I1 create a schoolwide system through prof dev - chang wang


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  • Products: a curricular framework, designing and implementing model units and lessons, and conducting action research and collecting students’ work for evidence-based assessment

    This process has transformed teachers’ relationships and broadened their perspectives about what a dual language immersion school means. Presenters will share the process, sample products, and key elements crucial in creating such a schoolwide system. Participants will gain insight of and walk away with strategies about how to engage in a similar transformative endeavor.  
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    Goldman Sachs is 2004.
    4 students to start in 1981, and now we have 501 from prek to 8, looking to increase to 530-540 next school year.
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  • Make this and the next slides into 3 slides
  • I1 create a schoolwide system through prof dev - chang wang

    1. 1. CREATE A SCHOOL-WIDE SYSTEM THROUGH PROFESSIONAL DEVELOPMENT Kevin Chang Shuhan C. Wang, PhD Director of Chinese Program President, ELE CAIS Consulting International April 8, 2013
    2. 2. OVERVIEW  Tell the story of CAIS’ journey to reform its curriculum  Explain the process of how we engage national experts and our teachers  Share our products (work in progress)  Reflect upon our experiences and its impact on our teachers 2
    3. 3. CHINESE AMERICAN INTERNATIONAL SCHOOL  The oldest Chinese-English dual language immersion school in the United States  Founded in San Francisco in 1981 with 4 students enrolled; now 501 students from PK to G8. 3 Winner of Goldman Sachs Award for Excellence in International Education, 2004
    4. 4. MISSION 4 心怀中华 精益求精 立足世界 Embrace Chinese Become your best self Create your place in the world
    6. 6. OUR VISION FOR CURRICULUM 1. By 2020, CAIS has a leading English-Chinese dual language curriculum that equips students with a high level of Chinese language proficiency to function comfortably, confidently, and competently in Chinese culture environment and life-long learning skills to succeed in high school and beyond. 6
    7. 7. 2. CAIS curriculum aligns English and Chinese languages, content, and skills allowing students to transfer academic knowledge and skills between languages. CAIS Curriculum embeds differentiated instruction for learners to achieve the targeted language and academic goals. CAIS curriculum incorporates technology, authentic materials, and real life experience that is delivered by highly trained/skilled instructors. 7 OUR VISION FOR CURRICULUM
    8. 8. 3. CAIS has a process in place for the ongoing development and review of curriculum and instruction. 8 OUR VISION FOR CURRICULUM
    9. 9. GOALS FOR CURRICULUM IN CHINESE  Reflect the Mission and Vision of the school and program  Be Standards-, performance-, and evidence- based  Establish learning outcomes with defined proficiency and literacy in Chinese in partial immersion setting  Align with and complement learning in English 9
    10. 10. HOW DID WE START? 10  Identify our needs;  Identify internal and external expertise and resources;  Make connections with national experts:  Ann Johnson (Curriculum 21)  Jeanne Tribuzzi (Curriculum 21)  Shuhan Wang  Set goals, make plans, and get started
    11. 11. TIMELINE AND TASKS December 2011 to December 2012:  Developed the structure of a curriculum framework  Created an articulation chart of learner oralcy and literacy expectations  Developed learner can-do statements for Listening, Speaking, and Reading skills (Writing to be continued) 11
    12. 12. TIMELINE AND TASKS 2013:  Engage in school wide discussions about integration of content areas  Develop thematic units of instruction and assessment  Continue the refinement of the curriculum framework 12
    13. 13. CAIS Chinese Language Curricular Framework 13 Examples
    14. 14. CAIS CURRICULUM IN CHINESE COMPONENTS CAIS Curriculum Taught in Chinese Curriculum Framework Resources for Teachers and Parents Other Components Curriculum map with Units, Lessons, and Assessment 14
    15. 15. 15 Vision, Mission, Definition of the CAIS Immersion Model, and Learning and Instructional Principles Content Standards: What to know and do Thematic organization Interdisciplinary approach CAIS Big Ideas EUs & EQs Grade Level Units of Instruction and Assessment Themes Topical Questions Standards-based Learning Outcomes (in Can-dos) Lesson Plans Alignment with CCSS Performance Standards: How well Inclusion with differentiation Global Perspectives & Connections
    16. 16. Teachers’ Tool Kit Planning & Instructional Strategies Printed & Multimedia Materials Assessment Strategies & Tools Mentorship & Professional Development Parental Involvement & Community Outreach Resources & Institutional Support Other Essential Tools? 16
    17. 17.  Standards for foreign language learning from ACTFL  Common Core for English and Mathematics  Develop a proficiency articulation chart by grade level, based on ACTFL proficiency guidelines to serve as language benchmarks 17 Alignment Focus1: Standards and Proficiency Articulation
    18. 18. NEEDS ANALYSIS  Investigate what subjects and how much time are taught in Chinese  Conduct reading and writing inventory  Analyze and identify strengths and weakness (students and program) by reviewing OPI and other assessment data 18
    19. 19. ACTFL K-12 PERFORMANCE GUIDELINES 19 With modification from Delaware Dept of Ed, 2005
    20. 20. CAIS PROFICIENCY ARTICULATION CHART Grade Expected Grade Level Expectation (GLE) Oralcy Literacy Listening Presentational Speaking Interpersonal Speaking Reading Writing 8 AL PreAdv- AL IH-AL IM- IH/ Pre ADV IM- IH/ PreADv 7 IH/PreAdv-AL IH - PreAdv IH-PreAdV IL-IM IL-IM 6 IM-IH IM-IH IM-IH NH-IL NH-IL 5 IM-IH IL-IM IL-IM NH NM-NH 4 IL-IM IL JIL-IL JNH-JIL/NH JIL/JIM-JIH 3 IL-IM JIL-JIM JIL-NL JNM-JNH (30 radicals) JNH-JIL/JIM 2 JNH-JIL JNH-JIL JNH-JIL JNM (+ 30 radicals) JNM-JNH 1 JNM-JNH JNH JNH JNL-JNM (笔顺笔画 + 20 Radicals) JNL-JNM K JNM-JNH JNM-JNH JNM-JNH JNL (笔画名称, 8 画以下笔顺) JNL PK JNL-JNM JNL-JNM JNL Pre-Literacy - JNL (+ 常用笔画名称) Pre-Literacy - JNL 20
    21. 21. 21 CAIS Graduates
    22. 22. SAMPLE CAN-DO STATEMENTS I can state and support many of my views and take an active part in discussions. I can handle some complicated situations on familiar topics. Q 1 Q 2 Q 3 Q 4 I can express degrees of emotion and respond appropriate to the emotions of others.  I can express satisfaction or dissatisfaction, and respond appropriately to others.  I can express appreciation and gratitude, and respond appropriately to others.  I can express sadness and joy, and respond appropriately to others.  I can express frustration, confusion, or anger, and respond appropriately to others. 22 Grade 8: Intermediate High: Interpersonal I Can Statements
    23. 23. ALIGNMENT FOCUS 2: INTEGRATION WITH SOCIAL STUDIES  Developed 6 Big Ideas that are mission consistent  Developed Enduring Understanding (EU) for each big idea  Will develop integrated thematic units for Chinese based on these big ideas  Map-out relevant “topics” that under each big idea 23
    24. 24. THE SIX BIG IDEAS  System and Community  Cultures  Change and Continuity  Global Citizenship  Environment and Geography  Scientific and Technological Innovation 24
    25. 25. MAPPING “CONNECTIONS” (5TH GRADE SAMPLE) Connections (to other subjects) / 联系(与中文,英文,其它学科) 3rd grade Social Studies: Rain forest project (fund raising to save the rain forest) Science: What happens after we recycle, experimental making of reproduced paper, learning by doing or watch a video Art: Create an art work using reproduced paper Tech integration: 中文输入法 Chinese input (typing) and means for making a presentation 25
    26. 26. SCIENTIFIC AND TECHNOLOGICAL INNOVATIONS Gr. Theme EQ 8 I am the I-Generation What defines me as an I-generation? 7 From Prevention to Cure What innovations in medicine have influenced our life? 6 From Compass to GPS What technological innovations have taken place from compass to GPS? How have these innovations influenced our life? 26 EU: Science and Technology influence society and culture, and the way people interact with the world.
    27. 27. SCIENTIFIC AND TECHNOLOGICAL INNOVATIONS Gr. Theme EQ 5 From Paper to Digital How have innovations changed the way we read and write over time? 4 How Corn Changed the World To what extent is corn in our lives? What are the consequences of their presence? 3 Learning Chinese with Technology How can technology help with learning Chinese? What tools can make Chinese learning even easier? 27
    28. 28. SCIENTIFIC AND TECHNOLOGICAL INNOVATIONS Gr. Theme EQ 2 Food innovation-is it good or bad for us? How have innovations changed what we eat? Are all food innovations good for us? 1 Take Good Care of Me Why should I take care of myself? How do I take care of myself? K I’m Going to School! What do I do to prepare myself? How do I become a good student? What do I make friends? P This was me when I was a baby! What’s the difference between me now and me as a baby? 28
    29. 29. ALIGNMENT FOCUS 3: WHY WRITING?  Familiarize Chinese teachers with writing process and writing workshop– a PD for all.  Align with CCSS and identify what works with Chinese  Decide on areas of focus: Writing process for all text types, and improving writing instruction in Chinese 29
    30. 30. A POSTER FOR K-3 30
    31. 31. A POSTER FOR G4-8 31
    32. 32. TEACHING DIFFERENT TEXT TYPES Narrative OpinionInformational 32
    34. 34. 34 TEACHING OPINION WRITING 1.____ 2.____ 3.____ 4.____
    35. 35. 中美国际学校的课间活动应不应该加长? 戴馬思 你知道我们的课间活动多长吗?你知道我们的课间活动长什么样 子呢?有人在课间活动做什么呢?你想知道课间活动有什么特别 的东西吗?好,现在我来告诉你。我们其中的一个课间活动,在 一个地方叫hickory yard。在那儿有篮球场,滑梯和打球的墙壁。 那里的课间活动时间是九点十分到九点三十分,也有一个是一点 到一点二十。另外的课间活动在体育馆的外面,那 里也有篮球场, 和足球场,这个课间活动的时间是十一点半到十二点。所以有一 个三十分钟的课间活动和两个二十分钟的课间活动。有人在课间 活动完一个好玩的游戏叫 ball tag。在这个游戏,有一个人要把 一颗球打到别人的身体。然后,如果你打到了他,他就变成丢球 的鬼,抓别人。课间活动玩乐的时候,有球的人就输了。在操场 上有很多的老师。有中文和英文老师在注意我们没有做危险的事。 操场上有很多玩游戏的工具,所以每一个人都有东西可以玩。 35
    36. 36. REFLECTIONS OF TEACHERS • 王老师如何引导我们进行“去芜存菁”的过程与方 法。我学习到了我们要如何删选,并提升原有的资 源(教学材料,主题)使我们的主题内容不仅多元, 而且更有深度。 • 有想法最重要, 细节可以慢慢推敲。 • 完成了几个大项目的核心问题和持久性的了解。在 教学和编写教材上有了方向。 • 兴奋后面是迷茫 (看着自己的单元,发现一切都 很好,只是现有的材料并不多,能有时间去找吗?) 36
    37. 37. SCHOOL-WIDE IMPACT ON TEACHERS AND THEIR PRACTICES  Powerful and validating experiences  Collaborative learning, sharing, and working  A stronger sense of school community and ownership 37
    38. 38. NEXT STEPS FOR OUR CURRICULUM DEVELOPMENT  Continue unit development  Pilot test units in August/September during the next academic year  Revise and refine the work  Co-design units cross languages and subject matter 38
    39. 39. QUESTIONS AND COMMENTS? 39 Thank you! 谢谢! Kevin Chang Shuhan C. Wang, PhD k_chang@cais.org shuhancw@gmail.com