052908student Obsev Site Visit

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Shuhan Wang

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052908student Obsev Site Visit

  1. 1. Student Programs: Site Visit Observations 2008 STARTALK
  2. 2. The Big Picture: What We Can Observe <ul><li>PROGRAM IMPLEMENTATION </li></ul><ul><ul><li>Content </li></ul></ul><ul><ul><li>Instruction </li></ul></ul><ul><ul><li>Materials and Technology </li></ul></ul><ul><ul><li>Assessment </li></ul></ul><ul><ul><li>Learning environment </li></ul></ul><ul><ul><li>Course management </li></ul></ul><ul><li>PROGRAM ADMINISTRATION </li></ul><ul><ul><li>Administration </li></ul></ul><ul><ul><li>Curriculum alignment with Startalk standards </li></ul></ul><ul><ul><li>Program facility and institutional support </li></ul></ul><ul><ul><li>Site visit </li></ul></ul>
  3. 3. Content <ul><li>Alignment between what is taught and what is proposed </li></ul><ul><li>Linguistic content: </li></ul><ul><ul><li>Language learning focuses on communication, not about the language </li></ul></ul><ul><ul><li>Content is meaningful, related to a subject matter, and relevant to students’ daily life, age, interests, abilities, and proficiency levels </li></ul></ul><ul><li>Cultural content: </li></ul><ul><ul><li>Cultural perspectives, practices, and products are integrated with language learning and program experiences, not separately treated only as arts and crafts, festivals, holidays, or field trips </li></ul></ul><ul><ul><li>Students are asked to compare and contrast their own and target cultures </li></ul></ul>
  4. 4. Instruction <ul><li>1. Language Use & Medium of Instruction </li></ul><ul><ul><li>Teacher uses the target language most of the time </li></ul></ul><ul><ul><li>Students are challenged to use the TL most of the time </li></ul></ul><ul><ul><li>Input is made comprehensible via the use of different instructional strategies </li></ul></ul><ul><li>2. Classroom interaction </li></ul><ul><ul><li>All students are engaged most of the time </li></ul></ul><ul><ul><li>Everyone’s input is valued </li></ul></ul><ul><ul><li>Teacher provides feedback, uses questions to verify or solicit real information, and gives adequate wait time </li></ul></ul><ul><ul><li>Communication occurs at all levels, from students to students, teacher to students and students to teacher </li></ul></ul><ul><li>3. Activities </li></ul><ul><ul><li>Activities are purposefully organized around a central theme </li></ul></ul><ul><ul><li>Students understand why they are engaged in a certain activity </li></ul></ul><ul><ul><li>Activity types are varied: Students have opportunities to participate in pair or group work, or working independently </li></ul></ul>
  5. 5. Materials and Technology <ul><li>Materials are appropriate for students: linguistic, cultural, multi-media, and related to the program goals </li></ul><ul><li>Materials serve a purpose and are used by instructors and students </li></ul><ul><li>Materials and technology are available and easily accessible </li></ul><ul><li>The learning and using of technological tools is integrated into program and curriculum design </li></ul>
  6. 6. Assessment <ul><li>A variety of assessment tools are used, including formative and summative </li></ul><ul><li>Assessment requires students to demonstrate and transfer their learning to real life communication </li></ul><ul><li>Required assignments are part of course assessment </li></ul><ul><li>Students can self assess and reflect upon their growth related to the program </li></ul><ul><li>Evidence that feedback is being incorporated into program improvement </li></ul>
  7. 7. Learning Environment & Course Management <ul><li>The physical environment and facility are safe and comfortable, and are conducive for learning </li></ul><ul><li>There is a sense of a community </li></ul><ul><li>Time is well managed and any change is communicated ahead of time </li></ul><ul><li>Everyone interacts in a friendly and respectful way </li></ul>
  8. 8. PROGRAM ADMINISTRATION <ul><li>1. Administration: </li></ul><ul><ul><li>Is efficient, organized, and effective </li></ul></ul><ul><ul><li>All staff and students’ needs are listened and addressed </li></ul></ul><ul><li>2. Curriculum Alignment with STARTALK Standards: </li></ul><ul><ul><li>Evidence that STARTALK Standards (templates or matrices) are implemented and referred to </li></ul></ul>
  9. 9. PROGRAM ADMINISTRATION <ul><li>1. Program Facility and Institutional Support: </li></ul><ul><ul><li>The STARTALK program is being referred to or treated as a source of pride and joy, instead of a burden or trouble </li></ul></ul><ul><ul><li>Evidence of institutional support and connection to the institution-at-large </li></ul></ul><ul><li>2. Site Visit: </li></ul><ul><ul><li>Site visit is received and conducted as planned </li></ul></ul><ul><ul><li>Evidence of preparation for the site visit </li></ul></ul>
  10. 10. Additional and Summative Comments <ul><li>Do you have any additional observations and comments that are not captured on the checklist? </li></ul><ul><li>Did anything strike you as exceptional that is worth noting? </li></ul><ul><li>In a few sentences, how would you sum up your team’s site visit observations of and experiences about the program that will be of use to STARTALK Central and to the program? </li></ul>
  11. 11. Thank you!

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