Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

2015NCLC- AP® Chinese Language and Culture: Pre-AP® Instructional Strategies and Written Presentational Tasks


Published on

This session will focus on two main areas: 1) Best practices in the Pre-AP® Chinese Language and Culture classroom; 2) improving student performance on written presentational tasks using Understanding by Design in the AP® Chinese classroom. Participants will explore appropriate pre-AP activities that can be incorporated into lower-level Chinese language classes to effectively acquaint students with and prepare them for the goals and expectations of the AP Chinese Language and Culture course. Moreover, based on the concepts of Understanding by Design, participants will learn how to develop effective instructional strategies for written presentational tasks and how to assess students’ written responses in order to improve overall students performance in the AP Chinese classroom. The session will also invite interaction with attendees and will conclude with a question-and-answer period.

Lisa Podbilski is the World Language Department Chair and Upper School Chinese teacher at Louisville Collegiate School in Kentucky. She is in her 15th year of teaching Chinese and is the co-chair of the AP Chinese Language and Culture Development Committee. She is also currently servicing on the Board of Directors for the Chinese Language Association of Secondary-Elementary Schools (CLASS).

Lili Wong: As the first Chinese teacher in Central California since 1991, Lili has strong commitment to promoting Chinese language in the Central Valley of California and bringing forth the interest and attention of Chinese culture to her community. Lili earned her B.A. in English from Fu-Jen University in Taiwan and M.A. in Linguistics from California State University, Fresno. She has a Professional Clear Single Subject Credential in Chinese, a Professional Clear Multiple Subject Credential, a SDAIE Certificate (Specially Designed Academic Instruction in English), and a CLAD Certificate (Cross-cultural Language And Academic Development). Lili has been a teacher in Clovis West High School, Buchanan High School and Clovis Community College in California since 1991. Lili has also served as one of the Scoring Leaders in AP Reading since the launch of AP Chinese Exam in 2006. She is currently a Member of AP Chinese Language and Culture Committee.

Published in: Education

2015NCLC- AP® Chinese Language and Culture: Pre-AP® Instructional Strategies and Written Presentational Tasks

  1. 1. AP® Chinese Language and Culture: Pre- AP® Instructional Strategies and Written Presentational Tasks National Chinese Language Conference Atlanta April 16-18, 2015 Lisa Podbilski Louisville Collegiate School Lili Tsai Wong Clovis West High School/Buchanan High School
  2. 2. AP Chinese Language and Culture Development Committee 2014-2015 Committee members: 2 co-chairs: 1 High School and 1 Higher Education 2 Higher Ed teachers 2 High School Teachers AP Chinese Chief Reader College Board Advisor
  3. 3. AP Chinese Language and Culture Development Committee 2014-2015 •Lisa Podbilski, Louisville Collegiate School, •Lili Tsai Wong, Clovis West High School /Buchanan High School, CA,
  4. 4. Focal Points & Objectives AP Chinese Course Overview: Goals and Expectations AP Chinese Examination: Objectives and Format Pre-AP® Strategies Written Presentational Tasks
  5. 5. I. AP Chinese Course Overview
  6. 6. AP Chinese Course Overview • AP“… is a collaborative effort between motivated students; dedicated teachers; and committed high schools, colleges and universities.” • AP Chinese course is designed to be comparable to 4th semester/250 hours of college level instruction What is AP Chinese? • Preparing students to be proficient in Chinese across the three communicative modes • Connecting students to college success • Contributing to college credits Why AP Chinese?
  7. 7. AP Chinese Learning Objectives: Students are expected to… Engage in spoken interpersonal communication Engage in written interpersonal communication Comprehend information from a variety of audio and visual resources Comprehend information from a variety of written and print resources Plan, produce and present spoken presentational communications Plan and produce written presentational communications
  8. 8. Real-life situations Vocabulary usage Language control Communication strategies EMPHASIZE Communication: Understanding and being understood
  9. 9. AP Chinese Course: Explore Culture Products: Books, music, tools, etc. Perspectives: Values, assumptions, attitudes Practices Social interactions within a culture Develop student awareness and appreciation of the 3 P’s
  10. 10. AP Central
  11. 11. II. Objectives and format of the AP Chinese Exam
  12. 12. AP Chinese Examination Objectives & Focus Test knowledge of Chinese language and culture (contemporary and historical) Test ability to communicate in Chinese in linguistically, culturally and socially appropriate ways. Test ability to interact with authentic materials Focus on interpersonal, interpretive and presentational communication using the four skills
  13. 13. Format of AP Examination Examination length Approximately 2 hours and 15 minutes in length 70 multiple choice questions and 4 free-response tasks Examination categories Section I: multiple- choice questions. • Part A: Listening • Part B: Reading Section II: free- response tasks requiring written and spoken responses. • Part A:Writing • Part B: Speaking Grade distribution: By communicative modes: Interpretive -- 40% Interpersonal -- 30 % Presentational -- 30 % By language modality: • Listening -- 25 % • Reading -- 25 % • Writing – 25% • Speaking -- 25 %
  14. 14. Scoring Criteria for Free Response Items Task completion Response to the prompts, organization and text type Delivery Pace, pronunciation, register Language use Vocabulary and grammatical structure No. Verbal Grade Description 6 Excellent Demonstrates excellence 5 Very good Suggests excellence 4 good Demonstrates competence 3 Adequate Suggests competence 2 Weak Suggests lack of competence 1 Very Weak Demonstrates lack of competence 0 Unacceptable Contains nothing that earns credit Rubrics-based holistic assessment of students’ responses
  15. 15. III. Pre-AP and AP Chinese Strategies
  16. 16. 1. Vertical Teaming  FIRST STEP: Collaborate with Chinese language colleagues! It take a team to make an AP Chinese language and Culture course successful.
  17. 17. AP Central Pre-AP for World Languages and Cultures Teachers Corner
  18. 18. College Board Resources College Board Store: AP VerticalTeams Guide for World Languages and Culture
  19. 19. College Board Workshops and Summer Institutes Pre-AP® Strategies:APVerticalTeams® inWorld Languages and Culture 1. Two-day workshops for middle and high school teachers who will be forming and/or strengthening an AP Vertical Team. 2. Develop standards-based instructional strategies
  20. 20. College Board Workshops and Summer Institutes
  21. 21. AP Chinese Language and Culture Teacher Community
  22. 22. 2. Proficiency Skills  SECOND STEP: Building proficiency begins at the lowest levels and works it way upwards. What does proficiency mean? • The quality of having great facility and competence • Skillfulness in the command of fundamentals deriving from practice
  23. 23. Skills based instruction ACTFL Proficiency guidelines Use of rubrics Can-do statements Student self-reflection Empowers students to have control of their own learning- Let them see their progress overtime!
  24. 24. 24 ACTFL Proficiency Guidelines What can students DO with language, in terms of speaking, writing, listening and reading in REAL WORLD situations; in NON REHEARSED and SPONTANEOUS context. What are some examples? What activities can you do in a Pre-AP classroom and/or AP classroom? proficiency-guidelines-2012/chinese
  25. 25. Focus on Proficiency
  26. 26. 26 Can- Do Statements They help students identify what they CAN DO (what they need to do) in order to function at a specific level of proficiency.
  27. 27. 27 Chinese IAP Chinese Level
  28. 28. 28 AP Chinese Scoring Guidelines Scoring Guidelines
  29. 29. Develop goals and do proficiency checks throughout the year!
  30. 30. Skills based instruction Integration of the 5 C’s: Cultures, Connections, Comparisons, Communities and Communication 3 Modes of Communication: Interpersonal, Presentational, and Interpretive
  31. 31. 31 5C’s and 3 Modes of Communication Teach your students about the 5C’s and the Modes of Communication! Teach students to speak our “teacher” language!
  32. 32. 3. Best Classroom Practices  THIRD STEP: Create thematic units that purposefully incorporate proficiency skills, the 5C’s and the 3 modes: Student Centered Learning! Backwards Design and Thematic Units Design curriculum by setting goals before choosing what materials you are going to use and types of assessment: 1. What is your end goal for each thematic unit? 2. What do you want your students to DO with the language? 3. What do they need to know?
  33. 33. 4. Classroom Strategies FOURTH STEP: Develop proficiency based activities for all four skill areas: Reading Writing Listening Speaking
  34. 34. Classroom Strategies: Reading Reading with a purpose Think about when you read something….there is usually a purpose or reason behind it; you usually know why you are going to read it: 1. Text message 2. Email 3. News article 4. Novel 5. Magazine NOW… think about your own classroom. What are some pre-reading and post-reading strategies you have used in your class?
  35. 35. Classroom Strategies: Listening Listening with a purpose Same thing about listening….there is usually a purpose or reason behind it: 1. Voice message 2. Transportation announcement 3. Radio broadcast 4. Podcast 5. School intercom announcement What are some pre-listening and post-listening strategies you have used in your class?
  36. 36. Pre-Reading and Pre-Listening Strategies 1. Use an advanced organizer teaching aide that prepares students for what is to come. Helps connect incoming information and prior knowledge. 2. Provide guided questions for the students to follow. 3. Provide a few vocabulary words that are new 4. Scaffolding authentic resources
  37. 37. Classroom Strategies: Writing Writing with a purpose See the trend… students need a reason to do something; a purpose: 1. Text message reply 2. Email reply 3. Letter 4. Invitation 5. Note At the lower levels, give them a template to follow- model for them so the students know what to do.
  38. 38. Classroom Strategies: Speaking Speaking with a purpose 1. Conversation with peers 2. Introductions 3. Directions 4. Ordering food 5. Making plans 6. Descriptions Get students speaking in Chinese, even if it is not 100% correct! Make them feel comfortable trying to express themselves in class. Use authentic visuals to get students speaking!
  39. 39. Visual Prompts
  40. 40. Visual Prompts
  41. 41. Classroom Activities and Strategies Teachers need… Help students develop high order thinking skills Help students build and retain vocabulary Use authentic materials Stay in the target language using gestures and visuals Be a model and guide to students Use a variety of materials in class to keep students engaged! Teach students…. Circumlocution To guess and derive meaning from context clues Reflect on their learning Study skills beyond classroom Self advocate
  42. 42. IV. Written Presentational Tasks
  43. 43. What is “Backward Design”? (based on “Understanding by Design” by Grant Wiggins & Jay McTighe, 2005) 什么是“反向教学设计”? 为什么要 “反向”? 我们一般教学惯用的程序是: 1. 授课内容 2. 各种与本课内容有关的练习活动 3. 作业练习 4. 测验与考试
  44. 44. “反向教学设计”的迷思: 测验与考试 作业练习  各种与本课内容有关的练习 活动 授课内容 ? ? ? 当然不是!
  45. 45. 1. 决定学习目标 2. 检验学习结果 3. 设计教学内容 三个教学顺序:
  46. 46. Learning outcomes describe the knowledge, skills, and attitudes that learners should have after successfully completing a learning experience or program. 终极目的:在整个教学过程中,学生学习成果是否达到 我们预定的教学目标?
  47. 47. Assignment The four pictures present a story. Imagine you are writing the story to a fri complete story as suggested by the pictures. Give your story a beginning, a
  48. 48. Stage 1: Identify desired goals – 1. Students will “narrate” the story to someone. 2. Students will give a beginning, a middle and an end in the story. 3. Students will use at least three “transition words” in the story. 4. Students will use “connection words”.
  49. 49. aka “Assessment” Apply the AP Scoring Guidelines Stage 3: Plan Learning Activities and Instructions Worksheet of “Transition Words” Teach and Practice Stage 2: Determine acceptable evidence
  50. 50. Student Sample #1 對不起, 大家, 我遲到了. 今天早上, 我晚醒了. 然後, 我急急忙忙地準備, 以便在火車走以前可以叫計程車 去火車站. 可是,一輛計程車來以前, 我在第三街 等了好久. 計程車來了, 我就去了火車站. 可是, 我快搭車的時候, 就發現我忘了帶我的車票, 我忽然記得把車票留在 計程車裡. 車幸虧還在. 儘管我很快進火車站, 可是我發現火車已經走了. 所以我遲到是因為我必須等到下個火車來. 我很抱歉.
  51. 51. Student Sample #2 有一天,一个姑娘需要去北京,但是她住在离北京 很远的地方。她不但得坐火车到北京,而且得搭出 租车带她到火车站。虽然坐飞机比坐火车快得多, 可是她没有那么多钱坐飞机。她下了出租车以后, 去火车站排队等火车。列车员检查人有没有火车票。 她发现她的车票还在出租车里面。她很高兴,她写了 出租车的电话,她给开出租车的人打电话。开车的人 告诉姑娘在火车站的入口见面。她跑步跑得很快 回火车站去。无论做什么都不够,她太晚上火车了。
  52. 52. Student Sample #3 你好, 小美, 今天我很不好, 因為今天是我朋友的生日, 可是我不去她的生日會.晚上七點的時候我坐計程車, 再一個小時, 我需要去地下鐵. 因為八點地下鐵離開. 我不但遲到了而且路上有塞車. 要是我不去我的朋友 會發火. 在地下鐵的入口, 我跑步. 儘管我不遲到了, 可是我忘記了我的車票. 我說, 天啊! 不可能. 我找了很多的地方, 現在是七點五十五分了. 我發現我的車票在計程車裡. 我跑去地下鐵的出口. 即使我跑步, 我也遲到了, 地下鐵以經離開了. 今天 我很不好. 你的好朋友 李賢莉
  53. 53. Please provide your feedback about the workshop using your smart phone or tablet: Participant Feedback 谢谢大家! Lisa Podbilski Lili Tsai Wong