H. Chan, E. Chau: Innovative Approaches to Lesson Design and Delivery (I7)

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Participants will review different lesson-design models and strategies for organizing and delivering instruction. Presenters will share specific examples of techniques that integrate language and content and provide a coherent learning experience for students. Through hands-on activities, participants will examine a variety of instructional sequences that exemplify the components of an effective lesson.

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H. Chan, E. Chau: Innovative Approaches to Lesson Design and Delivery (I7)

  1. 1. Lesson Design & Delivery National Chinese LanguageConference Helene Chan San Jose State University [email_address] Esther Chau Starr King Elementary School [email_address]
  2. 2. Adapting Existing Lessons to Understanding by Design Format Professional Development Program for Teachers of Mandarin Chinese
  3. 3. Essential Question <ul><li>How do we adapt our “traditional” communicative lessons to the UbD format, regardless of the level and stage of our students ? </li></ul>
  4. 4. Thematic Lesson Review <ul><li>Functional Objective </li></ul><ul><li>5 steps: </li></ul><ul><ul><li>Setting the stage </li></ul></ul><ul><ul><li>Comprehensible Input with checking for understanding </li></ul></ul><ul><ul><li>Guided practice </li></ul></ul><ul><ul><li>Application and Extension </li></ul></ul><ul><ul><li>Evaluation (related to the functional objective) </li></ul></ul>
  5. 5. What is Backward Design? <ul><li>Backward Design is beginning with the end in mind, starting with a clear understanding of your destination. </li></ul><ul><li>Know where you are going. </li></ul><ul><li>Know where you are now. </li></ul><ul><li>Map out how you will get </li></ul><ul><li>there. </li></ul>
  6. 6. Drawing Comparisons <ul><li>Understanding by Design </li></ul><ul><li>Identify Desired Results </li></ul><ul><li>• Determine acceptable evidence </li></ul><ul><li>• Plan learning experiences and instruction </li></ul><ul><li>Thematic Lesson Design </li></ul><ul><li>Functional Objective </li></ul><ul><li>5 steps: </li></ul><ul><li>Setting the stage </li></ul><ul><li>Comprehensible Input with checking for understanding </li></ul><ul><li>Guided practice </li></ul><ul><li>Application and Extension </li></ul><ul><li>Evaluation (related to the functional objective) </li></ul>
  7. 7. Where do you start? <ul><li>What do you want the students to be able to do in Chinese when you are done teaching the lesson? </li></ul><ul><li>What do you hope they will carry with them culturally and linguistically? </li></ul><ul><li>How will you know if you have been able to do this? </li></ul>
  8. 8. Stages in the Backward Design Process Identify Desired Results Determine Acceptable Evidence Plan learning Experiences and instruction
  9. 9. Example Unit <ul><li>My Family </li></ul>
  10. 10. Enduring Understanding Families throughout the world may come from different cultures and speak different languages, but there are essential similarities regardless of their origin .
  11. 11. Essential Question How can students create a Family History Project and present their own family story in our diverse community?
  12. 12. Identify Desired Results Students will be able to 1. Describe the significant events from birth to present 2. Identify the family members and relatives 3. Write a simple letter to one of the family members 4. Present their Family History Project to their classmates
  13. 13. Theme: My Family <ul><li>Need to know (content) </li></ul><ul><li>Family terms </li></ul><ul><li>Expressions: 我一嵗時… 我兩嵗時… 我的爸爸是… 我的媽媽是… </li></ul><ul><li>Numbers 1-10 </li></ul><ul><li>Measure words </li></ul><ul><li>Professions </li></ul><ul><li>Need to do (function) </li></ul><ul><li>Use proper letter writing format </li></ul><ul><li>Describe your family </li></ul><ul><li>Describe special events </li></ul><ul><li>Complete a Family Tree </li></ul>
  14. 14. What Standards are addressed? <ul><li>Content: Stage I </li></ul><ul><ul><li>1.0 Students acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines. </li></ul></ul><ul><ul><li>1.1 Students address discrete elements of daily life, including: </li></ul></ul><ul><ul><ul><li>b. Family and friends </li></ul></ul></ul>
  15. 15. What Standards are addressed? <ul><li>Communication: Stage I </li></ul><ul><ul><li>1.0 Students use formulaic language (learned words, signs [ASL], and phrases) </li></ul></ul><ul><ul><li>1.1 Engage in oral, written, or signed (ASL) conversations. </li></ul></ul><ul><ul><li>1.2 Interpret written, spoken, or signed (ASL) language. </li></ul></ul><ul><ul><li>1.3 Present to an audience of listeners, readers, or ASL viewers. </li></ul></ul><ul><ul><li>1.4 List, name, identify, enumerate. </li></ul></ul><ul><ul><li>1.5 Identify learned words, signs (ASL), and phrases in authentic texts. </li></ul></ul><ul><ul><li>1.6 Reproduce and present a written, oral, or signed (ASL) product in a culturally authentic way. </li></ul></ul>
  16. 16. What Standards are addressed? <ul><li>Cultures: Stage I </li></ul><ul><ul><li>1.2 Recognize similarities and differences in the target cultures and between students’ own cultures </li></ul></ul>
  17. 17. What Standards are addressed? <ul><li>Structures: Stage I </li></ul><ul><ul><li>1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context. </li></ul></ul><ul><ul><li>1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context. </li></ul></ul>
  18. 18. What Standards are addressed? <ul><li>Settings: Stage I </li></ul><ul><ul><li>1.0 Students use language in highly predictable common daily settings. </li></ul></ul>
  19. 19. Determine Acceptable Evidence (assessment) <ul><li>Students will create and present “ My Family History ” Project which includes a simple letter to a member of their family. </li></ul><ul><ul><li>They will describe the significant events in their life </li></ul></ul><ul><ul><li>They will introduce their family members and relatives </li></ul></ul>
  20. 20. Student Sample
  21. 21. Student Sample
  22. 22. Plan Learning Experiences & Instruction <ul><li>Setting the Stage </li></ul><ul><ul><li>Activity 1: Watch a video clip “ 我的家庭真可爱” </li></ul></ul><ul><ul><li>Activity 2: Watch a video clip “We are Family” </li></ul></ul><ul><ul><li>Activity 3: Show teacher’s family picture </li></ul></ul>
  23. 23. Plan Learning Experiences & Instruction <ul><li>Comprehensible Input </li></ul><ul><ul><li>Activity 1: Family Members vocabulary PPT </li></ul></ul><ul><ul><li>Activity 2: Watch a Digital Story — 小山的一家人 </li></ul></ul><ul><ul><li>Activity 3: Power Point Presentation: Timeline introduction </li></ul></ul>
  24. 24. Plan Learning Experiences & Instruction <ul><li>Guided Practice </li></ul><ul><ul><li>Activity 1: Fly Swatter Games </li></ul></ul><ul><ul><li>Activity 2: Character writing </li></ul></ul><ul><ul><li>Activity 3: Play Family Tree poster matching game </li></ul></ul><ul><ul><li>Activity 4: Letter writing </li></ul></ul><ul><ul><li>Activity 5: “My Timeline” worksheet </li></ul></ul><ul><ul><li>Activity 6: “Name BINGO” </li></ul></ul><ul><ul><li>Activity 7: “Family Quiz” game through Classtools.net </li></ul></ul>
  25. 25. Plan Learning Experiences & Instruction <ul><li>Application & Extension </li></ul><ul><ul><li>Activity 1: Family Tree worksheet </li></ul></ul><ul><ul><li>Activity 2: Creat e “My Family History” project </li></ul></ul>
  26. 26. Evaluation <ul><li>Related to the functional objective </li></ul><ul><li>Use rubric </li></ul>
  27. 27. Remember to plan with the end in mind <ul><li>Create the Enduring Understanding and Essential Question for the unit </li></ul><ul><li>Decide what students should know and be able to do </li></ul><ul><li>Align the standards </li></ul><ul><li>Identify how students will demonstrate their knowledge </li></ul><ul><li>Plan instruction </li></ul>
  28. 28. Remember to plan with the end in mind <ul><li>Prepare your materials </li></ul><ul><li>Review your plan and make sure it all fits together </li></ul><ul><li>Teach! </li></ul><ul><li>Look at student work and their achievement of your objectives </li></ul><ul><li>Review and revise </li></ul>
  29. 29. Thank you to: Debbie Robinson Ohio Department of Education Jacque Van Houten Kentucky Department of Education Margaret Peterson San Francisco Unified School District Elizabeth Matchett Gunn High School

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