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S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
S1   using performance tasks to improve proficiency - bacon hakam-shen
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S1 using performance tasks to improve proficiency - bacon hakam-shen

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  • 1. Improving ProficiencyOutcomes Through EffectiveAssessment in the ChineseImmersion ClassroomApril , 2013National Chinese Language Conference, BostonShen Yin, Kojo Hakam and Michael BaconPortland Public Schools K-12 Mandarin Immersion Program
  • 2. The Long Journey…千里之行始于脚下
  • 3. What is “effective” assessment?Summative vs. FormativeFormal vs. InformalFeedback and how you use it (cycle)Student centeredEmpowers teacher and most importantly student
  • 4. Essential QuestionsWhere are you going?Where are you now?How do you close the gap?
  • 5. Setting Outcome TargetsWhy?AccountabilityImprovementCelebrationHow?ACTFL National StandardsLinguaFolio CAN DOsNational and Local Data (casls.uoregon.edu)Teacher training and involvement (i.e. OPI Training)
  • 6. What are our targets?Upon completion of…3rd Grade: Intermediate Low5th Grade: Intermediate Mid8th Grade: Intermediate High10th Grade: Intermediate High/Advanced Low12th Grade: Advanced Low/Advanced Mid
  • 7. How do we close the gap?Language and literacy development is intentionalLanguage and literacy development is explicitEffective instruction and assessment is developmentallyappropriateClear expectations and student ownershipEngaging, meaningful and contextualized
  • 8. In K-5 we focus on:Rigorous process - step by step guidance- clear and high expectationsPowerful input - meaningful instruction- efficient teaching toolsThen output will come naturally
  • 9. Step by step guidance
  • 10. Clear and high expectations
  • 11. Meaningful instruction & Efficientteaching tools-making teaching connected
  • 12. Meaningful instruction- Create with the language
  • 13. Warm-up: Discuss with apartnerWhy is “assessment”important?Use one paragraph with at least 4connectors and at least 5academic vocabulary words为什么“评估”很重要?讲一段话应该用4个连词应该用5个高级的生词 (跟中文教学有关)
  • 14. How do we get “there”?Essential Questions:What does ‘there’ mean?What does ‘there’ look like?How do we move studentsfrom ‘here’ to ‘there’
  • 15. How to get ‘there’
  • 16. Sample Rubrics(Presentational Mode)
  • 17. Classroom Strategies tied toACTFL GuidelinesOpening writing Prompts (开头)Think, write, pair, shareUnrehearsed speaking prompts (Voice Thread)Feedback (Rubrics)Peer Review/Self-Correction/RevisionExperiential Learning
  • 18. Sample ‘Can do’ Statements(8TH GRADE):Filial Piety (孝顺)Students can use connected sentences of at least one paragraphlength (IM/IH)/ or connected paragraphs with academicvocabulary (IH/AL) to compare and contrast the concept of respecttowards the elders between the US and China.Students can use connected sentences of at least one paragraphlength with some academic vocabulary (IM/IH)/ or connectedparagraphs with academic vocabulary (IH/AL) to explain anddefend opinion on why he/she will or will not take care of his/herparents when they get old
  • 19. Tasks with explicit requirements getbetter results“No, because that’s weird”.“I dunno”“Yes, because they took care ofme when I was young”.Voice Thread SampleWhen you get older willyou take care of yourparents? Why or why not?When your parents get old, do youthink you should take care ofthem? Why or Why not? Pleaseuse this week’s vocabulary and 2paragraphs to answer
  • 20. Scaffolding1. 题目选择:我要讲有关___________________因为……..2.决定你的观点(guan dian; perspective)我觉得/我认为…….因为…… (一段)
  • 21. Peer Review
  • 22. Student Output
  • 23. 8th Grade 2009
  • 24. 8th Grade 2011 Results (STAMP)
  • 25. QUESTIONS?

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