Old+Town

Old Town

The Historic Heart of San Diego is the Gaslamp Quarter. This gateway arch is located on northbound Fifth Avenue after the San Diego Trolley tracks and the Martin Luther King, Jr. Promenade near Petco.

3. Utilizing a variety of appropriate and research-based teaching and learning strategies to ensure learning by all students
• Any activities that allow students to have opportunities to speak • Opportunities for international interactions (on-line) • Cooperative learning (think-pair-share round robin) – so that all students are prompted to speak • Random accountability
 * What strategies lead to participatory learning experiences?**


 * How can teachers be supported in development of instructional strategies?**

• Create professional learning communities in our districts • Create on-line PLC’s with specific instructional strategies to maximize use of limited PD days • Get district support for giving teachers more time • Mentors and coaches modeling strategies - webinars • Film good lesson plans from the field and make them available to teachers for training. • Tag on-line resources so that teachers don’t have to wade through information

[ By leverage, do you mean use? We felt this question was weak.] • Discovery learning needs to be structured so that it makes sense, and students know what they are supposed to learn. • Ensure learning by ALL students - help them find what appeals to them
 * Leverage of comprehensible input / discovery learning (guided inquiry**)

• Teachers can’t assume that if one student shouts out the answer – all of them understand the concept. • Knowing your students, teaching the concept in more than one way • Giving choices in assignments and projects give them different options for how they produce language • Challenge: managing a class with students working on different projects. If elementary teachers can do it, so can secondary.
 * Differentiation**

4. Evidence of Student Learning •common assessments as pathways to student proficiency be certain that assessments are aligned with curriculum that is aligned with ACTFL proficiency levels, textbook is not the only resource •What forms of alternative assessment are reliable and valid - use of rubrics that are aligned with proficiency levels, professional training to help teachers to understand that these can be reliable and valid and rigorous, moving from grammar focus to function, employing the modes of commuication •Formative assessments as evidence of progress - feedback for student and teacher, allowing students to participation in creation of these assessments (judgement is for summative assessments), use of portfolios, clearly define what is being measured, formative assessment is for measuring progress and growth •Authentic assessments as relevant and motivating measures - connects to their (students') world, teachers need to understand the meaning of authentic

5. Incorporating feedback based on data analysis to improve student learning
 * K-12 vertical articulation of learning progress with portfolio products; allows district coordinators to base decisions on evidence, not hunches. Having standardized test data (STAMP, NOELLA) legitimizes world language learning as a content area. Involving students in this data collection and charting progress directly affects student learning. Teacher-led data teams are very useful to create seamless vertical and horizontal curriculum alignment-- ongoing discussion around student output, not teacher preference. Common formative assessments are one of the best types of diagnostic tests that influence teacher's next steps.