Language Sensei

A Language Teacher's Journey

Tag Archives: expectations

October 13, 2017
by leesensei
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Keeping My Eye On A New Path….

As I’ve always said blogging is my way of discussing my thoughts, ideas and more with myself. It is heartening when it also resonates with others. I am happy to be asked to be part of the group blogging with Path To Proficiency and will be posting with P2P as well as on this blog. This is a cross-post of the same article that appeared on the P2P site on October 12.

After a long time, and an ‘aha’ moment, I’m introducing proficiency this year as a key part of my students’ learning. I’m using it fully with my Yr1&2’s this semester. There’s been much thinking and reworking of ideas with great help from Connie Santos (my ‘newly on the path’ colleague at school), the resources on P2P and the ever-generous #langchat PLN.  I know that when making changes sometimes the hardest part is sticking to the new direction..and here’s how I’m keeping my eye on this new path:

Posting An Easy to See Path To Refer To – Nothing helps you talk about proficiency more than having the levels visible in the room. Many like to put their path around the room above whiteboards and bulletin boards. However, I chose to put them down low – on one bulletin board – specifically because they are new to me (and my students). I notice that the descriptors catch my eye when I am talking or giving feedback meaning that I refer to them more often. It allows me to take that opportunity to walk over and point to the levels as I refer to them and really focus the kids on what I am referring to. For me the fact that the levels are down low & in sight means that they are top of mind.

Adding The Path To My Syllabus/Site – I added a Path handout to my students’ syllabus in easy to follow language. I used the classic ‘road’ template from easely.ly but any program should let you put one together. Many have used the ‘taco chat’ or ‘sushi talk’ sheets shared by colleagues on #langchat. For me – with 4 levels – I made my own. I referred to the path on the first day of class, the various levels too and explained to them why I was now using levels. There were no ‘in-class’ time dedicated to proficiency exploration at this point – but I did ask students to reflect upon the difference between Novice/Intermediate – as they saw it –  as part of their first day syllabus reflection. I’ve also updated my class site to include the ‘what’ and ‘why’ for parents and other educators/administrators interested in what I am doing.

Adding Proficiency Expectations to My Rubrics –  Adding proficiency to my classroom means that I want to add it – as a level of achievement to my class rubrics. So I’ve created a pdf that I can cut/paste and add to rubrics as I use them.  It has two blanks to fill in  – “Proficiency Expectations For This Task” and “Your Level of Proficiency on this Task” and a copy (just like the bulletin board) of what the basic level descriptors are. I was thrilled to hear a student who received their evaluation on their first interpersonal say “Hey I got a Novice Three!”

Finding/Seeking Out Support – I would be nowhere on this journey without a colleague (or two or an entire PLN) there for support. This is proficiency model is new in my school and it is great to have Connie is on this new journey with me. The ability to have someone in my department to consult with, get feedback from (and confess to) is invaluable. I can’t say enough as well about my ‘virtual’ PLN – especially colleagues like Natalia DeLaat and Sara-Elizabeth Cottrell who answered key questions at critical times. Knowing that I am no alone on this path, and that I can call upon those farther down the road, is so key for me.

The path may be new …but I feel that I have set out on my journey with resources to keep me firmly on route..and fantastic people to travel this road with. Onward.

Colleen

Note: You will note that my colleague & I went with the  AAPL descriptors as our base. The 4 levels in each grouping seemed to provide a bit more opportunity to both show growth & provide a more ‘accurate’ assessment. The number descriptors seemed to us to be more ‘forgiving’ than labels ‘low’ or ‘high’…again our choice.

 

December 7, 2016
by leesensei
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Adding Choice Options for Novices – The “Meeting/Fully Meeting” Options

file0001801120400Choice. It’s a key tenet of many teachers’ approach to language teaching. Spurred on by #langchat colleagues such as Amy Lenord, I have worked hard to provide choice in the vocabulary that my students use. Although I maintain a ‘base set’ of words for each unit – after that it’s up to them. Our motto is “you can use any word you want – as long as you can help someone else understand it.” To support this we practice expressing not understanding and how to assist someone when they don’t.

But I’ve also been thinking about choice in early presentational writing and initial interpersonal speaking. How do I give choice options, beyond just the ‘words’? How do I also begin to build an awareness of achieving expectations? How can a student start to develop a feel for ‘fully meeting’ and ‘meeting’?  This is not easy with lower novices who have, really, basically memorized language at their disposal. (Keep in mind that my Japanese students have to learn a completely new orthography so it’s not a case of just learning to ‘put the words together’. This takes time and a great deal of ‘literacy’ work as many learn to read something not written with ABC’s.)

This semester I’ve tried something with my Yr1’s (the ‘never had any of the TL before’ group).  In the early months of the course they are speaking and writing with mostly memorized phrases, substituting their information into the structures. On the second unit test preparation sheet I gave them the type of questions they needed to be able to respond to, both in writing and in speaking. Then I gave them a sample answer to look at – and gave them a “M” (meeting) and “FM” (fully meeting) option.  It looked a bit like this…

  • Where are you from?        M= “from Korea”        FM= “I am from Korea.”
  • What do you think of sushi?”    M= “it’s good”   FM= “I think it is really good.”
  • How often do you drink tea?   M= “often”    FM= “I drink it often.”

I stressed to them that they could choose what/how they wanted to express themselves and it is their choice in trying for the FM option. We also discussed that you could get ‘in-between’ with your answer. The choice in achievement became theirs. Some just wanted to get the basics. Others went for the more FM option – and the vast majority of those did so successfully. In subsequent units I have introduced these M/FM choices – some without much fanfare – and see some gravitate to the more ‘complex’ option.

Why do this? I want to:

  • build in an awareness of choice in expression
  • provide a challenge to those who are seeking to extend or push their learning/expression
  • establish for them that there are always options in expressing themselves
  • ultimately have them be aware of the concept of  ‘meeting’ or ‘fully meeting’ as they continue on in their learning

Today we were working on a ‘choice’ writing piece. One of my more hesitant students called me over to ask about one of her sentences. She had used the unit book resources and opted to use some FM phrases. These actually involved a complex piece of grammar  “I like to listen to music” instead of just “I like music.” (for Japanese teachers おんがくをきくことがすきです。 instead of　おんがくがすきです。) . It was perfect – and she was proud that she took the risk to try the fully-meeting option. And I am pleased that providing options allows students to ‘choose’ and that in that choice they are beginning to develop a feel for ‘meeting/fully-meeting’ expectations…

C

August 10, 2016
by leesensei
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Evolving Teaching – Evolving ‘Outline’…

Teaching is a constant work in progress – as I have repeatedly said “I’m busier in my 20th+ year than I thought I’d be”. And as my teaching evolves so does how I present information about my course on the first day. A few years ago I started using an ‘infographic’ style of presentation. This year, spurred on by #langchat colleagues Wendy Farabaugh and Kris Climer – I have used Piktochart to create an outline that is as updated in look as it is in reflecting my teaching. What does it provide for students?

part 1Class Information – Basics at the start about the course, who the teacher is and how to contact me/connect with the website. I don’t have Google Voice (not in Canada) but if I did my number would be there too! I don’t use Twitter or Instagram with students at this point but there’s always room to add that on if I decide it would be useful!

What We Will Do? – For my absolute rookies it’s a summary of the various unit “I can’s” that they will work to master (eg. You will learn to ask about/tell about …). For my more senior students I use this as a quick introduction to the types/focus of the units we will experience – each with an integrated task at then end of the unit.

japanese-12-2 copy2Our Focus – Why you are here – what you can expect that class will be about. In my case it is about communicating. I want to establish that we will be working on communication skills of various types at all times. I also want them to know both making errors and not understanding someone are natural parts of the process of learning/using a language.

There are also gentle reminders of the ‘rules’ in the room – purposeful phone use, getting help, missing class and more. Quick and easy and quite honestly they all could probably tell me what they are any way!

How Are Our Tasks Organized? – Straight up – I may not use the ACTFL modes as you do. This is my japanese-12-2 copy3first year, first dip into organizing tasks into a more meaningful way. I got tired of the 4 skills (read/write/listen/speak) and decided to use a modified form of the mode descriptions. My biggest deviation is probably in the interpretive but I am willing to be a little ‘loose’ on that as I work to implement this way of ‘grouping’ my tasks.

What? No “Homework”?! – No, I banished that word. What is homework? I don’t assign ‘homework’? What I do assign is something that will be needed for next day’s class. So I have changed the wording to “Next Day Preparation”. Why? Because if I choose to assign something that’s what it is – something I need a student to do to use in the next class. (I sense a future dedicated post on this to come!)

japanese-12-2.png 4Evaluation – How Well Am I Meeting Expectations? – Okay this is what they all care about. I have blogged extensively on going to descriptors in my gradebook. It has taken a lot of tweaking and editing. What you see here is my latest iteration of both describing the descriptors and then ‘how’ I translate them into our school-required percentages. I wanted just ‘one line’ for each major descriptor and selected what I usually find myself saying when I quickly remind students, throughout the semester, what they describe.

What Isn’t There? – Proficiency descriptors. Okay we talk about them a lot, a lot on #langchat. I’m just not convinced at this point that it’s a ‘driver’ for student engagement. That is, I’m not sure I want them on my outline as they are more of a ‘where are you now’ snapshot of progress. In some ways I think they are more of a classroom thing than an outline one. Feel free to disagree…

I also add in an FAQ section (answers to the typical ‘any questions?’ question) and my ‘digital use contract’ (borrowed with permission from Amy Lenord). You can see the entire outline here!

I have 3.5 weeks left until I return to the classroom (yes Sept 6!) but, as the updated outline shows, I’m looking forward to a new year of their, and my, learning….

Colleen

PS – the ‘cute’ pictures? From my favourite free Japanese-themed site Irasutoya!

 

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