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motivation
85%students reach target
ok to make mistakes
stamp "can do" great idea

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The key is to have proficiency goals not just grammar.

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85% of the students achieve the target proficiency level or higher.   

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85% of the students achieve the target proficiency level or higher.   

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The stamp "can-do" statement chart could be a great motivator!   

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The stamp "can-do" statement chart could be a great motivator!   

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Compliant learners need better motivational strategies in order to help inspire their desire to learn language

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Compliant learners need better motivational strategies in order to help inspire their desire to learn language

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can do statements are the easy language for the students to understand what is intended they to do each class.

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can do statements are the easy language for the students to understand what is intended they to do each class.

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You need time to get out of the present!!! #irony

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Mistakes are not only ok, but should be encouraged in order lessen student anxiety  in the target language!

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Mistakes are not only ok, but should be encouraged in order lessen student anxiety  in the target language!

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motivation is the key to keeping students studying language; students want to learn how to speak so teaching speaking helps motivate students

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motivation is the key to keeping students studying language; students want to learn how to speak so teaching speaking helps motivate students

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Learning objectives are for teachers and Can do statements are for students

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Learning objectives are for teachers and Can do statements are for students

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If a task sets a student up for an emotional breakdown, it will lead to a linguistic breakdown.

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Comfort levels must be high in order to effectively start novice high to intermediate low transition

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Comfort levels must be high in order to effectively start novice high to intermediate low transition

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Students must feel that the task is relevant to their lives in order to be interested and invested. If we share learning targets with a "hook" from the beginning of each lesson, they will be more successful. They have to know where they are at and where they are going in order to reach the next level of proficiency.

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I am proud of how far we have come with the ACTFL proficiency levels so far- I think our targets are just about right in our district and now I want to help everyone get on board and design lessons and assessments better.

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I am proud of how far we have come with the ACTFL proficiency levels so far- I think our targets are just about right in our district and now I want to help everyone get on board and design lessons and assessments better.

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Task on level, versus task too far off level. If it's too difficult a task, it just will not work.

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Grade 7 and 8 "Level 1" course can technically make it to Intermediate Low by the end of the two years.  (It's a full year course each year for us...)

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Grade 7 and 8 "Level 1" course can technically make it to Intermediate Low by the end of the two years.  (It's a full year course each year for us...)

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Students cannot learn grammatical constructs until they are Intermediate mid

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Students cannot learn grammatical constructs until they are Intermediate mid

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Don't blast grammar like a firehose!

Work the 85% of the bell curve

Make the content interesting and relevant to learners

Give students achievable targets and empower them to track what they "can do"

Most of our students are compliant learners

Students will be in the intermediate range much longer than we previously thought

The best gift you can give your students is time for closure & the ability to say they achieved the goals set forth at the start of class

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As much oral communication as possible in the classroom in order to increase oral proficiency in the target language!

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As much oral communication as possible in the classroom in order to increase oral proficiency in the target language!

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Proficiency is really achievable when well defined. Looking at the numbers and several examples this morning with Greg made me realize the power we hold in our hands. Cannot wait to get into the classroom to try some of these key points.

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Introduce it at the beginning, wrap it up at the end.

Fail early and often in order to succeed.