Designing Instruction as long as the AP French Language in addition to Culture Course Brian Kennel

Designing Instruction as long as the AP French Language in addition to Culture Course Brian Kennel www.phwiki.com

Designing Instruction as long as the AP French Language in addition to Culture Course Brian Kennel

Lance, Dustin, On-Air Personality has reference to this Academic Journal, PHwiki organized this Journal Designing Instruction as long as the AP French Language in addition to Culture Course Brian Kennelly, Cali as long as nia Polytechnic State University Davara Potel, Solon High School (OH) James Monk, The College Board ACTFL 2009 Annual Convention November 20, 2009 San Diego, Cali as long as nia Session Content AP Course in addition to Exam Review as long as World Languages Designing Instruction as long as AP French Language in addition to Culture Reflective Practice in addition to Planning Learning Experiences Learning Objectives in addition to Achievement Level Descriptions Using Course Themes, Recommended Contexts, in addition to Essential Questions Working with Authentic Materials Assessment: Integrating Skills within the Modes of Communication Timeline as long as Announcing Changes AP Course in addition to Exam Review as long as World Languages Project Rationale AP courses are regularly updated to stay abreast of developments within each academic discipline. AP regularly conducts College Curriculum Studies to ensure ongoing alignment with parallel college courses. Differences among the tasks in addition to per as long as mance expectations across the current suite of AP Exams in the world languages are significant, which may lead to misunderst in addition to ing on the part of AP teachers as well as colleges with regard to AP st in addition to ards. Currently, colleges in addition to universities generally do not compensate students with credit or placement equivalent to the proficiency that students obtain as a result of their AP experience in a world language.

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AP Course in addition to Exam Review as long as World Languages Project Goals Ensure that the AP courses in world languages: Embody a coherent conceptual organization Effectively develop language proficiency across the three modes of communication (Interpersonal, Interpretive in addition to Presentational) Effectively integrate cultural competence, connections to other school disciplines, comparisons between the target language in addition to culture in addition to those of the learner, in addition to foster the use of the language within the broader communities beyond the traditional school environment Draw upon current scholarship in learning theory Align with the best practices of college in addition to university teaching Maintain the continued validity of AP to colleges in addition to universities Advance the availability in addition to access to AP world language courses as long as a diverse range of prepared students Prepare students as long as success in subsequent college-level courses AP Course in addition to Exam Review as long as World Languages Process Forty-eight world language educators were selected to serve on six AP World Language Commissions. Commissioners used the following resources to develop a common framework as long as the AP courses in world languages: St in addition to ards as long as Foreign Language Learning in the 21st Century ACTFL Per as long as mance Guidelines as long as K-12 Learners Data gathered in a study of Chinese, French, German, Italian, Japanese in addition to Spanish college courses Course portfolio data gathered from post-secondary instructors Data gathered from colleges in addition to universities regarding current credit in addition to placement policies AP Course in addition to Exam Review as long as World Languages Process Commissioners working across languages developed the new AP Curriculum Framework as long as World Languages in addition to Cultures: Claims, Achievement Level Descriptions, in addition to Themes. Draft AP Curriculum Frameworks were reviewed by AP teachers, college in addition to university faculty, in addition to leaders of professional organizations.

Designing Instruction Reflective Practice Designing Instruction Planning Learning Experiences Determine how your students will: be engaged in addition to challenged by exploring important in addition to relevant ideas (through inquiry, research, discussion) have opportunities to activate previous knowledge have opportunities to process new in as long as mation using a variety of media (literature, journalism – print, radio, podcast, television – art, cinema) receive explicit instruction on the knowledge in addition to skills needed to prepare them as long as success work in a variety of groupings (pairs, small in addition to large group) to maximize learning opportunities draft, revise, in addition to refine their work based on feedback set goals at the beginning of a unit in addition to self-assess prior to the end of a unit Designing Instruction as long as AP French Language in addition to Culture Learning Objectives in addition to Achievement Level Descriptions Using Course Themes, Recommended Contexts, in addition to Essential Questions Working with Authentic Materials Assessment: Integrating Skills within the Modes of Communication

Designing Instruction Learning Objectives The learning objectives are statements we make about the knowledge, skills, in addition to abilities of students who take the AP course. Six groups of learning objectives represent the three modes of communication described in the St in addition to ards. Interpersonal Communication Interpersonal Speaking, Interpersonal Writing Interpretive Communication Interpretive Listening in addition to /or Viewing, Interpretive Reading Presentational Communication Presentational Speaking, Presentational Writing Designing Instruction Achievement Level Descriptions Achievement Level Descriptions are specific statements about what students at different per as long as mance levels know in addition to are able to do. Provide AP teachers with valuable instructional feedback based on student per as long as mance that in as long as ms instructional adjustments as long as subsequent academic years Represent progression along a trajectory of second-language learning Allow colleges in addition to universities to better place AP students based on robust descriptions of students’ knowledge, skills, in addition to abilities upon successful completion of the AP course Designing Instruction Achievement Level Descriptions Each set of achievement level descriptions is composed of various features of student per as long as mance that provide evidence that the learning objectives are met. Example: Spoken Interpersonal Communication Interaction Vocabulary Strategies Register Opinions Pronunciation Language structures Cultures, connections, comparisons

Designing Instruction Using the Course Themes in addition to Recommended Contexts The AP French Language in addition to Culture course is structured around six course themes; each of the themes includes a number of recommended contexts as long as exploring the theme. Recommended contexts are neither prescriptive nor required; they merely serve as suggestions as long as addressing the themes. Teachers will address all six course themes in the AP course; however, they are not expected to address each of the recommended contexts within a theme. Teachers are encouraged to engage students in study of the various themes through both historical in addition to contemporary perspectives. AP French Language in addition to Culture Curriculum Framework Thematic Approach

Designing Instruction Using the Course Themes in addition to Recommended Contexts Example 1: A unit on Earth Day in addition to ef as long as ts to protect the environment in various areas of the French-speaking world (one theme, one context) Course theme: Global Challenges Recommended context: Environmental Issues Example 2: A unit on ideals of beauty represented in the history of French painting (one theme, multiple contexts) Course theme: Beauty in addition to Aesthetics Recommended contexts: Contributions to World Artistic Heritage, Ideals of Beauty, Visual Arts Example 3: A unit on immigration in addition to integration in French-speaking countries (multiple themes in addition to contexts) Course themes: Global Challenges, Personal in addition to Public Identities, Families in addition to Communities Recommended contexts: Diversity Issues, Alienation in addition to Assimilation, Citizenship Designing Instruction Essential Questions In a thematic approach to instructional design, essential questions guide classroom investigations, learning activities in addition to per as long as mance assessments. They may provide topics as long as project work, take-home essays, in addition to in-class debates, as long as example. Essential questions allow students to investigate in addition to express different views on real-world issues, make connections to other disciplines, in addition to compare aspects of French-speaking cultures to their own. Essential questions should capture students’ interest, in as long as m the selection of authentic materials to use in class, in addition to help students consider the course themes across time in addition to across cultures. Designing Instruction Essential Questions Sample essential questions as long as a unit on discoveries in addition to inventions (a recommended context as long as the Science in addition to Technology theme): How have discoveries in addition to inventions from the French-speaking world changed our lives Who are the inventors in the French-speaking world today, in addition to what projects are they working on What factors hinder the process of invention What would you like to discover or invent someday, in addition to why These essential questions can guide research projects oriented historically or from a contemporary perspective, in addition to they may provide topics as long as in-class debates, brief written research reports, or oral presentations.

Designing Instruction Working with Authentic Materials The AP course places emphasis on students demonstrating an underst in addition to ing of cultural products, practices, in addition to perspectives. An excellent way to increase students’ awareness in addition to underst in addition to ing of aspects of French-speaking cultures is to use authentic materials related to the various course themes. Authentic materials include newspapers in addition to magazines, radio in addition to podcasts, television in addition to film, literature, music in addition to other works of art from the target language cultures. Teachers should assume complete flexibility in resource selections in addition to instructional exploration of the six course themes. Designing Instruction Working with Authentic Materials Some questions to consider when selecting authentic materials: What do I use already that I know works as long as my students in addition to me, in addition to that I can relate to one or more of the course themes Do my materials reflect a variety of course themes in addition to topics that promote interdisciplinary study types of written texts / types of audio in addition to audio-visual resources cultural perspectives of the French-speaking world linguistic features that show the diversity of the French language Designing Instruction Classroom Assessments Classroom assessments should prepare students as long as a successful per as long as mance on the AP Exam but should also be more varied than the limited number of task types on the AP Exam. Classroom assessments should be focused within a range of student proficiency (Intermediate to Pre-Advanced as described in the ACTFL Per as long as mance Guidelines as long as K-12 Learners) rather than an assumed college course equivalency (third-year college course in French language).

Designing Instruction Classroom Assessments Classroom assessments should be connected to thematic units of study in addition to focus on developing students’ proficiencies across the three modes of communication: Interpersonal, Interpretive in addition to Presentational Communication Classroom assessments should require students to demonstrate underst in addition to ing of an authentic stimulus material, thus integrating listening in addition to /or reading into a task whose product is written or spoken. Designing Instruction Integrating Skills within the Modes of Communication Examples of integrated-skills assessments in Interpersonal in addition to Presentational Writing: Interpersonal Writing: (1) engage in an “e-pal” exchange with students at a French-speaking school, (2) read or listen to a posting to a blog or an Internet discussion group in addition to write a reply, (3) engage in text messaging in French Presentational Writing: (1) write a review of a French-language film or music CD as long as your school’s French club newsletter, (2) produce creative writing in French (a poem, a personal narrative) based on the work of your favorite writer(s) Designing Instruction Integrating Skills within the Modes of Communication Examples of integrated-skills assessments in Interpersonal in addition to Presentational Speaking: Interpersonal Speaking: (1) lead a class discussion on an assigned reading, (2) engage in an in-class debate, (3) engage in conversations in person, via telephone or Skype® Presentational Speaking: (1) retell in French, in your own words, a favorite story from your childhood, (2) create a podcast or vodcast (video podcast) in French about a topic that interests you

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Designing Instruction Focusing on the Interpretive Mode of Communication Interpretive Communication – creating an appropriate underst in addition to ing of a spoken or written message when there is no recourse to the speaker or writer – is of particular importance in the AP course. The Interpretive mode is used to support communication in the other modes. Instruction that seeks to develop proficiency in the Interpretive mode should use authentic materials in addition to probing questions so that students pay attention to the following: Identification of theme, purpose, in addition to point of view Identification of details that support a main idea Use of contextual clues to deduce meaning of unfamiliar words Inference of implied meanings Connection of the content of a message to the student’s existing knowledge AP French Language in addition to Culture Summary: What’s new in the revised course The main focus of the course is to develop students’ proficiencies in the three modes of communication as described in the St in addition to ards as long as Foreign Language Learning in the 21st Century: Interpersonal, Interpretive in addition to Presentational Communication Student per as long as mance is described as a range of student proficiency (Intermediate to Pre-Advanced according to the ACTFL Per as long as mance Guidelines as long as K-12 Learners) instead of an assumed college course equivalency (third-year college course in French language). The course has a thematic approach. The course includes a focus on culture as described in the St in addition to ards: cultural products, practices, in addition to perspectives. Timeline as long as Announcing Changes Prospective AP Exam questions were piloted in AP classrooms in May 2009; the next round of pilot testing is scheduled as long as fall 2010. On November 9, 2009, the AP Program announced which subjects will have changes made to their exams as long as May 2012 (2011-2012 academic year). For the AP courses in world languages in addition to cultures, the 2012 new exam date is valid as long as AP French in addition to AP German. For AP subjects that will have changes made to their exams as long as May 2012, a full new practice exam will be made available at the start of the 2011-2012 school year.

http://www.collegeboard.com/ap/coursechanges New AP Vertical Teams Guide in addition to Workshop

Questions in addition to Answers Brian Kennelly AP French Language in addition to Culture Curriculum Development in addition to Assessment Committee Cali as long as nia Polytechnic State University bkennell@calpoly.edu Davara Potel AP French Language in addition to Culture Curriculum Development in addition to Assessment Committee Solon High School, Solon, Ohio dpotel@solonboe.org James Monk Associate Director, Curriculum in addition to Content Development Advanced Placement Program jmonk@collegeboard.org

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