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Colleen Coffey Marquette University

Method, Curriculum and Assessment for Successful Virtual Dual Immersion . Colleen Coffey Marquette University. Department Profile. Spanish French German Italian Chinese Japanese Arabic. Enrollment Vs. Virtual Immersion. Spanish 38 / 3 sections. Virtual Exchange Program Evolution.

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Colleen Coffey Marquette University

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  1. Method, Curriculum and Assessment for Successful Virtual Dual Immersion Colleen Coffey Marquette University

  2. Department Profile Spanish French German Italian Chinese Japanese Arabic

  3. Enrollment Vs. Virtual Immersion

  4. Spanish 38 / 3 sections Virtual Exchange Program Evolution 56 Spanish/ 5 sections 460 Spanish, French, Italian, Arabic / 22 sections 138 Spanish & French/ 9 sections 560 Spanish, French, Japanese, Italian, Chinese/ 27 sections 249 Spanish, French, Chinese/ 11 sections

  5. Virtual Immersion Program Components NS/ NNS Desktop to Desktop Videoconferencing in Class Virtual Cultural Events in Class Independent Exchanges –Open Lab/ Facebook Site/ Out of class appt.

  6. Desktop to Desktop

  7. Cultural Event:Martinique: Culture & Chouval Bwa

  8. Expert Event:Economist- Specialist TLC

  9. Independent- Autonomous Exchanges

  10. Do We Understand How We Learn Best? Professor Benjamin Stewart Universidad Autónoma Aguascalientes – Sept. 24, 2010 to AUSJAL Language Technology Webinar

  11. Do We Have Our Objectives in Mind Every Day? • What are your objectives in teaching language? • What objectives do your students have in learning language?

  12. How Do We Get There?: Are We Learning LEAN? What actions do you take as a teacher to meet those objectives? How many actions do you take that lead to results? How many do you take that don’t?

  13. Objectives for Exchanges Oral and Written Proficiency - Interaction Intercultural Competency -Task Based, CBI, Interaction Collaboration- sharing learning process Continued Motivation for Lifelong Learning- Human Connection

  14. What is Curriculum Based On? OPI AIR METHOD Byram’s ICC ACTFL Standards

  15. OBJECTIVE: ProficiencyWhat is Proficiency Based On? • Global tasks or functions * ask and answer questions, describe , narrate, compare and contrast, form opinion (What can learners do?) • Context/ Content areas *where and what situation • Accuracy *grammar, vocab, pronun, fluency, sociolinguistic and use of appropriate strategies • Text Type *words , sentences, paragraphs, extended discourse

  16. OPI Rating Scale Novice:  Can communicate minimally with formulaic and rote utterance, lists and phrases.  Intermediate: Can create with language, ask and answer simple questions on familiar topics, and handle a simple situation or transaction.  Advanced: Can narrate and describe in all major time frames and handle a situation with a complication.  Superior:  Can support opinion, hypothesize, discuss topics concretely and abstractly, and handle linguistically unfamiliar situations. 

  17. Framework for Teaching Culture FOREIGN LANGUAGE STANDARDS 1999 p. 47

  18. Byram’s Model of ICC • Attitudes • Knowledge • Skills • - Interpret & relate - Discovery & interaction • Education - Critical cultural awareness - Political education

  19. Creating Community – Principles of Conversation (Margaret Wheatly 2009) • We acknowledge one another as equals • We try and stay curious about each other • We recognize that we need each other’s help to • become better listeners • 4. We slow down so we have time to think and reflect • We remember that conversation is the natural way humans think • 6. We expect it to get messy sometimes

  20. AIR Methodology Activation Interaction Reflection

  21. Activation Access previous knowledge about topic discussed by preparing questions and answers about topic. Access previous perspective and experience with C1 (learner’s own culture and sense of self) prior to engaging in dialogue with C2.

  22. Interaction Asking and Answering Qs about linguistic and cultural meaning comprehensible input Asking for clarification Recasting sentences as they have been stated Active listening Information probes Clarification

  23. Reflection Process to digest fusion of all old and new linguistic, cultural, content information Creates space for reflection as one of the key elements to the learning process Engages learners in awareness of new perspective, attitudes and beliefs through interaction.

  24. Technology Used in AIR Social Software Programs for the three part Method

  25. Learning Through Connection Professor Benjamin Stewart Universidad Autónoma Aguascalientes – Sept. 24, 2010 to AUSJAL Language Technology Webinar

  26. Technology Used in AIR Method CLE LMS Voicethread Ning Wiki Twitter Facebook Blog Reflection Elluminate/ Zoho/ DimDim Interaction Digital Language Chart: Blog, Google Doc. Google/ Skype/ Activation

  27. Discussion Tables Provide structure to meet communicative objectives (mine, my students, global needs, etc.) facilitate fluency of thoughts with adequate structure and support Empower learners to create with the language Activate C1 to easily access C2 Train learners to develop strategies that coincide with the way they develop language skills naturally Provide GOALS and EXPECTATIONS while encouraging creativity.

  28. Topics and Subtopics

  29. TEMA vocab vocab vocab

  30. Expert Event:Economist- Specialist TLC Reflection Post session digestion

  31. Expert Event:Economist- Specialist TLC Assessment How do we alter assessment to reflect method? How do we measure what we learn?

  32. Assessment Words Aligned with Proficiency

  33. Nuts and Bolts Assessment Checklist Evaluates Skills Directly Reflecting OBJECTIVES Grounded in Lean Learning and AIR Methodology Provides Learners SPACE to Show What They Can Apply Focuses on Process not Facts- Documents One Point in Journey Incorporates Self Evaluation and Peer Evaluation as Reflection

  34. Exam Requirements This take home exam has four components. In each component you must prepare, practice and apply specific language functions. If you choose to combine any two components, you may do so but must indicate At the beginning of the recording that two components are combined. To organize your ideas you will prepare language charts. You must prepare One language chart per component, but are welcome to use more than one to reflect process . Please note point distribution and description Of expectations in exam rubrick. Description: Ser v. Estar, adjectives, comparisons, pero v. sino Present tense narrative: Present actions, descriptions, comparisons, ser v. estar, adjectives, gustar Sequence of events: Preterite, description, gustar

  35. Exam Process I

  36. Exam Process II

  37. Exam Process III

  38. Exam http://voicethread.com/share/911926/

  39. Exam Sample II http://voicethread.com/#q.b1363604.i7235766 /

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