^{This blog as well as the other installments in this series were written by Karen Nickel. Learn more about her work here.}

Proficiency-Based Learning Part 2.1:  Developing Curriculum

Welcome to the second part of our blog series on proficiency-based learning. In Part 1, we discussed what we want learners to be proficient at and answered with communication. We want learners to be able to interpret and convey their intended message in the target language. Along these lines, ACTFL resources help us understand the ways in which learners are able to communicate at various stages in their learning. Learners demonstrate communication through performance, which is elicited by tasks and assessed using rubrics. 

Here in Part 2, we’ll discuss building curriculum backwards from our proficiency-based goal of communication. And we will explore how Extempore supports proficiency-based learning. Throughout this entire blog series, my goal is to help others gain a deeper understanding of proficiency-based learning by sharing my experience as a world language educator and consultant. 

Part 1: Identify Desired Results or Learner Outcomes

Proficiency-based learning starts with the end goals, similar to backward design popularized by Wiggins and McTighe. Unlike traditional approaches that focus on learning about language by focusing on things like vocabulary, translation or how grammar works, proficiency-based learning emphasizes the end goal of using language effectively for communication. 

To design curriculum for a proficiency-based learning environment, educators begin by outlining targeted communication goals for learners. They then develop assessments to collect evidence from learners to see if the goals are met. Finally, educators build instructional and learning experiences to provide learners practice and feedback in order to prepare them to master the goals. 

For more insight into backward design, you can review these relevant Extempore blogs: Backward Planning, Tasks Extempore and other IT Tools and Extempore, Backward Design and Exit Outcomes for Students.

...Proficiency-based learning emphasizes the end goal of using language effectively for communication.

Learner Outcomes and the Standards

The first step in backward design is to identify the desired results or learner outcomes. We began our blog series by addressing the question "Proficient at what?" and concluded that  "communicating" is the goal. 

The American Council on the Teaching of Foreign Languages (ACTFL) provides a framework of expectations in the World Readiness Standards for Language Learning, which focus on five standards; Communication (the standard through which learners show evidence of all five standards), Cultures, Comparisons, Connections, and Communities. ACTFL breaks the Communication standard into three modes: Interpretive, Interpersonal, and Presentational. Learners understand, interact, and present in the target language. ACTFL's Proficiency Guidelines describe what learners are able to do at Novice through Advanced levels and beyond, as well as at the sublevels. The guidelines also outline the contexts and content in which learners function at each level.

^{Citations: World Readiness Standards | 3 Modes | ACTFL Proficiency Guidelines}

The example above shows that a learner performing in the interpersonal mode of the communication at the intermediate level is able to interact and negotiate meaning effectively for a purpose about something pertaining to themselves and familiar in their environment. 

To develop more specific expectations for a learner’s performance, educators can analyze the components of learning at various stages using the ACTFL Proficiency Guidelines, Performance Descriptors and the NCSSFL-ACTFL Can-Do Statements. In part 2.2 of this blog series, we'll learn how these resources are used to determine acceptable evidence. 

Big Ideas & Essential Questions

Communication requires content and gives learners a purpose to communicate. This is where Wiggins and McTighe’s enduring understandings (sometimes called "Big Ideas") and essential questions come into play. An enduring understanding is a big idea that points to a bigger context that we want learners to realize as a result of their learning throughout a unit. Essential questions are what learners explore in the target language in a more specific way that help them understand the big idea.  

The desired outcomes include both language learning elements, which show how learners are able to effectively interact with each other at the Intermediate level in target language (by asking questions, etc.), and the outcomes also include content (how learners explore the essential questions and show understanding of the big concept). 

To review, we start by identifying a big idea - "We all have an impact on our environment" - and essential questions for learners to explore - How might our daily activities impact the environment? Then, we establish in which mode of communication learners will demonstrate their learning (Interpersonal) and we determine the context and content appropriate for the target level (topics relevant to the self, others, and the immediate environment; for example, ______). From there, we march on to parts 2.2 and 2.3 in this blog series, where we will discuss...., respectively.

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In part 2.2 of this blog series, we'll see how educators can design tasks to elicit learner performance and develop rubrics to assess that performance. It takes us through the second step in backward design, determining acceptable evidence. 

Read part 2.2 here. 

Or return to the series overview page here.