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having conversations outside the classroom.  They must listen, process then answer in the target language outside of the classroom in a real life setting.  (directions, supermarket, restaurant etc)

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having conversations outside the classroom.  They must listen, process then answer in the target language outside of the classroom in a real life setting.  (directions, supermarket, restaurant etc)

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conversing with peers

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When they are able to use what they learned, outside of the classroom. Conversing with peers, adults, or even people that they may not know. 

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When they are able to use what they learned, outside of the classroom. Conversing with peers, adults, or even people that they may not know. 

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Presental

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Written text without using an online translator

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Written text without using an online translator

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the talking, is hard  for them to pronunciation some words

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the talking, is hard  for them to pronunciation some words

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I think spontaneous, interpersonal speaking is the most challenging. Many of my students have fairly good listening skills and have moderate reading skills. However, they tend to freeze up if they need to simulate a conversation.

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I think spontaneous, interpersonal speaking is the most challenging. Many of my students have fairly good listening skills and have moderate reading skills. However, they tend to freeze up if they need to simulate a conversation.

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Feedback and corrections on assessments

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when they are able to go ahead and go in the next level of understanding

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when they are able to go ahead and go in the next level of understanding

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They can ponder and write about their own learning experience.

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They can ponder and write about their own learning experience.

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We explain what we do and why, plus give the a goal, rubrics so they can see what is expected of them.

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Students are able to show growth in all domains, such as listening, reading, writing, etc. However, since learning is spiralic and nonlinear, it is important to keep in mind that growth is different in the various domains. Students often understand their growth best if reflecting on it. I like to build reflection activities to help them understand their progress in the course.

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Students are able to show growth in all domains, such as listening, reading, writing, etc. However, since learning is spiralic and nonlinear, it is important to keep in mind that growth is different in the various domains. Students often understand their growth best if reflecting on it. I like to build reflection activities to help them understand their progress in the course.

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Listening. They often shut down before we even begin.

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Listening. They often shut down before we even begin.

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Giving them clear expectations like a rubric.

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Giving them clear expectations like a rubric.

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Presentations

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Assessments

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conversational skills/ using prior knowledge

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conversational skills/ using prior knowledge

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they can compare writing samples from beginning middle and end of year

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they can compare writing samples from beginning middle and end of year

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his/her ability to communicate outside the classroom

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his/her ability to communicate outside the classroom

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Rubrics

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Mostly with public speaking, with large audience present.

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Presentations that require them to talk in front of other people 

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Presentations that require them to talk in front of other people 

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They seem to struggle most with the presentational mode.

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They seem to struggle most with the presentational mode.

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As long as students are taking risks and willing to keep trying that is success. Language learning is unlike any other discipline since it is spiralic and second language acquisition cannot be based on a strictly linear model.

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As long as students are taking risks and willing to keep trying that is success. Language learning is unlike any other discipline since it is spiralic and second language acquisition cannot be based on a strictly linear model.

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Quizzes and tests and personal conversations with teacher 

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Quizzes and tests and personal conversations with teacher 

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See the progress as success, not just the end result. Also, understand how the progress ties to end goal.

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See the progress as success, not just the end result. Also, understand how the progress ties to end goal.

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Students understand growth when they can accomplish and complete a task in the target language.

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Students understand growth when they can accomplish and complete a task in the target language.

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reviewing vocabulary or concepts shows them how far they've come

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reviewing vocabulary or concepts shows them how far they've come

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Able to have real conversations with you in target language. 

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Able to have real conversations with you in target language. 

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Being familiar with the ACTFL inverted pyramid in relation to the I can statements--Self reflection

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Being familiar with the ACTFL inverted pyramid in relation to the I can statements--Self reflection

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creating an environment where the students feel safe to be vulnerable

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creating an environment where the students feel safe to be vulnerable

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all of them b/c they've been raised with a device in their hands

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all of them b/c they've been raised with a device in their hands

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They look at their how much they have learned and their ability to do an activity

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They look at their how much they have learned and their ability to do an activity

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Students understand what it means to be successful when they are able to produce with the target language.

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Students understand what it means to be successful when they are able to produce with the target language.