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I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
I4   engaging chinese language students through stem - costea spinnato-wang
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I4 engaging chinese language students through stem - costea spinnato-wang

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  • Shuhan & Ruby
  • Ruby. In this session, we will provide background information on Maryland’s World Languages Pipeline project and the process of developing World Language-STEM focus curriculum modules. We will also highlight important components and share samples of curriculum modules and lessons. Introduction: Maryland K-12/WL students #, % in elementary. Middle, and high#263,579 students in WL classroom – 30.93%852,211 Students/263,579 students in WL (30.93%)24 School Systems1,452 Public Schools.These modules were developed by the Maryland Department of Education, with the support of a four-year grant from a Race to the Top World Languages Pipeline grant. Preliminary planning took place in a workshop setting, as world language and ELL teachers collaborated with classroom teachers, STEM consultants, and workshop leaders to design the modules. The modules were subsequently edited, revised, and translated or adapted into Chinese, Spanish, and Arabic.y,
  • Ruby: WL Pipelines project has four essential components Description of Program: Explanation of your school system’s plan to provide an elementary world language program aligned to Maryland’s Race to the Top World Languages Pipelines Project (attached). Include grade level(s), school(s), language(s), and program design. Goals and rationale for program: Statement of goals and anticipated outcomes; rationale must demonstrate your school system’s capacity to maintain and expand the program. Include community interest/support and heritage language population where appropriate. Description of Technology Plan: Explanation of plan to integrate innovative/high level technology.Program Timeline: Schedule that includes activities and milestones (progress towards goals). Budget Narrative: Narrative explanation of the budget that includes justification for each line item and explanation of cost estimates.Evaluation Plan: Description of program evaluation based on the goals, implementation plan, and anticipated outcomes.
  • Ruby - 前缘 -Schools who received the grants and type
  • Ruby: after-school program, Spanish dual-language programAACPS – Arabic after-school and summer camp AACPS –Chinese after-school and summer camp PGCPS – Chinese STEM PGCPS – Spanish STEM WCPS – Spanish dual-languageHCPSS – Chinese/Spanish ScienceHCPSS – Spanish dual immersion STEM
  • Ruby intro; Shuhan continue
  • Shuhan
  • Shuhan - The principles of backward planning/backward design, as developed in the work of Grant Wiggins and Jay McTighe, require the planner to focus first on the most important aspects of what is to be taught and determine the desired results of instruction. The next step is to decide how students will demonstrate that they have achieved these results. Only then are the specific learning experiences and activities developed to promote understanding, interest, and excellence.
  • ShuhanMDCCSS –align with language art
  • Shuhan
  • Shuhan
  • Shuhan,Next page is the EU,EQ and storyline
  • (Engagement stage or introduction) (Exploration stage for main events and practice) (Explanation stage for main events and practice)(Elaboration stage for summary and review) (Evaluation stage for assessing student learning outcomes)
  • Shuhan
  • Shuhan
  • Shuhan
  • Shuhan
  • Shuhan
  • Little Seed Finds a Home
  • Shuhan
  • Matching for Literacy
  • Shuhan
  • Ruby
  • Ruby
  • Ruby
  • Ruby
  • Ruby, Shuhan
  • Transcript

    • 1. Engaging Chinese Language Students Through STEM Ruby Costea Maryland State Department of Education Shuhan C. Wang, PhD ELE Consulting International 2013 NCLC, Boston, MA April 7, 2013
    • 2. OverviewI. Explain Maryland’s Race to the Top World Languages Pipelines project .II. Describe the collaborative process of developing World Language-STEM (Science, Technology, Engineering, and Mathematics)-focused curriculum modules for K-5 students.III. Highlight essential components and share samples of curriculum modules and lessons.IV. Conduct a Q & A session about the project. 2
    • 3. Race to the TopIn 2010, Maryland was the only state to receivefederal Race to the Top funding to support world 3languages.
    • 4. World Languages Pipelines Project Establishment of Spanish dual-language K- 5 programs, and Arabic and Chinese FL programs; Funding to LEAs for start-up costs and innovated technology use Development of STEM-focused WL curriculum modules to be utilized in K-5 programs statewide Development of online courses in teaching STEM content for world language teachers in ES Development of proficiency assessment to be 4 administered to WL students
    • 5. RTTT World Languages Pipeline Grants Year 1: Planning Year 2: 4 programs in 4 counties ACPS – Chinese partial immersion AACPS – Arabic after-school and summer camp PGCPS – Chinese STEM WCPS – Spanish dual-language Year 3: 4 programs in 3 counties AACPS – Chinese after-school and summer camp PGCPS – Spanish STEM HCPSS – Chinese/Spanish science HCPSS – Spanish dual immersion STEM 5 Year 4: In progress
    • 6. WL-STEM classes 6
    • 7. STEM–focused WL Modules: Process National experts as advisors: Dr. Shuhan Wang and Dr. Carol Ann Dahlberg Teacher curriculum development workshop in July Write –> Review –> Revision process Convert ESOL to Arabic, Chinese, and Spanish Review –> Revision process again Post online 7 User feedback
    • 8. STEM-focused WL Modules: Structure Modules are to be integrated with existing curriculum where teachers find the most appropriate fit; they are not a complete curriculum. Designed to reinforce STEM concepts but not to teach STEM content: Content-Related. Keep the priorities of language development and culture experiences. 8
    • 9. Guiding Principles for Language Learning Standards for Foreign Language Learning in the 21st Century Performance-based assessment and instruction Understanding by Design/Backward Design Stage 1 – Identify desired results. Stage 2 – Determine acceptable evidence. Stage 3 – Plan learning experiences and instruction. Story Form 9
    • 10. Guiding Principles for STEM Learning Aligned with the Maryland Common Core State Standards for Mathematics and the Next Generation Science Standards of Science The format of the lessons incorporates the key elements of STEM design, commonly known as the 5Es, within the structure of a language lesson 10
    • 11. EXPLORATION • Objects and phenomena are explored. 5Es • Hands-on activities, with guidanceENGAGEMENT EXPLANATION EVALUATION • Students explain their• Object, event, or • Students assess their understanding of question is used to knowledge, skills and concepts and processes. engage students. abilities. • New concepts and skills• Connections are • Activities permit evaluation are introduced as facilitated between of student development conceptual clarity and what students know and lesson effectiveness. cohesion are sought. and can do. ELABORATION Activities allow students to apply concepts in contexts and build on or extend 11 understanding and skill.
    • 12. Structure of a Module5Es 5CsEngagement Lesson 1 / Day 1Exploration Lesson 2 Communication / Day 2 CultureExplanation Lesson 3 / Day 3 ConnectionsElaboration Lesson 4 Comparisons / Day 4 CommunitiesEvaluation Lesson 5 12 / Day 5
    • 13. A Sample Module: From Seeds to Table 13
    • 14. From Seeds to TableEnduring Understanding:Living things and their environment form a system, in which they needeach other.Essential Questions:What are the living things in our environment? How does environmentaffect living things?Context and Storyline:• The teacher brings in seed packets for common ingredients for salad. Students will select a plant and grow these seeds while they keep a log recording how they take care of the plant and the progress of the plant’s growth.• Students study the conditions for different plants to grow. They will understand that plants and other living things interact with one another and also with the environment.• At the end, students make their own salad by using different parts of 14 plants. They will report on the growth of their own plants and make a pledge to take care of the plant.
    • 15. 5 LessonsModule Duration and Lessons:Depending on the length and frequency of classes per week, wesuggest the five lessons in this module could be taught duringthe period of three to five weeks. On the average, each lessonmay be taught over a week, with 30 minutes classes three tofive times per week.Lesson 1 –沙拉從哪裡來?Lesson 2 –我们来种种子。Lesson 3 –环境改变的实验!Lesson 4 –植物的不同部位,功能也不同。Lesson 5 –做沙拉, 和我对我的植物的誓言。 15
    • 16. Knowledge and Skills Identified 16
    • 17. STEM Background Information 17
    • 18. Module and Lesson Can-Do Statements 18
    • 19. Text and Teacher Guide 19
    • 20. Performance Assessment & Teacher Reflection 20
    • 21. 小种子找到了它的家从前,有一个小的种子,从一棵大树上掉下来。小种子说:“我能去哪里呢?哪里是我家?“大风来了,小种子飞在空中。飞呀飞,小种子在空中飞呀飞小种子说:“我能去哪里?哪里是我家?”小种子唱,“阳光,空气,土和水,这些都是我需要的东西。我的家需要他们。” 21这些都是我需要的东西。
    • 22. Worksheet 4c – Learning Content 种子 茎 根 叶子 水果 22
    • 23. Worksheet 2a: Literacy Development 23
    • 24. Worksheet 3a – Conduct an Experiment 24
    • 25. Sample Assessments 25
    • 26. 26
    • 27. 27
    • 28. 28
    • 29. Next Steps More WL programs in elementary schools New WL-STEM modules for G 4 & 5 MD Online LinguaFolio Jr. Online Continuing Professional Development courses 29
    • 30. Questions and Comments? MSDE Modules http://marylandpublicschools.org/MSDE/divisions/instruction/wl_escm.htm (http://bit.ly/MSDEWLSTEMmodules) Thank you!Ruby Costea Shuhan C. Wang, PhDWorld Languages Specialist ELE ConsultingMSDE Internationalrcostea@msde.state.md.us shuhancw@gmail.com

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