ACTFL+TOY+2009-Toni+Theisen-Loveland+High+School,+Colorado

=[|ACTFL TOY 2009-Toni Theisen-Loveland High School, Colorado]= Toni Theisen Contact me Connect with me on Twitter: [|tonitheisen] World Languages Tech Wikispace

Mes découvertes explore sheet:
 * __2012 ACTFL TOY Presentation__**
 * Critical thinking & Problem-solving **

=__**2011 ACTFL TOY Presentation**__=

What is an IPA-Integrated Performance Assessment?

__**Defintion**__ The IPA is a classroom-based assessment model that can be used for evaluating student’s language use in the three communicative modes (interpersonal, interpretive, and presentational) that correspond to the communication standards that appear in the national Standards for Foreign Language Learning (1996/1999). In its original form, the IPA model proposes a cyclical approach to the development of performance assessment units. These units are thematic-based are composed of tasks that correspond to the three modes of communication. [|Source]
 * What is an Integrated Performance Assessment? (IPA)** [|CobaLTT-CARLA Assessment information-What is IPA?]

__**Examples**__

= __**Example 1: Theme: Stereotypes:**__ = How are stereotypes formed"?

**Interpretive Task**: video-[|Jena Lee "US Boys"] media type="custom" key="11192916" Watch the video. Respond to the questions according to your observations of the video.

**Interpersonal Task:** With a partner discuss the stereotypes and indicate which ones are true or false. Elaborate.

**Presentational Task**

Choice 1:Create a video about your school to clear up the stereotypes and give a true view of an American school. Choice 2: Create a video about school in France; Choice 3: Your choice

=**Example 2-Theme:School Supplies-French I**=

What does school look like in Francophone countries? School is a reflection of the beliefs and ideas of a culture. The classes, the ways the system is organized, the school, etc. are all cultural elements. What about school supplies. We may know the vocabulary words for school items, but what do those items look like and what are their functions? B. Answer these questions: 1. List 3 supplies that students buy. 2. What are you thinking about when you see this video in relationship to school supplies in France? C. Learners read [|the school supply list]from France to see the items students need in France. media type="custom" key="11193212" || Each student make a list of 10 school items they have today for class. With a partner students share what they each have. Use this ppt to guide you.
 * Learners will learn vocabulary words for schools items by reviewing the ppt. and learning the vocabulary about school supplies. They will then share and compare and contract. Finally they will go shopping for school supplies at an online store.
 * ===Interpretive Mode=== || ===Interpersonal Mode=== || ===Presentational Mode=== ||
 * A. Learners watch these "La rentrée" school supplies video to find out what students are buying for school supplies in France.


 * [|Dansmonsac]**

The learners compare and contrast school supply items in France with those items they buy for school in the United States, using the list as a speaking stimulus. Students create an [|online Venn Diagram] || Learners go to this online school supply store in France: [|Ma Papterie] You are spending a year in France and you need to get school supplies. Go to this online store, [|Ma Papterie] to make your list. Create a Google spreadsheet with10 items that are "must haves" for the school year. 1. Name of item in French 2. Type of item in French (such as cahier) 3. Item cost ||

= __**Example 3: Theme: La Liberté-World War II-French Liberation-French 3**__ =

Why do people search for liberty and freedom? The French Resistance was a strong force in the history of WWII in France. What did it look like? How was it the movement formed and sustained and what were the results? How did it impact major events in WWII in France? > 2. What images do we associate with liberty and why? > 3. What images do other countries have for liberty and why? (From their research) > 4. How does this poem represent liberty from the perspective of those involved in the French Resistance? [|"La Liberté"-Paul Eluard] [|Écoutez ce poème]
 * Learners will gather background information and choose a topic to explore by using this wikispace as a starter.
 * Learners will view and analyze the film Au Revoir Les Enfants.:
 * [[file:Au revoir les enfants movie review reading 2010 activity.doc]] [[file:Speaking test-au revoir les enf.doc]]
 * They also examine the role of the French Resistance in this film.
 * Learners then read and listen to the poem:"La Liberté" by Paul Eluard and for the interpretive task they draw pictures or find images of the emotions evoked and the message implied by the poem.
 * Students then research images of liberty for several cultures.Then in small groups, students discuss in French using the possibility of several online tools: 1. What is liberty?
 * **1.** **Interpretive Mode: Poem-**

Learners read and listen to the poem:"La Liberté" by Paul Eluard and for the interpretive task they draw pictures or find images of the emotions evoked and the message implied by the poem in relationship to the French resistance.

Sur mes cahiers d'écolier Sur mon pupitre et les arbres Sur le sable sur la neige J'écris ton nom

Sur toutes les pages lues Sur toutes les pages blanches Pierre sang papier ou cendre J'écris ton nom

Sur les images dorées Sur les armes des guerriers Sur la couronne des rois J'écris ton nom

Sur la jungle et le désert Sur les nids sur les genêts Sur l'écho de mon enfance J'écris ton nom

Sur les merveilles des nuits Sur le pain blanc des journées Sur les saisons fiancées J'écris ton nom

Sur tous mes chiffons d'azur Sur l'étang soleil moisi Sur le lac lune vivante J'écris ton nom

Sur les champs sur l'horizon Sur les ailes des oiseaux Et sur le moulin des ombres J'écris ton nom

Sur chaque bouffée d'aurore Sur la mer sur les bateaux Sur la montagne démente J'écris ton nom

Sur la mousse des nuages Sur les sueurs des orages Sur la pluie épaisse et fade J'écris ton nom

Sur les formes scintillantes Sur les cloches des couleurs Sur la vérité physique J'écris ton nom

Sur les sentiers éveillés Sur les routes déployées Sur les places qui débordent J'écris ton nom

Sur la lampe qui s'allume Sur la lampe qui s'éteint Sur mes raisons réunies J'écris ton nom

Sur le fruit coupé en deux Du miroir et de ma chambre Sur mon lit coquille vide J'écris ton nom

Sur mon chien gourmand et tendre Sur ses oreilles dressées Sur sa patte maladroite J'écris ton nom

Sur le tremplin de ma porte Sur les objets familiers Sur le flot du feu béni J'écris ton nom

Sur toute chair accordée Sur le front de mes amis Sur chaque main qui se tend J'écris ton nom

Sur la vitre des surprises Sur les lèvres attendries Bien au-dessus du silence J'écris ton nom

Sur mes refuges détruits Sur mes phares écroulés Sur les murs de mon ennui J'écris ton nom

Sur l'absence sans désir Sur la solitude nue Sur les marches de la mort J'écris ton nom

Sur la santé revenue Sur le risque disparu Sur l'espoir sans souvenir J'écris ton nom

Et par le pouvoir d'un mot Je recommence ma vie Je suis né pour te connaître Pour te nommer

Liberté. || **2. Interpersonal Mode**

Learners research images of liberty in our culture and in other Francophone countries. Then in small groups, students discussed in French: 1. What is liberty? 2. What images do we associate with liberty and why? 3. What images do other countries have for liberty and why? (From their research) 4. How does this poem represent liberty from the perspective of those involved in the French Resistance?

Tools to support discussion: i[|Etherpad] [|Today's Meet] [|Twitter] || **3. Presentational Mode**

1. Learners make a basic PowerPoint using the poem and images to demonstrate their understanding of the poem and its impact on the concept of "La Liberté". 2. Students do a "save as" for format of the ppt to the format of jpg. 3. Taking the jpg images of the ppt., they then use [|Animoto] to make a video.

[|Louis et Rachid] media type="custom" key="10986634"

[|Amélie]

media type="custom" key="10986638" ||

__2011 Resource for IPA__
SWCOLT 2011 See other IPA Examples __**Resources and example of Integrated Performance Assessments**__ [|Paul Sandrock's Assessment Presentation] [|ACTFL article about IPA] [|New Jersey CAPS IPA project] [|Wisconsin IPA Resources (includes videos)]

ACTFL Bookstore: The Keys to Assessing Language Performance: Teacher's Manual


=__**2010 ACTFL TOY Presentation**__=


 * Integrating technology to enhance communication **


 * [|Add your thoughts to this session's Wallwisher. Just click and type.]**

[|Wallwisher tutorial] [|What is wallwisher?]

[|16 Ways to Use a Wall] [|15 Interesting Ways to use Wallwisher] [|29 Interesting ways to use Wallwisher in class] [|How Can We Use This in Education?]

[|Learn more about Wallwisher]

[|Xtranormal: Text to movie making]
Text to speech movie making. You can also watch, share or embed other movies already made. Choose set, characters and a voice from a range of international accents. [|More help with xtranormal] Want more detail explanations to making an [|XtraNormal, then watch this YouTube video] Here is Mme. T movie:[|Le déjeuner]

media type="custom" key="7449697"

Preservice teachers make me a [|"thank you"] movie for their workshop. (I was truly touched by this.)

media type="custom" key="7449711"

[|Animoto]music-use pictures to create a story or share information. Get [|Animoto Education Edition]: unlimited videos for you and your students
Another MmeT. production:[|Le Petit Prince] media type="custom" key="7449641"

Toni Theisen's French II students make Animoto video of their introductions Toni Theisen's French I students make Animoto videos to remember the "Jeux Olympiques 2010" Toni Theisen's French II students make Animoto videos to summarize "Les Jeux Olympiques 2010"

3. Telling stories
[|Storybird:] Create your own stories with a wonderful set of images from different artists. To includes accents-write the story in Word and then copy and paste. Students can collaborate on a story also. Can publish stories, but they are not yet allowing stories in other languages to be public. But you can invite people to read your story. For students learning English there are some great stories to read. media type="custom" key="7449071"

Theisen example: [|Les jeux olympiques et la paix]




Storybird Wiki: A place to share readings in other languages. Fiona Joyce has developed this wiki to share Storybird stories and gives advice on how to make them public.



[|Storyjumper]



[|Little Bird Tales] is a site where you can upload your drawings and record your voice for each picture to create your story.

**Toni Theisen's Wikispaces**
French4Students'wikispaces as their online portfolios LHSfrenchprojects
 * **Class wikis** || **Professional wikis** ||
 * LHSFrenchclasses

Loveland, CO-Matamata, New Zealand French wiki || World Languages Tech ACTFL Webinar-Enhancing Communication with technology ACTFL Tech 2010 ACTFL Tech 2009 ToniTheisen Conference wikispace WL-Thompson School District Tech World Languages21stcentury Wikispace-Join this space and add your links, etc. Becoming Global competency LHS-BestBuy Collaborative Wiki ||