Transcript Collaborative learning using ‘WIKI’ software

STARTALK Professional
Development Course for Swahili
Instructors: Theory and Practice
July 19th to 30th, 2010
University of Wisconsin, Madison
Alwiya S. Omar
Indiana University, Bloomington
Understanding by design
According to Wiggins and McTighe (2005) the
following factors are important in designing a
curriculum:
 National Standards
(instructional designs and assessment designs)

Student needs
Course design
‘Backward’ design (Wiggins and McTighe 2005)
 Stage 1: Identify desired results
(proficiency goals)
 Stage 2: Determine acceptable evidence
(assignments and assessment)
 Stage 3: Plan learning experiences and
instruction
(recourses and teaching methods)
Stage 1: Desired Results
Level
Goal
 1st year
ACTFL Intermediate low/ILR 1
ACTFL Intermediate high/ILR 1+
ACTFL Advanced mid/ILR2
ACTFLAdvanced high/ILR2+
 2nd year
 3rd year
 4th year
Proficiency levels and sub-levels
 Levels
ACTFL Novice/ILR 0+
ACTFL Intermediate/ILR 1
ACTFL Advanced/ILR 2
ACTFL Superior/ILR 3
 Sub-levels
Low – just hanging on
Mid – length and strength; some features of the next
level
ACTFL High/ILR+ – functions most of the time at the
next higher level
Proficiency guidelines for speaking at
the Novice/0+ level
 communicate minimally and with difficulty
 use a number of isolated words and
memorized phrases
 frequent pauses
 recycle their own and interlocutor’s words
 maybe understood with great difficulty even
by sympathetic native speakers
ACTFL proficiency guidelines for
writing at the Novice/0+ level
 able to copy or transcribe familiar words or
phrases
 reproduce from memory a modest number of
isolated words and phrases in context
 can supply limited information - names,
numbers, ..
 use of formulaic language
Proficiency guidelines for reading at
the Novice/0+ level
 able to recognize the symbols of an
alphabetic and/or syllabic writing system
 can identify highly contextualized words
and/or phrases
 can recognize cognates and borrowed words
Proficiency guidelines for listening at
the Novice/0+ level
 able to understand some short, learned
utterances and speech is clearly audible
 comprehend words and phrases that refer to
basic personal information
 May request repetition and/or slower speech
Proficiency guidelines for speaking at
the Intermediate/1 level
 able to handle successfully a variety of
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uncomplicated communicative tasks
conversation is generally limited to topics
about self, family, home, daily activities, and
social needs such as food, shopping, travel
and lodging
can create with language and produce strings
of sentences
generally understood by sympathetic listeners
can give instructions and directions
Proficiency guidelines for writing
at the Intermediate/1 level
 able to meet a number of practical writing
needs
 can write short, simple communications,
compositions, descriptions, and requests for
information in loosely connected texts
 able to write on daily routines, common
events, and other topics related to personal
experiences and immediate surroundings
 Write mostly is in present time, with
inconsistent references to other time frames
Proficiency guidelines for listening
at the Intermediate/1 level
 able to understand sentence-length
utterances which consist of re-combinations
of learned utterances on a variety of topics.
 Can understand contents that refer primarily
to basic personal background and needs,
social conventions and somewhat more
complex tasks, such as lodging,
transportation, and shopping.
 can follow instructions and directions.
Proficiency guidelines for reading
at the Intermediate/1 level
 able to read and understand connected texts
dealing with a variety of basic and social
needs.
 able to read linguistically noncomplex texts
which impart basic information and to which
the reader brings personal interest and/or
knowledge
 can read short, straightforward descriptions of
persons, places and things
Proficiency guidelines for speaking
at the Advanced/2 level
 able to handle with ease and confidence a
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large number of communicative tasks.
participate actively in most informal and some
formal exchanges
narrate and describe in major time frames
handle with ease situations with
complications
contribute to conversation with much
accuracy and clarity
Proficiency guidelines for writing
at the Advanced/2 level
 able to meet a range of work and/or academic writing
needs with good organization and cohesiveness
 able to write about familiar topics relating to interests
and events of current, public, and personal relevance
 demonstrate the ability to narrate and describe with
detail in all major time frames in texts of several
paragraphs in length.
Proficiency guidelines for listening
at the Advanced/2 level
 able to understand main ideas of texts that
frequently involve description and narration in
different time frames or aspects
 texts may include interviews, short lectures
on familiar topics, and news items and
reports primarily dealing with factual
information.
Proficiency guidelines for reading
at the Advanced/2 level
 able to read somewhat longer prose of
several paragraphs in length
 get the main ideas and facts but may miss
some details.
 texts include short stories, news items,
bibliographical information, social notices,
personal correspondence, routined business
letters, and simple technical material written
for a wider audience
Proficiency guidelines for speaking
at the Superior/3 level
 able to communicate in the language with
accuracy and fluency in order in formal and
informal settings from both concrete and
abstract perspectives
 discuss interests, explain complex matters in
detail, and provide lengthy and coherent
narrations, with ease, fluency, and accuracy
 can hypothesize and discuss abstract topics
Proficiency guidelines for writing
at the Superior level
 able to produce most kinds of formal and informal
correspondence, complex summaries, reports, and
research papers on a variety of topics treated both
abstractly and concretely and in major time frames
 use a variety of sentence structures, syntax, and
vocabulary to direct their writing to specific audiences
 demonstrate an ability to alter style, tone, and format
according to the specific requirements of the
discourse
 demonstrate a strong awareness of writing for the
other and not for the self
Proficiency guidelines for listening
at the Superior/3 level
 able to understand the main ideas of all speech in a
standard dialect, including technical discussion in a
field of specialization
 Can follow the essentials of extended discourse
which is propositionally and linguistically complex, as
in academic/professional settings, in lectures,
speeches, and reports
 show some appreciation of aesthetic norms of target
language, of idioms, colloquialisms, and register
shifting
 able to make inferences within the cultural framework
of the target language
Proficiency guidelines for reading
at the Superior/3 level
 able to read with almost complete comprehension
and at normal speed expository prose on unfamiliar
subjects and a variety of literary texts
 reading ability is not dependent on subject matter
knowledge, although the reader is not expected to
comprehend thoroughly texts which are highly
dependent on knowledge of the target culture
 read easily for pleasure
 superior-level texts feature hypotheses,
argumentation, and supported opinions, and include
grammatical patterns and vocabulary ordinarily
encountered in academic/professional reading.
Implications of OPI concepts for
Teaching and Learning
Structure of the ACTFL OPI
 Warm-up – makes interviewee feel
comfortable
 Level checks – prove what the speaker can
do; establish strength
 Probes – demonstrate to the interviewee
his/her weakness
 Wind-down – level of comfort
Role plays
Role plays can be used for level checks or
probes to solicit functions that cannot be
readily proven through a conversational mode
Several role play situations are available and
can be chosen according to content and
appropriateness for the interviewee
Sample Intermediate/1 Role play
You are in city X. You missed your plane to
New York. Ask the person behind the counter
three or four questions to find out what you
need to know to get to New York quickly.
Sample Advanced/2 Role play
When you arrived at the airport in city Y, your
luggage is not in the baggage claim area.
You speak with a service representative,
explain why you and your luggage did not
arrive in the same flight, and make
arrangements to have the bags delivered to
your hotel.
Sample Superior/3 Role plays
You just received an award for “_______ of the
Year”. Make a brief speech accepting this
award.
You are leading a discussion at your club on a
book/movie you read/saw recently. Describe
a major theme of the book/movie, and
discuss the significance of the theme to
society
Role play situations
Role plays can be used to reinforce old
functions (OPI level checks - on level cards)
or introduce new functions (OPI probes higher level cards)
Application of ACTFL OPIs to
Language instruction/assessment
 Teacher’s role - guide students; good listener;
encourage students to use language to express their
meaning
 Student focused
 Phases of the interview
Warm-up – prepare students for the class
Level checks – review of old materials
Probes – introduction of new materials
Wind down – leave students with a “can do” sense
 Opportunity for role playing
Assessment
According to Cifford (2006)

Achievement - Rehearsed or memorized responses using the
content of a specific textbook or curriculum

Performance - Semi-rehearsed ability to communicate in
specific familiar settings
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Proficiency - Unrehearsed general ability to accomplish
communicative tasks across a wide range of topics and setting
Prochievement
According to Pino (1998)
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Prochievement - Proficiency oriented achievement tests
A combination of achievement, performance, and proficiency tests
Prochievement
Rifkin
www.international.ucla.edu/cms/files/Rifkin.pdf
• Blend of achievement and proficiency test
• Constrained by material
• Tasks rehearsed and lifelike
• Students work with new texts not taught in
class
• Mimic real world experience
References
Clifford, R. (2006) Classroom Implications of the ACTFL
Proficiency Guidelines. Workshop presented at the ALTA
conference, March 23, 2006, Rutgers University.
Pino, B. (1998) Prochievement Testing of Speaking:
Matching Instructor Expectations, Learner Proficiency
Level, and Text Type. Texas Papers in Foreign Language
Education. V3 n3 pg 119-33 Fall 1998
Rifkin, B. Testing in the Proficiency-Oriented Curriculum:
Proficiency, Achievement, and Prochievement Testing.
www.international.ucla.edu/cms/files/Rifkin.pdf
Wiggins, G. and McTighe, J. (2005). Understanding by
Design. Merrill Education/ASCD Textbook series
http://www.actfl/org for ACTFL proficiency guidelines
Maswali?
Please contact me at:
E-mail: [email protected]
Tel: 812 855 3323
Office: 326 Memorial Hall
Bloomington, IN 47405
Indiana University African language web page:
http://www.indiana.edu/~afrilang
ASANTE!