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					LinguaFolio and LinguaFolio Online:
   “Can Do” Language Learning
            Made Easy

            OFLA Annual Conference
               Columbus, Ohio
                 April 9, 2010

     Ryan Wertz - ODE World Languages Consultant
Parthena Draggett – Jackson High School WL Department
                   AGENDA

I.    What is LinguaFolio and how is it used to
      document language learning?
II. Where does LinguaFolio come from?
III. What does LinguaFolio do for students?
IV. What are the 3 components of LinguaFolio?
V. How does LinguaFolio promote goal setting &
      support reflective learning?
VI. What importance does LinguaFolio place on
      interculturality?
VII. What are the benefits of LinguaFolio?
VIII. Who is using LinguaFolio?
IX. Practical information and advice from a
      LinguaFolio piloting teacher.
I. What is LinguaFolio and
how is it used to document
    language learning?
          LinguaFolio…

…is a standards-based, self-directed
formative assessment tool that
records ongoing language learner
progress and, along with external
summative assessment results,
provides a comprehensive view
of student performance.
                    LinguaFolio…
…is a three-part electronic portfolio that language
learners keep throughout their educational and
professional careers to….
   document their language competencies in all
    languages, including heritage languages and English for
    speakers of other languages;
   set personalized language-learning goals;

   reflect on & self-assess their own language learning; and

   document their interactions with other cultures and any
    associated self-reflections.
LinguaFolio informs….
   Language learners;
   Parents of language learners;
   Educators of language learners at all
    levels; and
   Prospective employers / business.
        LinguaFolio users document their
        language learning by archiving…
   language samples that best reflect their current
    language proficiency (performance-based
    assessments, projects, presentations, tests, etc.);
   examples of their intercultural experiences;
   language-learning goals and self-reflections on
    those goals;
   awards, certificates and other examples of their
    language-learning accomplishments; and
   other external summative assessments (e.g.,
    STAMP test, CAAP test, AP test, OPI, WPT, etc.).
LinguaFolio Online Portal
       (Coming Soon!)
LinguaFolio for Young Learners




  Under Revision – Returning Soon!
   (Check www.ncssfl.org for updates.)
II. Where do LinguaFolio
 and LinguaFolio Online
      come from?
          LinguaFolio…
…is a creation of the National Council
 of State Supervisors of Languages,
 which is the national organization of
 language professionals charged
 with overseeing K-12 world
 language teaching and learning at
 the state level.
http://www.ncssfl.org
         National Standards




                  LF
  ACTFL                 ACTFL K-12
Proficiency             Performance
Guidelines               Guidelines
              LinguaFolio
             LinguaFolio Online
   LinguaFolio Online will eventually replace the first
    generation LinguaFolio (which was paper-based).
   LF Online is being developed for the NCSSFL by
    CASLS, the Center for Applied Second Language
    Study, which is a national foreign language center
    housed at the University of Oregon.
   The component parts of LF Online are being
    revised and added to the NCSSFL Web site on a
    regular basis. Visit regularly!
III. What does LinguaFolio
      do for students?
  LinguaFolio promotes learner
success by requiring learners to…
   regularly evaluate their own
    competencies and proficiency progress;
   identify and understand their strengths
    and weaknesses related to language
    learning;
   know how to routinely set learning goals
    and benefit by reflecting on them ;
  LinguaFolio promotes learner
success by requiring learners to…
                       (contd.)

   understand that greater effort equals greater
    achievement;

   discover what strategies and techniques help
    them learn; and

   know how and when to use a variety of these
    strategies.
    LinguaFolio is designed to…
    serve as a tool for students to manage and self-
    assess their own language learning and
    intercultural competence;
   add value to language learning and intercultural
    competency by providing individuals with the
    means to document their performance;
   facilitate articulation among K-16 language
    programs based on a clear and commonly
    accepted description of language proficiency;
   recognize and value heritage languages;
LinguaFolio is designed to… (cont.)
   promote language learning and intercultural
    growth as a life-long endeavors;
   promote “plurilingualism” & “pluriculturalism”;
   make language learning and intercultural
    growth more clearly understood by those other
    than language educators (e.g., parents,
    employers);
   enhance the mobility and marketability of
    students and workers; and
   benchmark language learning in the U.S. with
    internationally accepted proficiency criteria.
IV. What are the
  3 components
 of LinguaFolio?
LANGUAGE       DOSSIER           PASSPORT
BIOGRAPHY       Digital text,    Summarized
                 audio, and       snap shot of
 Language
                 video work       self-
  learning
                 samples          assessments
  background
                MP3 files
 Can-do        Podcasts         Record of
  statements                      external
                                  assessment
 Learning
  goals                           results
         I. The Biography includes:
   A self-assessment checklist, which enables
    students to self-assess what they know and can
    do with a language. This checklist must be
    completed before the learner fills out the other
    two portions of his/her LinguaFolio.
   Tools for identifying one’s study skills and
    learning styles (Learning Styles Inventory);
   Multiple documents from which to choose for
    recording significant language learning and
    intercultural experiences; and
   The learner’s goals and learning reflections.
         Self-Assessment Checklist
   Written in the form of student-friendly “Can Do”
    statements.
   Checklists for Novice Low through Superior in:
      Interpretive Listening
      Interpretive Reading
      Interpersonal Communication
      Presentational Speaking
      Presentational Writing
   Checklists can be accessed on the NCSSFL Web
    site at: http://www.ncssfl.org/links/index.php?self-
    assessments.
Novice Mid Can-Do Statements
LinguaFolio Jr. Can Do’s
  Classroom Self-Assessment Activity
                                       Easily   With help

 I can identify 5 rooms in a house.    __        __
 I can make a chore list for my
  family members.                       __        __
 I can answer questions about my

  room.                                  __       __
 I can write a 4-5 sentence
  description of my house for a realtor. __       __
The Biography includes self-inventories
  related to the following:
 History of language-learning ;
 Intercultural experiences;
 Travel, study, and/or work in other
  countries;
 Language use in programs or foreign
  countries;
 Pen pals or hosting exchange students; and
 Reflections on important linguistic and
  intercultural experiences.
II. The Dossier includes….
 Digital text, audio, and video work
  samples, MP3 files and Podcasts;
 Certificates that indicate language
  skills;
 Reports from tutors, teachers, program
  directors, etc.; and
 Assessments.
      Formative & Summative
       Assessment Options
       Formative            Summative
• Self-assessments   • ELLOPA / SOPA
  of language        • STAMP / NOELLA
  competencies and   • OPI / MOPI
                     • IPAs
  intercultural
                     • End-of-Course Exams
  experiences
                     • Performance Tasks
• Work Samples
• Learning tasks
      III. The Passport includes:
1. A linguistic profile which summarizes:
     Formal language-learning and intercultural
      experiences associated with school;
     Informal language-learning and intercultural
      experiences outside of school;
     Summer study, academies, or camps; and
     Contact with speakers of the language.
2. A self-assessment grid and global scale.
Passport
   V. How does LinguaFolio
promote goal setting and support
        reflective learning?
                     Student-Driven Cycle:


1. Use / Review the “I cans” and the self-assessment grid.
2. Write goals based on a preview of the upcoming chapter
   or unit content and learner’s perceived strengths.
3. Visit chapter or unit and determine learning strategies
   for achieving goals.
4. Save goals and all completed class work in a folder, on a
   CD, or on a shared or portable (e.g., flash) drive.
5. End of chapter/unit: Choose BEST work for each goal.
6. Self-Assess: reflection based on BEST work and goals.
7. Revisit the “I can…” statements in the Biography
   section and update as necessary.
         Set learning
            goals

           Reflective
 Self-     Learning       Select
assess     Process      strategies



           Provide
          evidence
        Critical Element #1: Goal Setting
   Model the creation of realistic /attainable learning
    goals for your students.
   Incorporate the setting and review of learning
    goals into your daily routine;
   Provide frequent opportunities for learners to set
    and reflect on their own goals.
   Make it clear that functional use of language, not
    grammar knowledge, is their primary goal.
    Critical Element #2: Learner Reflection
   Learners must connect what they already know to what
    they are learning;
   They must check frequently to see what they can and
    cannot do yet;
   They must determine which learning strategies help them
    learn most effectively; and
   They must reflect on the effectiveness of the strategies
    they selected and the goals they set ;and
   Based on their reflections, they must set more effective
    goals and select better strategies for future learning.
VI. What importance does
    LinguaFolio place on
      interculturality?
                           Interculturality
                 Interpretive                   Practices
Communication




                                                            Cultures
                          Perspectives Interpersonal




                Presentational                   Products
    Reflecting on Interculturality
Learners must be able to:
 Identify the multiple aspects of culture &
  relate them to their language learning
  progress;
 Find and successfully engage in
  intercultural activities;
 Self-assess their intercultural growth; and
 Describe how their intercultural skills have
  changed/developed over time.
   Reflecting on Interculturality
Learning Facilitators…
 Provide insight into their own culture;
 Share their own intercultural experiences;
 Provide language learners with
  opportunities to have their own unique
  intercultural experiences;
 Demystify cultural differences; and
 Facilitate student reflection on their own
  cultural interactions.
VIII. What are the proven
           benefits
      of LinguaFolio?
    The Benefits of LinguaFolio:
   Increases learner motivation;
   Heightens self-confidence;
   Requires active learning;
   Promotes learner autonomy;
   Requires learners to think about his/her
    own learning (metacognition); and
   Allows for smoother transitions
    between levels/teachers and between
    schools/programs.
            Benefits (Continued)
   Increases teacher creativity;
   Puts a stronger focus on communication;
   Improves relationships and communication
    between teachers and students;
   Informs parents; and
   Facilitates a greater appreciation of foreign
    language use by local communities.
VIII. Who is using
  LinguaFolio?
 Who is using LinguaFolio in the U.S.?
Language learners/users in….
    elementary programs;
    middle school programs;
    secondary programs;
    STARTALK programs;
    Post-secondary programs;
    businesses; and
….in nine pilot states (including OH) and most of
  the other states around the country.
    Important Tips for Teachers:
   Model, model, model!
   Help students set realistic goals.
   Store LinguaFolio files electronically. Be
    sure to back up files in a separate
    location.
   Use LinguaFolio to introduce new
    chapters/units and later to give closure.
                   Resources
   NCSSFL
    http://www.ncssfl.org/links/index.php?linguafolio


   LinguaFolio Online (CASLS)
    http://casls.uoregon.edu/lfo.php


   European Language Portfolio
    http://www.coe.int/portfolio/
     Ohio LinguaFolio Contacts:
   Debbie Robinson, ODE Consultant
     debbie.robinson@ode.state.oh.us

   Ryan Wertz, ODE Consultant
     ryan.wertz@ode.state.oh.us

   Carol Eiber, Retired LF Piloter
     chimena@aol.com

   Parthena Dragett, Current LF Piloter
       phd2jc@mail.jackson.sparcc.org

				
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posted:8/27/2011
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