Golf

Golf


 * Topic 1 Summary:**

By building an atmosphere of trust, shared goal setting, and differentiated instruction and assesment, we create and promote an environment that creates students who are self-motivated and self-guided, self-reliant language learners. This changes the focus from the teacher as deliverer of content to the student as creator.

Round 2: Performance based learning Q Performance based learning & classroom experiences are integral to a standards based curriculum. Impact on professional development: help teachers be able to make connections between PBA & learning experiences, "curriculum", and grades. user:12.239.132.130

Round 3 Utilizing a variety of research-based

Strategies: info based, open ended questions, higher level questions, flexible grouping, use on-line assessments so students can learn their own strengths, Students need to discover their own strengths on how they best learn. Teachers can use this info to create differentiated groups. We are still locked into the bottom of Blooms but the way we ask students to show us how they have learned may not be using the technology that they want to use. We need to give them options or allow them to come up with the way they can show us that they learn. We are not imposing our way on them. How do we support our teachers to learn this? We need to see this in action. We need to invite people to show us this in action. It is ok for teachers to ask students or let students use the newer technologies. They will respect us for asking. Teachers have a fear of not knowing everything...this goes back to the first question we asked. This is a big shift for us. We need to remove barriers and finding time for them to explore. Textbooks and workbooks might impede us. We do not have time to create everything. We can take away something to allow them to create. It can make a difference if you take away workbooks but teachers do not have the time to make thematic units and create the resources. This goes back to round 2 because if we are using the exercises in the workbook will help them acquire the skills needed for the performance based tasks. There is a time and a place for teaching the grammar structure...it does not have to be a lot of time...to teach the pieces of grammar needed. We need to help our teachers ascertain other ways to help our students show they have learned the goal of the lesson. Ex: homework: go home and think about what you would say to invite a friend to the party. Professional development on low prep activities that can be used instead of the pre-prepared publisher ones. It is difficult to get them to share yet there are shared drives that they can use...but we hear, I spent time on this and do not want to share it. How do we get them to see that someone needs to start and others will follow? We need to get better at empowering teachers and show them how to use it in the classroom. Make it happen here in world languages. They need to see the best practices happening in the classroom. Teachers need to have concrete tools and it needs to be modeled for them while they are learning. They need the colaborative group for this to work with. Each training should be the how to do it and what it looks like. Then they need to apply that new idea to their class. How do we do this with the limited budgets? We have to get them in small supportive groups and teach teachers to be self directed learners as well. Younger teachers could help this as they have experienced these ways and can collaborate online. Teachers are afraid of change.


 * Topic 5 - Incorporating feedback based on data analysis to improve student learning**

Using portfolios allows students control over what is used to demonstrate their growth and progress. Portfolios are conducive to articulation. Promotes student reflection, ownership, etc. Portfolios allow students to see and to show their growth over time. Formative assessment informs instruction and helps instructors to address the needs of the students.