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M. Bacon, D.K. Hakam, M. Patterson: Continuous Innovation: Making K–12 Mandarin Immersion Work  (Q2)
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M. Bacon, D.K. Hakam, M. Patterson: Continuous Innovation: Making K–12 Mandarin Immersion Work (Q2)

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Districts and schools devote much time, energy and resources to establishing elementary-level immersion programs. However, effective K–12 articulation necessitates long-term planning with backward …

Districts and schools devote much time, energy and resources to establishing elementary-level immersion programs. However, effective K–12 articulation necessitates long-term planning with backward design and a continuous learning model that ensures high-level outcomes and sustainability. Reflecting upon 13 years of experience in building a K–12 Mandarin immersion program in collaboration with the University of Oregon’s Chinese Flagship Program, a panel of immersion specialists will share their experiences. With its rich experience, the Oregon Chinese Flagship Program seeks to engage colleagues in a national dialogue and collaboration in building quality and sustainable K–12 Mandarin immersion. Participants will discuss setting proficiency based outcomes, using data to drive decisions, and building a developmentally and linguistically appropriate secondary-level continuation.

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  • Superior: 辩论、抽象、延长的演讲、国际性Advanced:范围很广、掌握时间、段落、社会Intermediate: 有连续性的句子、简单的段落、日常生活
  • Research shows that listening is usually a strong point among immersion students. We see here that even in third grade, about 85% of students have reached or exceeded the program goal of Level 4. This means that they can at least understand everyday conversations or announcements on familiar topics.
  • Reading is always a challenge in Chinese. Here we see that only about half of 5th graders are meeting the program goal of Level 4.
  • Here are reading scores for middle and high school students.
  • Over 90% of the 8th graders are meeting or exceeding the Level 5 goal. Of some concern is the small numbers of students reaching level 6 by 10th and 11th grade. It is also interesting to see the 9th graders out-performing the 10th and 11th graders. It is not unusual to see significant fluctuations between grade levels. It is also common to see lower scores in “pioneer classes.” The curriculum, the teachers, and the overall program improves with time.
  • Writing also shows 80%-90% success rate with 9th graders performing at particularly high levels. Do not get too excited about the 100% success rate for 11th graders. This represents only three students.
  • In reading, CHS students are performing at a slightly lower level than 3rd/4th year college students. This is not surprising since the college curriculum puts a greater emphasis on reading. As in lower grades, reading is a major challenge to overcome for students to be prepared to enter directly into Flagship courses.
  • Using our new assessment tool, the Computerized Assessment of Proficiency, we can now compare Cleveland HS students with college students. In listening, CHS freshmen and sophomores are performing at about the level of a 3rd or 4th year college student. Those who can attain the Advanced (expanding) level by graduation will be ready to start directly into Flagship courses.
  • 1. Unlike the past, students must demonstrate proficiency requirements to be eligible for a course2. The ACTFL proficiency guidelines are both state and national standards3. All students will be in courses that are within their ‘range’ of abilities4. Classroom Tasks require students to maximize their language abilities; continuous self-assessment (linguafolio) It should be mentioned that this is what we have been doing in the classroom already
  • Most 8th grade students will enter the Zonghe Course, and take Global Perspectives (GP) as a 9th grade requirement. This class prepares them for the other classes in the programStudents completing Chinese 4 prior to 12th grade have the option of taking GP.
  • Began w/ textbook. We set program goals and teachers used what may be termed traditional assessments to track performance: dictation, stroke order, making phrases, sentences, reading comprehension. Teacher made assessmentsDeveloped language framework and began to focus more on thematic instruction aligned to performance tasks to measure functional use of languageNow looking at performance in terms of the ACTFL Guidelines. Now need to provide staff with targeted PD help to link guidelines to the classroom. Develop performance tasks that specifically link to these guidelines
  • Math in elementary but social studies in middleMath core standards – can’t spiral instructionLooked at each content area with support from specialists – working on a list of skills that may easily transfer from one language to the next.

Transcript

  • 1. Continuous Innovation: Making K-12 Mandarin Immersion Work
    National Chinese Language Conference
    April 16th 2011
    Portland Public Schools: Mary Patterson, KojoHakam and Michael Bacon
  • 2. Overview
    Introductions
    Why are we here?
    3 Simple Questions
    Where are we going?
    Where are we now?
    How do we get where we want to be?
    Q & A
  • 3. Why are we here?
    Share experiences and lessons learned in articulating a K-12 (K-16 Program)
    Learn from our Mandarin immersion colleagues
    Pose questions to help start a national dialogue
  • 4. The Long Journey…
    任重道远。。。
  • 5. Where are
    we going?
    Targeted Outcomes
  • 6. Where are we going?
    Changing how languages are learned
    - full professional proficiency
    - learning language through content
    - real-life application of knowledge
    - K-16 sequence
  • 7. Our Proficiency Targets
    Upon completion of…
    5th Grade: Novice High/Intermediate Low
    8th Grade: Intermediate Mid
    9th Grade: Intermediate Mid/High
    10th Grade: Intermediate High
    11th Grade: Intermediate High/Advanced Low
    12th Grade: Advanced Low/Advanced Mid
  • 8. ACTFL Proficiency Scale
    Flagship University Scholar Benchmark
    MIP Graduation Benchmark & Flagship Entrance Requirement
    8th Grade Benchmark
    5th Grade Benchmark
  • 9. Speaking
    Report by: Center for Applied Second Language Studies (CASLS), University of Oregon January 2011 Sponsored by: US Department of Education
  • 10. Reading
    Report by: Center for Applied Second Language Studies (CASLS), University of Oregon January 2011 Sponsored by: US Department of Education
  • 11. Writing
    Report by: Center for Applied Second Language Studies (CASLS), University of Oregon January 2011 Sponsored by: US Department of Education
  • 12. Setting Outcome Targets
    Why?
    Accountability
    Celebration
    Improvement
    How?
    ACTFL National Standards
    LinguaFolio CAN DOs
    National and Local Data
    Teacher training and involvement
  • 13. Where are
    we now?
    Assessments and Results
  • 14. Assessment Tools
  • 15. Listening Grade 3-7
  • 16. Reading Grade 3-7
  • 17. Reading Grade 7-11
    NOELLA
  • 18. Speaking Grade 7-11
  • 19. Writing Grade 7-11
  • 20. Reading 9-16
  • 21. Listening 7-11
  • 22. Assessments and Results
    How do we use them?
    Data Dialogues w/teachers
    Informing students and parents
    Analyze to inform and prioritize work
    Challenges:
    Summative vs. Formative
    Limitations of current assessments
    Aligning our instruction and curriculum
  • 23. How do we
    Get “there’?
    Continuous Learning
  • 24. How do we get ‘there’? Backwards Planning
    High School and Middle School (6-8)
    Start Planning Now with Targets in Mind
    Builds on elementary program, but not just an extension
    Developmentally appropriate with capstone experiences
    Proficiency Based Entrance Criteria, Courses and Grades (HS)
    Alignment of instruction and curriculum to outcomes
    Extended Learning Opportunities
    Assessment for Learning: Clear Targets and Effective Feedback
    Extended Learning Opportunities
  • 25. Why Proficiency?
    If you put a student who hasn’t mastered Algebra in a Pre-Calculus class, how would that effect the…
    Algebra student?
    Pre-Calculus students?
    Teacher?
  • 26. HS Proficiency-Based Program
    Minimum entry proficiency requirements for every course
    Based on national standards (ACTFL)
    Level-appropriate classes
    Classroom tasks closely tied to proficiency guidelines
  • 27. Chinese Language & Culture Studies Program
  • 28. Dual Track Program
  • 29. Extended Learning Opportunities
  • 30. Extended Learning
    • Blended Online Courses
    • 31. China Research Residency
    • 32. U of O Connections
    • 33. Sister-school exchanges
    • 34. Summer Institute in Yunnan
  • How do we get ‘there’? Refining Elementary
    Alignment of curriculum
    Textbook
    Curriculum Framework
    ACTFL Guidelines
    Assessments
    Traditional Mandarin Assessments
    Performance Tasks/Work Samples
    NOELLA
  • 35. Teaching Language Through Academic Content
    What does the data tell us?
    Writing:
    Explicitly teach about the similarities/differences between English and Mandarin language structures.
    Need for Targeted PD:
    Reading instructional strategies/SIOP
  • 36. Content Allocation
    Aligning academic content K-12
    Core standards
    Transference
    Balancing the instructional Day
  • 37. Assessment Plan
    Trimester
    Scored writing sample/rubric
    Selection of 2-3 performance tasks (pre, mid/post), (Textbook Practice Workbooks)
    Traditional Assessment – dictation, making phrases/sentences,stroke order
    Reading Comprehension
  • 38. Questions?