1	LinguaFolio: Developing Self-Directed Learners Vickie Scow Nebraska Department of Education Aleidine J. Moeller University of Nebraska-Lincoln Janine Theiler Lincoln Public Schools Website: www.nde.state.ne.us/forlg Click on LinguaFolio
2	LinguaFolio: Developing Self-Directed Learners You are a football coach. Make a list of what you need to do to prepare your team for the game Friday night…
3	Preparation for game There is no I in team-loyal to each other Watch films from last weeks game Drill/practice Pump em up Teach the plays develop signals Discuss strategies Talk to other coaches that have already played that team Promote the game We will win Make sure equipment is ready Take care of concerns of players Believe in themselves
4	Give One, Get One What are the characteristics of the successful learner? Introduce yourselves
5	Successful Learners: Understand that greater effort equals greater achievement Use a variety of strategies and know how and when to use them Know how to set goals and do so regularly Regularly evaluate their own capabilities and progress Understand their strengths and weaknesses
6	European Language Portfolio “Documents the skills necessary to communicate in a multilingual Europe in such a way that they are readily accepted and understood in different countries.”
7	Council of Europe 12 years to create a common approach to language learning This work has resulted in….
8	Common European Framework A description of the whole activity of learning languages, how you use languages, what you do with them, how you might teach them and how you might assess them
9	Council of Europe A Common Scale of Reference Comparison of achievement and progress
10	What is the LinguaFolio? Purpose Components State Initiatives Goal Setting
11	Become a LinguaFolio Expert Jigsaw Activity Divide into groups of 4 Expert Groups #1,#2,#3,#4 Each expert shares with their group Task: Prepare a 2 minute introduction to the school board to convince them this will enhance student learning, motivation, and develop lifelong skills.
12	LinguaFolio USA! 2003 ACTFL delegate assembly & 2004 ACTFL annual meeting National Council of State Supervisors of FL adopted LinguaFolio USA! as their project for the year 2005 (Year of Languages)
13	LinguaFolio USA! Initiatives Nebraska Virginia North Carolina South Carolina Georgia Kentucky
14	LinguaFolio USA! Standards based European Scale/ACTFL; Common Yardstick Research based Strategies; goal setting; self-regulation Focused on student learning Change in student learning results
15
16	Purpose of LinguaFolio NE! Demonstrates what students know and can do in a language other than their first language An instrument for students that measures their language growth over time Enhances student learning through reflection and analysis of their own learning
17
18	Basics of LinguaFolio NE Purpose: Reflective analysis of growth in language use and achievement of personal goals Ownership: Mainly student owned and teacher guided; occasional teacher ownership Content: Personal goals, evidence via best work, reflective analyses
19	LF NE! Components My Language Journey (Biography) Reflective analyses on the process of learning language Passport Checklists identifying language knowledge, skills, cultural understanding, and proficiency levels Dossier of Evidence Collection of examples of students’ best work accompanied by goals and reflections
20
21	Biography Two Parts to Language Development Journal: Record and reflect upon language learning activities in family and community (interculturality) Record and analyze how I learn best
22
23
24
25	Passport Self-Assessment of Competency Level Self-Assessment Checklist
26
27
28
29	ACTFL Proficiency Guidelines Novice Low Speakers at the Novice-Low level have no real functional ability and, because of their pronunciation, they may be unintelligible. Given adequate time and familiar cues, they may be able to exchange greetings, give their identity, and name a number of familiar objects from their immediate environment. They are unable to perform functions or handle topics pertaining to the Intermediate level, and cannot therefore participate in a true conversational exchange.
30
31
32
33	Dossier of Evidence A Visual Demonstration
34	Dossier of Evidence Baseline data Goals Representative examples of student work Detailed self-analysis/reflection
35
36
37
38	"“Goal setting influences learning..." “Goal setting influences learning and motivation by providing a target and information about how well one is doing.” (Alderman, 2005, pg. 105)
39	Appropriate & Effective Goals Specific Well-defined, clear Measurable Easy to determine if attainable and attained Agreed Upon By all stakeholders (students, teachers) Realistic Within availability of resources, knowledge, skills Time Based Enough time to achieve goal, but not too much time allowed
40	SMARTER Goals with LinguaFolio Specific Measurable Agreed Upon Realistic Time Based
41	I will speak fluently.
42	I will ask Cecilia out on a date using only L2.
43	I will say “Hi” to Cecilia using only Spanish.
44	Students will describe the contents of their backpacks using only L2.
45	I will get an “A” on my test.
46	I will describe how tall my brother is.
47	I will have a conversation with my French-speaking friend.
48	I will know the names of the items in my bedroom in L2.
49	I will correctly interpret a cooking show in L2 in order to replicate the recipe presented.
50
51
52	1^st Year – Foods Chapter Objectives: Describe the three meals of the day and a variety of foods and drinks that can be consumed at each Describe the tastes of the aforementioned foods Order a meal in a restaurant using polite requests Negotiate problem situations that might arise in restaurants (fly in soup, dirty spoon)
53	1st Year – Foods Chapter Possible student goal # 1: I will read and correctly interpret the menu at La Paz restaurant. Student action plan: I will focus on the food vocabulary in the chapter and will look up other typical La Paz foods in the dictionary. I will go to La Paz and get a menu. I will read the menu and order. If the desired food arrives, I read correctly.
54	1st Year – Foods Chapter Possible student goal # 2: I will describe the cafeteria food using Spanish. Student action plan: I will focus on vocabulary describing foods. I will listen to and imitate the teacher when she pronounces the phrases. I will sit with my friends that understand and/or speak Spanish, and I will describe what I am eating for lunch and how it tastes. I will know by their reaction if I am understood.
55	Reflection Review Goals Find evidence showing goals were met Complete Portfolio – Reflection Sheet File in Dossier
56	The Nebraska Research Component What students know and are able to do after 1, 2, 3, 4, and 5 years of study How assessment drives instruction The effect of clear articulation between and across levels of instruction Benefits of LF for teachers, parents, students, administration, general public Website: www.nde.state.ne.us/forlg Click on LinguaFolio
57	Give One, Get One What is the biggest challenge or impediment to introducing a LinguaFolio into your classroom?