Toni Johnson Penn Yan AcademyNYSAFLT Annual ConferenceOctober 6, 2012

Looking at something differently

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BACKGROUND

THINKING CREATIVELY

MASTERYAUTONOMY PURPOSE

GETTINGTHERE WHAT’S

NEXT

“The future belongs to a very different kind of person with a very different kind of mind – creators and empathizers, pattern recognizers, and meaning makers.”

A Whole New Mind, p. 1

Partnership for 21st Century Skillshttp://www.p21.org/

Creativity & Innovation

Think Creatively•Use a wide range of idea creation techniques (such as brainstorming)•Create new and worthwhile ideas •Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize

creative efforts

Work Creatively with Others•Develop, implement and communicate new ideas to others effectively•Be open and responsive to new and diverse perspectives; incorporate group input and

feedback into the work•Demonstrate originality and inventiveness in work and understand the real world limits to

adopting new ideas•View failure as an opportunity to learn; understand that creativity and innovation is a long-

term, cyclical process of small successes and frequent mistakes

Implement Innovations•Act on creative ideas to make a tangible and useful contribution to the field in which the

innovation will occur

ACTFL 21st century skills maphttp://www.actfl.org/files/21stCenturySkillsMap/p21_worldlanguagesmap.pdf

Creativity and Innovation

Students as creators and innovators respond to new and diverse perspectives. They use language in imaginative and original ways to make useful contributions.

• Demonstrating originality and inventiveness in work• Developing, implementing and communicating new ideas to others• Being open and responsive to new and diverse perspectives• Acting on creative ideas to make a tangible and useful contribution to

the domain in which the innovation occurs

Atelier:

workshoppeer-to-peer communication interaction  constructive mentoring

Picture of my classroom?

Mary Kim Schreck: Transformers: Creative Teachers for the 21st

Century

the need for a new metaphor!

factory : atelier:

my students’ atelier

creative thinking

putting unlike ideas together to form something new

Pink’s businessideas

ACTFL’s IPA

more creative thinking in the classroom

“And the people on your team must have AUTONOMY, they must have ample opportunity to pursue MASTERY, and their daily duties must relate to a larger PURPOSE.”

Pink, Drive, p. 64

M A P

maste

ry

au

ton

om

y

pu

rpose

MASTERY

“…the desire to get better and better at something that matters.”

(p. 109 – Drive)

Repetition, repetition, repetition of the skills !

mastery in speaking:

timed speaking (15)

mastery in writing:

timed writings (17)

AUTONOMY

“…working --- just on their own terms” (p. 83 – Drive)

PURPOSE

“…which provides a context for it’s two mates” (p. 131 – Drive)

MASTERYin the classroom

Repetition, repetition, repetition of the skills !

mastery in speaking:

timed speaking (15)

mastery in writing:

timed writings (17)

AUTONOMYin the classroom

la Tour Eiffel: designed by Gustave Eiffel for the 1889 World’s Fair

most popular tourist attraction

there is a restaurant and a post office on different levels of the Eiffel Tower

Le Louvre: the glass pyramid was designed by the Chinese/American architect I.M. Pei

contains: the Mona Lisa by Leonardo da Vinci, Venus de Milo, apartments of Napoleon III,

throne of Napoleon I

became art museum during the French Revolution

Notre-Dame: took 200 years to buildexample of gothic

architecture is now very cleanNapoleon crowned himself

emperorPoint Zero is located in the

square in front of N-D. If you touch the point, you are going to return to Paris.

sample of students’ vocabulary list:

I forgot my ticket/passport

I was late/I missed my flight

I could not get my shoes off

I have bottles with more than 3 ounces

There was someone in my seat

The flight attendant was/was not nice

The seat was not comfortable.

The room /bed was dirty.

The key/shower/toilette/AC did not work

There was a hole in the wall

The room was not ready

sample of my vocabulary list:

l’hôtella chambrele litla baignoirele lavabola portele murl’escalierla sallele prixles ascenseursles réservationsla valisenon-fumeurles nuitsla clefdisponible/la disponibilitérégler la note

PURPOSEin the classroom

Integrated Performance Assessment

followed by

Unit Overview

Your family has decided that this year you will be going to Paris for your vacation !! Since you are the only member of your family that has studied French, much of the planning of the trip and getting around in Paris will be your responsibility (unless you decide to bring along a friend who can help you!) First, you need to decide where in Paris you want to visit and how long you want to stay. Then you will have to make the appropriate transportation and accommodation reservations. You will also have to deal with any situations / problems that occur during your trip. Throughout your trip you will also be keeping a journal in French of what you see/do so you can share your experiences when you get back.INTERPRETIVE (reading):You will read about places to visit in Paris and online information about plane and hotel reservations. You will complete a comprehension/planning guide using the information from your readings.INTERPERSONAL (spontaneous speaking):While sitting at a café in Paris another American visiting Paris sits next to you. The two of you discuss your trips, in French. You compare your travel experiences as well as what you have seen/done in Paris. You give each other suggestions of places to visit based on your experiences.Your conversation will be videotaped. When the video begins, introduce yourselves. Talk with your partner about any/all of the following: your plane trip, your hotel, any problems you have had, what you have seen/done, your opinions, your suggestions and why, etc. Make sure to ASKyour partner questions as well as saying statements. Your conversation should last a minimum of FOUR minutes.PRESENTATIONAL (multimedia):Now that your trip is over and school is back in session, you have been asked by the French department to prepare a presentation of your trip that can be used with Middle and High School French classes learning about Paris. Your presentation should be about your whole trip, not just information about the places you visited. Stories about traveling, problems, likes/dislikes as well as information about the places will make your presentation more interesting to your audience. Using appropriate Web 2.0 tools, your presentation can be written, spoken, or both!

En voyage

You have absolutely fallen in love with Paris during your trip there! So much so, you have decided to live in Paris for an extended period of time! Despite how much fun this adventure seems, there are some challenges that go along with this decision. You will no longer be a tourist in Paris….you will be an every-day inhabitant of the city! First things first – you have to find a place to live! Since most people in Paris live in apartments, you will need to check out some real estate agencies. You will also need to furnish the apartment, buy groceries, buy clothes (since you only brought enough for your trip!) and a thousand other things you will need but can’t think of right now! Since you have come from little ole Penn Yan, you are a little nervous about living in a big city…all those sirens…and traffic…..and people….and streets! You wonder what types of situations you will encounter that will test your knowledge of the French language! Despite all of these uncertainties, you are ready to take on the challenge of living in Paris – as much like a Parisian as possible!

INTERPRETIVE (reading):You encounter so many different types of print media during a typical day--- from store signs to menus to street signs to advertisements to news reports ….and who knows what else! You will have to be able to read and interpret a variety of information from a variety of sources. You will have to figure out words that you might not know, summarize and infer meaning as well as demonstrate your comprehension of the information.PRESENTATIONAL (writing):You have invited some of your friends in Penn Yan to join you on this adventure. Some of them are considering your offer, but they want to know more about what “ordinary” life in Paris is like before making a decision. You decide to create and send them a “handbook” on living in Paris. You will have to decide in what format you want to create your “handbook”.INTERPERSONAL (speaking):Communicating with others is essential in order for you to get settled and function as an inhabitant of Paris. Once you have found an apartment you will want to be able to describe it to others and explain what you have to do to keep it maintained. You will have to go shopping often, so you will have to know how to communicate with clerks and be able to tell others about your shopping experiences. And what about those nights you don’t want to cook? You will have to be able to order your meal in a restaurant and deal with any problems that might occur there. One of your friends really wants to move to Paris with you, but s/he is still nervous about the idea. In a FIVE MINUTE conversation, you will tell your friend about all of your experiences in order to convince him/her to come to Paris! Your conversation will be videotaped. Your “friend” will be given a set of questions to ask you about your daily life in Paris (neither of you will know what they are ahead of time) and you will have to answer them, giving extended responses with lots of specific details.

En ville

Stations/centers:

l’Académie française (vocabulary and grammar)

le Café de Paix (speaking)

le Jardin de Luxembourg

(writing)

la Bibliothèque nationale

(reading)

le Jeu de Paume (creativity and culture)

Stations/centers:

*choice:

what stations to “visit”

what activities to do at each

station

Stations/centers:

l’Académie française Thumb ballvocabulary / grammar review gamesreview worksheetspuzzlesQuizlet

le Café de Paix ping pong dialoguesPecha Kuchaspontaneous conversation cardsHear/Sayguided conversations

le Jardin de Luxembourg Wordlewrite a storywrite about a video clipwrite about a story you readsilent discussion

la Bibliothèque nationale read and answer questionspartner read/discusschoice of materials to read:

non-fictionstorybookchapter(s)on-line materials

le Jeu de Paumecreate a new monument for Paris and write

about itacrosticswrite a story based on a set of stick figurescreate a sign for a new type of store step in, step about, step outSeptine

Other creative activities in different levels:

FR 4: Edmodo “facebook”

Mama Miti Tic Tac Toe

Huit Jours brainstorming, choosing, creating

FR 5: Astérix problem project

tableaux

Révolution française video

http://www.cooltoolsforschools.wikispaces.com

http://pyafrancais.wikispaces.com

Prezi http://www.prezi.com (the online PowerPoint)

Glogster http://edu.glogster.com (online posters)

Toondoo http://www.toondoo.com (online cartoons)

Mindmeister http://www.mindmeister.com

(online mindmapping)

Web 2.0

en voyageinterperson

al

en villeinterperson

al

en ville presentationa

l(interim)

http://pyafrancais.wikispaces.com

en voyagepresentatio

nal

What’ s next ?

A new book by Dan Pink

“Talents Unlimited”:productive thinkingdecision makingplanningforecastingcommunicating

Toni JohnsonFrench teacherPenn Yan Academy305 Court StreetPenn Yan, NY 14527tonijohnson@pycsd.org

Toni JohnsonPO Box 74Bellona,NY 14415jaimeparis104@aol.com

Bellanca, J. and Brandt, R., ed. (2010) 21st Century Skills: Rethinking How Students Learn. Solution Tree Press: Bloomington, IN.

Csikszentmihalyi, M. (1996) Creativity: Flow and the Psychology of Discovery and Invention. Harper Collins: New York.

Csikszentmihalyi, M. (1990). Flow: The Psychology of Optimal Experience. Harper Collins: New York.

DeBono, E. (2009). Think! Vermilion: London.

Gelb, M. (2004). How to Think like Leonardo da Vinci: Seven Steps to Genius Every Day. Delta Trade Paperbacks.

Jacobs, H. H. (2006). Active Literacy Across the Curriculum: Strategies for Reading, Writing, Speaking and Listening. Eye on Education: Larchmont, New York.

Pink, Daniel H. (2006). A Whole New Mind. Riverhead Books: New York.

Pink, Daniel H. (2009). Drive. Riverhead Books: New York.

Schreck, M.K. (2009). Transformers: Creative Teachers for the 21st Century. Corwin Press: Thousand Oaks, CA.