AATK Project - CALL FOR LEARNING SCENARIOS FOR THE WORLD READINESS STANDARDS FOR LEARNING KOREAN INITIATIVE
WORLD READINESS STANDARDS FOR LEARNING KOREAN
A Project of the American Association of Teachers of Korean
CALL FOR LEARNING SCENARIOS
FOR THE WORLD READINESS STANDARDS FOR LEARNING KOREAN INITIATIVE
Consider making a special contribution to the AATK and the entire language-learning field!
Members of the AATK are invited to participate in an important initiative to update the World Readiness Standards for Learning Korean. Fifteen new Learning Scenarios are needed as part of the initiative. To that end, the AATK is searching for Learning Scenarios at the Novice (5), Intermediate (5), and Advanced (5) levels across K-16.
The Learning Scenario should address the Progress Indicators, embedding 21st century skills and Common Core literacy. It may either describe a single day in a class, i.e., a daily lesson, a thematic unit, or Integrated Performance Assessments spread across a unit of instruction in 3-4 pages.
The following eight-points format should be used as guidelines when writing the Learning Scenario. And the TEMPLATE is included here for you to use.
1) Learning Scenario Title (Approximately 2-5 words about content focus): For example, “Families in Korea.”
2) Performance Range: For example, Novice.
3) Targeted Standards by Goal Areas (Not all goal areas are required for a learning scenario)
For example, Communication—Interpersonal/Interpretive/Presentational; Concept of Culture; Connections; Comparisons; Community
4) Targeted Language Learners (by Age/Grade Range; Dual Language/Immersion; Heritage and/or Non-heritage Speakers): For example, Ages 11-13/Grades 6-8, 30% heritage speakers.
5) Instructional Setting (Short paragraph)
For example, whether classroom, online, blended, or project based.
6) Learn-Practice-Assess. Describe the main activities that are meaningful and realistic and that learners engage in to learn, practice, and be assessed in the targeted standards (600 words).
For example, learners work in pairs or small groups on a hand-out about family members, engaging in a series of well-designed, meaningful tasks with observable outcomes, i.e., formative assessments. Then, learners complete Integrated Summative Performance tasks such as creating a family tree with photos or pictures they bring to class, writing a short composition about one of the family members, and/or making a short presentation to the class about him/her.
7) Adaptations to Other Ages/Grades If pertinent.
For example, could the activities or content be modified to differentiate or adapt to other age/grade levels, still at the same targeted performance level?
8) Reflection: Prepare a short narrative (300 words) that illustrates teacher preparation, choice of materials and activities with reference to targeted standards as well as pedagogical approach. Mention those activities that are also connected to 21st century skills or Common Core in schools. Comment on how the targeted standards were integrated into the lesson.
For example, learners work in all three communicative modes, using authentic materials as they explore families in the Korean speaking communities in the world—composition (vocabulary for members of the family), relationships (in many households, the extended family includes grandparents living with their children), family size, etc. They have opportunities to compare families in Korea with families in the US.
As learners work through the tasks where they compare the Korean speaking communities in the world with those found in the US, they reflect on the similarities and differences in cultural practices. The tasks contribute to the development of the 21st century skills of global awareness, collaboration, and effective speaking. When preparing the Learning Scenario, please refer to the documents below, which are available at actfl.org:
The World Readiness Standards
The ACTFL Proficiency Guidelines
The ACTFL Performance Guidelines for K-12 Learners
The ACTFL Integrated Performance Assessment Rubrics
The NCSSFL-ACTFL Can Do Proficiency Benchmarks
If your Learning Scenario is chosen for publication, you will become one of 15 AATK Contributors of Learning Scenarios. You will be able to refer to the final product as a publication in service to the profession. Also, you will be invited to give a presentation on your learning scenario and receive a $100 honorarium during the annual conference of AATK 2024.
Learning Scenarios (one per teacher) are due on 15 February 2024.
You can also ask questions to the other members of the Task Force (TF might have online Q&A session in January):
- EunJung Kim, DemocracyBronx Prep High School,email@example.com
- Heather Yoo, Granada Hills Charter High School,firstname.lastname@example.org
- Hee Ju, University of California at Los Angeles,email@example.com
- Sun-Hee Lee, Wellesley College,firstname.lastname@example.org,
Selectees will be notified by 15 March 2024. Non-selectees will be notified shortly thereafter.
Please be advised of the following important requirements:
- Write the Learning Scenario in English (Korean examples can be written in Korean.)
- Submit the Learning Scenario ready for publication, after having been proofread and edited
- Use file type--docx (no PDFs)
- Remember the Learning Scenario must be original unpublished work (Finalists will be asked to sign a publication agreement that the Learning Scenario is unpublished.)
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American Association of Teachers of Korean, AATK
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