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LFLTA 2016 Conference January 1516, 2016

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Page 1: LFLTA 2016 Designing learning and creating meaningful assessments

LFLTA  2016  Conference  January  15-­‐16,  2016  

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AP  • Personal  and  Public  Identities  • Contemporary  life  • Global  Challenges  • Beauty  and  Aesthetics  • Families  and  Communities  • Science  and  Technology  

IB  • Social  relationships  • Communication  and  Media  • Global  Issues  • Health  and  Leisure  • Customs  and  Traditions  • Science  and  Technology  • Cultural  Diversity  

 Authentic  Resources  are  at  the  heart  

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• Dual  Immersion  

• Content-­‐based  

• Content-­‐infused  

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Thank  you,  Janina  Klimas.  

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http://tinyurl.com/qbly5ju  

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http://vimeo.com/77166262  https://www.youtube.com/watch?v=kCUubDQGFe0    

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Interdisciplinary  Themes    •  Global  Awareness  •  Financial,  Economic,  Business    and  Entrepreneurial  Literacy  

•  Civic  Literacy  •  Health  Literacy      

• Communication  • Collaboration  • Critical  Thinking  and  Problem          Solving  • Creativity  and  Innovation  •  Information  Literacy  • Media  Literacy  • Technology  Literacy  • Flexibility  and  Adaptability  •  Initiative  and  Self-­‐Direction  • Social  and  Cross-­‐Cultural  Skills  • Productivity  and  Accountability  • Leadership  and  Responsibility    

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Connected,  deeper  understanding  of  new  knowledge  

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Connected,  deeper  understanding  of  new  knowledge  

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http://www.actfl.org/publications/books-­‐and-­‐brochures/words-­‐and-­‐actions  

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http://www.actfl.org/publications/books-­‐and-­‐brochures/words-­‐and-­‐actions    

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http://sites.asiasociety.org/education/globalcompetence/  

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http://www.actfl.org/news/position-­‐statements/global-­‐competence-­‐position-­‐statement  

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http://www.actfl.org/news/position-­‐statements/global-­‐competence-­‐position-­‐statement    

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http://www.hemispheresmagazine.com/2012/04/01/plan-­‐g/  

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Video  by  Yannick  Noah  https://www.youtube.com/watch?v=U8DD1c24bwk        

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https://youtu.be/3y2U00Ar4-­‐0    

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http://youtu.be/3y2U00Ar4-­‐0  

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http://nucleaire-­‐nonmerci.net/francenucleaire.html  

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http://www.hemispheresmagazine.com/2012/04/01/plan-­‐g  

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http://nucleaire-­‐nonmerci.net/energieeolienne.html  

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http://nucleaire-­‐nonmerci.net/halteaugaspillage.html  

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http://nucleaire-­‐nonmerci.net/pour-­‐ou-­‐contre-­‐le-­‐nucleaire.html  

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https://www.youtube.com/watch?v=osSpWbmEYF4    

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un  repas  français  

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un  repas  cajun  

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un  repas  canadien  

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un  repas  marocain  

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un  repas  africain  

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un  repas  multi-­‐micronutrient  

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Qu’est-­‐ce  que  tu  préfères?  Pourquoi?  

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https://vimeo.com/13571257    

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You  are  attending  a  international  student    event  on  hunger.  The  topic  is  food  and  hunger.  You  will  represent  one  country  and  interact  with  others  from  other  countries.  Have  a  conversation  where  you  ask  and  answer  questions  to  discuss:  

• Where  you  live  • Food  likes  and  dislikes  • Foods  that  you  eat  in  your  country  • Healthy  and  unhealthy  behaviors  • Hunger  issues  where  you  live    

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http://media.cdnws.com/_i/497/p%7B523%7D-­‐4289/1/91/infographie-­‐eau-­‐copie.jpeg    

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When  is  a  task  rigorous?  ?    

ask  rigorous?  n  think  deeply  about  a  problem  

n  analyze  new  situa5ons  n  interpret  and  synthesize  knowledge  

n  bring  ideas  together  in  a  new  or  crea5ve  way  

n  develop  and  justify  their  own  criteria  for  evaluation  

n  are  intellectually  challenged    

Students…  

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What  is  relevance?  

   Knowledge  is  less  connected  to  realistic  situations  and  has  less  apparent  value  beyond  school  

Knowledge  is  clearly  connected  to  realistic  situations  and  has  value  

beyond  school  

Knowledge in one

discipline

Apply in one

discipline

Apply across

disciplines

Apply to real-world predictable

situations

Apply to real-world unpredictable

situations

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When  is  a  task  relevant?  n  Value  beyond  school  n  Addresses  an  actual  problem  of  contemporary  significance  

n  Builds  on  students’  real-­‐life  experiences  

n  Has  students  communicate  knowledge  beyond  the  classroom  

n  Students  recognize  the  connec5on  between  classroom  knowledge  and  situa5ons  outside  the  classroom  

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KNOWLEDGE

A P P L I C A T I O N

A B

D C

Rigor/Relevance Framework

Evaluation 6

Synthesis 5

Analysis 4

Application 3

Comprehension 2

Knowledge 1

1 Knowledge

in one discipline

2 Apply

knowledge in one discipline

5 Apply

knowledge to real-world

unpredictable situations

4 Apply

knowledge to real-world predictable situations

3 Apply

knowledge across

disciplines http://www.leadered.com/rigor.html  

 

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KNOWLEDGE

A P P L I C A T I O N

A B

D C

Rigor/Relevance  Framework  Evaluation 6

Synthesis 5

Analysis 4

Application 3

Comprehension 2

Knowledge 1

1 Knowledge

in one discipline

2 Apply

knowledge in one discipline

5 Apply

knowledge to real-world

unpredictable situations

4 Apply

knowledge to real-world predictable situations

3 Apply

knowledge across

disciplines http://www.leadered.com/rigor.html  

 

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RIGOR  

RELEVANCE  

A   B  

D  C  

Rigor/Relevance  Framework  

Teacher  Work  

Teacher/Student  Roles  

Student  Think  

Student  Think  &  Work  

Student  Work  

High  

High  Low  

Low  

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You  are  attending  a  international  student    event  on  hunger.  The  topic  is  food  and  hunger.  You  will  represent  one  country  and  interact  with  others  from  other  countries.  Have  a  conversation  where  you  ask  and  answer  questions  to  discuss:  

• Where  you  live  • Food  likes  and  dislikes  • Foods  that  you  eat  in  your  country  • Healthy  and  unhealthy  behaviors  • Hunger  issues  where  you  live    

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http://www.voki.com/Voki_for_education.php

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http://www.earth-­‐cultures.com/cultures/people-­‐of-­‐peru  

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http://www.teachhub.com/video-writing-prompts  

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When  is  a  task  rigorous?  When  is  a  task  rigorous?  


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