Oranges

Oranges

How can student & teacher goal-setting be a foundation for student learning?

1. Setting expectations, both student and teacher expectations. Everyone in class using all means at their disposal to enhance the learning experience.

2. Students own the goal when they create their own goal in collaboration with teacher.

3. Students are empowered when they help set their own expectations

4. Sometimes goals are not clearly defiined. Collaboration between student and teacher helps ;clarify the roadmap of where each is going.

5. Teachers can help elevate student achievement by guiding goal setting.

6. At the district level, goals and expectations can be consistent from one school to another and not dictated by socio-economic boundaries.

7. Best practices can be coordinated between teachers and programs.

8. Identify best teachers who can be powerful models of best practices to all teachers.

9. As trainers, we need to practice what we preach and model best practices in workshops and staff development.

10. High standards need to be set for ALL students, but they also need to be realistic and obtainable.


 * How can the development of relationships promote student learning?

1. If the teachers have good relationships with other teachers they set the cliimate that will foster the atmosphere that will be condusive to development of good relationships in the classrooms.

2. Students are encouraged or assigned to participate in interactive projects and/or electronic media such as wikies, e-mail, etc.

3. Teachers need to promote relationships in the classroom among their students by using groups,

4. Relationships with other classes of same language study can bring teachers and students together as a unit. It will help eliminate feelings of isolation among faculty and students.

5. Supervisors can help bridge the gap with teachers of less-taught languages that don't have the opportunity to collaborate with others in their building.

6. Supervisors and directors are important in establiswhing relationships with teachers.

7. If our students are able to establish goals, teachers should take the time to visit with each student on their goal achievement.

8. Getting parents involved in the partnership of student/teacher/goals is paramount.

9. Teachers have the responisibility to get to know their students. It can be as simple as learning the students/ names.

10. Teachers should be visible in the school community. They should be current with what is happening in the community and with the cultural of students/area.

11. As administrators, we can model the appropriate methods of establishing relationships with students.

12. Identify commonalities with group.

12..

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HOW CAN WE IN OUR ROLES AS DISTRICT SUPERVISORS INCREASE STUDENT LANGUAGE PROFICIENCY AND TEACHER EFFICACY? 1. Curriculum is a contract of certain performance assessments between teachers, students, and parents. 2. Professional development is a group of teachers to support and share. The district needs to provide support for the concept of backward design. Starting with the big picture first can lead to district supervisors participating in universities' methods training, and second, directs the professional development for teachers to know how to implement backward design.

Group 3

Group 3 What strategies lead to participatory learning experiences which allow students opportunities to increase proficiency and skill in the language?
 * Self-assessment
 * Exit tickets
 * Paired and small groupings
 * Less teacher talk, more
 * Real-life situations, topics of student interest
 * Pen pal exchanges
 * Use rotation system with students having different roles
 * Daily use of language 80% / 20%
 * More paired activities where the students are encourage to use the language
 * Retelling in the target language
 * Making the teacher cognizant of having a blend of activities that have a variety of receptive and productive skills
 * Refine the task “//Identify in writing”, “Identify orally”, etc.//
 * Use performance assessments more in formative assessements so the students are stronger in productive outcomes. That way there won’t be disconnect from the instruction and the assessment
 * Have teachers chart the types of strategies
 * Create a safe environment to give students room to negotiate meaning

How can teachers be supported in the development of instructional strategies that address and respond to brain-based learning research? How can comprehensible input and discovery learning be leveraged to increase student cognition at every level of instruction? What potential does differentiation offer for equitable learning by all students and how can instructors be more responsive teachers?
 * Creating a professional learning community to look at the research to establish buy-in
 * Opportunities to collaborate
 * Providing surveys to get feedback from teachers and students
 * Walkthroughs (student walks) during a prep time to see what is working with your colleagues. Debrief after
 * Demonstrate for teachers (Model) how the brain-based strategies work
 * Provide a climate to feel safe in practicing
 * Provide time to practice in a safe way //__where there are no negative consequences__//
 * Provide time to dialogue
 * Providing virtual professional development (asynchronous) to look at video clips and see what works based on research. (Better when they see a colleague modeling strategies)
 * Focus on student outcomes, not the teacher
 * If students are given the opportunity to speak, it will start the process
 * Get rid of the sage on the stage
 * Look for expertise beyond our content area ( i.e. Science)
 * Have a PLC where teachers analyze the data and see what is working
 * Professional development using other division teachers as models
 * Let teachers experience strategies as language learners to give them the experience of discovery learning. Then let them debrief to discuss what they experienced as a learner. //Practice// //in a safe environment.// We need to apply the same rules in PD as we do in the classroom. We are all learners who are wanting to do a good job! Nobody //__wants__// to be bad.
 * Setting students’ own goals à la //Linguafolio//
 * See //Blaz’ Differentiated Instruction: A Guide for Foreign Language teachers//
 * 4**
 * Common assessments guide curriculum development towards the goals.
 * Common assessments can become impediments.
 * Assessment drives instruction, then poor instruction.....
 * Assessment **of** learning or assessment **for** learning?
 * Grade-driven or learning-driven?
 * Backwards planning leads to assessment **for** learning and performance.
 * Self-evaluation can drive learning and performance-based assessment.
 * Self-assessment can change the paradigm of learning and a culture shift. (skill tracking)
 * Self-assessment moves the student forward in proficiency.
 * Peformance assessment can be time consuming, a challenge to implement, a long-term process to implement.
 * Authentic assessment is 'replicable' in real life --- on the streets of ___.
 * Student success -- assessing for what students know or can do (not what they don't know)
 * Connect to student interest, their skills show through their choices.
 * How do you define "alternative assessment"? Is the assumption based on pen and paper?

Group 6 Research based models are already proven to increase achievement. It is important to make connections for teachers between district initiatives/models and foreign language instruction. Vertical and horizontal teams ensure that gaps and redundancy in instruction are eliminated. Purposeful is the key to the growth when teachers collaborate. Teachers need time to reflect, collaborate, and process information to help improve motivaetion and self efficacy. PLC's are vital to improving teacher efficacy and motivation. Three key words are application, reflection and collaboration.