1.0 – Module 1 Overview

Welcome to Module 1!

Click the play button on the player at the right to hear the introduction to Module 1:

Module 1 Learning Targets

  • I can identify a personal professional goal from the TELL P6 criteria that I will choose to develop during this course.
  • I can understand the ACTFL World Readiness Standards and the 21st Century Skills map as it applies to teaching my language.
  • I can use the STARTALK Lesson Planning Guide and the Student Template to begin developing a learning episode for my Peer Microteaching Activity as well as for the final synchronous activity with students from CSUSB.
  • I can explain the difference between a “learning target” and a “learning objective.” 
  • I can identify and suggest learning targets from a teacher video presentation of a lesson. 

Module 1 Activity Table

ActivityDescriptionDue Date
1.1 Why TELL and Why Now?We’ll begin with an overview of the TELL framework with attention given to its relevance to our work in this course.

Before 11:59 pm on Tuesday, June 16
1.2 Using TELL to Identify Your 
Course Goal

In this introductory activity, we’ll use a Planning Self-assessment tool from the TELL Project to help you establish a basis for you journey in this course.Before section 1.3

1.3 Integrating World Readiness Standards and 21st Century Skills

Where do language teaching and online teaching intersect? How do we meet the needs of 21st Century Language Learners? We’ll take a look at ACTFL’s World Readiness Standards and 21st Century Skills framework here as we look ahead to our synchronous teaching activities. 

 (Links to an external site.)
Before 11:59 pm on Tuesday, June 16.
1.4 A Lesson Planning Guide
In this section, we’ll explore the concept of the “lesson” in a synchronous, online environment. To guide our exploration, we’ll take a look at two key documents that will help us develop our peer micro teaching lesson as well as the final teaching activity with students as CSUSB.

Before 11:59 pm on Tuesday, June 16.
1.5 Learning Objectives versus Learning Targets
Continuing with our exploration of the backward design process, let’s take a closer look at Stage 1 of the process: “What should students know and be able to do?”

Before 11:59 pm on Wednesday, June 17. 
1.6 Collaborating with Your Collaborative Learning Group (CLG)
Now that we’ve explored the ACTFL World Readiness Standards, the 21st Century Skills Maps, and the backward design process, let’s see if we can identify examples of these in a Think Aloud video from a previous participant in a CLASSroad STARTALK program.Part 1: Before 11:59 pm on Tuesday, June 16.
Part 2: Before 11:59 pm on Wednesday, June 17. 
1.7 Module 1 Formative Assessment
Once you’ve completed all sections of this module, you’ll check your understanding via this short quizBefore 11:59 pm on Wednesday, June 17.

Looking Ahead

Module 2 will be released at 8:00 am on Thursday, June 18 and will focus on the model teacher characteristic described in Planning 6a: 

I set daily performance objectives that are focused on proficiency targets and are based on meaningful contexts.

Our next live, synchronous session will take place on Thursday, June 25 at 3:30 pm PT / 5:30 pm CT / 6:30 pm ET with Andrea Guillaume, Ph.D. who will speak to us on Assessment for Learning: A Growth Mindset Practice.  Like all synchronous events, this is required. 

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