LaTeS: Language Teacher Symposium

CERCLL hosts a biannual day-long symposium at which K-12 language teachers can share ideas and issues that are specific to their community. Arizona Continuing Education is available.

CERCLL is grateful to the University of Arizona’s College of Humanities for its contribution to LaTeS.


Spring 2018 LaTeS

Planning with the End in Mind: Performance Towards Proficiency

Presented by Donna Clementi (Lawrence University)

Dr. Clementi’s PPT [PDF]

Saturday April 21, 2018, 9.a.m. to 4 p.m.
Location: University of Arizona, Harvill building, room 404.

A certificate for 6 hours of Arizona Continuing Education will be provided to attendees.

The event was free to attend (including lunch) and filled with a waiting list.

Download the flyer here

Description: Thoughtfully designed performance assessments provide evidence and feedback on learners’ cultural understandings and abilities to communicate in real-world situations with competence and confidence in the language they are learning.  Learners will be more successful in demonstrating their communication skills if the performance tasks they complete are cognitively engaging, intrinsically interesting, and personally relevant.  The principles of Backward Design guide teachers in the selection of purposeful learning experiences to build learners’ communication skills and cultural understandings.

Beginning with the end in mind, in this workshop participants deconstructed sample performance assessment tasks to identify the knowledge and skills that learners are expected to demonstrate.  They discussed how closely the tasks reflect real-world contexts where learners need to use the target language, and criteria to use in evaluating learners’ performances. The participants then compared the criteria they generated to the model rubrics that were used for the sample performance tasks. They evaluated sample performances using the criteria from the sample rubrics and additional criteria suggested to enhance the evaluation of the task.  They discussed the degree to which the rubrics successfully reflect high quality performance, and brainstormed the kinds of activities that will prepare learners to successfully complete the final performance tasks. After analyzing the model performance assessment tasks, participants developed standards-based performance assessment tasks and rubrics for their own teaching context.

Donna Clementi, PhD, is currently a lecturer in World Language Methods at Lawrence University, Appleton, WI.  She taught French and was the World Languages Program Leader in the Appleton Area School District (WI) for thirty-three years. She is a frequent workshop presenter and consultant nationally on best practices in the teaching of World Languages. Since 2006, she has led the CARLA Summer Institute on Second Language Assessments at the University of Minnesota.  She is co-author of Keys to Planning for Learning:  Effective Curriculum, Unit, and Lesson Design Second Edition (ACTFL 2017).  Clementi’s honors include: ACTFL’s Florence Steiner Award for K-12 Leadership in Foreign Languages (2000); Distinguished Foreign Language Educator Award from the Wisconsin Association for Language Teachers (2002); Supervisor of the Year Award by the National Association of District Supervisors of Foreign Languages (2004); Les Palmes Académiques from the French government (2008); Founders Award from the Central States Conference on the Teaching of Foreign Languages (2012).





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LaTeS 2016 Archive

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