MODULE 3: I-can statements

I-can statements

"Building students' confidence in their ability to write should be a priority for teachers of students in any age group and at all levels of language proficiency." (MacDuff, Khadija & Linse, 2017)

I would add to the quote above: " Similarly, building teachers' confidence in their ability to write (use the language) should be a priority to boost their Professional development." Although, the main topic of this Module is how "I-can statements" can help build  students' confidence, I believe it is important to reflect on the importance of the two roles the teacher has:

1. To construct or use "I -can" statements in his teaching practice
2. To constantly improve their language proficiency (writing, especially)

I strongly believe that both roles are complementary. If one does not know the process, the form, the reason, the appropriateness, the impact of a written text (language use), it can be hard to guide others in doing it. We are always learning and when teaching a language we also assume we are still learning it.

In Peru, "I-can statements" are now being formally introduced. The CNEB (Curriculum) states the use of the CEFR for planning, teaching, assessing and evaluating. Here a video about it.

Some examples of "I-can statements" are:
- I can write a question mark at the end of a question.
- I can link two sentences using 'and'.
- I can spell nationalities correctly.
- I can use capital letters for day of the week.

These 'I-can statements' are a form of self-assessment for students. If teachers planned the learning of these very same students using a "backwards design" (Module 2), then, the I-can statements become a powerful tool for quality of learning. Self-assessment can have a better impact in learning if students have clear goals before they start and know what they are expected to (MacDuff, Khadija & Linse, 2017).

Here four ways to use I-can statements mentioned in the article "Using Progressive I-can statements to Promote Learning Confidence in Writing":

1. Give students ONE I-can statement for a task, and ask students to write or say the statement when they complete the task.
2. Begin activities by presenting a LIST of I-can statments that students can copy, check off, or read out loud as they progress through an activity.
3. Present I-can statements in SCRAMBLED ORDER and have students number the statements as they complete each task or at the end of the activity.
4. Students can also make their OWN I-can statements as their language abilities increases.

The article above mentions 6 activities on how I-can statements can be used. Have a look!

One important thing, I think, we can quickly implement when using I-can statements checklist is to have three levels (Instead of "Yes, No" checklists):
- I can do this 
- I'm getting better but still need some practice or a little help
- I need to work on this a lot. or I need a lot of help to do this.
For the actual tool using these levels read this: Fostering Student Motivation: Reflection and self-assessment with I-can checklists
Recommendation:

If a teacher is novel using I-can statements, I think the following resource is useful as a good start.The GSE Learning Objectives. It was created based on the CEFR and does not use too much jargon that sometimes official papers like the CEFR per se and the CNEB. Most important of all, it is for the learning of English in specific. You can download a PDF version of it. For Peru I advice the use of the one for Young Learners. Here you will find Learning objectives in the form of "CAN" statements for different age groups and for all the levels of the CEFR.
Similarly, the Council of Europe has a Bank of Suplementary descriptors raging from Pre A1 to C2. Really useful as it comes in the form of a scale or checklist for self-assessment. Click here: "Lots of resources on descriptors - I can statements."
Other I-can statements

- The American Council on the Teaching of Foreign Languages also presents a set of I-can statements that would be a good extra resource: Can-do-statements by ACTFL . Bear in mind that these I-can statements are meant for all foreign languages.
- For Project Based Learning, here you will find checklists for written reports, multimedia projects, oral presentations and science projects. This tool is aimed for 1st language learners. Use what you think best suits your context: PBL Checklists

A critical view

I think that as teachers in Peru internalise backwards design, the use of assessment for learning,
promote students' self-assessment and gain more experience, they will eventually start to question whether these preconceived I-can statements be better customised and even think of creating our own I-can statements that could be used as a standard for language learning, teaching and assessment.