Georgia Performance Standards Training for Modern Languages and Latin Module 1

1. Georgia Performance Standards Training for Modern Languages and Latin Module 1

2. Historical Context • Language QCC standards were revised in 2002 to align with National Standards and ACTFL Performance and Proficiency Guidelines • In 2003 Georgia Performance Standards (GPS) became the model for all subject areas. Teachers reformatted the Language QCCs to align with GPS

3. What’s new about the GPS ? • For the first time in Georgia, students in all subject areas must be able to demonstrate what they can do (performance). • In language teaching our national standards focus on performance: our students must listen, read, speak and write to show us what they have learned.

4. Standards were developed for • Modern Languages Levels 1-8 • Latin Levels 1-Advanced • Spanish for Native Speakers 1 & 2 • Native Language Reading and Literacy 1 & 2 • Modern Languages Connections (Exploratory)

5. ACTFL Proficiency Guidelines are clearly stated at the beginning of each level so teachers know what their students are capable of doing.

6. Standards Organization • Communication • Interpersonal • Interpretive • Presentational • Cultural Perspectives, Practices and Products • Connections, Comparisons and Communities

7. Backward Design • The Georgia Performance Standards are accompanied by Thematic Units. • The units are based on the concept of backward design as defined in Understanding by Design by Wiggins and McTighe. • Planning for student understanding and performance is the focus of backward design.

8. Teachers must ask themselves: “ How do my students acquire understanding?” “What must I do to prepare students?” “How do my students show what they know?”

9. In Backward Design we begin with the end in mind. What will our students look like when they have finished what we taught them?

10. 3 Phases of Backward design • What kind of results do we want? • What will we accept as proof of success? • Plan the experiences and lessons that will lead to those results!

11. How are the main parts of a lesson described in Backward Design? • Good to know • Important to know and do • Enduring understandings

12. Let’s consider a unit you might teach • Let’s use Family as an example • In this unit, what would be an example of something good to know? (interesting, helpful, but not necessary) • In this unit, what would be an example of something important to know and do? • In this unit, what would be an example of an enduring understanding ?

13. Grab a partner Select a unit you always teach in first year, like school or freetime activities. With your partner, brainstorm which parts of that unit are good to know, important to know and do, and enduringunderstandings. The last category is what you want all students to take away from the unit- the most important aspect.

14. Transition from Units to Lessons • Given your previous discussion of good to know, important to know and do, and enduring understandings for a unit, how would you apply those concepts to a daily lesson? • Are all parts of a lesson equally important? Discuss.

15. What is an Essential Question? Theoretically, finding an answer to the Essential Question results in Enduring Understanding. The Essential Question focuses on the heart of what students are learning. In our Family unit, a possible Essential Question might be, “ Who are your family members? “ With your partner, examine the unit you chose and see if you can formulate an Essential Question for that unit. Be ready to share.

16. Essential Questions cause teachers to ask: • What should students be able to do as a result of this unit? • How do I know that the students understand and can use the language as a result of this unit? • Which skills must I teach so that students can demonstrate their understanding?

17. How does this relate to what we have been doing? • Usually the teacher followed the textbook, one chapter after another. • The book became the curriculum. • Covering the material was the focus. • It’s no wonder that more than 75% of language students in America stop taking language after second year.

18. We can change that! When students are asked why they are learning a language, most respond that they want to learn to use it. Adults lament the fact that they did not have more foreign language in school.

19. The GPS indicates the skills we must teach for students to be able to use the language!

20. Georgia Performance Standards For each level there is a one page list entitled “Summary of Skills Developed.” This list is intended to help teachers plan their lessons. It is important to remember that students at any level will exhibit different levels of proficiency.

21. Skills List for Level I • Review the skills list for level I • Put a check beside the skills you usually teach in first year

22. Focusing on performance should help us enable students to use the language.