Novice and Intermediate French IPAs from Lisa Shepard, Cécile Lainé and Rebecca Blouwolff
As you create your own IPAs, it is helpful to take a look at examples on the web. Let me walk you through three sources. You may want to use some of these examples as they are or you may want to learn from them to write your own. All three authors, who are teachers too, have different strengths and will benefit your practice in different ways.
Begin with Lisa Shepard’s site
as she has paved the way for how to use IPA assessments with beginning students on themes such as Ce que j’aime
, La Famille
and Le Petit Déjeuner
. Her work is ambitious but not only because she can write IPAs for beginning students. What can be learned from her goes deeper. Shepard is striving to move away from giving an over-riding theme to the IPA to creating a context for the IPA, i.e. a real-world reason for language students to engage in the task. In Shepard’s Intermediate IPA on the environment
, where the reading and the video is about what French students are doing for the environment, Shepard managed to enter her language students into the context by giving them the role of an exchange student going to the school where the initial students were interviewed. As a result of reading Shepard’s examples, when I write an IPA I am more intentional about context.
Continue with Cécile Lainé’s site
, looking at her IPAs
on free time, immigration, food, activities, family and school. And for more by Lainé and her colleagues, refer to the Ohio Foreign Language Association Site
, especially the sample found here
on Neighborhood. Lainé was my original go-to person as there is a huge lesson to be learned from both how she integrates the three components of an IPA as well as how she encourages truly spontaneous speech in the Interpersonal Tasks.
When I write my own, I look at her language to guide me. Regarding integration, Lainé uses one task to inform the next, for example, in the Le temps libre IPA
students learn about the free time activities that young French people prefer by reading the results of a survey, then use the same vocabulary to talk about their own leisure activities. It doesn’t stop there. Next the students use what they read about and what they discussed as material to do a presentation on leisure activities, comparing leisure for French and American young people. Regarding spontaneous speech, in her Interpersonal Tasks Lainé always has the students talking about themselves in relation to what they read about French young people. Even though comparing is a difficult skill, with such strong scaffolding, novice students can work towards making comparisons.
And finish up your tour of IPAs that are available on the web with Rebecca Blouwolff’s site
where you will find IPAs on la ville
, la maison
, les vêtements
, les loisirs
and la nourriture
. Of note here is that Rebecca Blouwolff has an effective system for teaching students how to prepare for interpersonal tasks and for giving students feedback on interpersonal tasks. I wrote about how she sets up an interpersonal task in an earlier post
; the point I want to make here is how she expertly incorporates a system using the TALK rubric, originally from The Keys to Planning for Learning by Clementi and Terrill. In this handout
she explains her approach to the students and gives them pointers on how to prepare for evaluations. I commend her for the scaffolding she is building for students. She is showing them how to study for and approach these speaking assessments. This explanation really gets at what a successful speaker needs to do.
It is my hope that by drawing your attention to these three sources, you will have new IPAs to use in your instruction as well as greater ease in employing context, integration and feedback. Please share IPAs as you create them as they benefit us all.
Photo by Alexandra Lecomte
My discovery of backward design came at the right time. I have been slowly making the shift from teaching students about language to teaching students to use language, what we sum up as teaching for proficiency. Backward design allowed me to make a change in what the students understood they had to do. The teacher gives students the objectives formulated as can-do statements. Then shows them how to use language in a series of three tasks that reflect the three modes of communication, Interpretive, Interpersonal and Presentational. We call this triad, developed by ACTFL, an Integrated Performance Assessment.
There were many characteristics of the IPA that worked for my teaching. Principally, it allowed me to use culture as the overarching theme to my unit. Culture is the relationship between the products, practices and perspectives of people. When we show students an authentic document (in an Interpretive task for an IPA) we give them a chance to observe culture and draw conclusions for themselves. I wasn’t doing them any service by making generalizations about French culture myself. It is much better to show them the culture through readings, videos, and pictures. The teacher is in effect bringing the culture into the classroom.
On Friday I am going to present on Infusing Culture through Assessment for novice learners at my state’s annual professional development conference. Putting together my presentation gave me time to reflect on where I am in the process of writing and implementing IPAs. I haven’t mastered IPAs, so I am hoping that my audience will appreciate what I have to say about what I have learned so far through the process. The process I have been through has convinced me that IPAs drive a method of instruction that gets learners from the beginning to “use” language and teaches them to speak spontaneously. This method, to me, is worth exploring further.
Please see my presentation posted below.
Infusing Culture in Assessment Presentation
Here are my handouts for the presentation.
Mon Pull Interpretive Activity
On fait les magasins Interpretive Activity
Activities Interpersonal Prompt
Food Interpersonal Prompt
Here is a Spanish example IPA from my colleague Lauren Carroll
Spanish Example IPA