Strengthen Understanding of the Overarching Goal of FSL Program of Studies

1. Strengthen understanding of the overarching goal of FSL Program of Studies.
2. Reflect on current assessment practices and explore new assessment strategies.
3. Discuss and explore how assessment can be used to achieve functional language proficiency, using Alberta curricular documents.
4. Select assessment tools and strategies for use in the FSL classroom.

1. Planning Considerations
2. Workshop Notes - PowerPoint thumbnail sketches with facilitator notes and suggested activities

1. Participant Handout Samples
2. Handout Photocopy Instructions
3. Handout Photocopy Masters

1. Materials Preparation Instructions
2. Masters for Materials Preparation
3. Workshop Materials CD

1. References
2. Car metaphor video

Developing Language Proficiency through Assessment in French as a Second Language– Workshop Facilitator Guide

Developed by ARPDC, IISLE and AAC, as a result of a grant from Alberta Education to support French as a Second Language implementation

1

I. Facilitator Notes

1. Planning Considerations: Before the Workshop

The following questions can be used when preparing for the workshop:

1. Who is the audience?

-What are their roles?

-What are their attitudes about this topic, this presentation, and/or the work environment in general?

-What experiences, knowledge, skills and potential contributions do they bring to this event?

-Can you pair up more experienced FSL teachers with less experienced FSL teachers?

-What other French as a Second Language/assessment professional development sessions have they attended?

-What are their levels of expertise?

-What do they (and their leaders) hope to gain from this workshop?

-Did participants bring their Program of Studies and Program Articulation documents?

1. What resources are available?

-Who is the contact person?

-What needs to be communicated with whom prior to the event?

-Who are the AAC Assessment Specialists in this jurisdiction?

-Who are the French as a Second Language curriculum consultants in this jurisdiction?

-When are upcoming Program Articulation in-service sessions (ARPDC) scheduled?

-Do you have access to a color copier (AAC Key Visual) or will you arrange photocopying through your regional consortia?

Logistics questions:

1. How much time is available?

-Could any surprises affect the amount of actual presentation time?

-How much time is planned for lunch and for breaks?

2. What physical set-up is required?

-Who is responsible for:

• name tags?
• room arrangements?
• tables and chairs
• Can charts be posted on the walls of the room?
• food arrangements?
• audiovisual equipment – data projector and screen?
• photocopying ofmaterials? Different colors of paper to photocopy different handouts?

3. What travel and transportation details should be checked?

-Where isthesite and how long will it take to get there?

-Will the room be available 45 minutes before the event?

Planning Considerations: Workshop Materials

General Session Materials

name tags

• session evaluation form
• supplies for each table such as post-it notes, ERLC pens, highlighters, markers, etc.
• sticky notes

chart paper and stand

• tape or adhesive to attach charts to walls

Audio Visual Materials and Requirements

• data projector with computer connected OR overhead transparencies and overhead projector
• screen
• Workshop Materials CD – contains PowerPoint slides and selected workshop handouts and materials
• Internet capabilities, if available

Participant Handouts

(detailed instructions and masters located in Section 2 of this guide)

• participant handout(main workshop handout of PowerPoint slides)
• additional handouts (interspersed throughout the workshop)
• French as a Second Languagesnowball activity
• French as a Second Language Program of Studies (front matter)
• Program Articulation Communicative Targets
• assessment strategy scenarios
• ACC Performance Assessment Tasks (from website)
• evaluation tool samples (different colors is helpful)
• AAC key visual (must be in color)
• I can….
• Authentic, or not?
• AAC glossary (optional)

Workshop Materials forAdvance Preparation

(detailed instructions and masters located in Section 3 of this guide and/or on the Workshop CD)

• photo cards

On-site requirements

• workshop seating in table groupings
• wall space for posting charts

Workshop Goals and Overview

Workshop Goals

The goals of the workshop are for participants to:

1. strengthen understanding of the overarching goal of FSL Program of Studies,
2. reflect on current assessment practices and explore new assessment strategies,
3. discuss and explore how assessment can be used to achieve functional language proficiency, using Alberta curricular documents, and
4. select assessment tools and strategies for use in the FSL classroom.

Overview Chart

Activity

Getting Started

What’s happening now? What’s new?

Front Matter, Program of Studies Program Articulation*

Principles and Purposes of Assessment

Strategies and Tools: Putting Theory into Practice

Assessment Strategies

Lunch Break

Strategies and Tools: Putting Theory into Practice (contd.)

*Facilitators may wish to adapt this activity, depending on the participant understanding of the 2004French as a Second LanguageProgram of Studies and Program Articulation document.

B. Workshop Notes and PowerPoint Sketches

Facilitator Notes

• photo cards at each table
• name tags
• participant handout
• workshop evaluation form
• workshop materials(to be availableon tables throughout the workshop)

1. Welcome participants and introduce yourself briefly.
2. Please note all the partners who were involved in the development of this workshop.
3. Background information for Teacher Leaders: the original form of this workshop was a 2-day workshop developed for the regional consortia in 2005 by AAC. At the time, the regional consortia knew there was a strong need for an assessment workshop for social studies. ERLC also wanted to support FSL through an assessment workshop, so this one was created using the original Social Studies workshop. It has been altered substantially (including moving it to a 1-day format) but was still created in collaboration with AAC.This workshop was developed by The Institute for Innovation in Second Language Education (IISLE) in Edmonton Public Schools.

1. Facilitate a quick introduction so everyone can get to know one another by name and grade level. This slide will need to be adjusted to fit your context.
2. Encourage participants to share something they hope to get out of the day. This will help you do a quick needs assessment, so you can tailor your comments throughout the day. You may wish to chart these ideas to refer to them throughout the workshop. Or, you could also ask participants to write their thoughts on sticky notes and place them on the wall/chart paper.
3. Other questions you may want to pose to participants can be found on page 5 of the introductory materials to the Facilitator Guide.

1. Read through agenda with participants. You may want to point out that the day will progress from big ideas (such as the foundations of teaching as a second language) and general concepts to much more specific ideas and concepts (such as how to write strong “I can” statements). (This reflects good brain-based learning practices.)
2. Mention that a health break will be provided in the morning and afternoon, and that these breaks will fall where they naturally need to occur.

1. This relates to Agenda item #1
2. Go through each workshop goal and provide time for participants to read them over from the slide.
3. Reiterate to participants that this is not a beginner session. It is expected that participants have a working knowledge of the FSL Program of Studies, Program Articulation documents, and assessment terminology.
4. Essentially, this workshop is designed to help FSL teachers in Alberta become more effective at using assessment, with the goal of helping students to become more proficient in the French language.

1. This relates to Agenda item #2
2. The purpose of this activity is to help get participants warmed up, and to think about FSL & Assessment in the ‘big picture’. We want FSL teachers to think about “the forest”.
3. Invite participants to examine the photo cards at their table. Gauge time needed to complete this mini-activity (approximately 5 minutes). Photo cards may be exchanged among tables if desired.

1. We sometimes miss the ‘forest’ for the ‘trees’. This workshop will explore both the ‘forest’ – the big ideas and philosophical underpinnings as well as the ‘trees’ – practical strategies to bring assessment of FSL within reach of busy teachers.
2. At this point, mention to participants that our ‘forest’ as second language teachers is building language proficiency. Whatever we do in our FSL classrooms is focused on the main goal of improved French language proficiency, or using French.Our ‘trees’ are the specific strategies we use to build that language proficiency. What we want to do is figure out how assessment can be one of the ‘trees’ in our FSL classroom.

1. This slide links to the ‘big picture’ discussed in the ‘big picture’ activity.
2. Language proficiency means what someone can do in the language. As much as possible, assessment of that proficiency should focus on the real-life application of that proficiency.
3. Ask participants which words they see in the definition for proficiency assessment that stand out as important for them. This willbe important later when discussing the Program of Studies.

1. This relates to Agenda item #3.
2. Snowball activity: Explain that the purpose for this activity is to establish a baseline of what assessment in FSL ‘looks like’ at the present time.
3. Distribute the ‘What’s happening in assessment?’ handout. Invite participants to record the items they have used or will soon use to gather assessment information for a reporting period. You may want to mention to participants that this does not mean assessment tools such as observational checklists or rubrics, but rather descriptions of tasks themselves, such as “lost pet poster” or “writing out a recipe.” Ask participants to focus here on what the students do with the language.
4. Once participants have had a chance to list some assessment items, invite them to have a ‘snowball fight.”
5. Each participant crumples their assessment list/ ‘gradebook’ and tosses the papers around the room. Everyone picks up one paper to use for the next step of the activity. The goal is to reduce the likelihood of having your own paper and to end up with the same number of snowballs as participants at your table. Let the fun begin!
6. Involve participants in a snowball fight. Crumple the ‘gradebook’ and toss the papers around the room. The goal is to reduce the likelihood of having your own paper and to end up with the same number of snowballs as participants at your table. Let the fun begin!

1. Once the ‘snow’ has settled, invite participants to open their papers, engage in a discussion at their tables and tally the responses in the five categories shown on the screen. Participants can use any/all of the information on the papers collected at their table, and decide which assessment strategies align best with each of the language skills. Point out to participants that oral language has been divided into production (more rehearsed oral language) and interaction (more spontaneous, such as conversations). The purpose of this activity is to get a sense of how we are focusing on building language proficiency through assessment. There is also a question on the bottom of the page called “What do you notice?” that is provided if participants would like to jot down observations that arise from their brief discussion.
2. While table groups are working, facilitator creates a chart on chart paper similar to the one on the slide.
3. Tally the data from the all the groups and record it on the chart paper. Explain that this data forms a baseline of what assessment in FSL ‘looks like’ at present, and there will be an opportunity to revisit this data later during the workshop.
4. At the end of the activity, you may want to point out that the snowball activity is an effective way to get students to talk about preferences, opinions, etc.

1. Ask participants to look at the information that has been collected on chart paper. Ask them, in their small groups, to decide which assessment strategies that have been listed reflect a real-life application of language use. Remind them that this means that they are looking for tasks that demonstrate how students would use language in their real lives. (You can refer back to slide #7).
2. After participants have had a minute or two to discuss, ask them to offer suggestions as to which assessment strategies can be checked off on the chart paper. Use the suggestions as an opportunity to discuss the meaning of ‘real-life application’.
3. To lead into the next part of the workshop: because we want to try and always build language proficiency, we want to make sure we are able to interpret our curricular documents to help us focus on language proficiency.