Confucius Institute of the University of Kansas:Sheree Willis, Executive DirectorKevin Liu, Associate DirectorJin Xiaonan, Chinese InstructorShi Ai, Chinese Instructorciku@ku.edu,With special assistance from administrators and educators of Maize, Kansas school district
ALL students deserveopportunities to learn languages Including rural, inner city, and other underserved students 4/13/12 2
Expanding access to underservedstudents despite shortage of teachers, funding, curriculum A Successful Strategy: Interactive Distance Learning (IDL) videoconference delivery (IDL, IVC, ITV, …)
What is IDL? Interactive Distance Learning • Interactive; Real-time, synchronous instruction, NOT asynchronous “online” • Uses advanced videoconferencing technology, NOT Skype • Students and teachers see and hear each other, even with more than one remote site
Advantages of Interactive Distance LearningReal-time, synchronous instructionCommunities of learners over extended physical spaceRegular schedule during normal school dayForeign language = “regular”academic subject, not “enrichment” extraSatisfies contact hour, other requirements for high school credit.Economic sharing of resources-teacher time, curriculum development, etc. of teacher time, either by hub approach or distributed approach
Higher Ed-based teacher hub: Quality of Instruction Teachers concentrated at one location = sharing of experience, expertise, joint preparation Chinese IDL teachers have greater access to expertise, guidance from higher ed (especially useful in new ﬁeld with inexperienced teachers) Students have access to certiﬁed, trained teacher
Scheduling• Multiple bell schedules across districts• Multiple district calendars• Connection schedules – sometimes with multiple sites• Capacity limitations – equipment and teachers• Substitutes• Site visits
Communication• Policies – Homework grades – Tests – Behavior – Teaching philosophy• Weekly schedules changes• Weekly reviews – from remote facilitators• Grade reports – weekly updates and final periods (quarters semesters)
Communication, pt. 2• Class cancellations• Calendars – Holidays – Teacher workdays – Parent-Teacher conferences – Exams/Last day of school• Homework – faxed, scanned, or mailed (or Blackboard online)
Technical Support• Need support at the local site for multiple classrooms• Need to coordinate with remote site’s support personnel• Need to coordinate with network partners and/or infrastructure partners• (CIKU works with Southeast Kansas Educational Service Center (Greenbush), largest and most experienced IDL provider/ network in Kansas)
Delivering High Quality Elementary School Chinese• 47 sections of FLES Chinese, 20 min per day, 5 days/week, over 970 students (in KS, Ohio, Kansas Ciy, MO)• Two levels, adding new level each year – ES Chinese 1(K, G1, G2, depending on school): theme-based units – ES Chinese 2 (G1, 2, 3, 4, depending on school): story-based units – 9 CIKU instructors (some also do HS)• Assessment: SOPA, instructional team developed
CIKU ES ChineseⅡ• Unit Curriculum Design• Class Activities• Class Management• SOPA Test
Curriculum Design Create A New Story Addi9onal Language Points with some subsidiary vocabulary, materials and ac9vi9es Expand The Story Material by teaching the majorfunc9onal language points with rela9ve vocabulary, companied by appropriate ac9vi9es and Chinese children’s song Unit Story (with the basic vocabulary and major func9onal sentences included)
Activities Design1. The rules of all activities should be simple andeasy enough for kids at 5 to 8 years old tounderstand and follow, and teachers need to create areason to use the target language.
Activities Design2. IDL activities should enable teachers to reachthrough the screen and connect the teacher andstudents in the same space, ignoring the screenbetween us or transform it into something else weneed.
Activities Design3. Teachers should make full use of each activityand practice more than one language point in eachgame. Change some forms to make each activityadapt as to students learn new language points.
Activities Design4. Teachers should try to lead the students into somelanguage adventures in the activities while they arepracticing the old language points. That way, they candiscover new language in the activities. In other words, Ido not need to introduce new language separately andthen use it in an activity. I can just let the studentsdiscover the new language in the game.
Class Management1. IDL teachers should control the content andrhythm of the whole class.
Class Management2. IDL teachers should communicate with facilitatorseffectively.
Class Management3. Materials should arrive at the target classroom inadvance.
Delivering high quality high school Chinese instruction• 23 (including combined sections) sections of HS Chinese, total 145 students• 3 levels (plan to add Chinese 4 in Fall 2012)• 9 instructors (some also teach ES)• Instructional teams develop/revise curriculum• Units based on backward design principles: project-based, growing emphasis on authentic materials (little use of textbooks)• Pedagogy: communicative, teach in target language, focus on form where necessary• Assessment: Instructional team-developed (includes pencil and paper tests and presentational projects); STAMP