
perceive me?
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Who am I?
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Your class is establishing an e-mail
dialogue with a dating service in the
target culture. In order to help you
determine which e-partner is the best fit
with you, learn as much as you can about
your own classmate’s personality,
preferences, etc.
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Interpretive Task--Read a personality inventory in the
target language. Code 10 questions into 4 categories on
your organizer: 1) personality, 2) physical
characteristics, 3)health and lifestyle, 4) interests.
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Interpersonal Task—After completing the personality
inventory yourself, discuss the results with your
classmate and create a profile of the personality,
characteristics and interests of your partner. You must
fill-in the organizer with information from the 4
categories from the personality inventory in the
interpretive task.
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Presentational task
 Design
a video personal ad
 Design a My space page
 Write a personal profile for career site
 You are a camp or college residence
counselor. Design a survey for incoming
students to find the best roommate match.
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Unit Understandings
Students will understand that
 Personality is influenced and defined by
various factors.
 Culture shapes the way people think of
and perceive other individuals/groups,
events, etc.
 Feelings toward individuals and groups
vary from culture to culture.
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How have I changed?
You are preparing to exchange
information with your e-class partners or
target-language exchange students in
your school about changes over the
course of your life.
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Unit Essential Questions
What is the role of the child in a given
culture?
 How have childhood experiences changed
over time?
 What determines how we experience
childhood?
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Interpretive Task
 Read excerpts about childhood
experiences of target-language
speaker(s). Write three follow-up
questions for each excerpt to get more
information from that person about his or
her childhood experiences.
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Interpersonal Task
 After thinking about your own childhood, identify
a memorable experience or event. Describe the
event to a partner, and then discuss why it left a
lasting impression. Compare each of your
experiences to those of the target language
speakers from the first task.
Presentational Task
 Create and explain a timeline of your own
childhood providing multiple glimpses into your
childhood and who you are today.
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Comparisons, Connections,
Communities
Students will
 ask for and exchange information about
childhood experiences.
 compare their childhood with those of
other students and adults both here and
from the target culture
 place events in chronological order.
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Unit Understandings
Students will understand that
childhood experiences may differ from place to
place.
 various factors can influence childhood
experiences.
 the ages and stages of childhood may vary from
country to country and culture to culture.
 benchmark events are present in all cultures.
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Connections, Comparisons,
Communities
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Students will be able to:
understand spoken and written materials related to
healthy foods, nutrition and healthy activities.
 plan a schedule of healthy activities.
 create a list of healthy foods and dishes typical in the
USA and in _____.
 label the food groups in a food pyramid.
 list unhealthy activities and foods.
 compare and contrast healthy habits in the USA and the
______.
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Can-Do Statements
1.
I can identify Chinese food vocabulary.
_____
I can explain this to someone else
_____
I can do this easily and well
_____
I can do this with help
_____
This is a goal
2.
I can list types of specialty stores.
3.
I can read a recipe in Chinese.
4.
I can write a recipe in Chinese.
5.
I can compare Chinese meal styles to American meal styles.
6.
I can make a shopping list in Chinese.
7.
I can order at a restaurant in Chinese.
8.
I can create a menu in Chinese.
9.
I can identity foods from different regions in China.
10.
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I can discuss what I like and do not like to eat.
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I
can compare and contrast transportation from
different places
 I can use the correct vocabulary/ modes of
transportation based on the statement
 I can ask and give directions from one place to
another
 I can talk about important historical and cultural
facts from different landmarks
 I can talk about places in Mexico city that people
go and visit during their leisure time
 I can discuss about different facts of
transportation
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Unit Plan Sheet
To be given first day of unit or night
before
 Unit Theme
 Enduring Understandings
 Essential Questions
 Context for the summative IPA
 Can-Do Statements for this unit grade
level
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To-Do list for Program Design
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As a department, choose the program themes that will recur 7-12,
k-12, etc.
Design Enduring Understandings and Essential Questions at
program level for those themes. Every EU and EQ does not have to
be treated each year.
Decide at what years those themes will occur, some may appear
and exit over time, as long as at the end, all are done.
Design Summative performance assessments for each program
theme for each unit year. Gather the culturally authentic material
for the tasks.
Design Formative assessments for each unit year.
Then and only then, plan activities, instruction, and knowledge and
skills required for those assessments.
If your department is large, you may wish to have a smaller design
team. Others can develop the repository of authentic materials.
Make sure the design team has teachers from different levels. All
levels and languages will work with each other. MS and HS are not
separated in this work. If there
is a K-5 program, a representative 63
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must also be on this design team.
Remember…
Culture and Content drive the curriculum
Integrate language, culture, and content
The Communication Standard is our assessment system.
Interpretive mode requires culturally authentic material.
Interpersonal tasks are non-scripted
and flow from Interpretive mode information.
Presentational tasks need transfer
Please keep in touch!
Dr. Jennifer Eddy
[email protected]
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