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French as a Second Language

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French as a Second Language Core French, Grades 4-8 Extended French, Grades 4-8 French Immersion, Grades 1-8 Fall 2013/Winter 2014 * * s ... – PowerPoint PPT presentation

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Title: French as a Second Language


1
French as a Second Language Core French, Grades
4-8 Extended French, Grades 4-8 French Immersion,
Grades 1-8
Fall 2013/Winter 2014
2
(No Transcript)
3
Goals of the Implementation and Training Session
for FSL
  1. To increase awareness of how curriculum review
    has evolved and how Ministry policies and
    priorities are reflected in revised curriculum as
    a result of the curriculum review process
  2. To deepen understanding of the Vision, Goals, and
    Enduring Ideas underlying the FSL curriculum
  3. Share information about major changes to FSL
    curriculum for Core French, Extended French, and
    French Immersion
  4. Provide opportunities for meaningful dialogue
    regarding effective strategies to implement
    revised curriculum

4
Agenda Day One
  • Questions for Reflection
  • Curriculum Review Process
  • What Did We Hear?
  • Features of the Revised Curriculum
  • Exploring the Revised Curriculum
  • Preface, Introduction, Vision and Goals
  • Enduring Ideas

5
Questions for Reflection
  1. Why is French as a Second Language an important
    part of the Ontario curriculum?
  2. How does learning French prepare students for
    living in today's world?

6
Curriculum Review Process
  • 1000s of people have touched the draft
    document throughout the revision process

7
Components of Curriculum Review
8
Stages in FSL Curriculum Review
9
Stages in FSL Curriculum Review
10
SHIFT FROM
SHIFT TO
WHAT DID WE HEAR?
11
What did we hear?
  • Strengthen the vision of the French language
    learner in the 21st century
  • Base changes on the key components of a quality
    French program by
  • Focusing on the acquisition of a strong oral
    foundational base
  • Emphasizing that oral communication cannot occur
    without effective listening
  • Highlighting the importance of valuing and
    learning another language

12
Features of the Revised Curriculum
  • Consistent goals and vision across all grades and
    programs from Grades 1 to 12
  • Expanded examples, teacher prompts and
    instructional tips
  • Focus on communication (production, reception and
    interaction) in authentic contexts
  • Inclusion of different types of interaction and
    talk
  • Emphasis on action-oriented communicative
    approaches
  • Emphasis on development of student metacognition
    skills
  • Inclusion of intercultural understanding
  • Inclusion of media literacy

13
Front Matter
  • Preface and Introduction
  • The Program
  • Assessment and Evaluation of Student Achievement
  • Some Considerations for Program Planning

14
Front Matter Preface
  • Schools in the 21st century
  • Supporting students well-being and ability to
    learn
  • The Role of Mental Health

15
Front Matter Introduction
  • provides an overview of the goals and key
    elements of the approach and pedagogy in the
    subject
  • roles of teachers, parents, students, principals,
    and the community

16
Alors, Quoi de Neuf?
  • All three FSL Programs share the same vision and
    goals
  • Core French, Extended French, and French
    Immersion are all housed in one document

17
Vision and Goals of the French as a Second
Language Curriculum
18
Enduring Ideas
  • Enduring Ideas are fundamental concepts which
    focus on the development of skills that are
    necessary for life-long language learning.
  • The emphasis on the 7 Enduring Ideas encourages
    students to apply their knowledge of French and
    communicate ideas, information, and opinions for
    authentic purposes, to different audiences in a
    variety of real-life situations.

19
Enduring Ideas
  • Authentic Oral Communication
  • Reception, Production, and Interaction
  • Read enduring idea on page 9 and pages 19 - 20
  • Think-Pair-Share
  • Answer questions on Placemat

20
Enduring Ideas
  • Listening, Speaking, Reading, and Writing
    Interconnected but distinct
  • Read section on page 9 and pages 20-21
  • Reflect on statement
  • If students hear it, they can say it. If
    students can say it, they can read it. And if
    students can read it, they can write it.
  • Discuss What implications does this statement
    have on teaching and learning?

21
Enduring Ideas
  • Development of Language Learning Strategies
  • Read section on pages 9-10
  • Refer to sample anchor charts for the strategies.
    Select strategies for one of the strands.
  • Discuss how you would introduce the strategies

22
Enduring Ideas
  • Interdependence of Language and Culture
  • Read section on page 10
  • In groups of four, number off, 1-4.
  • Person 1 shares a statement based on reading
  • Person 2 shares a comment
  • Person 3 asks a question
  • Person 4 asks a question
  • Whole table discussion

23
  • Emphasis on Critical and Creative Thinking
    Skills
  • Read section on page 10
  • Examine the Adolescent Literacy Guide p. 16-21
  • Discuss your findings with a partner

24
  • Goal Setting and Reflection
  • Read section on page 11
  • Refer to pages 22-27 in the Adolescent Literacy
    Guide
  • Consult A Guide to Reflective Practice for Core
    French TeachersModule 6
  • Refer to the Faire croître le succès handout
  • What kind of opportunities can we provide for
    students to set goals and reflect on their
    progress?

25
  • Making Real-World Connections
  • Read section on page 11
  • Refer to Module 3-Action-Oriented Approach of the
    Guide to Reflective Practice for Core French
    Teachers
  • Select a program and a grade
  • What kind of real-world connections can be made
    for this grade?

26
Board Team Consolidation
  • How are the seven enduring ideas linked to the
    curriculum expectations?
  • How do they support students learning of French?
  • How do the enduring ideas connect to learning
    across the curriculum?

27
WRAP UP
  • 3-2-1
  • 3 things from the work of our session so far that
    you are excited about
  • 2 things that you want to explore further (e.g.,
    with someone in the room, with someone in your
    board today, tomorrow, next week)
  • 1 thing that you are wondering about

28
À demain!
29
Jour 2
30
Agenda Day Two
  • Exploring the Revised Curriculum
  • Assessment and Evaluation of Student Achievement
  • Considerations for Program Planning
  • Making Connections with Key Policies, Programs
    and Strategies
  • Making Real World Connections
  • Subject/Division Association Supports for FSL
  • Other Resources
  • Board Team Consolidation

31
Front Matter - Assessment and Evaluation of
Student Achievement
  • Considerations aligned with Growing Success
    policy and the achievement charts for the subject

The Achievement Chart is the standard province
wide evaluation tool.
32
Considerations for Program Planning in FSL 1 to 8
  • Instructional Approaches (pages 32-34)
  • Cross-curricular and Integrated Learning (pages
    34-35)
  • Planning for Students with Special Education
    Needs (pages 35-37)
  • Considerations for English Language Learners
    (pages 37-40)
  • Environmental Education (pages 40-41)
  • Healthy Relationships (pages 41-42)
  • Equity and Inclusive Education (pages 42-43)
  • Financial Literacy (pages 43-44)
  • Literacy, Mathematical Literacy, and Inquiry
    (pages 44-46)
  • Critical Thinking and Critical Literacy (pages
    46-47)
  • The Role of the School Library (pages 47-48)
  • The Role of Information and Communications
    Technology (page 49)
  • Education and Career/Life Planning (pages 49-50)
  • Health and Safety (pages 50-51)

33
Making Connections with Key Policies, Programs
and Strategies
34
Policies, Strategies, Frameworks, Resources
35
Making Connections with Key Policies, Programs
and Strategies
  • In your board teams, divide the Curriculum
    Connections document
  • Action
  • Examine the sample curriculum expectations with
    links to
  • Equity and Inclusive Education
  • Environmental Education
  • First Nations, Métis and Inuit Framework
  • Financial Literacy
  • Mental Health
  • 21st Century Learning
  • A Framework for French as a Second Language in
    Ontario Schools
  • Consider connections to relevant policies,
    programs, strategies and resources.
  • Make connections to relevant sections in the
    front matter of a recently revised curriculum
    document.

36
Making Real World Connections
  • Break into program groups(Core, Extended,
    Immersion)
  • Find table with the grade/division of interest
  • Complete placemat to plan an authentic task
    involving all four strands

37
(No Transcript)
38
Sharing
  • Share with your program/division/grade groups

39
Subject Association Supports for French as a
Second Language
  • OMLTA/AOPLV
  • MLC/CLM

40
Other Resources
  • Ministry Resources
  • EduGAINS
  • Differentiated Instruction Teaching Learning
    Examples (Grade 7 Immersion/Extended, Grade 8
    Core French, Grade 9 Applied Core French) to come
    soon
  • Adolescent Literacy
  • AER GAINS
  • Curriculum GAINS
  • Financial Literacy GAINS

41
Other Resources
  • A Framework for French as a Second Language in
    Ontario Schools, Kindergarten to Grade 12, 2013
  • Transforming FSL, Curriculum Services Canada
  • Prologue,
  • Guides to Reflective Practice,
  • On est capable,
  • CEFR resources available at www.curriculum.org/fsl

42
Board Planning and Consolidation
  • As a Board Team, discuss and record on your
    graphic organizer
  • Implementation strategies for system and school
    levels
  • Links to other board and ministry priorities
  • Discuss resources needed and timelines for
    implementation of revised curriculum

43
Consolidation
  • What opportunities for enhanced student support,
    achievement and engagement do you see with the
    revised French as a Second Language curriculum?

44
Consolidation
  • What challenges do you face with supporting the
    effective implementation of the revised French as
    a Second Language curriculum in your board?

45
Consolidation
  • What are some next steps that you, as part of a
    board team, or you, as an individual, can take to
    begin the implementation process of the revised
    French as a Second Language curriculum in your
    board?

46
WRAP UP
  • 3-2-1
  • Three things I have learned
  • Two things I will try
  • One thing I am still wondering about/ want to
    explore further

47
Goals of the Implementation and Training Session
for FSL
  1. To increase awareness of how curriculum review
    has evolved and how Ministry policies and
    priorities are reflected in revised curriculum as
    a result of the curriculum review process
  2. To deepen understanding of the Vision, Goals, and
    Enduring Ideas underlying the FSL curriculum
  3. Share information about major changes to FSL
    curriculum for Core French, Extended French, and
    French Immersion
  4. Provide opportunities for meaningful dialogue
    regarding effective strategies to implement
    revised curriculum

48
(No Transcript)
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