Moving across the proficiency continuum

9/28/2014

Remember these?

Remember the info graphic displayed to the left? How can we enhance the skill set of our learners in order to move through proficiency levels? Let's start talking about transforming the classroom one level at a time!

First, let's reflect on a series of questions. What does it take to guide learners to the next level of proficiency? How do the three modes of communication interact? What does both learner and the teacher need to demonstrate performance?

Does this sound familiar? By the end of a level one-language class, most students have learned how to conjugate verbs in the present tense. By the end of level two, most likely the story is in the past tense. Amongst department members teams share with each other the chapter they are on and where they will leave off in June. Why is that we are having conversations on how much students have mastered by the chapters and themes that are covered?

Now, what if this conversation went a bit differently? What if teachers were having conversations about what students can do with the language within the different modes of communication? What if teachers were actually using proficiency levels by which to hold these conversations? How can we shape this path for both teachers and learners?

I believe that there are two paths, the Teacher Path and the Learner Path. In the teacher path we create:

A tool box for students
Integrated Performance Assessments
Tasks and assignments stating proficiency levels and Can Dos.
Strategy rings

In the learner path we create:

Reflections on comfort levels of skills and activities
Competence Matrices by skills mastered and function at task.
Ways to get proficiency language in the hand and eyes of students.

Take a look at the continuums below by skill as listed in the ACTFL Can Do Guide:

Ask yourself the where do you fall on this continuum? What can you do to move students across this path to develop a higher proficiency.