C. Chen-Lin, J. Dowd, L. Lee, D. Tan: The 21st-Century Standards-Based Chinese Classroom (I3)
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C. Chen-Lin, J. Dowd, L. Lee, D. Tan: The 21st-Century Standards-Based Chinese Classroom (I3)

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The design of a standards-based classroom is rooted in best practices; however, many Chinese teachers feel very attached to their textbooks and struggle with how to incorporate standards-based ...

The design of a standards-based classroom is rooted in best practices; however, many Chinese teachers feel very attached to their textbooks and struggle with how to incorporate standards-based activities into their classrooms. Participants will discuss the most important elements of a standards-based classroom and will practice meaningful exercises that can be replicated in their own teaching. Presenters will describe their aims for student proficiency and demonstrate the critical components of a 21st-century classroom. Participants will explore innovative strategies for moving students to the next proficiency level as per ACTFL guidelines.

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C. Chen-Lin, J. Dowd, L. Lee, D. Tan: The 21st-Century Standards-Based Chinese Classroom (I3) Presentation Transcript

  • 1. Carol Chen-Lin Janice Dowd Dali Tan Lucy Lee 2011 National Chinese Language Conference
  • 2.
    • 1996—ACTFL, AATF, AATG, AATSP
    • 1999—included AATI, ACL, ACTR, CLASS/CLTA, NCSTJ/ATJ
    • 2006—revised and added Arabic
    • National Standards for Foreign Language Learning
  • 3. 社区应用 沟通 文化 贯连 比较
  • 4.
    • What students should know and be able to do
    • For ALL students to learn how, when, and why to say what to whom in Chinese
  • 5.
    • 1.1 Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
    • 1.2 Students understand and interpret written and spoken language on a variety of topics in Chinese.
    • 1.3 Students presen t information, concepts, and ideas to an audience of listeners or readers on a variety of topics in Chinese
  • 6.
    • Standard 2.1  Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied
    • Standard 2.2  Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied
  • 7.
    • Standard 3.1  Students reinforce and further their knowledge of other disciplines through the foreign language
    • Standard 3.2  Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
  • 8.
    • Standard 4.1  Students demonstrate understanding of the nature of language through comparisons of the language studied and their own
    • Standard 4.2  Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own.
  • 9.
    • Standard 5.1  Students use the language both within and beyond the school setting
    • Standard 5.2  Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment.
  • 10.
    • Interpersonal
    • Interpretive
    • Presentational
  • 11. Source: http://www.cal.org/flnaep/review.html
  • 12.
    • Interpersonal mode tasks are two-ways, spontaneous exchanges that involve negotiation of meaning between people
    • The tasks are unrehearsed, unrefined, non-scripted
    • May be based on information acquired in the interpretive mode
    •  
    • Memorized material such a a skit or a dialog is not an interpersonal mode task.
  • 13.
    • Comprehension of words, concepts, ideas, meaning of entire piece
    • One way -> between the person and the piece
    • Learners are exposed to a wide variety of culturally authentic materials such as texts, films, works of art, songs, poems, advertisements, music videos
    •  
    • Translation is not an interpretive mode.
  • 14.
    • Presentational mode tasks allow learners time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time
    • These tasks require learners to u se the language for a real world purpose other than display for the teacher or classroom
    • Presentational mode tasks allow learners to use language in new and different contexts
  • 15.
    • Talk with a friend about what to do on the weekend.
    • Watch a travel video and jot down places of interest.
    • Prepare a poster about your favorite sport.
    • Send a letter to an e-pal.
    • Create a graphic organizer for new vocabulary.
    • Create a skit where you buy something in the market.
  • 16.
    • Talk with a friend about what to do on the weekend.
    • Interpersonal
    • Watch a travel video and jot down places of interest.
    • Interpretive
    • Prepare a poster about your favorite sport.
    • Presentational
  • 17.
    • Send a letter to an e-pal.
    • Presentational
    • Create a graphic organizer for new vocabulary.
    • Interpretive
    • Create a skit where you buy something in the market.
    • Presentational
  • 18.
    • Listen for the gist.
    • Have a face to face telephone conversation.
    • Ask directions.
    • Create a radio spot.
    • Write a travel brochure about Xi’An.
  • 19.
    • Listen for the gist.
    • Interpretive
    • Have a face to face telephone conversation.
    • Interpersonal
    • Ask directions.
    • Interpretive
  • 20.
    • Create a radio spot.
    • Presentational
    • Write a travel brochure about Xi’An.
    • Presentational
  • 21.
    • Engaging
    • Motivating
    • Student-Centered
  • 22.
    • Meaningful context
    • Purposeful activities
    • Partners and small groups
    • Negotiation of meaning, for example an information gap
    • Content-based teaching (students have information)
  • 23.
    • “ Recent research in second language acquisition found that learners reached higher levels of achievement when grammar practice included the processing and negotiation of meaning”
  • 24.  
  • 25.
    • Having “fun” and not focusing on language
    • Activities have real meaning to students
    • Current, up-to-date activities (songs, ideas, pictures)
    • Activities students can relate to, that are interesting to them
  • 26.
    • “ Grammatical structures are more than forms; therefore their acquisition must entail more than learning how to form the structures. It must also include learning what they mean and when and why to use them as well.” (1995)
  • 27.
    • Balance between skill getting and skill using
    • Teacher acts as the facilitator
    • Safe and culturally embedded environment
    • Students do most of the talking in TL
    • Students show knowledge of the target culture when communicating
    • Swimming analogy
  • 28.
    • “ Experience has also shown that primarily or exclusively grammar-based approaches to teaching do not guarantee that learners develop high levels of accuracy and linguistic knowledge ... The results from these studies support the claim that learners require opportunities for communicative practice.” (1993)
  • 29.
    • Mechanical drills—students do not need to understand the meaning of what they say, one correct answer
    • Meaningful drills—no authentic communication, no negotiation of meaning, and one correct answer, formulaic and structured format
    • Communicative drills—contains new and unknown information, no right or wrong answer, do have a formulaic and highly structured format, part prompted by allows for students’ personal opinions and creativity
  • 30.
    • 老师说:苹果
    • 学生说:这是苹果。
    • 老师说:桃子
    • 学生说 : 这是桃子。
    • 老师说:西瓜
    • 学生说 : 这是西瓜。
  • 31.
    • Match the sentences
    • 老师说: Teacher says:
      • 我累了。 I am tired.
      • 我有点儿困。 I am sleepy.
      • 我渴了。 I am thirsty.
      • 我有点儿饿。 I am a little hungry
    • 学生说: Student says:
      • 你吃点儿饭吧。 Go and get something to eat.
      • 你坐一会儿吧。 Take a seat for a while.
      • 你去睡一会吧。 Go and sleep for a while.
      • 你喝儿点水吧。 Go and drink some water .
  • 32.
    • 老师: 你喜欢吃水果吗? Teacher: Do you like to eat fruits?
    • 学生:我喜欢吃。 Student: I like fruits.
    • 老师:你喜欢吃什么水果? Teacher: What fruit do you like to eat?
    • 学生 甲:我喜欢吃苹果。 Student A: I like to eat an apple.
    • 学生 乙:我你喜欢吃桃子。 Student B: I like to eat a peach.
    • 学生 丙:我喜欢吃西瓜。 Student C: I like to eat watermelon.
  • 33.
    • Today we celebrate the people that we consider the most notable of the year. With a partner, prepare a list of five to ten categories for which you would like to give an award. Then, nominate five candidates for each category and state why that person should be nominated.
    •   Work in pairs and choose a famous person. Each pair will then describe that person to the other class members, who must try to guess who it is by asking no more than 20 questions.
  • 34.
    • IPA—Integrated Performance Assessments—each mode is represented
      • Interpersonal
      • Interpretive
      • Presentational
    • What students can DO
    • Use rubrics to assess their performance
  • 35.
    • Use global issues
    • One child policy
    • Environmental issues
  • 36.
    • 全球经济 Global Economy
    • 防止核扩散 Nuclear
    • Proliferation
  • 37.
    • 粮食安全 Food Safety
    • 保护环境 Climate Change
    • 气候变化
  • 38.
    • 人口问题 Population
    • 医疗健康:爱滋病,甲型流感
    • Health , Aids
  • 39.
    • 反恐
    • Anti-Terrorism
    • 贫穷
    • Poverty Around the World
  • 40.
    • Explanation:
    • Why did the Chinese government promote the One Child Policy? When did they initiate the policy?
    • Interpretation :
    • In what ways does the One Child policy differ with Chinese traditional thoughts?
    • Application:
    • What kind of challenges did the government
    • encounter in carrying out the policy?
  • 41.
    • Perspectives
    • How is the One Child policy received by Chinese citizens? What do Americans think about this policy?
    • Empathy :
    • How might it feel to be a couple living under the One Child policy in China?
    • Self Knowledge
    • What are the pros and cons of being an only child or having siblings in a family?
  • 42.
    • Interview students from China ( show video)
    • Describe the “One Child Policy”
    • What are the pros and cons of being an only child of a family?
    • In what ways does the policy help China in its economic development?
    • What is the impact of the policy on the world’s population and global economic development?
  • 43.
    • Essential Question: 关键问题
    • How do we raise consciousness and make people aware of the importance of saving the earth?
    • 如何提高我们对环境保护,拯救地球的意识 ?
  • 44. 干旱 现象 气候变化 热浪与酷寒 森林野火 北极融冰 解决方案 低碳生活 回收 节能 全球变暖
  • 45.
    • The causes of climate change
    • 气候变化的成因
    • The phenomenon and the impacts of climate change 气候变化的现象及其影响
    • Finding solutions to respond to climate change in international, national, and local action 寻求应对气候变化的策略
  • 46.
    • Students will be able to:
    • Discuss global warming and provide evidence of global warming and climate change.
    • Determine what constitutes sufficient evidence of global warming.
    • State the impact global warming might have on their lives.
    • Develop experience in research using the Internet.
  • 47.
    • Identify different climate change phenomena
    • Describe a wide range of real and potential impacts of climate change, from the local to the global level.
    • Initiate and sustain conversations about ideas of the kind of things we can do to adapt to climate change.
    • Discuss ways we can help in reducing greenhouse
    • effects and carbon footprints.
    • Discuss and critique the effectiveness of local and global action on responding to climate change.
  • 48.
    • Name the different climate change phenomena
    • Prepare a poster on how to save energy in the school community
    • Explain the impacts of climate change
    • Discuss ways to reduce greenhouse effects and carbon footprints
    • Discuss how to promote the green econmy
  • 49.
    • Around the world, how far can you get with $10?
  • 50.  
  • 51.
    • 我在中国很高兴! 我的老师 10 块美元, 我换了 68 元人民币。我上个周末跟朋友一起坐地铁来回花了 4 块。 我们去北海公园门票 5 元。学生票很便宜。 我们上了白塔。 我们也跟中国人聊天。 中饭我们在公园吃花了 10 块。下午我去秀水市场买了一件中国衣服
    • 给妈妈。原来原来 80 块, 现在 20 块, 妈妈知道很高兴。 我也买了一条牛仔裤 25 , 很好看!
    • 明天是我的生日,我觉得能在中国学习, 在中国过生日真好! 这是无价的!
  • 52.
    • Online materials
    • 中国环保网 www.chinaenvironment.com
    • 中国环保信息网 http://www.17huanbao.com/
    • 纪录片
    • 陈文茜 《 正负 2 度 C 》 http://www.youtube.com/watch?v=ww8S_gLGZd4
    • 环保纪录片《深呼吸》
    • http://v.youku.com/v_show/id_XNTAxOTA0NA==.html
    • 给 2070 的一封信
  • 53.
    •   Students use 节约用水    节省能源    低碳生活 as key words to find Chinese posters and slogans on Google Image. Students make oral presentations on their findings and create their own posters with slogans. Posters are placed in the classroom and other parts of the school to raise awareness for protecting the environment.
  • 54.
    • Students use Skype to discuss ways of saving energy with students from Beijing. Students use Venn diagrams to compare the differences and similarities between China's and the US ’ s conservation efforts. Students report their comparisons to the class.
  • 55.
    • Students use online resources to find information on the history and the activities of “Earth Day.” Students discuss plans for the Chinese Club to heighten the awareness of protecting the environment on Earth Day. 地球日 Each group prepares a PPT and presents it to the class. The best plan will be selected for the celebration of Earth Day.
  • 56.
    • Compare the difference and similarity of China’s and the US’s conservation effort. (Analyze)
    • Based on the facts on the documentary: “+-2C,” what predictions would you make? (Synthesis)
    • Critique the effectiveness of our school’s action on the Green Cup Challenge. (Evaluation)
    • Why do you think these solutions can help to reduce the carbon footprints? How do you rank these solutions. ( Evaluation)
  • 57.
    • Thematic units
    • Content serves as a window to learning
    • Text contains real-life issues
    • Communicative drills (there may be others but there must be communicative drills)
    • Task-based activities
    • Sufficient examples for practice
    • Exercises and questions promote critical thinking
  • 58.
    • Vocabulary is recycled
    • Illustrations are interesting and not caricatures
    • Linguistic explanations are clear
    • Culture interspersed throughout and in the target language
    • Material appropriate to the grade level
    • Material is relevant to students’ lives
    • Sufficient supplementary exercises and material
  • 59.
    • Take a global issue and prepare a scenario that you believe represents a 21 st century issue and decide on a way to capture the three modes in the scenario
    • Three modes
      • Interpretive
      • Interpersonal
      • Presentational
  • 60.
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