Productivity+and+Accountability

**Students as productive and accountable learners take responsibility for their own learning by actively working to increase their language proficiency and cultural knowledge.**
 * 11. Productivity and Accountability**

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Add your examples here. Please follow the format of the examples above. Place each example in the correct proficiency level and make sure to indicate which mode(s) the example is in.

zip code || Level, Language || Novice Proficiency Range Example || Intermediate Proficiency Range Example || Advanced Proficiency Range Example || Recommended Tools and Resources || (now retired) || Batavia, Oho 45103 || all languages, intermediate to advanced levels ||  ||   || Students propose and choose a cultural or content based problem/research quest at the beginning of the year. They then work throughout the year on their own time to become "expert" on this topic, which they must present towards the end of the year (or school term) in a format of their choosing, but in the target language and lasting for at least a full class period. (interpretive, presentational, possibly interpersonal if interviews, etc become part of the research topic.) ||  ||
 * Name || E-mail || School || City, State,
 * Greta Lundgaard || greta.lundgaard@pisd.edu || Plano ISD || Plano, TX 75075 || all languages; all levels || As part of pre-planning for semester or year, instructor defines, district guidelines & goals & student produced models, the writing proficiency goal for the semester/year. The instructor pre-plans the writing tasks that she will not grade but provide feedback only (the writing tasks & goals are based on the end of unit/semester writing task.) The instructor shares the models & the goals with the learners. The instructor prepares a ppt presentation for each class, each slide named for each student and containing the feedback grid developed by the instructor, campus team, or district. After each of the pre-planned feedback only writing tasks, the instuctor records specific, actionable, descriptive feedback (based on district writing rubric or ACTFL Performance Guidelines) on each student's slide. In individual conferences or as a class (by printing out each slide and distributing to each student) instructor shares feedback for improving writing with each student. With each subsequent writing (feedback only), the instructor guides the students as they learn to analyze their products, determine if they have responded to previous feedback, respond to current feedback, and verbalize or write their own feedback. As students learn how to respond to feedback, recognize when they have done it or not, and then formulate good feedback for their own work, the instructor begins to lead the students in peer feedback in the same way. Learners see the cause/effect role of feedback in the products they produce. (Presentational) ||  ||   || District Writing Rubric, ACTFL Performance Guidelines; PowerPoint or similar tool ||
 * Greta Lundgaard || greta.lundgaard@pisd.edu || Plano ISD || Plano, TX 75075 || all languages, all levels || As part of the pre-planning for the semester, the instructor identifies weekly or bi-weekly "daily work" interpersonal speaking activities--starting with close ended and progressing to open ended. Learners have access to the Interpersonal speaking rubric. Record each interpersonal speaking practice, and, referring to the Interpersonal Speaking Rubric, have students swap [|good headphones] and listen to a conversation. For each person in the conversation, the student is to give a "Plus/Delta"=1 good thing the speaker did (based on the rubric) and 1 change the speaker needs to do in order to improve his performance next time (based on the rubric). The instructor will need to allow the students to listen to the conversation twice so that they can give a "Plus/Delta" for each person involved in the conversation. The "Plus/Delta" information is given to the specific students, read by the students, and the teacher replays the conversation again to allow each student to hear the "Plus" and the "Delta" part of the conversation. Students retain the "Plus/Delta" information so that they can note their progress or lack of progress in the "Delta" suggestions. (Interpersonal) ||  ||   || District Interpersonal Speaking Rubric; ACTFL Performance Guidelines; classroom instructional technology for recording & playback of speaking samples ||
 * Sarah Shackelford || knote@fuse.net || Clermont Northeastern HS
 * Sarah Shackelford || knote@fuse.net || Clermont Northeastern HS
 * Sarah Shackelford ||  ||   ||   || all languages and levels ||   ||   || Students plan and execute an immersion weekend (with sleepover, possibly at school, and meal shopping, planning, etc). The goal is to keep in the target language throughout the weekend . Students plan topics to prsent, or games to play, etc, but must interact in the target language throughout the time period. || Teacher and other chaperones who should be fairly fluent speakers of the target language. ||
 * Rosa Beach || rbeach@hcs.K12.ca.us || Horizon Charter Schools || Roseville, CA || Spanish, all levels || Assign students to watch a movie (e.g. The Motocycle Diaries) or a soap opera (e.g. Betty La Fea.) Have students make a log of Spanish words or phrases that they have understood or learned. Including cultural insights (formal/informal social exchange, places, styles, business protocol, etc.) Students will name the main characters and give descriptions. (Interpretive) || Students will share their notes and opinions on the characters a movie or soap opera. They will write a short dialogue and dramatize a scene using the characters of the movie or soap opera. (Interpersonal) || Students will continue producing scripts based on the movie or soap opera. Will work in collaboration, make a video and create their own version/adaptation. Students can also invite their family members or friends to watch their "movie/soap opera." (Interpretive, Interpersonal, Presentational) || Select movies/soap operas in Spanish appropriate for your HS students. ||
 * Rosa Beach || rbeach@hcs.K12.ca.us || Horizon Charter Schools || Roseville, CA || All languages || Students will select a favorite exotic recipe of a country. Learn the names of the ingredients. Advise where to buy or find the ingredients and their cost. Give some historical and geographical aspects about this particular dish. (Interpretive) || Students will get the class involved in making and cooking the exotic dish. Discuss what other elements can be added and change the flavor. Make comparisons of other recipes. (Interpersonal) || Take pictures or make a video and post your cooking on Youtube or online. Inspire other people to cook your dish by adding/replacing other ingredients. Share comments online. (Interpretive, Interpersonal, Presentational) || Food channel and related links online. ||