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Language Acquisition Guide (updated April 2023) 

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Language Acquisition Guide (updated April 2023) 

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Access Google Forms with a personal Google account or Google Workspace account (for business use).

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Programme standards and practices_ Helping schools grow

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1. Read this article: https://citl.indiana.edu/teaching-resources/assessing-student-learning/authentic-assessment/index.html

Write a brief response about how you respond to the following statement:

"Authentic assessments have several advantages over conventional tests. They are likely to be more valid than conventional tests, particularly for learning outcomes that require higher-order thinking skills. Because they involve real-world tasks, they are also likely to be more interesting for students, and thus more motivating. And finally, they can provide more specific and usable information about what students have succeeded in learning as well as what they have not learned."

2. Building on Part 1 from yesterday, complete this document (copy & paste from yesterday) https://docs.google.com/document/d/1u4CX4iy9Ox9Lb4UDIvrrJUSEV9FBS8u1a1cHNfNfmgo/edit?usp=sharing

Make sure to include the completed rubric with the task specific clarifications (e.g. check list in student friendly language)

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These are from the document: Language acquisition teacher support material, updated July 2024

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Sample Template -  Emergent Level Task Sheet

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Sample Template -  Emergent Level Task Sheet

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SAMPLE Template (Emergent level) Task specific clarifications

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 LA (all phases) editable rubrics - MAKE A COPY

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MYP exemplary unit planner - Language acquisition (emergent level)  (1)

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Learning diversity and inclusion in IB programmes (3)

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Return to the summative assessment task you already designed.

Design one inquiry lesson pertinent to the summative task and discuss teaching and learning strategies to formatively assess the learning and increase student understanding of objective.

Share using chart-paper and gallery walk, providing feedback based on the following question: “to what extent does the formative task build understanding that supports the summative task?” using the “Glows and Grows” format.

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1. Using the GRASPS template, create a summative assessment task that asks for a performance of understanding that is set it in a real-world context.

2. Include a statement to justify the relationship between the statement of inquiry and the summative assessment task (to explain WHY students will complete the task).

3. Create a checklist of task-specific clarifications (what needs to be included to be successful on the task)

4. Submit your completed assessment here so that we can offer feedback as a group tomorrow!

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Well, this is my take...

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Cielo Riveros – Assessment

Goal

Write a letter or email to a Pen Pal in a target language country to introduce yourself.

Role

You are a student

Audience

The audience is Pen pal for one of the Spanish speaking countries.

Situation

The context you find yourself in is:

The challenge involves dealing with:

Product/Performance and Purpose:

You will write a letter or email  introducing yourself

Standards and Criteria for Success:

You must include the following items:  a greeting, introduction with your name, how old you are,  where you are from, ask: how are you?,  say goodbye, where you live.

Adapted from McTighe, Jay.  Designing Cornerstone Tasks to Promote Meaningful Learning and Assess What Matters Most, Workshop Handout, 2013, p. 59.

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Key concept

Related Concept

Global Context Exploration

Describe

School day

Statement of Inquiry

Your task is to describe your typical school day with pictures to your cousins who live in Brazil through a Zoom meeting.

Summative Assessment Task Description

Goal - Your task is to describe what your typical school day is like in America to your cousins who live in Brazil through a Zoom meeting.

Role - Your job is to tell(speaking) your cousin what your school day looks like.

Audience- Your cousins from your country who are planning to move to the U.S. next year.

Situation-  You are going to have a Zoom meeting with 2 of your cousins from your country who are planning to move to the U.S. soon. They are a little nervous about moving to a new country and school. They want to learn about school life in the U.S.  You are asked to take some pictures of your day at school and share them as you describe your day.

Product- You will take some pictures of your school day in different places and describe your day to your cousins.

At the end of the emergent level, students should be able to:

i.use a wide range of vocabulary

iii.use clear pronunciation and intonation in comprehensible manner

iv.communicate all the required information clearly and effectively.

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First day of the workshop that I was able to survive it!!! It seems more manageable.

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I feel very happy because I was able to understand the task we had to do and complete it within the desired time. I have learned a lot in this first class; however, I believe I still need to review the documents carefully in order to feel confident in the IB course.

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There are several practices that require schools to demonstrate the ongoing process of inclusion.

With your table group:

Round read "How do we use the IB standards and practices to demonstrate inclusion" (p. 8-9) in Learning diversity and inclusion in IB programmes

Read the “Creating optimal learning environments” section (p.14) of Learning diversity and inclusion in IB programmes. At your table, each participant reads about a principle and then shares with the rest of the members of the group.

Circling back to the authentic assessment you designed yesterday, review the task and evaluate the extent to which the four principles of good practice below are evident. If they are not, suggest how the summative assessment task can be improved in order to include all learners.

Consider how your formative assessment can help students to find success on the summative assessment - what might you do differently to support specific learning needs?

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3. Respond to the three prompts from above to write / draw your reflection about differentiation as a multi-modal text (feel free to find or create images to support your response).

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Achieving a “1 to 7” grade using subject criteria

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MYP assessment terms

Record and report student achievement

The recording and reporting system

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Achievement levels

Using standardization

The impact of formative and summative assessment, differentiation, and standardization

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Parameters of formative assessment

Formative assessment that supports summative assessment

Formative strategies

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Making assessment criteria comprehensible to increase student agency - Building Learning Agility

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Making assessment criteria comprehensible by co-construct task-specific clarification with students and providing exemplars.

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Basic principles of MYP differentiation

Differentiation when designing summative assessment tasks

Implications of differentiated assessment

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Performance of understanding

Command terms

Task-specific clarifications

Becoming agents of change

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Assessment in context

MYP criteria

Command terms in learning and teaching

Commit to change

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Horizontal and vertical planning

Components of the subject group overview

The summative task and planning

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Assessment in context

The IB PSP -- “culture”, “purpose,” “environment” and “learning” -- of assessment

The aims of MYP assessment

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Understand something new? Happy about something from the workshop? Share it here!

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Have a question? Post it here!