Introduction

What is the CEFR?

1. Background
2. Purpose
3. The impact of CEFR so far (in what countries it is used/has influenced curriculum documents and to what degree)
4. DELF
5. Implications of the CEFR for curriculum documents in Canada

CEFR Global Scale - Overview

CEFR Global Scale - Transactional Activity

In partners, participants match the grouped "I can" statements (from the CEFR Self-Assessment/Global Scale grids) with language levels A1 to C2. This is in order to analyze each level and to receive hands-on practice with the expectations.

Break

CEFR Global Scale - Which level am I as an FSL teacher?

Using the CEFR Global Scale grids participants rate themselves quickly, then discuss their level and how it affects their teaching with a partner (show 'Le portfolio canadien des langues pour enseignant(e)s').

Partner Discussions

Participants discuss in partners where they would place students in each of their grades on the CEFR Global Scale grids. Discuss, as a group, the implications of the fact that already one board hopes to ensure that by a given date, Grade 9 Core French/Immersion students reach CEFR A2/B1 proficiency level.

Eleven key elements of the CEFR Classroom and The Action-Oriented Approach

Participants will learn the eleven most important elements found in a successful FSL classroom, one that reflects the philosophy, of the Action-Oriented Approach, of the CEFR. These elements are a combination of Geoff Collins' (2011) Top-Ten Look-fors in a CEFR Classroom, L'approche actionnelle by Dominique Le Ray (2006) and the AIM.

Characteristics of a CEFR-Inspired Classroom

Participants will review and discuss with a partner some of the characteristics of a CEFR-inspired classroom by filling out the grid provided.

Lunch

Language Skill Assessment Book

Show the booklet that has been created by AIM Language Learning to assess students in the following areas:

1. Compréhension orale
2. Compréhension écrite
3. Production écrite
4. Production orale

This has been used with the students in the audio and written work samples in this workshop.

Audio Samples

Participants listen to the audio samples (four in total) of AIM Core French students demonstrating different levels of oral language production and interaction, based on the Activities found in the Production orale component of the AIM/CEFR Language Assessment Activities Package published by AIM Language Learning. Using the 'Can do statements' and DELF/DALF rubrics, participants will discuss and rate each audio sample to identify the range of language skills of each student as either: Basic User, Independent User or Proficient User. Participants will also make notes on the page provided to reflect on the development of oral fluency.

Written Samples

Participants view written samples (four in total) of AIM students' work from the Production écrite component of the AIM/CEFR Language Assessment Activities Package published by AIM Language Learning and after each one, participants rate the students using the 'Can do statements' as well as DELF/DALF rubrics. Participants will identify each student as either: Basic User, Independent User or Proficient User. Participants will also make notes on the page provided to reflect on the development of written fluency.

How to Achieve the Appropriate Fluency Levels

There will be a brief discussion about the essential elements of the AIM - the principles upon which the AIM is founded are all recognized as good linguistic pedagogy and essential components of a CEFR-inspired classroom:

1. Exclusive use of the target language
2. Multi-modal & multi-disciplinary strategies
3. Modeling & scaffolded learning
4. Brain-based learning strategies
5. Four-skills approach
6. Formative assessment

A typical AIM lesson

Participants will review what are the essential elements of a typical AIM lesson and the facilitator will then demonstrate a few of these elements. The facilitator will also reinforce how each component of the AIM program works synergistically with all the other components to develop communicative competency. It is hoped that all participants will come to understand how the AIM is exponentially more powerful when all components are used together.

A Shift in Practice - How has our teaching changed?

Participants will match the description of each aspect of the traditional perspective with those that reflect a shift in our current teaching practice toward an Action-Oriented Approach.

Reflection & Questions

Introduction

Eleven key elements of the CEFR Classroom and The Action-Oriented Approach

Participants will review the eleven most important elements found in a successful FSL classroom, one that reflects the philosophy, the Action-Oriented Approach, of the CEFR. These elements are a combination of Geoff Collins' (2011) Top-Ten Look-fors in a CEFR Classroom, L'approche actionnelle by Dominique Le Ray (2006) and the AIM using the chart provided.

Quiz, Quiz, Trade Activity

This is designed to review what has been covered in the AIM/CEFR Workshop - Level 1. Each participant receives a strip of paper with a question relating to one of the discussion/presentation points from the first part of the workshop. The participants answer the question on the back if they can and, if not, they search the workshop document provided, locate the answer and write it on the back of the piece of paper. Each participant then finds a partner who has done the same with his/her question and they take turns asking each other their questions. If one of the participants does not know the answer, then the partner teaches the answer to him/her. The partners then exchange questions and answers and find different partners with whom they repeat this process with their new question.

New! Audio Samples

Participants listen to the audio samples (four in total) of AIM Core French students demonstrating different levels of oral language production and interaction, based on the Activities found in the Production orale component of the AIM/CEFR Language Assessment Activities Package published by AIM Language Learning. Participants make notes on the page provided to reflect on the development of oral fluency. They may refer to the CEFR grids as a way to identify the range of language skills. With a partner, the teachers then discuss what they have seen and heard and will identify each student as either: Basic User, Independent User or Proficient User.

Break

New! Written Samples

Participants view written samples (four in total) of AIM students' work from the Production écrite component of the AIM/CEFR Language Assessment Activities Package and after each one, rate the students according to the grids provided. Participants make notes on the page provided to reflect on the development of written fluency. They may refer to the CEFR grids as a way to identify the range of language skills. With a partner, the teachers then discuss the writing samples and will identify each student as either: Basic User, Independent User or Proficient User.

A Shift in Practice - How to transform your lessons?

Participants will read five activities that reflect a traditional practice in language teaching. They will describe how they could modify the activity to ensure a shift toward a more Action-Oriented Approach.

Lunch

Teacher Self-Assessment

Participants self-evaluate their skills as AIM teachers using the AIM self-assessment checklist. Identify how this is similar and expands upon Geoff Collins' 'Top 10 Look-fors in the CEFR Classroom'.

How the AIM helps students achieve higher language levels

Five key AIM techniques/strategies that help students develop communicative competency. In blocks of twenty minutes per technique/strategy, the following will occur:

1. The facilitator will select a small group of 'students' to participate in the activity
2. The remainder of the audience will be 'observers'

The facilitator will guide the 'students' through each technique/strategy and will show how the same activity would differ for AIM students at the following language proficiency levels: Rudimentary Fluency, Developing Fluency and Working Fluency. All teachers, both students and observers then reflect on:

1. How the activity differs across levels
2. How their implementation of the activity compares with what they saw in the demonstration
3. How the technique/strategy works to improve fluency

Brain Gym Activities

Reflection & Questions

Introduction

CEFR Global Scale - Transactional Activity

In partners, participants match the individual "I can" statements (from the CEFR Self-Assessment/Global Scale grids) with language levels A1 to C2. This is in order to review and analyze each level and to receive hands-on practice with the expectations.

New! Audio Samples

Participants listen to the audio samples of AIM Core French students demonstrating different levels of oral language production and interaction, based on the Activities found in the Production orale component of the AIM/CEFR Language Assessment Activities Package published by AIM Language Learning. Referring to the 'Can do statements' and DELF/DALF rubrics, participants will create the learning goal and success criteria of the oral communication task reflected in the audio samples in groups. They will then discuss and rate each audio sample to identify the range of language skills of each student as either: Basic User, Independent User or Proficient User. Participants will also make notes on the page provided to reflect on the development of oral fluency.

New! Written Samples

Participants view written samples of AIM students' work from the Production écrite component of the AIM/CEFR Language Assessment Activities Package published by AIM Language Learning. Referring to the 'Can do statements' and DELF/DALF rubrics, participants will create the learning goal and success criteria of the oral written task reflected in the written samples in groups. They will then discuss and rate each written sample to identify the range of language skills of each student as either: Basic User, Independent User or Proficient User. Participants will also make notes on the page provided to reflect on the development of written fluency.

Break

Eleven key elements of the CEFR Classroom and The Action-Oriented Approach

In partners, participants will match the 10 'Look-fors' of a CEFR Action-Oriented Classroom with 'What I've been able to do so far?' and indicate what their next steps might be for them to incorporate more fully the CEFR's Action-Oriented Approach.

An Action-Oriented Approach to Language Teaching and The AIM

Participants will identify activities, techniques and strategies that are part of the Accelerative Integrated Methodology that demonstrate how the AIM incorporates these 'look-fors' into the program.

Small-Group Work

In small groups, participants receive chart paper and on it they write in one column: "Language teaching strategies I understand and carry out effectively with my students that will lead them to achieve the expected CEFR levels" and in another column they write: "Language teaching strategies I would like to better understand and carry out effectively with my students that will lead them to achieve the expected CEFR levels". They fill in the columns, referring to good teaching practice in second language classroom and the AIM Teacher Self-Assessment Checklist (*see AIM/CEFR Workshop Handout).

Post the charts for all to see. Based on what the participants have written, determine the top three areas where improvement is desired.

Lunch

How the AIM helps students achieve higher language levels

Three key AIM activities addressing the three key areas where improvement is desired that help students develop communicative competency. In blocks of fifteen-twenty minutes per technique/strategy, the following will occur:

1. The facilitator will select a small group of 'students' to participate in the activity
2. The remainder of the audience will be 'observers'

The facilitator will guide the 'students' through each technique/strategy and will show how the same activity would differ for AIM students at the following language proficiency levels: Rudimentary Fluency, Developing Fluency and Working Fluency. All teachers, both students and observers then reflect on:

1. How the activity differs across levels
2. How their implementation of the activity compares with what they saw in the demonstration
3. How the technique/strategy works to improve fluency

An AIM teacher is invited to lead the group and then the facilitator leads a discussion with respect to the techniques used. Reflection and assessment will help to improve the skills of all participants.

Moving toward an Action-Oriented Approach - How to create some Action-Oriented Tasks?

Participants will read through six action-oriented tasks - two (one oral/one written) at each level - 1, 2 and 3. Based on this model, participants will create two level one and two level two action-oriented approach tasks - one oral and one written for each. It will be important for participants to frame each activity with respect to its learning goal, the authentic situation, and the action-oriented task.

Brain Gym Activities

Reflection & Questions

Studies have shown that reflection upon one's learning is key to a full learning experience. For this reason, participants will be encouraged to keep a reflective journal as part of their AIM/CEFR implementation.