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Q1 Global Literacy though Mandarin Immersion and STEM
 

Q1 Global Literacy though Mandarin Immersion and STEM

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Global Literacy though Mandarin Immersion and STEM (Q1)

Global Literacy though Mandarin Immersion and STEM (Q1)
Speakers: Tara Fortune, Molly Wieland

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  • To prepare globally literate citizens, today’s educators need to respond to national calls for increased proficiency in critical languages and subject matters such as Mandarin and Science, Technology, Engineering, Math (STEM). With USDE Foreign Language Assistance Program funding, Minnesota’s Mandarin Immersion Collaborative is leading the way by developing STEM-based curriculum for elementary Mandarin immersion programs.
  • Four Mandarin immersion programs started in 2007 Among the first early-total Mandarin immersion programs in the US
  • Best practice in language immersion education emphasizes the importance of integrating content, culture and language learning both at the lesson and unit level. We will use a sample content-culture-language integrated STEM lesson designed for Gr. 3 Mandarin immersion students to exemplify this practice. We will focus on how we have reinterpreted an Engineering is Elementary unit developed by the Science Museum of Boston so that it can be used with third graders in Mandarin immersion programs.
  • We are translating some of the EiE materials into Chinese, but we are we are hoping to illustrate through this presentation that developing high quality immersion curriculum involves so much more than just translation.
  • Procedure: Small groups of participants will analyze pre- and post-versions of a lesson. Using the original lesson, half of participants will discuss necessary curricular and instructional adaptations given the immersion setting; using the redesigned lesson, remaining participants will identify critical lesson design features for the immersion context. Following group reporting, we will invite feedback to inform our work. We will be collecting the EiE photocopies after the presentation due to copyright restrictions.
  • The activities in yellow appear in the lesson that the group reviewed for this presentation
  • The activities in yellow appear in the lesson that the group reviewed for this presentation
  • The activities in yellow appear in the lesson that the group reviewed for this presentation
  • The activities in yellow appear in the lesson that the group reviewed for this presentation

Q1 Global Literacy though Mandarin Immersion and STEM Q1 Global Literacy though Mandarin Immersion and STEM Presentation Transcript

  • Global Literacy Through Mandarin Immersion and STEM Molly Wieland, Ph.D., Hopkins Public Schools Tara Fortune, Ph.D., CARLA - University of Minnesota
  • Presentation Overview
    • Introduction to FLAP Grant Project
    • Focus: Immersion Curriculum Development
      • Language, Culture, Content Integration (immersion education)
      • Engineering is Elementary (our interdisciplinary curriculum base)
    • Group Work and Debriefing
    • What We’re Learning
  • Overview of our FLAP Grant Project
    • The Minnesota Mandarin Immersion Collaborative
    • Hopkins Public Schools
    • Minnetonka Public Schools
    • St. Cloud Public Schools
    • The University of Minnesota
  • The Impetus for the Project
    • Lack of curricular materials in Mandarin for elementary immersion that align with local standards
    • Inexperienced teaching staff
    • Need for proficiency assessment to monitor progress
  • Why STEM?
    • Need for articulated K-16 Mandarin immersion pipeline
    • State of Minnesota’s new engineering standards
  • Why Mandarin Immersion?
    • Goal of advanced proficiency in Mandarin by the end of grade 12 and superior level by the end of grade 16
    • Four pre-existing Mandarin immersion strand programs
  • Why LEA-IHE Partnership?
    • Need for many kinds of expertise
    • Established research-informed expertise in language immersion education at university
    • Successful history with collaboration between K-12 sector and university
  • Project Goals
    • Curriculum Development
      • Develop and implement two interdisciplinary units in Mandarin with a STEM focus for one grade level per year starting with grade 3
    • Staff Development
      • Provide quality immersion-focused staff development for teachers
    • Assessment
      • Develop a system for assessing oral proficiency in K, grade 2, grade 5
    • Secondary Program Framework
      • Develop a framework for continuation of Mandarin immersion and STEM
  • Immersion Curriculum Development
    • Integrating Content, Culture and Language Learning
  • Just Passing Through: Designing Model Membranes
    • Engineering is Elementary (EiE) (Boston Museum of Science)
    • STEM: Using science, technology and math to design solutions to real problems
    • Overview of the Membranes Unit
    • Interdisciplinary Connections
      • FOSS Science: Structures of Life
      • Social Studies: El Salvador, rainforest, cross-cultural connections
      • Chinese Language Arts: The story of Juan Daniel
      • Math
  • Adapting EiE Lesson 1 for the Immersion Context
    • Group 1
        • Look through the original EiE version of Lesson 1. What curricular and instructional adaptations would you need to make so that this lesson would work in a Mandarin immersion context?
    • Group 2
        • Look through the redesigned lesson (5 or 6). What lesson design features can you identify that help to make the lesson more appropriate for the immersion context?
  • The Process What We Have Learned
  • Lesson 1 It Takes a Village!
  • Form a strong curriculum team with members who bring:
    • Expertise in curriculum, instruction and assessment practices for immersion contexts
    • Proficiency in oral and written Mandarin and knowledge of cultural similarities and differences
    • Mandarin/English proficiency and knowledge of vocabulary, structures, and functions that may pose problems for English speakers
    • Knowledge of STEM curriculum and standards
  • Form a strong curriculum team with members who bring:
    • Experience with grade-level curriculum and standards in all content areas
    • Mandarin immersion classroom teaching experience and familiarity with our students and programs
    • Expertise in learning technologies, especially SMART Board
  • Lesson 2
    • Re-think Language and Literacy Expectations
    • EiE Lesson 1, Step 1: “Read the story Juan Daniel. ”
    • That won’t work in the immersion context!
  • Lesson 3
    • Immersion Curriculum Development Begins with Content
  • Create a Curricular Map for the Unit
        • Expand the unit into more lessons
          • Original unit: Four lessons: The story + three engineering lessons
          • Immersion unit: Fourteen interdisciplinary lessons with story chapters integrated throughout the unit
  • Create a Curricular Map for the Unit
        • Include interdisciplinary connections to science, math, social studies/cross-cultural learning, Chinese language arts/literacy
        • Develop standards-based lesson objectives for additional content areas
  • Lesson 4 “Interpreting” the Story Juan Daniel into Mandarin is a Balancing Act
  • Strike a Balance
    • Keep the text rich, but comprehensible
    • Scaffold with visuals, but not too many
  • Invite Teacher Feedback
    • What to do with the Spanish words?
    • Word choice: Mainland Chinese or Taiwanese Chinese?
  • Lesson 5 Use a Common Framework to Design the Unit/Lessons
  • Lesson Format
    • Materials Needed
    • Time
    • Learning Objectives for Content, Culture, Language (Content obligatory and content compatible vocabulary, functions and structures)
    • Learning Strategies
  • Lesson Format
    • 3 Lesson Phases, divided into learning activities:
      • Pre/ “Into” Phase
      • During/ “Through” Phase
      • Post/ “Beyond” Phase
    • Evidence of Learning
  • Lesson 6 Well-designed Lessons Can Be a Tool for Teacher Development
  • Components of Effective Immersion Instruction
    • Cooperative pair and group activities that give students opportunities to use vocabulary, functions and structures in all skill areas
      • Numbered heads
      • Four corners
      • Describing a membrane with a small group
      • Matching people and their jobs/functions
      • Post-it story summary
      • Role-play the story chapter
      • Joint writing activities
      • Matching cards (e.g., animal + environment)
  • Components of Effective Immersion Instruction
    • Scaffolds for language and literacy development integrated throughout
      • Oral interaction frames
      • Language objectives: CO and CC
      • Highlighting characters/radicals for noticing/awareness raising
      • Predicting with pictures, K-P-W-L
      • Sequencing and “playing cards” to retell story
  • Components of Effective Immersion Instruction
    • Use of visuals and graphic organizers to support learning
      • New vocabulary with visual support, realia
      • Frayer Model Concept Map for defining “membrane”
      • Thinking Maps (National Urban Alliance)
  • Components of Effective Immersion Instruction:
    • Culture integrated into the lesson
      • Symbols of luck
      • Greeting/leave-taking practices
      • Food
      • National bird, rainforest
  • Lesson 7
    • An Immersion Curriculum Developer’s Work is Never Done!
  • Content  Learning Activities  Language
    • Next Step:
    • Language Objectives
  • We invite your feedback!
    • [email_address]
    • [email_address]