1. (American,Europe) IB APJAPANESE JAA Conference MARCH 31 , 2013

2. JAAJAA45 3. ( CBI), AP Japanese ) 4. 1950 1970TopicContent AP2006MemoryFact ConceptInnovation/ICT/j13New IB 20111970 IB 1990 CEFR 2001 CLILNew AP2012 5. Communication Cultures Connections Comparisons Communities()()(()()( 6. NationalStandards1996-1999WhatIntegratedPerformanceAssessment2003How to measure &teach & learn1990 20061970OPICollege SecondarySchoolElementarySchool40,00010,000Curriculum ReformACTFLAP Japanese2006How to measure& teach & learn50,000Performanceguideline1998How wellIB Japanese AP 7. Standards for Foreign Language Learningby Japan Foundation Language CenterNationalStandardsGoals (5Cs)StandardsSampleProgressIndicators(K-16)LearningScenariosStateFrameworkGoals forInstructionStandardsContentUnit typesAssessmentproceduresLearningScenariosDistrictFrameworkGoals forInstructionContentSuggested units& sequenceUnit SpecificsMethods/resourcesLesson/UnitPlanSpecific Objectivesfor learningLearningScenariosAssessmenttechniquesSpecificprojectsSpecificassessmentsContentLessonspecificsMethodsResources 8. Learning Scenario Based ModelComparing Three ModelsPre-communicative ( may includecommunicative activitiesChapter 1*Minipro 1Communicative activitiesMini pro 2.1Mini pro 2.2Mini Pro 3/4Mini Pro 5Chapter 2Chapter 3Chapter 5Chapter 6Chapter 4*Each chapter includes new vocabulary and grammaitems, various input and output activities, cultureinformation, reading, writing and listeningChapter 7Chapter 1*Chapter 2Chapter 3Chapter 5Chapter 6Chapter 4Chapter 7Project 1Project 2Step1. 1Step1. 2Step2. 1Step2. 2Step3. 1Step3. 2Project 3Project 4Project modelText book model Mini Project model 9. 10. CommunicationCulturesConnectionsComparisonsCommunities()()()()()( (IT) 11. by National Standards for Foreign Language Education Project Communication Cultures Connections Comparisons Communities The study of anotherlanguage and cultureenhances ones personaleducation in many ways. The study of anotherlanguage enables students tounderstand a different cultureon its own terms. 12. CommunicationCulturesConnectionsComparisonsCommunities(IT)2000( 13. 1 (Communication)1.11.21.3 (Culture)2.1(practices)(perspectives)2.2(products)(perspectives) 3(Connections)3.13.2 4(Comparisons)4.14.2 5(Communities)5.15.2 14. Prescribed communication purposes Examples description factual set of instructions evocative travel brochure narration factural news story imaginative short story written interaction informal letter to family or friends formal business letter spoken interaction tran scribed play -script reported interview explanation factural report argumentative proposal argument controversal editorial balanced debate for or against analysis and critique subjective review,biography objective academic analysis exploration promotional advertisement poetic poem graphics factural diagram of scientific text imaginative cartoon Prescribed communication purposes Examples description factual set of instructions evocative travel brochure narration factural news story imaginative short story written interaction informal letter to family or friends formal business letter spoken interaction tran scribed play -script reported interview explanation factural report argumentative proposal argument controversal editorial balanced debate for or against analysis and critique subjective review,biography objective academic analysis exploration promotional advertisement poetic poem graphics factural diagram of scientific text imaginative cartoon 15. GlobalTasks/Function/Context /ContentAccuracyTextType SuperiorAdvanced/IntermediateNovice 16. Superior HAdvanced HIntermediate HNovic HNovic MNovic LIntermediate MIntermediate LAdvanced MAdvanced LSuperior L 17. http://www.21stcenturyskills.org21 18. 21 1. Core Subjects and 21st Century Themes World languages included 2, Learning and Innovation Skills Creativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration 3. Information, Media and Technology Skills Information Literacy Media Literacy ICT Literacy 4. Life and Career Skills Flexibility and adaptability Initiative and Self-Direction Social and Cross-Cultural Skills Productivity and Accountability Leadership and Responsibility 19. 20. IB CEFR ACTFL HLLanguage A: literatureHL Language A: language andliterature SLLanguage A: literatureSLLanguage A: language andliterature SLLiterature andperformance SLLanguage B HL Language B SL Language ab initioC2 MasteryC1 EffectiveoperationalproficiencyB2 VantageB1 ThresholdA2 WaystageA1 BreakthroughDistinguishedSuperiorAdvancedIntermediateNovice HighNovice MidNovice Low 21. Current Issues AP Japanese IB Japanese B OPI cefr IB APEx C2 HA litHA lagSuper C1 SA litSA lagAdvanced B2 HBInter midHigh-MidB1 SB APInter midLow-MidA2 Ab initioNoviceHighA1NoviceLow 22. European Standards The Common European Framework divides learners into threebroad divisions which can be divided into six levels: A Basic Speaker A1 Breakthrough or beginner A2 Waystage or elementary B Independent Speaker B1 Threshold or intermediate B2 Vantage or upper intermediate C Proficient Speaker C1 Effective Operational Proficiency or advanced C2 Mastery or proficiency 23. 24. ////*******// // 25. (American, Europe) JAA Conference MARCH 31 , 2013 26. Educational points of view(A Concept -Based Approach to Curriculum Design, Lynn Erickson. ASCD)1950 20001970MemoryTopicConceptFact Content 27. Educational points of view 1(Understanding by Design:Grant Wiggins and Jay McTughe. ASCD)Identify desired results Determine acceptable evidencePlan learning experiences andinstruction 28. Educational points of view 123.Plan Learning Experiences and InstructionWorth being familiar withImportant to know and doEnduringunderstandingAssessment TypesTraditional quizzes and testpaper/pencilselected-responseconstructed-responsePerformance tasks and projectsopen-endedcomplexauthentic 29. Educational points of view(Understanding by Design:Grant Wiggins and Jay McTughe. ASCD)1. Explanation 2. Interpretation 3. Application 4. Perspective 5. Empathy 6. Self-knowledge The Six Facts of Uderstanding 30. Kisetsu - (4 Volumes)Contextualized Project Oriented Curriculum/ Informationgathering/exchangingProblem solving, Decision making group work Topic-comment/writingReadingPrior KnowledgeVocabulary buildingSentence / Text structurepresentationAudience(Critical thinking/ empathy Self Knowledge Cognitive strategiesAffective strategiesLanguagestrategiesConceptFactTopicPerformance 31. ESP/EAPKrashens Input ( late 19070 .early 80s)Canadian Immersion ProgramSwains Output(mid-80s topresent)Longs Interaction(early 80s-present)Links between Form andContentCognitive Learningtheories( 80s-90s)Focus on Form(early 90s-present)Socio-cultural view (90s-present)Cummins BICS andCALP(80s)Motivation(80s-90s)Argument, Collaboration,Reflection, Agency, IdentityProject-based learning CBICummins BICS and CALP(80s) 32. Desired Results AcceptableEvidence Learning Plan 33. Unit organization : ( )( CS 34. 35. : Student will knowstudent will be able to 36. Plan learning Experiences1.Hook)2. (Where and Why)3.(Equip)4.(Equip)5.(Equip)6.(Equip)7. (Rethink)8. ( Evaluate)9.(tailor/Equip)10.(Rethink/Equip)11.(Equip/Evaluate)AP Japanese 1-211. Key terms, evaluation guidline,important consideration,reference, in the 3 mode ofACTFL guide line.2. Cultures, school guide,3. Connections, Comparison,community4. Motivation, themes, ict skils5. Scaffold, communicationstrategies, leaning strategies6. Cooperative, learning strategies7. Formative, summativeassessments, performance8. Web search, word process,email 37. Unit Organizer 1: Desired Result::will understand will be able to: 38. Unit Organizer 2: Assessment Evidence :: : 39. Unit Organizer 3Learning Plan / What learning activities and teachingpromote understanding, knowledge,skill, student interest, and excellentEngaging and effective, using theelements of WHERETO Where is it going? Hook the students Explore and equip Rethink and revise Exhibit and evaluate Tailor to student needs, interests,and styles Organize for maximum engagementand effectiveness 40. Step 1-a: / Enduring Understandings: You will be practicing paragraph development by writing about some aspect of your town. You willlearn about the basic structure that you will follow at this time in order to create logical andcoherent paragraphs. You may find the structure easy to follow since it is quite similar to what youmay follow when constructing descriptive or expository paragraphs in English. MT Standard Japanese: 1. Why does people became a skillful writer? 2. What factors does a good paragraph have? 3. What ways does a good paragraph be involved? 4. What is the structure of a good paragraph? 5. What do you reflect your study habits after studying a good paragraph systematic writing? 6. What is the long-term impact of the paragraph systematic writing? 41. Step 1-b:Japanese Students know and understand: 1. About the basic structure of a paragraph. 2. Two paragraph development tactics 3. About Japanese positional words and counters. 4. About Japanese cities. 5. Useful expressions for various aspects of town. 6. About Japanese dictionaries 7. About Japanese numerical progression and units of measurements (metric system) 8. New kanji and 48 recognized kanji vocabulary.Japanese students will be able to: 1. Write a logical and coherent paragraph about a topic related to your town 2. Understand the basic structure of a paragraph 3. Describe basic features of your town by referring to its weather, public facilities and landscape among other things 4. Indicate existence of something or someone 5. Express levels of quantity and frequency using adverb 6. Create and use plain-style sentences as a noun modifier. 7. Make comparative statements and answer comparative questions. 8. Count different types of objects by using appropriate counters. 9. Build up substantial vocabulary that is useful in describing various aspects of a town 10. Learn or review vocabulary by playing bingo games. 11. Look up a new word in the dictionary. 12. Express English units of measurement in Japanese and convert between the English system and the metric system 13. Give numeric information including fraction. 42. Step 2 : Assessment TaskEvidence What is evidence of the desired results? In particular, what is appropriate evidence ofthe desired understanding? 43. Step-3 Learning Plan1. Hook & Where and Why2. (in-put activity) Equip3. 4. /5. 44. ACTFL Integrated Performance Assessment(2003) 1. Interpretive Communication Phase2. Interpersonal Communication Phase Scaffolding questions3. Presentational Communication PhaseReading scaffolding (2008)1. Pre-reading Reading strategy Vocabulary building2. Reading Reading strategy3. Post reading Reading strategy CLI L Content & Language IntegratedLearning (2009)1. Preview closing phrase/2. View3. Review Language prompt 45. 4TPRS Total Physical Response Story(2007)1. Establish Meaning Personalize2. Story Use a variety of Question3. Literacy Discuss 5Arts Literacy Project (2003)1. Building Community2. Entering Text acdemic content and person3. Comprehending Text Reading4. Creating Text writing5. Rehearsing/ Revising Text6. performing Text 46. 6 Spiral Project Integrated Instruction (2009)Pre activities1. Pre-communicative activitiesVocabulary mapping2. Presentational Communication PhaseText style scaffolding3. Interpersonal Communication PhaseScaffolding questions-answersActivities1. Interpretive Communication PhaseGuided reading2. Interpersonal Communication PhaseEssential scaffolding questionsPost Activities3. Presentational Communication PhaseAutonomous group questions 47. Performance Assessment Units: A CyclicalApproach By ACTFL Assessment Project 19981. Interpretive Communication PhaseStudents listen to or read an authentic text(e.g. newspaper article, radiobroadcast , etc) and answer information as well as interpretive questions toassess comprehension. Teacher provides students with feedback on theirperformances.3. Presentational Communication PhaseStudents engage in presentational communicationby sharing their research/ideas/opinions. Samplepresentation formats: speeches, drama skits, radiobroad casts, posters, brochures, essays,websites,etc.2. Interpersonal Communication PhaseAfter receiving feedback regarding interpretivePhase, Students engaged in personal oralcommunication about a particular topic whichrelates to the interpretive text. This phases shouldbe either audio or videotaped. 48. Current Issues //)//) 1.InterpretiveCommunication Phase3.PresentationalCommunication Phase2.InterpersonalCommunication Phase 49. Step 3-1 HOOKYou will be practicing paragraph developmentby writing about some aspect of your town.This is the first chapter in Unit 4 and its themeis the environment. In the previous unit, yourresources mainly came from your classroom oryour own personal experiences. In this chapter,you will turn your attention to yoursurrounding environment. You may have someunexpected discoveries and renewedappreciation about your town and communitywhile you think about how you want topresent them to others.Also you will be able to build up substantialvocabulary about such town themes as theweather, public and entertainment facilities,nature and landscape, as well as stores.Furthermore, you will have an opportunity tocompare your town with some Japanesetowns. So get ready to reacquaint yourselfwith your town while improving your writingskills! 50. Step 3-2 Equip (in-put activity) 51. Step 3-3. : Expository writing : Topic sentence + Support sentencesTopic sentencesSupport sentences 52. 53. Step 3-4. /: 54. Step 3-5. : 55. Assessment RubricAssessment 56. UNIS/KISETSU.org/NECTJ http://www.kisetsu.org/ja/index.phphttps: http://nectj.wikispaces.com/ 57. Unit Organizer 1: Desired Result::will understand will be able to: 58. Unit Organizer 2-3: Evidence-Plan ::: : :/: