1. WAFLT Summer Institute 2011 Putting Standards into Practice presented by: Karen Luond Fowdy Lisa Hendrickson
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6. Standards as a Mind Set FROM . . . TO . . . “ What do I teach on Monday?” “ I’ve had 4 years of (Language) and I don’t remember a thing.” “ What will my students be able to do?” “ I can talk to you about . . .”
18. What do I/you think and feel? Environmental issues How do I/you look at the world? Nature and geographical features What's my/your life like? Describe seasonal activities Who am I / you? Free time activities
22. Standards as a Mind Set FROM . . . TO . . . “ What do I teach on Monday?” “ I’ve had 4 years of (Language) and I don’t remember a thing.” “ What will my students be able to do?” “ I can talk to you about . . .”
25. Three Modes of Communication Presentational Interpersonal Interpretive
26. What Verify How well Expand and Enrich Structures and Vocabulary Practice pieces
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33. What Verify How well Expand and Enrich Structures and Vocabulary Practice pieces
34. What do I/you think and feel? Environmental issues How do I/you look at the world? Nature and geographical features What's my/your life like? Describe seasonal activities Who am I / you? Free time activities
35. VERTICAL CURRICULUM DESIGN How do I/you look at the world? Nature and geographical features What’s my/your life like? Describe seasonal activities Who am I/you? Free time activities indoors and outdoors Beginning Developing Transitioning Refining What do I/you think and feel? Environmental issues
39. Learning a language is far more than an intellectual, cognitive challenge. It is a means to grow and mature through the experience of other cultures. It gives breadth and depth to our personalities. It allows us to approach problems differently because we have experienced different worlds; it allows us, as Proust says, “to see with new eyes.” Veronica Lacy Culture Perspectives Products Practices
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43. What Verify How well Expand and Enrich Structures and Vocabulary Practice pieces
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46. You know the lesson . . Don’t forget the students!
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48. How do you plan instruction – moving from guided to independent production? Setting the stage for learning . . .
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50. Building repertoire Classroom Activities – Building Repertoire Spontaneous, Independent REAL-LIFE APPLICATION Practiced, Memorized LESSON PLAN CONSTRUCT Open-Ended RECEPTION & PRODUCTION Students demonstrate Students practice Teacher/class practice Teacher Controlled RECEPTION Teacher introduces Moving from . . . Building toward
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56. Thank you! We hope you and your students enjoy the journey! Lisa Hendrickson Karen Luond Fowdy
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