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Objectives for Oct. 3-4

ESL LinguaFolio Pilot Training Faye Rollings-Carter Rollings-Carter Consulting, LLC October 3, 2008. Objectives for Oct. 3-4. What is LinguaFolio? How is LinguaFolio used in the classroom? What are the expectations for the ESL LinguaFolio Pilot Project?. LinguaFolio.

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Objectives for Oct. 3-4

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  1. ESL LinguaFolioPilot TrainingFaye Rollings-CarterRollings-Carter Consulting, LLCOctober 3, 2008

  2. Objectives for Oct. 3-4 • What is LinguaFolio? • How is LinguaFolio used in the classroom? • What are the expectations for the ESL LinguaFolio Pilot Project?

  3. LinguaFolio is a standards-based, self-directed formative assessment tool that records ongoing learner progress and, along with external summative assessment results, provides a comprehensive view of student performance.

  4. Formative Ongoing Frequent Usually brief Not very formal No grade Informs instruction or learning Summative Periodic Measures student progress Evaluates mastery of material or content Balanced Assessments

  5. Formative Assessment Options • Quick checks of comprehension • Work samples • Self-assessments of language competencies, including LinguaFolio checklists • Reflections on cross-cultural or intercultural experiences

  6. ESL W-APT ACCESS IPT Graded classroom assessments quiz unit test performance task project with a graded rubric Foreign Language SOPA, STAMP, NOELLA ACTFL’s OPI and WPT AP and IB exams National Language Exams Performance task Graded classroom assessments Summative Assessment Options

  7. Passport • Summary of language learning and intercultural experiences • Self-assessment grid (with dates) • Linguistic profile

  8. Biography • Language goals • Language history • Intercultural experiences • Self-assessment checklists

  9. Dossier • Samples of written work and projects • Certificates that indicate language skills • Video and/or audio recordings

  10. LinguaFolio allows learners to: • Examine their language competencies • Develop reflective learning skills • Manage their own language learning • Provide a holistic view of their language performance • Consider their cross-cultural or intercultural understanding


  12. Increased . . Motivation Active learning Self-confidence Time thinking about learning Teacher creativity Improved relations between learner/teacher Stronger focus on communication More informed parents Greater realization of language use in community Research from the ELP pilot

  13. LinguaFolio Nebraska Study Dr. Ali Moeller, University of Nebraska, is conducting a five year longitudinal study investigating the: Impact of goal setting on student achievement Role of self-assessment Implementation of LF as an assessment tool to promote articulated K-16 language program

  14. Watching TV and Film • C1/C2 Can follow films employing a considerable degree of slang and idiomatic use • B2 Can understand most TV news and current affairs programs • B2 Can understand a large part of many TV programs on topics of personal interest • B1 Can follow many films in which visuals and action carry much of the story line and language is straightforward • A2 Can identify main points and follow changes of topic of factual TV news items and form an idea of the main content

  15. Think-Pair-Share Answer the following questions on Handout #1 and then discuss with a partner: • Where would you rate yourself on this scale? Why? • What goals would you set to reach the next level? • What learning experiences or practice would you need to meet those goals?

  16. Piloting LinguaFolio • 5-state pilot during 2005-2006 • World languages • GA, KY, NC, SC, VA • LinguaFolio and LinguaFolio Jr.

  17. ESL LinguaFolio Creation • Work with the ESL LinguaFolio • February 2007 at LEP Coordinators’ meeting • 10 volunteer districts: Arapahoe Charter, Cumberland, Montgomery, New Hanover, Randolph, Sampson, Stanly, Stokes, Vance, Warren • Meeting dates 2007: March, August, December 2008: January & June

  18. ESL LinguaFolio Creation • Evolution of ESL LinguaFolio Grids and Checklists • Grade spans: 3-5, 6-8, 9-12 • Levels and Grids > I can statements • Alignment with SCOS revisions, WIDA standards and academic language needs See Handout #2

  19. ESL LinguaFolio Adaptations • Changes to the Passport and Biography to reflect ESL learning environments • Closer alignment with state ELP standards and LF Can do statements

  20. Can Do Statements-Reading Novice High (2007) I can understand words and phrases on everyday signs, such as exit, no smoking, danger, and days of the week. I can understand simple written messages in the classroom, such as very good, homework, and dates. Beginning-Level 2 (2008) I can understand signs and simple written messages in the school and community.

  21. Can Do Statements-Listening Intermediate High (2007) I can sometimes identify main ideas and specific information on a variety of topics presented on TV, radio, film and computer presentations. Expanding-Level 4 (2008) I can select the main idea and most details of TV programs or films on familiar social, classroom and academic topics.

  22. ESL LinguaFolio Pilot • 2008-2009 school year • ESL, dual language/immersion, and heritage language programs • Project Launch: October 3-4, 2008 • Collaboration and sharing of progress through wiki at http://esllfpilot.pbwiki.com/ • Project Finale: Friday, April 3, 2009

  23. Wiki Postings Post on your wiki page on or before these dates: • November 15, 2008 – Posting #1 Class description and implementation plans • December 15, 2008 – Posting #2 Reflection on use of 3 sections of LF and LF-like activities • January 15, 2009 – Posting #3 Teacher impressions to date & resolutions for new semester • February 15, 2009 – Posting #4 Reflection on intercultural pieces • March 15, 2009 – Posting #5 Student and teacher feedback

  24. Reflections • I can define LinguaFolio. • I can name the three parts of LinguaFolio. • I can describe the difference between formative and summative assessment.

  25. 15 minute break

  26. Develop own ESL LF • Do in second language • Explore Passport • Biography • Checklists • Choose 1 reflection piece to do • Dossier-Discuss with partner what you might put in your own dossier • Return to Passport and fill in information

  27. Passport • Read through Passport • Mark areas where you have questions • Do NOT fill in anything

  28. Biography • Evaluate your proficiency in your second language with ALL checklists • Choose 1 interculturality piece to complete now

  29. Dossier • Find a partner and discuss what you might include in your dossier to illustrate your proficiency and language achievements • Make a list of items to include

  30. Passport • Return and fill in your information based on the work you have just completed

  31. Be back in 1 hour 15 minutes

  32. Language & Culture • Language reflects the culture of those who speak it. • Culture is the context within which communication occurs. • Language proficiency is linked to cultural awareness and understanding.

  33. Interculturality • Definition: understanding of culture so that language used is appropriate to the context and audience • Learners need to be able to self-assess cultural understanding and behavior so that they develop interculturality skills

  34. Reflecting on Interculturality

  35. ESL LinguaFolio-like Activities • Definition: Can-Do activities used in the classroom which focus on language skills • Writing ESL LF-like activities • Identify activities that are already ESL LinguaFolio-like activities • Expand LinguaFolio-like activities to strengthen language skills

  36. Science-Conservation Handout #3

  37. In your grade level group, choose a partner or two and create a LinguaFolio-like activity with 5 can-do statements for a lesson Grades K-2: Calendar & Weather Grades 3-5: Cost/Money Grades 6-8: Maps Grades 9-12: Character Development DLI and HL: Choose from above based on grade level

  38. 15 minute break

  39. Reflective Teaching The Teacher . . . • Models target language • Helps learners to communicate by scaffolding speech • Engages learners in activities that produce oral and written language • Involves learners regularly in evaluating their progress and thinking about how they learn

  40. Does NOT mean. . . Self-instruction Teacher transferring all control to learners Does mean. . . Learners accept responsibility for their learning, review their learning and evaluate its effectiveness Learners exhibit a capacity for reflection Learner Autonomy

  41. Reflective Learning The Learners . . . • Think about their own learning through a deliberate step-by-step process • Gradually develop a useful repertoire of learning strategies • Demystify the learning process through ongoing teacher, peer and self-evaluation

  42. Learners’ reflections include . . . • Connecting what they already know to what they are learning • Checking frequently to see what they can and cannot do yet • Determining which activities help them learn most effectively • Setting small, achievable goals • Planning and monitoring future learning

  43. Student Self-Check • What am I learning? • Why am I learning it? • How am I learning it? • How successful is my learning? • How can I demonstrate my learning? • What am I going to do next?

  44. About my learning I have learned… I can… I am good at… I haven’t managed… I don’t understand… I have difficulty in… About the lessons I like best… The most interesting thing is… I don’t like… The most boring thing is… Student Reflection Activity

  45. Practices that Support Reflective Learning • Cooperative Learning • Journaling • Peer- Assessment and Self-Assessment • Portfolios • Problem-Based Learning • Rubrics

  46. ACTIVITY • Admit/Exit Slips • Application Cards • Learning Logs • K-W-L Charts • Think, Pair, Share Handout #4

  47. Finale On the index card provided, write down one thing that you learned today which you can use in your classroom or in your work with students.

  48. Debriefing

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