NYC World Languages Jan. 2012

• Welcome, Introductions, and Goals for the Day

• Reconnect/Reflect

• Graduation Performance System

• ISSN World Languages Performance Outcomes

• Lesson Sharing

• Authentic Materials Workshop with Lori Langer de Ramirez

• Campus Debrief/Planning

• Name

• What you teach

• Where you teach

• “I stand for [name of student]”

Introductions

• You’ve been teaching more than 1 year

• You’ve been teaching more than 3 years

• You’ve been teaching more than 5 years

• You’ve been teaching more than 10 years

• You’ve been teaching more than 15 years

Please remain standing if . . .

• Network with other ISSN teachers in NYC

• Share & collaborate around World Languages instruction

• Identify challenges & strategies to overcome them

• Leave with new ideas to help your students

• Share your gifts: give a little get a lot!

Goals for the Day

• Inspiration: Why did you become a world language teacher?

• Frustration: What are some challenges you face in teaching world languages to students?

• Motivation: What keeps you going in face of those challenges?

Reconnect/ReflectPlease respond to each prompt

on a different sticky note

• Find a partner – someone you haven’t met yet

• Introduce yourselves

• Share and discuss your responses to the 3 questions

• At the signal, say “thank you” and find a new partner – repeat the process (total of 3 times)

Party Mixer Protocol

“Global competence is the capacity and disposition to

understand and act on issues of global significance.”

Veronica Boix Mansilla and Anthony Jackson, Educating for Global Competence:

Preparing Our Youth to Engage the World, 2011

“Earth at Night” CC by cote on Flickr

Global Leadership Performance Outcomes

Investigate the World: Students investigate the world beyond their immediate environment

Recognize Perspectives: Students recognize their own and others’ perspectives

Communicate Ideas: Students communicate their ideas effectively with diverse audiences

Take Action: Students translate their ideas into appropriate actions to improve conditions

Global Leadership Performance Outcomes

Investigate the World Recognize Perspectives

Take Action Communicate Ideas

All Content Area Performance Outcomes

are now organized into the 4 Global Competency domains:

Investigate the World Recognize Perspectives

Take Action Communicate Ideas

In World Languages, how do students . . . ?

• Point to your partner; identify partners A and B

• Partner A tells B how World Language students Investigate the World and Recognize Perspectives

Talk a Mile a Minute

Investigating the World

and Recognizing

Different Perspectives

“Sometimes the world seems upside down” CC by jen_maiser on Flickr

• Point to your partner; identify partners A and B

• Partner A tells B how World Language students Investigate the World and Recognize Perspectives

• Partner B tells A how World Language students Communicate Ideas and Take Action

Talk a Mile a Minute

Communicating Ideas and

Taking Action

42601677.10 CC by torres21 on Flickr

World Languages Performance Outcomes

Investigate the World: Students use World Languages to investigate a global issue, situation, or event.

Recognize Perspectives: Students recognize the impact of their culture and the cultures of the World Languages on themselves and others.

Communicate Ideas: Students communicate their thinking in the World Languages.

Take Action: Students translate the results of their language study into appropriate actions.

I agree.x I disagree. + That’s a new idea.? I don’t understand.* This is important.! That’s interesting!

Coding the Text:Please read & annotate the Performance

Outcomes

• Presenter provides context for lesson (2 min)

• Participants read document(s) and take notes (5 min)

• Participants ask clarifying questions – “Just the facts, Ma’am” (3 min)

• In rounds, participants respond to the lesson (15 min)

• I like . . . , I notice . . . , I wonder if . . . ?

• I could use [specific aspect] in my class by . . . [describe]

Lesson Sharing Protocol

Student ChoiceAre there options for students to make choices about content, process, and/or product within this task?

AuthenticIs this task asking students to do something adults do in the “real world”?

GlobalHow are students being asked to investigate the world, recognize multiple perspectives, communicate effectively, and/or take action?

Public Exhibition of LearningHow will students have the opportunity to present their learning to an authentic audience?

S.A.G.E.The Elements of Quality Task Design

Something I Learned A Question I Still Have

What Worked for Me Today Suggestions for Next Time

Reflection on the Day

www.issnny.ning.com

Join school, region, & content area groups!

Sign up for the ISSN Ning (online network)

Check out the Asia Society resources onlinewww.asiasociety.org/education