Sharing Curriculum Models: Chinese Curriculum Project K-1 Chengbin Yin, Ph.D.  Chinese K-5 Curriculum Project Coordinator ...
Chinese Curriculum Project <ul><li>Collaborative Partners   </li></ul><ul><li>National K-12 Foreign Language Resource Cent...
Chinese Curriculum Project <ul><li>Purpose of Project </li></ul><ul><ul><li>Develop Chinese K-5 conceptual curriculum docu...
Curriculum Design Group <ul><li>Marcia Rosenbusch, NFLRC Director </li></ul><ul><li>Nancy Rhodes, Project Director </li></...
Defining the Framework <ul><li>Backward Design Principles </li></ul><ul><li>“ If you don’t know where you are going how wi...
Backward  Design <ul><li>Stage 1: Identify Desired Results  </li></ul><ul><li>Stage 2: Determine Acceptable Evidence   of ...
Stage 1: Defining the Framework <ul><li>National Student Standards </li></ul><ul><li>Define what students should know and ...
National Student Standards   <ul><li>Goal 1. Communication </li></ul><ul><li>Three Modes of Communication: </li></ul><ul><...
National Student Standards   <ul><li>Goal 2. Cultures </li></ul><ul><li>Perspectives </li></ul><ul><li>Products Practices ...
National Student Standards <ul><li>3. Connections   </li></ul><ul><li>4. Comparisons   </li></ul><ul><li>5. Communities </...
Conceptual Framework Documents <ul><li>Conceptual Overview </li></ul><ul><li>K-5 Chinese Grade Level Expectations: Learner...
Learner Linguistic and Cultural Profiles <ul><li>Based on Proficiency Assessments: </li></ul><ul><li>Early Language Learni...
Backward  Design: Stage 1 <ul><li>Established Goals:  As a result of this unit students will make progress toward the foll...
Conceptual Framework Documents <ul><li>Comprehensive Curriculum Framework </li></ul><ul><li>Chinese Curriculum Scope and S...
Stage 2: Accountability, Achievement, and Assessment <ul><li>How will we know when we get there? </li></ul><ul><li>Define ...
Backward  Design: Stage 2 <ul><li>Students will demonstrate that they understand by: </li></ul><ul><li>Unit Performance As...
Student Oral Proficiency Assessment (SOPA) Protocol
Backward  Design: Stage 3 <ul><li>What Lesson Level learning experiences and instruction will enable students to achieve t...
Thematic Planning Carol Ann Dahlberg  •  [email_address] Theme Enduring Understanding / Essential Question Standards  Outc...
Defining Thematic Teaching <ul><li>What is thematic teaching? </li></ul><ul><li>Links concepts (content), language and cul...
Designing the Curriculum <ul><li>Essential Strategies of the Curriculum: </li></ul><ul><li>School Partnerships </li></ul><...
Designing the Curriculum <ul><li>The Process: </li></ul><ul><li>Drafting </li></ul><ul><li>Field-testing </li></ul><ul><li...
K-1 Scope and Sequence <ul><li>Enduring Understanding : Students will understand that they need to learn other languages a...
Kindergarten Themes
Kindergarten Curriculum <ul><li>Culture: </li></ul><ul><li>Moon Festival </li></ul><ul><li>Thanksgiving </li></ul><ul><li>...
Understanding by Design in Kindergarten Thematic Units
Understanding by Design in Kindergarten Thematic Units
Understanding by Design Kindergarten Thematic Units
Understanding by Design in Kindergarten Thematic Units
K-1 Scope and Sequence <ul><li>Enduring Understanding : Students will understand that they need to learn other languages a...
1 st  Grade Themes
Understanding by Design in 1 st  Grade Thematic Units
Understanding by Design in 1 st  Grade Thematic Units
Understanding by Design in 1 st  Grade Thematic Units
Understanding by Design in 1 st  Grade Thematic Units
Challenges <ul><li>Implementing backward design in drafting kindergarten thematic units </li></ul><ul><li>Defining perform...
Rewards <ul><li>Powerful experience of the partner school </li></ul><ul><li>Teacher initiatives to communicate with parent...
Sharing Curriculum Models: Chinese Curriculum Project K-1 Chengbin Yin, Ph.D.  Chinese K-5 Curriculum Project Coordinator ...
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Rosenbusch Yin Sharing Curriculum Models

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Rosenbusch Yin Sharing Curriculum Models

  1. 1. Sharing Curriculum Models: Chinese Curriculum Project K-1 Chengbin Yin, Ph.D. Chinese K-5 Curriculum Project Coordinator Center for Applied Linguistics Washington , D.C. Marcia Harmon Rosenbusch, Ph.D. Director National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa
  2. 2. Chinese Curriculum Project <ul><li>Collaborative Partners </li></ul><ul><li>National K-12 Foreign Language Resource Center at Iowa State University and </li></ul><ul><li>Center for Applied Linguistics, Washington, DC </li></ul><ul><li>Two Midwestern School Districts </li></ul><ul><li>Funding Source </li></ul><ul><li>U.S. Department of Education, Language Resource Centers: 2006-2010 </li></ul>
  3. 3. Chinese Curriculum Project <ul><li>Purpose of Project </li></ul><ul><ul><li>Develop Chinese K-5 conceptual curriculum documents </li></ul></ul><ul><ul><li>Draft proficiency-focused and standards-based K-3 Chinese curriculum and materials using Backward Design; </li></ul></ul><ul><ul><li>Mentor pilot teachers in classroom best practices; </li></ul></ul><ul><ul><li>Train teachers in use of the SOPA assessment; </li></ul></ul><ul><ul><li>Collaborate with two districts in the implementation of their Chinese non-intensive programs </li></ul></ul>
  4. 4. Curriculum Design Group <ul><li>Marcia Rosenbusch, NFLRC Director </li></ul><ul><li>Nancy Rhodes, Project Director </li></ul><ul><li>Chengbin Yin, Project Coordinator </li></ul><ul><li>Shuhan Wang, Project Advisor </li></ul><ul><li>Wei-ling Wu, Project Advisor </li></ul><ul><li>Eileen Lorenz, Project Contributor </li></ul><ul><li>Project Chinese Teachers </li></ul>
  5. 5. Defining the Framework <ul><li>Backward Design Principles </li></ul><ul><li>“ If you don’t know where you are going how will you know when you get there?” </li></ul>
  6. 6. Backward Design <ul><li>Stage 1: Identify Desired Results </li></ul><ul><li>Stage 2: Determine Acceptable Evidence of Student Understanding </li></ul><ul><li>Stage 3: Plan Learning Experiences </li></ul><ul><li>Wiggins. G., & McTighe, J. (2005). Understanding by Design (2 nd ed.) </li></ul>
  7. 7. Stage 1: Defining the Framework <ul><li>National Student Standards </li></ul><ul><li>Define what students should know and be able to do. </li></ul><ul><li>Communication </li></ul><ul><li>Cultures FIVE </li></ul><ul><li>Connections GOALS </li></ul><ul><li>Comparisons </li></ul><ul><li>Communities </li></ul><ul><li>National Standards in Foreign Language Education Project. (1996, 1998, 2006). Standards for Foreign Language Learning in the 21 st Century. </li></ul>
  8. 8. National Student Standards <ul><li>Goal 1. Communication </li></ul><ul><li>Three Modes of Communication: </li></ul><ul><li>Interpersonal </li></ul><ul><li>Interpretive </li></ul><ul><li>Presentational </li></ul>
  9. 9. National Student Standards <ul><li>Goal 2. Cultures </li></ul><ul><li>Perspectives </li></ul><ul><li>Products Practices </li></ul>
  10. 10. National Student Standards <ul><li>3. Connections </li></ul><ul><li>4. Comparisons </li></ul><ul><li>5. Communities </li></ul>
  11. 11. Conceptual Framework Documents <ul><li>Conceptual Overview </li></ul><ul><li>K-5 Chinese Grade Level Expectations: Learner Linguistic and Cultural Profiles </li></ul>
  12. 12. Learner Linguistic and Cultural Profiles <ul><li>Based on Proficiency Assessments: </li></ul><ul><li>Early Language Learning Assessment (ELLOPA) </li></ul><ul><li>Student Oral Proficiency Assessment (SOPA) </li></ul><ul><li>National Online Early Language Learning Assessment (NOELLA) </li></ul><ul><li>Define expectations by grade level for student proficiency in listening, reading, writing, and culture </li></ul>
  13. 13. Backward Design: Stage 1 <ul><li>Established Goals: As a result of this unit students will make progress toward the following goals… </li></ul><ul><li>Enduring Understanding: Students will understand that… </li></ul><ul><li>Essential Questions: Students will answer the following questions… </li></ul><ul><li>Outcomes of Focus: Students will gain the following knowledge and skills … (Language, Culture, Content, Connections, Comparisons, Communities) </li></ul>
  14. 14. Conceptual Framework Documents <ul><li>Comprehensive Curriculum Framework </li></ul><ul><li>Chinese Curriculum Scope and Sequence: Kindergarten and 1 st Grade </li></ul>
  15. 15. Stage 2: Accountability, Achievement, and Assessment <ul><li>How will we know when we get there? </li></ul><ul><li>Define classroom performance tasks for language assessment (interpersonal, interpretive, presentational). </li></ul><ul><li>Administer the Student Oral Proficiency Assessment (SOPA) </li></ul>
  16. 16. Backward Design: Stage 2 <ul><li>Students will demonstrate that they understand by: </li></ul><ul><li>Unit Performance Assessment Tasks: As a result of this unit students will be able to … </li></ul><ul><li>Lesson Performance Assessment Tasks: As a result of this lesson students will be able to … </li></ul>
  17. 17. Student Oral Proficiency Assessment (SOPA) Protocol
  18. 18. Backward Design: Stage 3 <ul><li>What Lesson Level learning experiences and instruction will enable students to achieve the desired results? </li></ul><ul><li>Enduring Understanding of Focus in Lesson </li></ul><ul><li>Essential Questions of Focus in Lesson </li></ul><ul><li>Outcomes of Focus in Lesson </li></ul><ul><li>Procedures in Lesson: Familiar Routines, Review, Instructional Activities </li></ul>
  19. 19. Thematic Planning Carol Ann Dahlberg • [email_address] Theme Enduring Understanding / Essential Question Standards Outcomes Final Assessment A Curriculum Development Framework for Language Learning
  20. 20. Defining Thematic Teaching <ul><li>What is thematic teaching? </li></ul><ul><li>Links concepts (content), language and culture; </li></ul><ul><li>Grounded in developmentally appropriate learning; </li></ul><ul><li>Provides a meaningful framework for teaching/learning; </li></ul><ul><li>Addresses the National Student Standards. </li></ul>
  21. 21. Designing the Curriculum <ul><li>Essential Strategies of the Curriculum: </li></ul><ul><li>School Partnerships </li></ul><ul><li>Voices and Perspectives </li></ul><ul><li>Awareness of the World </li></ul><ul><li>Spiraling Themes </li></ul><ul><li>Comparison of Languages and Cultures </li></ul><ul><li>Transfer Task </li></ul>
  22. 22. Designing the Curriculum <ul><li>The Process: </li></ul><ul><li>Drafting </li></ul><ul><li>Field-testing </li></ul><ul><li>Fine-tuning </li></ul><ul><li>Finalizing the Curriculum </li></ul>
  23. 23. K-1 Scope and Sequence <ul><li>Enduring Understanding : Students will understand that they need to learn other languages and learn about other cultures to communicate and work with people in this interconnected world. </li></ul><ul><li>Kindergarten Essential Questions : Who am I? Who are you? How are we the same and different? </li></ul><ul><ul><li>1st Grade Essential Questions: What does it mean to be a friend? Who are our friends? </li></ul></ul><ul><li>Overarching Theme: This Interconnected World </li></ul>
  24. 24. Kindergarten Themes
  25. 25. Kindergarten Curriculum <ul><li>Culture: </li></ul><ul><li>Moon Festival </li></ul><ul><li>Thanksgiving </li></ul><ul><li>New Years </li></ul><ul><li>Chinese New Year </li></ul><ul><li>Birthday Celebrations </li></ul><ul><li>Dragon Boat Festival </li></ul>
  26. 26. Understanding by Design in Kindergarten Thematic Units
  27. 27. Understanding by Design in Kindergarten Thematic Units
  28. 28. Understanding by Design Kindergarten Thematic Units
  29. 29. Understanding by Design in Kindergarten Thematic Units
  30. 30. K-1 Scope and Sequence <ul><li>Enduring Understanding : Students will understand that they need to learn other languages and learn about other cultures to communicate and work with people in this interconnected world. </li></ul><ul><li>Kindergarten Essential Questions : Who am I? Who are you? How are we the same and different? </li></ul><ul><ul><li>1st Grade Essential Questions: What does it mean to be a friend? Who are our friends? </li></ul></ul><ul><li>Overarching Theme: This Interconnected World </li></ul>
  31. 31. 1 st Grade Themes
  32. 32. Understanding by Design in 1 st Grade Thematic Units
  33. 33. Understanding by Design in 1 st Grade Thematic Units
  34. 34. Understanding by Design in 1 st Grade Thematic Units
  35. 35. Understanding by Design in 1 st Grade Thematic Units
  36. 36. Challenges <ul><li>Implementing backward design in drafting kindergarten thematic units </li></ul><ul><li>Defining performance tasks in defining 1 st grade thematic units </li></ul>
  37. 37. Rewards <ul><li>Powerful experience of the partner school </li></ul><ul><li>Teacher initiatives to communicate with parents and stakeholders </li></ul><ul><li>Positive responses from the students, parents, and teachers </li></ul><ul><li>Creative initiatives the teachers have taken in creating the websites and wiki-space </li></ul>
  38. 38. Sharing Curriculum Models: Chinese Curriculum Project K-1 Chengbin Yin, Ph.D. Chinese K-5 Curriculum Project Coordinator Center for Applied Linguistics Washington , D.C. Marcia Harmon Rosenbusch, Ph.D. Director National K-12 Foreign Language Resource Center Iowa State University, Ames, Iowa

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