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Guideline 5 Provide options for expression and communication
Guideline 5 Provide options for expression and communication
The mantra of "firm goals, flexible means" became a cornerstone of my planning during this unit. Examining learning objectives to identify the non-negotiables proved to be a powerful first step, freeing me to offer students many choices for expression and communication. In the examples below, non-negotiables are in red and implications for expression and communication are in blue italics.
Interpretive Communication - In texts and conversations on a wide variety of topics that relate to students and their environment, relying upon understanding of series of connected sentences, sometimes supported by repetition and plain language, students understand the main idea and some supporting details. (IM.1.b) - Students must interact with both texts and conversations, but their understanding can be demonstrated through any modality.
Cultures – In a variety of settings, using the target language exclusively or almost exclusively, with appropriate linguistic scaffolding, students fully and consistently analyze products and practices to help understand perspectives within the diverse cultures of the target-language communities. (IM.5.a) - Students must use the target language to analyze cultural products and practices, but can express their understanding in written or spoken form with the aide of linguistic scaffolds.
Checkpoint 5.1 Use multiple media for communication
Checkpoint 5.1 Use multiple media for communication
For all Interpretive Mode tasks (listening and reading comprehension), students were able share their understanding in any format that allowed them to demonstrate their understanding of the main idea, important supporting details and vocabulary. Most students chose to type their responses, but a sizable minority used other formats. These included handwritten responses, conversations with me, recorded audio or video responses, and captioned illustrations. A Fishbowl discussion was another option that I suggested but students did not choose.
When preparing written Presentational Mode tasks (any type of written composition), students could opt to hand write or type their documents. In assessment scenarios where there would be a concern about students accessing online resources that were not permitted, those who chose to type were seated so that I could monitor their computer screens.
At various checkpoints during the unit students added to a collaborative online whiteboard using the Jamboard platform. This tool allowed students to see and respond to one another's ideas, reorganize notes and add annotations, images and drawings.
Students collaborated on the Jamboard platform to share their ideas about whether or not new technologies make us less intelligent.
Checkpoint 5.2 Use multiple tools for construction and composition
Checkpoint 5.2 Use multiple tools for construction and composition
I taught students how to change the language settings in Google documents to French so they could access spellcheck and grammar checking. Yet the power of these tools creates is a gray area for language learners in which assistive technologies like grammar check and word prediction can lead students to produce texts that do not reflect their true performance. I addressed this ambiguity by opening a conversation with students about the ethical use of assistive tools and artificial intelligence. We co-created a set of guidelines for using the tools. One important decision we made was to require students to underline or highlight language chunks that were produced by the assistive technologies. This makes it clear which structures were generated with help while allowing students to fully express themselves. The patterns of need created by the highlights also show me in what areas students are ready for new instruction.
Sentence starters and sentence frames are a tool that I use daily to support students in expressing their ideas. Some are specific to a given task, while others can be applied to a variety of situations, as seen below.
These sentence starters support students in talking about their learning journey at the end of a lesson or unit.
Students can use these sentence starters to express their opinions on a variety of topics.
Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance.
Checkpoint 5.3 Build fluencies with graduated levels of support for practice and performance.
Students have access to a variety of scaffolds to support their language production. As they grow in confidence and skill with the content, students rely less on the scaffolds until they reach independence. Scaffolds include
Sentence starters and sentence frames, as seen in checkpoint 5.2;
Word walls and anchor charts;
Chat mats (see checkpoint 3.4);
Verb tense and vocabulary reference sheets
Word wall and anchor charts
Guideline 6 Executive Functions
Guideline 6 Executive Functions
In redesigning this unit I wanted to ensure that students had opportunities and support to set goals, plan strategies for reaching the goals, monitor their progress and modify their pathway, as needed.
Checkpoint 6.1 Guide appropriate goal-setting
Checkpoint 6.1 Guide appropriate goal-setting
After the previous assessment, students examined their work and evaluated their strengths and next steps for growth with the help of a reflection tool. The tool consists of a checklist of language skills arranged in increasing order of complexity. By looking at the next set of skills in the checklist, students could identify specific goal areas.
To assist students in setting their goals, I modeled the process using data from a student survey of my teaching. I consulted with students as they set their goals, helping them make their goal specific, actionable and time-bound.
Checkpoint 6.2 Support planning and strategy development
Checkpoint 6.2 Support planning and strategy development
Once students set a goal, I asked them to identify the actions and resources that would be needed to make progress. I again consulted with students, offering suggestions of resources and strategies they might not have been aware of. At the start of class each day, I reminded students to take out the resources that would support them in advancing their goal. I supported students by identifying resources and strategies that would aid the development of specific skill sets. For example, when a number of students struggled with an assessment of technology vocabulary and future tense, I broke down practice activities by skill. Students were free to choose whatever activities they wished based on the areas they wanted to improve.
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