Engaging Learners and Building Proficiency in Every Lesson (World Languages)

When given a curriculum of units to teach, how does a teacher start to plan effective daily lessons? Learn why and how to design each learning episode within a class period, actively engaging learners in all modes of communication with meaningful and motivating tasks.

Unpack the NCSSFL-ACTFL Can-Do Statements to identify specific language functions as the key for developing learners’ proficiency. Work toward the course proficiency target by carefully designing each lesson, creating a learning progression of lessons where learners develop the language functions to show achievement of the unit goals.

CONNECT & ENGAGE

A curriculum, syllabus, or textbook may provide an outline for what to teach, but how do teachers design effective lessons to achieve the goals of that unit of instruction? Together, we will unpack the NCSSFL-ACTFL Can-Do Statements to outline a pathway to move along the proficiency continuum, identifying key language functions learners need to develop throughout a program.

Identify the shift from a focus on learning about language to a focus on learning to use language. From this mindset, examine the research-based stages that form an effective lesson.

LEARN

Using backward design principles and based on the templates of The Keys to Planning for Learning, we will walk through how to move from a unit plan to a lesson plan:

• Breaking down unit goals into specific lesson objectives;
• Identifying language functions learners need to develop through each lesson;
• Connecting all modes of communication to create tasks for learners to explore the unit content; and
• Gradually moving to more independent use of language by learners.

Examine how the daily lessons connect to form a learning progression to consciously focus on developing learners’ language functions, preparing learners to demonstrate unit goals on the summative assessments.

REFLECT & APPLY

Throughout the two-day workshop and working in small groups, we will move from a unit plan to designing a specific lesson. Use a unit you teach or select from unit examples targeting different levels of proficiency.

Experience the design process of starting with unit goals, identifying what learners will need to develop in order to demonstrate achievement of those goals, brainstorming and sorting tasks to create a learning progression, and then selecting one lesson (at the beginning, middle, or near the end of the unit) to create in detail. Apply a variety of strategies to provide input, elicit performance, and provide feedback in the learning “episodes” of a single lesson.

OUTCOMES

• Identify language functions to focus the daily lessons in a unit of instruction;
• Create specific lesson objectives based on the goals of the unit of instruction;
• Plan the learning episodes for each lesson that integrate all modes of communication and focus on developing language functions;
• Connect lessons into a learning progression so learners can independently demonstrate their growth.

1. Advance Preparation:

I look forward to working with you next weekend in Bahrain. Be ready to learn through guided collaboration – so pack your enthusiasm and flexibility! To ensure that the workshop is applicable to your teaching, decide on one unit you will use to design specific lessons (select your own unit or choose from the list of examples provided).

Select a unit you are currently teaching or will be teaching soon. Then bring to the workshop what learners will be able to do by the end of the unit, that is the unit goals or assessments that demonstrate the following:

understanding and analyzing what they see, read, or view;

participating in a conversation or discussion; and

explaining, expressing opinions, or telling stories.

Alternatively, identify a unit from this list (details from these sample units will be provided during the workshop):

• Novice Low/Novice Mid – Identity: What do I have in common with a person from ______?
• Novice Mid/Novice High – Travel/Community: What makes travel more than tourism?
• Novice High/Intermediate Low – Creating community/Belonging: Why connect with others?
• Intermediate Mid/Intermediate High – World Heritage Sites: Why preserve the past?
• Intermediate High/Advanced Low – Identity: What has influenced my identity and my family’s or community’s identity over time?

2. Please bring your laptop/tablet to this session.

3. View Paul Sandrock's video.

Save paper and effort where possible!

For your convenience, and to support our efforts in being "green", all handouts/files posted here have been notated with an A, B, C or D indicating the following:

(A) hardcopies needed at workshop
(B) electronic version on laptop is sufficient (for viewing during the workshop)
(C) required reading PRIOR to the workshop
(D) file not needed for workshop itself, but simply material of additional interest/reference

(B) Resources