 We're going to start off by talking about assessment that was kind of left off the plate yesterday And that's really important. What are your goals? We just you just jumped right into creating a lesson, but obviously the lesson has to fit into the larger curriculum What are your goals? So that's what we'll be talking about in the morning And in the afternoon we're going to get concrete and say okay now if you really want to publish this and we want You to publish this that's the whole point you create something for the world and you're going to share it What steps do you have to go through? There's some things that we haven't really even talked about so choosing a license putting that license on Making it shareable, okay, and also getting it ready for submission. There are a couple of steps in there We want to talk to you about the editorial process, okay So let me turn it over to Chantel and Joanna. So in order to just kind of bring us back into The topic and the work that you've been doing I'd like you just in your even at I guess you're sitting still in your groups from yesterday, which is perfect So just take a few moments and with the people that your colleagues Talk about the kind of assessments that you do in your courses already that might apply to a flight lesson And also where you might see tension points What sort of assessments might not work for a flight lesson? It doesn't have to be the lesson you're currently working on We will be coming back to that question But if you're not quite there at the moment thinking more broadly is okay as well just in general What kinds of assessments would apply to these kinds of lessons? Alrighty, can we maybe Come back together again. I'm hearing just some really interesting Issues that are coming up and you know assessment has become such a heavy load Accountability and assessment have become institutionally Foregrounded in a way that it then ultimately ends ends up getting at the heart of so many issues So many things that we deal with in pedagogy tied back into how do we assess this? What do we do? How do we make this? Accountable we were working on a fairytale and there's a good way of Getting students to summarize and you follow this Rubric or guide its character wants but so then so for example beauty and the beast and I Can't think of it. So you just choose any character. What does that character want? But there's something that happens to them that Gets, you know, that's in the way. So then what happens and So and then afterwards you then what is the final conclusion, right? So you're following the narrative arc, but you're doing it in a way that pinpoints in a very precise manner. Yes Yeah, so they can that gives them a way to start right so they can say Give the name of the character and use the verb want and then end of the sentence then start with then start with but or use but in the sentence and Finish the sentence so and then finish that sentence and then and finish that sentence and So that would make them summarize which higher level thinking right but with a guide and At the same time that would make them write Their own sentences But again, I'm following the guide. So they're not fault. They're not completely on their own You know wondering where do I start and everything like that and I call that for them to remember I mean I live in Dallas, but I don't like the Dallas Cowboys but I call that Cowboys because C for character W for want B for but and As a BN for so and so that helps them remember how to I said how boys Anyway, that's what I thought would be a nice assessment for the fairy tale It's a nice reminder of how you even scaffold in your assessments, right? Because what you're ultimately doing is Scaffolding their ability to do a recount By giving them this this rubric this framework. Yeah, right so in talking about assessment then we can you know Do the backward planning and see then of course how things lead up to that and how that? Yeah ties in so Assessment is always a hard part To to say what you officially say to me because you're constantly assessing anyway But what I'd normally do is like I have for the Spanish learners in the class I for everybody I've divided I so we work by units and By the end of the unit I tell them you're gonna be able to for example I give them the example of one of my units you're gonna be able to present or promote a store that you have including clothes and prices And so on so that so I tell them that's the ultimate goal and So when they finally when they finally are at the moment at the point where they are presenting I grade that based on a rubric However during the less normal lessons every day life before the day of the project Each little part of the project that they do I grade so it's a combination of of Paper Grading things that they produce on paper like you know The plan for the presentation or the number of words that they know where they're left and also And also the rubrics for the end of the thing so I I this is all So I tell them all this at the beginning that I will also grade group work. I will also grade You know, so I grade the little parts so it's formative and Based on a rubric. Yeah at the beginning of the year I use a diagnostic assessment to know their level and then we have formative assessment to to to see their progress and These kind of assessments can be in different format. For example, they can use They can use the tasks that we have in each unit the daily questions actually so in many ways We can do the formative assessment and at the end of each unit or at the end of maybe three units if we have lack of time we can do the The formative assessment so what kind of assessment we do and I I think for this kind of online Assessment we can do the formative assessment and also the the diagnostic assessment at the same time we can add also Doing assignments online or presents something from their own We can also use what we call it the peer review Group review they can have a group together as a student and evaluate each other So it depends on the tasks sure sure do you see Assessment tools that you already work with that would easily apply to a flight lesson or do you see that hmm? Might need different kinds of Assessment and in what ways so to make them simple And also enjoyable Let's say to track their attention to not feeling boring while doing these tasks and The navigation between the whatever we have the units online should be really easy And really practical so I think it should be easier than the real lesson and they're there I don't know Assessment that we have in the class before we actually get to examples of assessment I did though in based on a conversation that you were having at this table about the tie-in between Spoken skills and the kind of work that we're doing here with literacies Development whether we want to call it multiple literacies test text-based The flight approach right so and then that then goes into questions of assessment further as far as Spoken skills, so I did want to give you a quick example of The very First lesson in my textbook So you can I'll show it online you can if you have the textbook with you could always take a look at that but I'm going to go to the text directly because this was a text that I wrote and It gives me the opportunity to also talk a little bit about the notion of authentic text It's a term that we hear ubiquitously And we all seem to understand what that means but within the context of Flight and thinking about language as a semiotic system of meaning making for me I think we need to extend our notion of authentic to include a text that can be written by a non-native speaker for Students but that encodes the literary so a text that does not have the literary is Something that I think of as in some sense Potentially non-authentic because the literary is in language. It's inherent in language So for me that that is really a key distinction and I'll show you The very first lesson in in French and probably the same with with romance languages And even in ESL one of the first things that you address is the noun system Of course, they don't talk about system nouns, right? and so students are learning in French about Singular and plural because nouns in French have you know have Gender right so they have to learn masculine feminine singular plural So that's already a lot of information to be working with it that is new to students So they work with the noun when they work with nouns for for a few Chapters and they don't get to adjectives until later because adjectives involve agreement With gender and number so that's considered more complex, but that means that students are very constrained right from the start with nouns the verb to be and nouns and talking about classroom What is in the classroom? This is a this there's a that and also introducing themselves because of The need to introduce themselves they get into the structure of I am a student, right? But in French you don't say I am a student you say je suis étudiant or je suis étudiant I Am student in fact that noun is used adjectively Right, and that's Presented as an anomaly. Oh, there is just when you want to talk about What someone does or the political affiliation, you know, he is Republican She is Democrat right that those are the exceptions Again Not true any noun can be used Adjectively attributively following the verb to be in order to characterize and So I give the example with English you can say Sarah is so country Right, so country is a noun. It's acting adjectively and in French if you have for example Two students arrive in a room to study for an exam you can say Tu es plutôt table bureau Do you prefer studying at a table or a desk and then you say moi je suis très table me? I'm very table It's with the literal translation, but it means I'm more of a table person. I'm more into studying at a table This is a highly productive spoken form It's also a form that can be used in literary contexts in poetry, etc So I decided to write a little poem Which is called c'est tout un poème Literal meaning It's it's a whole poem. It's all a poem Metaphorically that means something like in English when we say ah, it's a whole story means mmm It's a lot more complicated than what you might think the the the events that happened So here is language used from the very first chapter of France interactive It's the most basic vocabulary that you have Introducing French, but I turned it into a poem with the goal of getting them to focus on nouns that are being used metaphorically, so je vous présente Aaron il est étudiante en science politique mais en linguistique il est plutôt escargot So I'm gonna ask you to give me a gloss when we get to it So I'd like to introduce you to Aaron. He's a student of political science, but in linguistics He's rather now the word escargot for those of you who don't know French What do you know escargot? You've probably you may have eaten them or seen them on a menu Snails so what might that mean? You leave he's rather snail Slow Sluggish snail like right Dans la salle de classe il ya un tableau un morceau de crée et un exercice avec le verbe être mais Aaron est très Fenette so in the classroom there's a blackboard a piece of chalk and an exercise with the verb être Just to be but Aaron is very Does anyone know what fenêtre means window? What might that mean? He's very Distracted because he's looking out the window. He's very into Being a window person right meaning he's looking out the window Aujourd'hui on a lundi après il ya la semaine et puis samedi dimanche mais au le week-end Aaron est très la beau So today is Monday after there's the week and then Saturday Sunday, but oh On the weekend Aaron is very so labo short for Laboratory so he's very Studious industrious right working hard Comment qu'est ce qu'il fait ben Aaron apprend le français sa nouvelle petite amie s'appelle Marie elle est de Paris So, how's that? What's he doing? Well, he's learning French His new girlfriend's name is Marie and she is from Paris right so this notion of so, you know we get students to find these now's that are acting adjectively and to try to Understand what these meanings are just as I'm asking you this is very basic sentence structure It's the verb et it's all of this key vocabulary that students learn in that first chapter But it's put together in a way that is bringing out the literary So that is something when students say they say if they want to give a sense of themselves and they say I don't know je suis très chocolat Right, right. Oh, I love chocolate. I'm really into chocolate and someone else might say moi je suis très sport I'm very into sports and very athletic it gives students right away the possibility not just to name Things that are in the classroom and to say my name is it gives them the ability right from the start to use that same Vocabulary but adjectively and to go that much further in talking about oh, this is who I am Let me give you a sense of me as you know, how do I characterize myself? So and the writing assignment involves them using these kinds of things to describe give a pre, you know Descriptive of themselves so So how does how does the literary tie into spoken language in all ways, right? So it's a question of once again finding those links and making them apparent So it involves thinking about language differently and and looking at it differently and breaking it down for students so Yes, I love this example for a lot of reasons But one of the things that I think Joanna is bringing out here is that what we're calling the literary is Obviously the creative part of language, but that Grammar structure is not found in grammar books, right, which is the point So standard grammar books give you the standard grammar, which is usually very normative and it's usually based on the writing and but When I teach this at the college level to and our students are like wow, I I have finished. I'm a French major I've never been taught this. I said well you better get ready because people use this all the time It's highly productive right and so that's one of the things that we're trying to get across here Is that there's all this creativity that's left off the radar on most commercially produced materials? So it's up to you to bring that back into the classroom So that's also the notion of the literary is again this playful creative use of language that often is not Thought of as grammar, but it is that's that's following that's following a grammatical paradigm, right now in the AP test You won't see that Right, so you you know it is sort of a judgment call about your own assessments within the context of your course Also, of course preparing students then for taking standardized tests that aren't going to recognize this kind of thing However, when you work with this one of the things that is a sticking point for English speakers is that they want to always put in that article. They always want to say you know Je suis une étudiante. I am a student They make errors with that so when you work with them so that they understand Oh, if there's no article, it's acting adjectively It helps them to actually gain better Accuracy better command of oh, I this is I'm using this adjectively. Okay. No article. Oh here It's a noun. Oh, I need my I need my article and then they can think through what okay Well, what are my options this though? It's it feminine masculine They can go through those mental gymnastics, but it actually helps them It's the system right when you work on a systems level it actually my experience Helps with accuracy in the long run and the other thing it helps with For beginners because this is a very easy grammatical structure Beginners don't have a lot of adjectives. They have a lot of nouns So once they realize oh any noun in French can be used as an adjective that expands their kind of Immunicative ability a lot. So that's also one of the benefits of teaching them things something like that They can start saying things that are meaningful and kind of fun. Yeah, who are you? Well, I'm really into this I'm really into that you know and they can talk about themselves in that way Right from the start. Okay, so I had something and yeah talking back to assessment because you mentioned the AP and I was thinking proficiency came up a lot yesterday if you think of standardized proficiency exams like the Actful OPI or The one I know best is the Goethe exam, which is the European Common Framework for German But I think they're all quite similar in a lot of ways This kind of command actually would make someone Come over as more proficient on a standard kind of oral proficiency exam and that's one of the things that People are starting to realize is that we've said for a while. We'll get the students talking That's what will make them proficient and there's some more recent research That's going back and looking at recordings of specifically the Actful and looking at what kind of what what are the students doing formally? And as realizing that actually proficiency is largely a lot of formal command not grammatical accuracy But the ability to kind of creatively make choices between different forms. So maybe we undersold How important this kind of attention to form is In the early waves of the proficiency movement Right right and we know that accuracy comes after right no matter what it takes longer To gain accuracy than it does to be able to at least get your thoughts out in some fashion So so you know accepting that as part of the reality But then allowing them a much greater range of communicative ability is is I think quite productive goal Chantelle and I put together some thoughts About assessment that would tie in things that we've that we do that tie into let's say flight kinds of lessons and I guess one of the things I mean Some of it is quite obvious. I guess one of the things that I that I'd like you to focus on you You know, I'm going to ask you to read just the first three pages because those tie into The Hemingway lesson that I Put together so this is you know sort of first-year level or introductory levels the lower levels and one thing I want you to think about is many people have mentioned rubrics and my question is What kind of rubric? Might you need because yes rubrics are a very Effective way of now of assessing what kind of rubric might you need in order to? Properly or effectively assess the kind of writing that involves the literary let's say Cannot be measured very easy you can use the holistic approach of rubric otherwise no no the analytical if we have let's say Definite areas to be assessed if not we can use the the holistic rubric Okay, so you're going to see an example in here of what I did for the the Hemingway text But I'll ask you to just read the first three pages and then we can see how that may Helpfully help you to better understand how you could tweak or create rubrics that would fit flight lessons