POLLY DOBIE – VANCOUVER SCHOOL DISTRICT

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1 POLLY DOBIE – VANCOUVER SCHOOL DISTRICT
La Question de Québec BCATML CONFERENCE OCTOBER 24TH, 2014 POLLY DOBIE – VANCOUVER SCHOOL DISTRICT

2 Contacts Contact: pdobie@vsb.bc.ca
This Powerpoint presentation & other supporting documents can all be found at : pollydobiecorefrench.weebly.com Contact: Contacts

3 Pourquoi? -other? Why are the Québécois seemingly so ‘different’
Why is their ‘culture’ so important to them? Why an ‘Acadien’ or ‘franco-Ontarien’ is not ‘Québécois’? Why did they want to separate? Why is separation less of an issue in modern Quebec? Why do they sound different than ‘les Français de la France?’ -other?

4 La toile des idées (Préparez vos étudiants)
Créez des liens entre les images et vos idées. Soyez prêt(e)s à en discutez (en anglais ou en français…ou en ?) La toile des idées (Préparez vos étudiants)

5 Paris 1968

6 Les Manifestations Québec 2012

7 Les casseroles!!!

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9 La Crise F.L.Q.*

10 Pierre Trudeau – Just Watch Me

11 La Tunisie

12 Hong Kong – Les Manifestations de 2014

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21 Pourquoi ont-ils perdu?

22 LE PROJET- La question de Québec
Directions: Faites de la recherche à propos d’un événement ou une personne historique qui s’identifie avec le Canada français. Vous allez présenter oralement à la classe en leur apprenant de la signification de votre sujet. Vous allez créer une présentation numérique et une petite affiche avec les points importants et des images qui s’y correspondent. LE PROJET- La question de Québec

23 In FSL, relevant and meaningful materials, appropriate expectations, and the creation of a classroom climate that values risk taking and multiple intelligences (Gardner 1993), and a degree of personalization and choice all contribute to higher students engagement and more meaning-making in French. Chapter 4 – Making Connections Engaging our students

24 Cross-Curricular Competencies
The cross-curricular competencies are the set of intellectual, personal, and social skills that all students need to develop in order to engage in deeper learning—learning that encourages students to look at things from different perspectives, to see the relationships between their learning in different subjects, and to make connections to their previous learning and to their own experiences, as members of their families, communities, and the larger society. Cross-Curricular Competencies

25 Thinking Competency Critical thinking Creative thinking Reflective thinking Personal and Social Competency Positive personal and cultural identity Personal awareness and responsibility Social awareness and responsibility Communication Competency Language and symbols Digital literacy Defining Cross-Curricular Competencies • Ministry of Education • Draft January 2013 There are three cross-curricular competencies, each with a number of sub-domains:

26 Affective Curriculum –Languages touch all curriculums
identify attributes associated with active citizenship, including ethical behaviour (e.g., honesty, fairness, reliability) open-mindedness respect for diversity empathy questioning and promoting discussion tolerance for ambiguity individual and collective responsibility remaining informed over time advocating responsibly for own and others’ rights ongoing examination and reassessment of own beliefs willingness to participate Affective Curriculum –Languages touch all curriculums

27 Cross Curricular Learning Outcomes
Socials 11 Core French 10/11/12 Through their participation in social studies, students are encouraged to : understand and prepare to exercise their roles, rights, and responsibilities within Canada and the world develop an appreciation of democracy and what it means to be Canadian demonstrate respect for human equality and cultural diversity think critically, evaluate information, and practise effective communication. Compare, choose and support with argument, analyse, synthesize & make connections, make future suppositions, relate to other francophon films/musique/art… Make meaning Have opinions Understand cultural differences Communicate through spoken & written French Understand through listening & reading Cross Curricular Learning Outcomes

28 Cross Curricular Objectives/Socials & Core French
• assess the development and impact of Canadian social policies and programs related to immigration, the welfare state, and minority rights • assess the impact of the conscription crises, Quebec nationalism, bilingualism, and regionalism on Canadian unity analyse the impact of expressions of Quebec nationalism (e.g., Union Nationale, the Quiet Revolution, October Crisis, sovereignty referenda, PQ, and BQ) on Canadian unity ‰describe the significance of the Official Languages Act(e.g., bilingual labelling, civil service hiring) • describe the role of women in terms of social, political, and economic change in Canada Cross Curricular Objectives/Socials & Core French

29 Cross Curricular Learning Outcomes
describe major provisions of the Canadian constitution, including the Canadian Charter of Rights and Freedoms, and assess its impact on Canadian society. ‰identify Charter rights and fundamental freedoms (e.g., equality, mobility, legal rights, language rights, education) and potential limitations on those rights give examples of the impact of the Charter on Canadian Society Cross Curricular Learning Outcomes

30 Cross Curricular Competencies
Communication (Language) Thinking Competencies Personal & Social Core French Socials 11 Cross Curricular Competencies

31 Les sujets du projet LES MOUVEMENTS: * Revolution Tranquille
PERSONNAGES HISTORIQUES: *René Levesque Maurice Duplessis Lucien Bouchard *Pierre Trudeau *Therese Casgrain, Idola St. Jean/Mme. Gérin Lajoie , Marie-Claire Kirkland-Casgrain Les sujets du projet

32 On se défine le Québec et le Canada
“Le Bilinguisme” au Canada * Civil vs. Common law (description and differences) Immigration & Québec : policies and how it differs from the rest of Canada On se défine le Québec et le Canada

33 Plaque de matriculation (license plate)  : La belle province (originally) - Je me souviens (current) -Explore Le Referendum : – What were the questions? What were the results ? How does it play a role in the current elections in Quebec?

34 La loi 101- language laws governing usage/education.
Le Parti Québécois La crise FLQ La loi 101- language laws governing usage/education. (Keeping the French language pure in Quebec: What language institutions do they have and how do they support French language?) *15. Systeme d’éducation au Quebec: la structure et la forme. La commission Parent.

35 Le fleur de lys – its history and symbolic role?
St. Jean Baptiste – la fête national : . Its historical and contemporary significance in Quebec. Le fleur de lys – its history and symbolic role? Les Plaines d’Abraham : Generals Wolf et Montcalm. How did this battle shape Anglo-Franco relations that play a role up to today?

36 Chanson : Mon Pays, C’est l’Hiver par Gilles Vigneault
Chanson : Mon Pays, C’est l’Hiver par Gilles Vigneault. It is counted as Quebec « National » anthem. Why? How? Play it for us + lyrics. Women and the vote in Quebec. Why did it take so long for women’s emancipation?

37 A recipe to promote inquiry-based learning
Many teacher-librarians are trained in inquiry-based learning. Because they are in the unique position of being able to work with all teachers and all students within the school, teacher-librarians are able to model and encourage best teaching practice, thereby improving the instructional capacity of the entire school. Alberta Learning, for example, proposes that “cooperative planning of an inquiry activity involves a teacher working with a teacher- librarian.”[3] Haycock goes on to suggest that “students learn more, and produce better research products, following planned, integrated information skills instruction by the teacher and teacher-librarian together.”[4] As my grandmother liked to remind me, “Two heads are better than one.” Terri Hayes -Education Canada A recipe to promote inquiry-based learning

38 Library: Day 1, Day 2 with option to do more research during the project.
French teacher introduces ‘le sujet’, offers a glimpse of some archived powerpoints & teacher librarian teaches the approach to research, the resources available, the need to use ‘not for free’ sources (data bases) , requirements of works cited. Students choose their topics: try to appeal to their own domain of interest (arts, politics, law, human rights, education etc.) Project Schedule

39 Day 2: Student have begun to find helpful resources - “en français et en anglais” & begin to build their Powerpoint/Prezi Day 3: Continued work / teacher circulates to ensure ‘on task’ work mode. Assign work completed in doable ‘chunks.’ Give three weeks from initial assignment. (need for pressure) Project Schedule

40 Technology Prep Mandatory check in on the day before presentation.
Appoint a ‘tech’ student. Make sure you have the available adaptors! (MAC users/special set up) Prononciation problems: teacher helps ‘read’ into voice recorder. Technology Prep

41 Looking at models

42 The Communicative-Experiential Approach
As much as possible, language learning should emulate authentic language use. The goal of language learning is performance with language rather than knowledge about the language. The Communicative-Experiential Approach

43 High level ideas transformed into understandable grade 10/11 French!
Language develops in a series of approximations toward native-like norms. Language learning is not the accumulation of perfectly mastered elements of grammar and vocabulary. Thus, learner errors are to be expected. High level ideas transformed into understandable grade 10/11 French!

44 Oral language is the foundation for development in reading and writing
Oral language is the foundation for development in reading and writing (Fountas and Pinnell, 2002) Reading, writing, speaking, listening and viewing, and representing are closely interrelated. As students develop strategies and proficiency in one aspect of language, they also improve in others. (Jeroski, 2005) Scaffolding

45 Culture: Capital “C” or small “c” ?

46 Cultural Connections BC Ministry of Education 2008-2012
Placement of ‘Cultural Connections’ at the front. Where is its place in the post Curriculum? Significance? Ease of Access – ‘Snapshot’ How much ‘weight’ can ‘cultural teaching’ carry when a teacher considers the entire curriculum to ‘cover/teach’? Cultural Connections BC Ministry of Education

47 A student’s perspective
Moi-même Ma famille Ma commaunauté Ma ville Ma région La Colombie-Britannique (Franco-Colombiens) Les francophones au Canada (Québec, Nouveau-Brunswick, franco-ontariens, franco-albertans, franco-colombiens….) Cultural Ripples

48 La Francophonie (Explorez un pays francophone)
Culture Scope & Sequence La francophonie A1 Les franco-canadiens A2 Le Québec/ l’Acadie B1 La Francophonie (Explorez un pays francophone) B1/B2

49 When students communicate with others in French and participate in cultural experiences, they gain insight into the role of culture. Through exploring French and the Francophone world, they develop an understanding of Francophone perspectives and can better appreciate the role of other cultures, as well as their own. Understanding Cultural Influences (2001 Core French Curricular Organizer title)

50 Un petit controle

51 En quelle année Le Canada est-il devenu ‘bilingue’?

52 En quelle année Le Canada est-il devenu ‘bilingue’?

53 Quelle province est ‘officiellement’ bilingue?
Le Québec Le Nouveau-Brunswick L’Ontario La Colombie-Britannique

54 Quelle province est ‘officiellement’ bilingue?
Le Québec Le Nouveau-Brunswick L’Ontario La Colombie-Britannique

55 Quelle est la population ‘francophone’ au Canada en 2014?
450,000 1 million 3 million 6 million

56 Quelle est la population ‘francophone’ au Canada en 2014?
450,000 1 million 3 million 6 million

57 Qui est le père de la loi 101? a) René Levesque b) Pierre Trudeau c) Camille Laurin d) Maurice Duplessis

58 Qui est le père de la loi 101? a) René Levesque b) Pierre Trudeau c) Camille Laurin d) Maurice Duplessis

59 Pourquoi ont-il établi cette loi ‘101’?
Pour proteger l’économie. Pour proteger la culture Pour améliorer la grammaire Pour faire méfier les immigrants.

60 Pourquoi ont-il établi cette loi ‘101’?
Pour proteger l’économie. Pour proteger la culture Pour améliorer la grammaire Pour faire méfier les immigrants.

61 Qui a écrit la chanson “GENS DU PAYS”?
a) Gilles Vigneault b) Alain Vignault c) Angele Arsenault d) Jean-Luc Picard

62 Qui a écrit la chanson “GENS DU PAYS”?
a) Gilles Vigneault b) Alain Vignault c) Angele Arsenault d) Jean-Luc Picard

63 Qui est-ce ?

64 Le mot “referendum” veut dire:
Une loi Un controverse Une amende Un vote

65 Le mot “referendum” veut dire:
Une loi Un controverse Une amende Un vote

66 Comment s’appelle ‘ la révolution’ au Québec pendant les années 60?
a) la révolution francophone b) la révolution St. Jean Baptiste c) la révolution tranquille d) la révolution des étudiants

67 Comment s’appelle ‘ la révolution’ au Québec pendant les années 60?
a) La révolution francophone b) La révolution St. Jean Baptiste c) La Révolution Tranquille d) La révolution des étudiants

68 After the fall of the church in Quebec, what ‘replaced’ it as the ‘pillar’ of culture?
a) la musique traditionnelle b) la langue c) la politique d) le sirop d’érable

69 After the fall of the church in Quebec, what ‘replaced’ it as the ‘pillar’ of culture?
a) la musique traditionnelle b) la langue c) la politique d) le sirop d’érable

70 “In project-based learning, engagement, cognitive challenge, and motivation are promoted by putting students’ identities, emotions, needs and interests front and center. Students engage more in learning when they have a certain degree of choice and an opportunity to express preferences for the themes and activities in FSL learning.” Making Connections p.29 Le projet final

71 Core French language proficiency vs
Core French language proficiency vs. first language cognitive level/understanding. The Great Divide

72 Increase student sophistication using scaffolding
Adapt your outcomes of the ‘francophone exploration’ to your current grade level and linguistic competencies. Francais 11/12: compare, choose and support with argument, analyse, synthesize & make connections, make future suppositions, relate to other francophone films/musique/art… Increase student sophistication using scaffolding

73 EVALUATION/ Assessment For Learning
When evaluation is seen as an opportunity to promote learning rather than as a final judgement, it shows learners their strengths and suggests how they can develop further. Students can use this information to redirect efforts, make plans, and establish future learning goals. EVALUATION/ Assessment For Learning

74 Criteria Referenced Evaluation
Puissant : Ce projet montre une connaissance profonde du sujet. Tous les membres de l’équipe ont été prêts et ils ont fait un grand effort pour communiquer les idées d’une façon claire et forte intéressante. La recherche est très sophistiquée et les stratégies employées par le groupe étaient extraordinaires. L’équipe a divisé le travail également (recherche, création et présentation.) La présentation numérique est formidable et elle aide les étudiants à mieux comprendre le sujet à partir des photos, des mots clefs, des vidéos, une ligne de temps, et des sommaires. Les mots difficiles étaient bien expliqués (surtout avec les images qui s’y correspondent.) Cette l’équipe a trouvé une façon créative et tout à fait originale qui rend les renseignements/l’histoire facile à comprendre et captivants. C’est bien évident que la classe a apprécié la présentation – vous avez créé un lien entre le projet et les étudiants. Ils vont se rappeler de plusieurs points importants de la question de Québec et le rôle dans l’histoire du Québec. Merci. Criteria Referenced Evaluation

75 Assessment and evaluation of language acquisition focus on students abilities to understand others and to express themselves comprehensibly and appropriately. Assessment and evaluation do not focus on the mastery of grammar for its own sake. Evaluation

76 Taking Risks & Making Meaning
In FSL, relevant and meaningful materials, appropriate expectations, and the creation of a classroom climate that values risk taking and multiple intelligences (Gardner 1993), and a degree of personalization and choice all contribute to higher students engagement and more meaning-making in French. Chapter 4 – Making Connections Taking Risks & Making Meaning

77 Student Feedback Sample
Jessica and Kevin Mon Pays C’est l’Hiver Thank you for highlighting some of the key elements in the song “Mon Pays C’est L’hiver” as well as giving background information on Gilles Vigneault. Your selection of video did impact that feeling of winter so prevalent in Quebec. Your interaction was focused on the quiz questions. The presentation could have been improved with a more in depth look at really at the way in which this song acted (and still acts) as a gathering force for the Québécois and it was certainly a rallying cry during the times of the two referendums. He may not have a very great voice, but like Bob Dylan – his words carry great meaning and metaphor. Winter is seen as a struggle and through it brings persistence, identify and pride. Nevertheless, I appreciate your effort and what you shared with the class. Mark: 78% Individual oral mark (worth 4% of term) Jessica 15/20 Kevin 14/20 Student Feedback Sample

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