Hong, Maximizing Instructional Time


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Yuqing Hong, Senior Curriculum Specialist
of the New York City Department of Education
Office of English Language Learners, discusses practical ideas for maximizing instruction time and minimizing downtime in the classroom.

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Hong, Maximizing Instructional Time

  1. 1. Chinese Teachers Summer Institute September 2, 2009 Yuqing Hong, Senior Curriculum Specialist New York City Department of Education Office of English Language Learners
  2. 2. Maximizing Instructional Time with Differentiated Activities
  3. 3. Overview <ul><li>How to maximize instructional and student learning time? </li></ul><ul><li>Effective differentiated strategies that promote the development of four modalities in learning Chinese </li></ul>
  4. 4. Search and Sign What is a question you have about Chinese instruction that you hope is answered today? 你今天希望得到中文教学哪一方面的指导? How does high quality instruction look like? 什么是高质量的教学? How do you assess your students? 你用什么方法测试你的学生的知识掌握程度? What is one way that you have helped a struggling student to learn Chinese? 你如何帮助你的一个后进生学习中文? What do you think is the most important skills your students should learn? 你认为你的学生最需要掌握的技能是什么? Give an example of how a rule or routine was/will be implemented in your class. 你是如何制定你班学生要执行的行为条约和课堂次序 ? What are the needs of your students? 你的学生需要在哪方面提高? What is one goal you have for the coming new school year? 你新学年的一个教学目标是什么? What are the strength of your students? 你的学生的优势是什么?
  5. 5. Research finding: Time is Success <ul><li>Time spent in learning yield higher correlations with achievement than any other teacher and student behavior studied </li></ul>
  6. 6. No Time to waste: <ul><li>45 minutes (185 days) </li></ul><ul><li>5 </li></ul><ul><li>5 </li></ul><ul><li>5 </li></ul><ul><li>_____ </li></ul><ul><li>35 minute </li></ul><ul><li>Total lost time: 2775 minutes, 62 days </li></ul>
  7. 7. Maximizing instructional and learning time: <ul><li>Classroom set-up </li></ul><ul><li>Rituals and Routines </li></ul><ul><li>- signal for students </li></ul><ul><li>- signal for help </li></ul><ul><li>- turn in work </li></ul><ul><li>- what to do after task </li></ul><ul><li>Transitional time </li></ul><ul><li>High quality student interaction </li></ul>
  8. 8. Learning Pyramid 90% 75% 50% 30% 20% 10% 5% Teach others/ use learning Practice by doing Discussion group Demonstration Audio-visual Reading Lecture
  9. 9. Who are your students? <ul><li>Facts about learning styles: </li></ul><ul><li>We tend to teach according to how we learn best. </li></ul><ul><li>Most people do not use sight, hearing, and touch equally during learning. </li></ul><ul><li>46% of people are visual learners </li></ul><ul><li>35% of people are kinesthetic learners </li></ul>
  10. 10. Who are your students? <ul><li>Multiple intelligences: </li></ul><ul><li>Verbal-Linguistic </li></ul><ul><li>Logical-Mathematical </li></ul><ul><li>Visual-Spatial </li></ul><ul><li>Musical </li></ul><ul><li>Bodily-Kinesthetic </li></ul><ul><li>Interpersonal </li></ul><ul><li>Intrapersonal </li></ul><ul><li>Naturalist </li></ul>
  11. 11. Avid reader Good at drawing Life of party Athletic Likes to be alone Likes math Can sing Likes to be outdoors                   0                   1                   2                   3                   4                   5                   6 Plot Your Profile
  12. 12. Effective Strategies for Teaching Chinese as a Foreign Language <ul><li>Vocabulary development </li></ul><ul><li>- Show, don’t tell </li></ul><ul><li>瞒着:不让别人知道 </li></ul><ul><li>节约:省减,限制 </li></ul><ul><li>依依不舍:留恋,不忍分离 </li></ul>
  13. 13. Give one, take one <ul><li>Make a sentence using one of the two words. Write it in one of the box. Be sure to include an example to show your understanding of what that word means. </li></ul><ul><li>Repeat the procedure until two boxes are filled. </li></ul><ul><li>Share your sentence with a partner. Record his/her sentence in an empty box. </li></ul><ul><li>Repeat this procedure until all boxes are filled </li></ul>
  14. 14. Effective Strategies for Teaching Chinese as a Foreign Language <ul><li>Concept Brainstorm </li></ul><ul><li>音乐 </li></ul>音乐厅 音乐类别 音响 乐曲 演奏家 歌唱家 / 歌星 作曲家 音乐理论
  15. 15. Effective Strategies for Teaching Chinese as a Foreign Language <ul><li>Using Music to Enhance Learning </li></ul>
  16. 16. Note-Taking <ul><li>Listen to the song “Where is Spring?” </li></ul><ul><li>Take notes individually </li></ul><ul><li>Compare your note with your partner </li></ul><ul><li>Compare your note with your group members </li></ul><ul><li>Let’s sing the song together </li></ul>
  17. 17. 春天在哪里呀? <ul><li>春天在哪里呀? </li></ul><ul><li>春天在哪里呀? </li></ul><ul><li>春天在那青翠的山林里 </li></ul><ul><li>这里有红花呀,这里有绿草 </li></ul><ul><li>还有那会唱歌的小黄鹂 </li></ul><ul><li>嘀哩哩嘀哩嘀哩哩, </li></ul><ul><li>嘀哩哩嘀哩嘀哩哩 </li></ul><ul><li>春天在青翠的山林里, </li></ul><ul><li>还有那会唱歌的小黄鹂 </li></ul><ul><li>春天在哪里 </li></ul><ul><li>春天在哪里呀? </li></ul><ul><li>春天在那湖水的倒影里 </li></ul><ul><li>映出红的花呀,映出绿的草 </li></ul><ul><li>还有那会唱歌的小黄鹂 </li></ul><ul><li>嘀哩哩嘀哩嘀哩哩, </li></ul><ul><li>嘀哩哩嘀哩嘀哩哩 </li></ul><ul><li>春天在湖水的倒影里, </li></ul><ul><li>还有那会唱歌的小黄鹂 </li></ul><ul><li>嘀哩哩嘀哩嘀哩哩, </li></ul><ul><li>嘀哩哩嘀哩嘀哩哩 </li></ul><ul><li>春天在湖水的倒影里, </li></ul><ul><li>还有那会唱歌的小黄鹂 </li></ul>
  18. 18. Carousal Activity: What are some words that can describe summer, spring, winter?
  19. 19. Compose a short version of the song using words in the chart: <ul><li>__ 天在哪里呀 __ 天在哪里 ____ 在那 _________ 这里有 _____ 呀 这里有 _____ 还有那 ___________ _________________ </li></ul>
  20. 20. It is music time
  21. 21. Group project: <ul><li>Choose a tune and write the lyric to demonstrate the learning of a content objective </li></ul>
  22. 22. Sing to the tune of “London Bridge” <ul><li>2+8=10 </li></ul><ul><li>5+5=10 </li></ul><ul><li>3+7=10 </li></ul><ul><li>1+9=10 </li></ul>
  23. 23. Most Important Word <ul><li>What is something you learned today that you will apply in your instruction? How will you apply it? Design a refrigerator magnet that reminds you of today’s learning. </li></ul>
  24. 24. 谢谢!