Creating Engaging TeachingMaterials for 21st CenturyAssessmentsCarol Chen-LinJanice DowdLucy Chu LeeNational Chinese Langu...
Presenters Carol Chen-Lincchenlin@choate.edu Janice Dowddrjdowd@aol.com Lucy C. Leelleeclass@gmail.com
What impresses you about exercisesin the teaching materials? Please write down three things that you lookfor in engaging ...
What are 21st century skills?Twenty-first Century Skills are the setof skills students need to succeed inlearning, in work...
Essential 21st Century skills
21st Century skills Learning and Innovation Skills (4 Cs) communication collaboration critical thinking creativity D...
Global AwarenessHealth LiteracyEnvironmentalLiteracyFinancial,Economic,Business, andEntrepreneurialLiteracyCivic Literacy2...
21st Century Critical Learning andInnovation SkillsCommunication and collaboration the ability of individuals to communi...
21st Century Critical Learning and Innovation SkillsCommunication Articulate thoughts and ideas effectively using oral, w...
中文学习目标五个C比 较应用沟通文化贯连
Communication 1.1 Students engage in conversations, provide andobtain information, express feelings and emotions,and exch...
Interpersonal Mode Interpersonal mode tasks are two-way, spontaneousexchanges that involve negotiation of meaningbetween ...
Memorized material such a skit or adialog is not an interpersonal mode task
Interpretive Mode Comprehension of words, concepts, ideas, meaning ofentire piece One way → between the person and the p...
Translation is not an Interpretive modetask
Presentational Mode Presentational mode tasks allow learners time torehearse, revise, rewrite, consult sources, or otherw...
Which mode is it?1. Talk with a friend about what to do on theweekend.2. Watch a travel video and jot down places ofintere...
Which mode is it? Talk with a friend about what to do on the weekend.Interpersonal Watch a travel video and jot down pla...
Which mode is it? Create a graphic organizer for new vocabulary.Interpretive Create a skit where you buy something in th...
Which mode is it? Listen for the gist. Have a face to face telephone conversation. Ask directions and listen to the res...
Which mode is it? Listen for the gist.Interpretive Have a face to face telephone conversation.Interpersonal Ask for dir...
How to examine textbooks andteaching materials Choose textbooks that have engaging exercisesthat practice the 5 C’s What...
New Jersey textbook and exerciseevaluation topics Organization/Format Content Teachers Edition/Supplementary Materials...
Organization of a good textbook Textbook provides a useful table of contents,glossary, and index Layout is consistent an...
Organization (2) Information is accurate and current Reading level is appropriate for age/grade Size and format of prin...
Content that makes for engagingexercises Real-life applications are given Information and directions are clearlywritten ...
Content (2) Activities apply to a diversity of studentabilities, interests, and learning styles Activities include guidi...
Teachers Edition/SupplementaryMaterials Textbook provides a separate teachersedition with resource package Teachers edit...
Teachers Edition/SupplementaryMaterials (2) Supplementary materials are well organized,of high quality, and are useful in...
Exercises align with district curriculum,state standards, skills, and assessments Women and minorities are featured inimp...
Alignment with district curriculum, statestandards, skills, and assessments (2) Nouns, adjectives, terms, and illustratio...
Important Caveats about Textbooks The textbook is a guide—you do not have tofollow it word for word; choose exercisesjudi...
Then Now Learn about grammar Textbook as curriculum Teachers-presenter Synthetic situation fromtextbook Students “tur...
Look at the following exercise
ExerciseWhat is good?What do you likeabout it? Whatcriteria does itshow?
Authentic Material What is authentic material? Why is authentic material important? How does it teach culture? What ar...
Authentic Material
Look at this exercise
Evaluate the exercise What is the purpose? Sometimes a drill can be helpful butrecognize that it does not further realco...
Evaluate the Content What is age appropriate? What is levelappropriate? What is culturallyappropriate?
Performance-based tasks Why do we want students to doperformance-based tasks? What do performance-based tasks showabout ...
Presentational Performances
Look at this exerciseMaster the following phrases
Evaluate the exercise? What is the purpose? Sometimes a drill can be helpful butrecognize that it does not further realc...
Writing ExampleThis coming Friday is your friend Marys 17th birthday. You are trying toorder a birthday cake on line for h...
Evaluate the writing example What are some of the good features of thisexample? How can you modify it? What other kindso...
Another exercise
Evaluate the exercise What is the purpose? What does it show that students can do? How useful is the skill that student...
Compare this exercise
With this one
Compare them—is one better than theother? Why?
Survey exercise
Evaluate a survey How does a survey aid communicationbetween students? What mode is it usually? What kind of things len...
InterpretiveStudents listen to an introduction from the tour guide at the Chengdu PandaResearch base-- concerning the educ...
 (interpersonal mode) Students discuss in a group of 2ways to promote awareness of saving the endangeredpandas (presenta...
Questions
I24   creating engaging teaching materials for 21st century assessments - dowd chen-lin-lee
Upcoming SlideShare
Loading in...5
×

I24 creating engaging teaching materials for 21st century assessments - dowd chen-lin-lee

578

Published on

Published in: Education, Technology
0 Comments
1 Like
Statistics
Notes
  • Be the first to comment

No Downloads
Views
Total Views
578
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
43
Comments
0
Likes
1
Embeds 0
No embeds

No notes for slide
  • The AP courses in world languages and cultures are structured around six themes: global challenges, science and technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics. Teachers are encouraged to engage students in the various themes by considering historical, contemporary, and future aspects as appropriate.
  • I24 creating engaging teaching materials for 21st century assessments - dowd chen-lin-lee

    1. 1. Creating Engaging TeachingMaterials for 21st CenturyAssessmentsCarol Chen-LinJanice DowdLucy Chu LeeNational Chinese Language ConferenceApril 7, 2013Boston, MA
    2. 2. Presenters Carol Chen-Lincchenlin@choate.edu Janice Dowddrjdowd@aol.com Lucy C. Leelleeclass@gmail.com
    3. 3. What impresses you about exercisesin the teaching materials? Please write down three things that you lookfor in engaging exercises Share with your neighbor and decide on thetwo most important criteria to use whenselecting or creating an exercise
    4. 4. What are 21st century skills?Twenty-first Century Skills are the setof skills students need to succeed inlearning, in work, and in life--in thiscentury.
    5. 5. Essential 21st Century skills
    6. 6. 21st Century skills Learning and Innovation Skills (4 Cs) communication collaboration critical thinking creativity Digital Literacy Skills information, media, and technologyliteracy Life and Career Skills initiative and self-direction, leadership,adaptability, and more
    7. 7. Global AwarenessHealth LiteracyEnvironmentalLiteracyFinancial,Economic,Business, andEntrepreneurialLiteracyCivic Literacy21st Century Interdisciplinary Themes
    8. 8. 21st Century Critical Learning andInnovation SkillsCommunication and collaboration the ability of individuals to communicateclearly, using oral, written, and non-verbal languages, and collaborateeffectively and responsibly with diversepopulations
    9. 9. 21st Century Critical Learning and Innovation SkillsCommunication Articulate thoughts and ideas effectively using oral, written, andnonverbal communication skills in a variety of forms and contexts Listen effectively to decipher meaning, including knowledge, values,attitudes, and intentions Use communication for a variety of purposes (e.g., to inform, instruct,motivate, and persuade] Utilize multiple media and technologies, and know how to judge theireffectiveness a priori as well as assess their impact Communicate effectively in diverse environments (including multi-lingual environments)
    10. 10. 中文学习目标五个C比 较应用沟通文化贯连
    11. 11. Communication 1.1 Students engage in conversations, provide andobtain information, express feelings and emotions,and exchange opinions. (Interpersonal) 1.2 Students understand and interpret written andspoken language on a variety of topics in Chinese.(Interpretive) 1.3 Students present information, concepts, andideas to an audience of listeners or readers on avariety of topics in Chinese. (Presentational)
    12. 12. Interpersonal Mode Interpersonal mode tasks are two-way, spontaneousexchanges that involve negotiation of meaningbetween people The tasks are unrehearsed, unrefined, non-scripted May be based on information acquired in theinterpretive mode Often there is an information gap
    13. 13. Memorized material such a skit or adialog is not an interpersonal mode task
    14. 14. Interpretive Mode Comprehension of words, concepts, ideas, meaning ofentire piece One way → between the person and the piece Learners are exposed to a wide variety of culturallyauthentic materials such as texts, films, works of art,songs, poems, advertisements, music videos
    15. 15. Translation is not an Interpretive modetask
    16. 16. Presentational Mode Presentational mode tasks allow learners time torehearse, revise, rewrite, consult sources, or otherwiseprepare ahead of time These tasks require learners to use the language for areal world purpose other than display for the teacheror classroom Presentational mode tasks allow learners to uselanguage in new and different contexts
    17. 17. Which mode is it?1. Talk with a friend about what to do on theweekend.2. Watch a travel video and jot down places ofinterest.3. Prepare a poster about your favorite sport.4. Send a letter to an e-pal.5. Create a graphic organizer for new vocabulary.6. Create a skit where you buy something in themarket.
    18. 18. Which mode is it? 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 Send a letter to an e-pal.Presentational
    19. 19. Which mode is it? Create a graphic organizer for new vocabulary.Interpretive Create a skit where you buy something in themarket.Presentational
    20. 20. Which mode is it? Listen for the gist. Have a face to face telephone conversation. Ask directions and listen to the response. Create a radio spot. Write a travel brochure about Xi’An.
    21. 21. Which mode is it? Listen for the gist.Interpretive Have a face to face telephone conversation.Interpersonal Ask for directions; listen to the response.Interpretive Create a radio spot.Presentational Write a travel brochure about Xi’An.Presentational
    22. 22. How to examine textbooks andteaching materials Choose textbooks that have engaging exercisesthat practice the 5 C’s What to look for in the exercises in textbooks Evaluating textbooks—no textbook/teachingmaterial is perfect
    23. 23. New Jersey textbook and exerciseevaluation topics Organization/Format Content Teachers Edition/Supplementary Materials Inclusion/Equity/Diversity Issues Alignment with district curriculum, statestandards, skills and assessments
    24. 24. Organization of a good textbook Textbook provides a useful table of contents,glossary, and index Layout is consistent and chapters arearranged logically Chapters contain clear and comprehensiveintroductions and summaries Textbook contains references, bibliography,and resources
    25. 25. Organization (2) Information is accurate and current Reading level is appropriate for age/grade Size and format of print is appropriate Format is visually appealing and interesting
    26. 26. Content that makes for engagingexercises Real-life applications are given Information and directions are clearlywritten and explained Activities are developmentally appropriate Non text content (maps, graphs, pictures)are accurate and well integrated into the text Activities are interdisciplinary
    27. 27. Content (2) Activities apply to a diversity of studentabilities, interests, and learning styles Activities include guiding questions whichencourage the development of higher-levelthinking skills
    28. 28. Teachers Edition/SupplementaryMaterials Textbook provides a separate teachersedition with resource package Teachers edition is comprehensive,organized, and easy to use References are readily available and reflectinformation on the standards
    29. 29. Teachers Edition/SupplementaryMaterials (2) Supplementary materials are well organized,of high quality, and are useful in enhancinginstruction
    30. 30. Exercises align with district curriculum,state standards, skills, and assessments Women and minorities are featured inimportant roles Subject matter covers a spectrum ofaccomplishments and contributions by allgenders, races, and physical conditions All groups are presented in broad scope Pronouns and descriptors of both genders areused equally
    31. 31. Alignment with district curriculum, statestandards, skills, and assessments (2) Nouns, adjectives, terms, and illustrations arenon-stereotypical and non-prejudicial Children of both genders and various culturesand physical conditions use the materialswithout feeling excluded, estranged, ordiminished References and timelines feature eventsthroughout various parts of the world
    32. 32. Important Caveats about Textbooks The textbook is a guide—you do not have tofollow it word for word; choose exercisesjudiciously The best teachers supplement the materialfound in textbooks Teachers add to the textbook Teachers decide to teach some things later Teachers often supplement the textbook withtheir own material
    33. 33. Then Now Learn about grammar Textbook as curriculum Teachers-presenter Synthetic situation fromtextbook Students “turn in” work Use the language Thematic units/authenticresources Students—doer, creator Personalize real world tasks Learners create to “share andpublish” for an audience morethan the teacher
    34. 34. Look at the following exercise
    35. 35. ExerciseWhat is good?What do you likeabout it? Whatcriteria does itshow?
    36. 36. Authentic Material What is authentic material? Why is authentic material important? How does it teach culture? What are some examples of authenticmaterial?
    37. 37. Authentic Material
    38. 38. Look at this exercise
    39. 39. Evaluate the exercise What is the purpose? Sometimes a drill can be helpful butrecognize that it does not further realcommunication Exercises need a context
    40. 40. Evaluate the Content What is age appropriate? What is levelappropriate? What is culturallyappropriate?
    41. 41. Performance-based tasks Why do we want students to doperformance-based tasks? What do performance-based tasks showabout a student’s learning? How are they better than just pencil andpaper tests?
    42. 42. Presentational Performances
    43. 43. Look at this exerciseMaster the following phrases
    44. 44. Evaluate the exercise? What is the purpose? Sometimes a drill can be helpful butrecognize that it does not further realcommunication Exercises need a context
    45. 45. Writing ExampleThis coming Friday is your friend Marys 17th birthday. You are trying toorder a birthday cake on line for her birthday party of 20 people. Pleasefill in the blanks with Chinese.
    46. 46. Evaluate the writing example What are some of the good features of thisexample? How can you modify it? What other kindsof writing examples can you do? Teachers can modify exercises to make themmore engaging
    47. 47. Another exercise
    48. 48. Evaluate the exercise What is the purpose? What does it show that students can do? How useful is the skill that students arepracticing?
    49. 49. Compare this exercise
    50. 50. With this one
    51. 51. Compare them—is one better than theother? Why?
    52. 52. Survey exercise
    53. 53. Evaluate a survey How does a survey aid communicationbetween students? What mode is it usually? What kind of things lend themselves tosurveys?
    54. 54. InterpretiveStudents listen to an introduction from the tour guide at the Chengdu PandaResearch base-- concerning the educational functions of the Base-- keeping the public aware of the status of endangered species--necessity of conservation of natural habitats-- human conservation behavior--essential needs of the captive collectionLearning Scenario
    55. 55.  (interpersonal mode) Students discuss in a group of 2ways to promote awareness of saving the endangeredpandas (presentation mode) resulting in a brochure for pandaadoption for the students in the New Haven ChineseHeritage School.Learning Scenario 2
    56. 56. Questions
    1. ¿Le ha llamado la atención una diapositiva en particular?

      Recortar diapositivas es una manera útil de recopilar información importante para consultarla más tarde.

    ×