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.
Leveraging STARTALK Resources and ImpactNational Chinese Language Conference 2013Betsy Hart & Jiahang Li
Today we will introduce . . .1. The STARTALK project2. Lesson-planning resources3. Teacher professional developmentresourc...
Today we will share. . . .Lessons learned• From the classrooms– Teachers– Students• After the STARTALK program– New progra...
By the end of the session you will . . .1. Be aware of multiple resources for Chineseteachers– Professional development– P...
Mission StatementTo provide summer language learningopportunities for students andprofessional development opportunitiesfo...
STARTALK• Part of the National Security LanguageInitiative (NSLI)• Summer programs for students andteachers of critical la...
Current STARTALK Languages• Arabic• Chinese• Dari• Hindi• Portuguese• Persian• Russian• Swahili• Turkish• Urdu
STARTALK-Endorsed Principles forEffective Teaching• Implementing standards-based andthematically organized curriculum• Fac...
What STARTALK Resources areAvailable for Lesson Planning?Lesson-Planning Guide: From Paper to PracticeLesson-Planning Temp...
Lesson-Planning Guide: FromPaper to Practicewww.startalk.umd.edu
Lesson-Planning Templatewww.startalk.umd.edu
12•What will students be ableto do at the end of thislesson that they could notdo when the lessonstarted?•This should be a...
13At the end of thelesson, how will youknow that students cando the learning target?
14•give students a reason for needing/wanting to invest in the lesson?•make the learner the active participant and NOT the...
Sample Lesson Planswww.startalk.umd.edu
Lesson-Planning Checklistwww.startalk.umd.edu
Teacher Professional Development• Classroom video collection– Rutgers, The State University of NewJersey– OneWorld Now!www...
Example: Novice Levelwww.startalk.umd.edu
Teacher Professional Development• Multimedia workshop– Student-Centered Language ClassroomThrough Cooperative Learning– Ch...
Language-Specific Materialsfor Chinese• Chinese Student Programs Resource List• Chinese Teacher Programs Resource Listwww....
STARTALK ImpactThree Measures of Impact Program Director Survey Student Participant Survey Teacher Participant Survey
Generating InterestManage for QualityACTFLstandardsBestpracticesResourcesEffectiveteachersLanguage-specificmaterialsClassr...
STARTALK ImpactProgram Director Survey
Have school-based or universitylanguage programs been started inyour community as a result of yourSTARTALK program?Yes34 (...
Have after-school, community, orheritage programs been started in yourcommunity as a result of yourSTARTALK program?Yes28 ...
Has academic year enrollment in yourinstitutions world language programincreased as a resultof a STARTALK program?Yes55 (4...
STARTALK ImpactStudent SurveySample size = 1,011
Did you continue to study yourSTARTALK languageafter the program?Yes783 (77%)No228 (23%)
How did you continue the study of yourSTARTALK language?338 (44%)133 (17%)49 (6%)28(4%)229 (29%)K-12 School ProgramCollege...
Has STARTALK hadother influences on you?Yes 566 (61%)No 364 (39%)
STARTALK ImpactTeacher SurveySample size = 312
Current Career80%10%7%2% 1% 1%Teacher 80%Language Teaching Field10%Outside of LanguageTeaching 7%Unemployed 2%Student in L...
Are you currently teachinga STARTALK language?0%10%20%30%40%50%60%70%Yes 63%No 37%
Have you incorporated STARTALKprinciples in your classroom?Yes369 (94%)No23 (6%)
Did the STARTALK program facilitateyour progress toward certification?Yes152 (50%)No155 (50%)
What does this mean for Chineseprograms?• Interest has been generated amongstudents• Teachers are moving towardcertificati...
How do we leverage theseresources and interest?• Identify stakeholders• Make the case for the study ofChinese• Do not dism...
Questions?Betsy Hart: bhart@nflc.umd.eduJiahang Li: jli@nflc.umd.eduwww.startalk.umd.edu
Upcoming SlideShare
Loading in …5
×

F1 leveraging startalk resources and impact - hart ingold

487 views

Published on

Published in: Education, Technology
  • Be the first to comment

F1 leveraging startalk resources and impact - hart ingold

  1. 1. Leveraging STARTALK Resources and ImpactNational Chinese Language Conference 2013Betsy Hart & Jiahang Li
  2. 2. Today we will introduce . . .1. The STARTALK project2. Lesson-planning resources3. Teacher professional developmentresourceswww.startalk.umd.edu
  3. 3. Today we will share. . . .Lessons learned• From the classrooms– Teachers– Students• After the STARTALK program– New programs initiated– Increased interest in learning Chinese
  4. 4. By the end of the session you will . . .1. Be aware of multiple resources for Chineseteachers– Professional development– Planning2. Know how these resources can help you toplan more effectively3. Understand how STARTALK programs leveragenew Chinese programswww.startalk.umd.edu
  5. 5. Mission StatementTo provide summer language learningopportunities for students andprofessional development opportunitiesfor teachers of critical languages
  6. 6. STARTALK• Part of the National Security LanguageInitiative (NSLI)• Summer programs for students andteachers of critical languageswww.startalk.umd.edu
  7. 7. Current STARTALK Languages• Arabic• Chinese• Dari• Hindi• Portuguese• Persian• Russian• Swahili• Turkish• Urdu
  8. 8. STARTALK-Endorsed Principles forEffective Teaching• Implementing standards-based andthematically organized curriculum• Facilitating a student-centered classroom• Using the target language for instruction• Integrating culture into language instruction• Adopting and using authentic materials• Conducting performance-based assessmentwww.startalk.umd.edu
  9. 9. What STARTALK Resources areAvailable for Lesson Planning?Lesson-Planning Guide: From Paper to PracticeLesson-Planning TemplateLesson-Planning Checklist
  10. 10. Lesson-Planning Guide: FromPaper to Practicewww.startalk.umd.edu
  11. 11. Lesson-Planning Templatewww.startalk.umd.edu
  12. 12. 12•What will students be ableto do at the end of thislesson that they could notdo when the lessonstarted?•This should be a real-lifelearning target stated instudent-friendly language.“You will be able to figureout and tell someone howto use the metro system inMadrid to get from place toplace.”Whatvocabulary, structures, and culture dostudents need in orderto meet the learningtarget?
  13. 13. 13At the end of thelesson, how will youknow that students cando the learning target?
  14. 14. 14•give students a reason for needing/wanting to invest in the lesson?•make the learner the active participant and NOT the teacher?•engage ALL learners (as compared to just one or two at a time)?•provide multiple and varied opportunities for students to hearwords/expressions supported by visualized contexts that makemeaning transparent?•provide authentic reasons for using the words and expressions?•vary in level of intensity and mode?•represent the BEST use of instructional time?Do the activities in the lesson
  15. 15. Sample Lesson Planswww.startalk.umd.edu
  16. 16. Lesson-Planning Checklistwww.startalk.umd.edu
  17. 17. Teacher Professional Development• Classroom video collection– Rutgers, The State University of NewJersey– OneWorld Now!www.startalk.umd.edu
  18. 18. Example: Novice Levelwww.startalk.umd.edu
  19. 19. Teacher Professional Development• Multimedia workshop– Student-Centered Language ClassroomThrough Cooperative Learning– Chinese Immersion: Lesson-Planning in theContent-Based Classroomwww.startalk.umd.edu
  20. 20. Language-Specific Materialsfor Chinese• Chinese Student Programs Resource List• Chinese Teacher Programs Resource Listwww.startalk.umd.edu
  21. 21. STARTALK ImpactThree Measures of Impact Program Director Survey Student Participant Survey Teacher Participant Survey
  22. 22. Generating InterestManage for QualityACTFLstandardsBestpracticesResourcesEffectiveteachersLanguage-specificmaterialsClassroom OutcomesReal-lifecommunicationMeaningfulassessments
  23. 23. STARTALK ImpactProgram Director Survey
  24. 24. Have school-based or universitylanguage programs been started inyour community as a result of yourSTARTALK program?Yes34 (26%)No/I dont know97 (74%)
  25. 25. Have after-school, community, orheritage programs been started in yourcommunity as a result of yourSTARTALK program?Yes28 (22%)No/I dontknow101 (78%)
  26. 26. Has academic year enrollment in yourinstitutions world language programincreased as a resultof a STARTALK program?Yes55 (42%)No51 (39%)No Program25 (19%)
  27. 27. STARTALK ImpactStudent SurveySample size = 1,011
  28. 28. Did you continue to study yourSTARTALK languageafter the program?Yes783 (77%)No228 (23%)
  29. 29. How did you continue the study of yourSTARTALK language?338 (44%)133 (17%)49 (6%)28(4%)229 (29%)K-12 School ProgramCollege/UniversityCommunity ProgramStudy AbroadOther
  30. 30. Has STARTALK hadother influences on you?Yes 566 (61%)No 364 (39%)
  31. 31. STARTALK ImpactTeacher SurveySample size = 312
  32. 32. Current Career80%10%7%2% 1% 1%Teacher 80%Language Teaching Field10%Outside of LanguageTeaching 7%Unemployed 2%Student in LanguageEducation1%Student outside ofLanguage Education 1%
  33. 33. Are you currently teachinga STARTALK language?0%10%20%30%40%50%60%70%Yes 63%No 37%
  34. 34. Have you incorporated STARTALKprinciples in your classroom?Yes369 (94%)No23 (6%)
  35. 35. Did the STARTALK program facilitateyour progress toward certification?Yes152 (50%)No155 (50%)
  36. 36. What does this mean for Chineseprograms?• Interest has been generated amongstudents• Teachers are moving towardcertification• Resources are available• Instructional materials• Teacher development materials
  37. 37. How do we leverage theseresources and interest?• Identify stakeholders• Make the case for the study ofChinese• Do not dismiss the small steps• Engage in creative thinking
  38. 38. Questions?Betsy Hart: bhart@nflc.umd.eduJiahang Li: jli@nflc.umd.eduwww.startalk.umd.edu

×