The AP courses in world languages and cultures are structured around six themes: global challenges, science and technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics. Teachers are encouraged to engage students in the various themes by considering historical, contemporary, and future aspects as appropriate.
I24 creating engaging teaching materials for 21st century assessments - dowd chen-lin-lee
Creating Engaging TeachingMaterials for 21st CenturyAssessmentsCarol Chen-LinJanice DowdLucy Chu LeeNational Chinese Language ConferenceApril 7, 2013Boston, MA
Presenters Carol Chen-Lincchenlin@choate.edu Janice Dowddrjdowd@aol.com Lucy C. Leelleeclass@gmail.com
What impresses you about exercisesin the teaching materials? Please write down three things that you lookfor in engaging exercises Share with your neighbor and decide on thetwo most important criteria to use whenselecting or creating an exercise
What are 21st century skills?Twenty-first Century Skills are the setof skills students need to succeed inlearning, in work, and in life--in thiscentury.
21st Century skills Learning and Innovation Skills (4 Cs) communication collaboration critical thinking creativity Digital Literacy Skills information, media, and technologyliteracy Life and Career Skills initiative and self-direction, leadership,adaptability, and more
Global AwarenessHealth LiteracyEnvironmentalLiteracyFinancial,Economic,Business, andEntrepreneurialLiteracyCivic Literacy21st Century Interdisciplinary Themes
21st Century Critical Learning andInnovation SkillsCommunication and collaboration the ability of individuals to communicateclearly, using oral, written, and non-verbal languages, and collaborateeffectively and responsibly with diversepopulations
21st Century Critical Learning and Innovation SkillsCommunication Articulate thoughts and ideas effectively using oral, written, andnonverbal communication skills in a variety of forms and contexts Listen effectively to decipher meaning, including knowledge, values,attitudes, and intentions Use communication for a variety of purposes (e.g., to inform, instruct,motivate, and persuade] Utilize multiple media and technologies, and know how to judge theireffectiveness a priori as well as assess their impact Communicate effectively in diverse environments (including multi-lingual environments)
Communication 1.1 Students engage in conversations, provide andobtain information, express feelings and emotions,and exchange opinions. (Interpersonal) 1.2 Students understand and interpret written andspoken language on a variety of topics in Chinese.(Interpretive) 1.3 Students present information, concepts, andideas to an audience of listeners or readers on avariety of topics in Chinese. (Presentational)
Interpersonal Mode Interpersonal mode tasks are two-way, spontaneousexchanges that involve negotiation of meaningbetween people The tasks are unrehearsed, unrefined, non-scripted May be based on information acquired in theinterpretive mode Often there is an information gap
Memorized material such a skit or adialog is not an interpersonal mode task
Interpretive Mode Comprehension of words, concepts, ideas, meaning ofentire piece One way → between the person and the piece Learners are exposed to a wide variety of culturallyauthentic materials such as texts, films, works of art,songs, poems, advertisements, music videos
Presentational Mode Presentational mode tasks allow learners time torehearse, revise, rewrite, consult sources, or otherwiseprepare ahead of time These tasks require learners to use the language for areal world purpose other than display for the teacheror classroom Presentational mode tasks allow learners to uselanguage in new and different contexts
Which mode is it?1. Talk with a friend about what to do on theweekend.2. Watch a travel video and jot down places ofinterest.3. Prepare a poster about your favorite sport.4. Send a letter to an e-pal.5. Create a graphic organizer for new vocabulary.6. Create a skit where you buy something in themarket.
Which mode is it? Talk with a friend about what to do on the weekend.Interpersonal Watch a travel video and jot down places of interest.Interpretive Prepare a poster about your favorite sport.Presentational Send a letter to an e-pal.Presentational
Which mode is it? Create a graphic organizer for new vocabulary.Interpretive Create a skit where you buy something in themarket.Presentational
Which mode is it? Listen for the gist. Have a face to face telephone conversation. Ask directions and listen to the response. Create a radio spot. Write a travel brochure about Xi’An.
Which mode is it? Listen for the gist.Interpretive Have a face to face telephone conversation.Interpersonal Ask for directions; listen to the response.Interpretive Create a radio spot.Presentational Write a travel brochure about Xi’An.Presentational
How to examine textbooks andteaching materials Choose textbooks that have engaging exercisesthat practice the 5 C’s What to look for in the exercises in textbooks Evaluating textbooks—no textbook/teachingmaterial is perfect
New Jersey textbook and exerciseevaluation topics Organization/Format Content Teachers Edition/Supplementary Materials Inclusion/Equity/Diversity Issues Alignment with district curriculum, statestandards, skills and assessments
Organization of a good textbook Textbook provides a useful table of contents,glossary, and index Layout is consistent and chapters arearranged logically Chapters contain clear and comprehensiveintroductions and summaries Textbook contains references, bibliography,and resources
Organization (2) Information is accurate and current Reading level is appropriate for age/grade Size and format of print is appropriate Format is visually appealing and interesting
Content that makes for engagingexercises Real-life applications are given Information and directions are clearlywritten and explained Activities are developmentally appropriate Non text content (maps, graphs, pictures)are accurate and well integrated into the text Activities are interdisciplinary
Content (2) Activities apply to a diversity of studentabilities, interests, and learning styles Activities include guiding questions whichencourage the development of higher-levelthinking skills
Teachers Edition/SupplementaryMaterials Textbook provides a separate teachersedition with resource package Teachers edition is comprehensive,organized, and easy to use References are readily available and reflectinformation on the standards
Teachers Edition/SupplementaryMaterials (2) Supplementary materials are well organized,of high quality, and are useful in enhancinginstruction
Exercises align with district curriculum,state standards, skills, and assessments Women and minorities are featured inimportant roles Subject matter covers a spectrum ofaccomplishments and contributions by allgenders, races, and physical conditions All groups are presented in broad scope Pronouns and descriptors of both genders areused equally
Alignment with district curriculum, statestandards, skills, and assessments (2) Nouns, adjectives, terms, and illustrations arenon-stereotypical and non-prejudicial Children of both genders and various culturesand physical conditions use the materialswithout feeling excluded, estranged, ordiminished References and timelines feature eventsthroughout various parts of the world
Important Caveats about Textbooks The textbook is a guide—you do not have tofollow it word for word; choose exercisesjudiciously The best teachers supplement the materialfound in textbooks Teachers add to the textbook Teachers decide to teach some things later Teachers often supplement the textbook withtheir own material
Then Now Learn about grammar Textbook as curriculum Teachers-presenter Synthetic situation fromtextbook Students “turn in” work Use the language Thematic units/authenticresources Students—doer, creator Personalize real world tasks Learners create to “share andpublish” for an audience morethan the teacher
Evaluate the exercise What is the purpose? Sometimes a drill can be helpful butrecognize that it does not further realcommunication Exercises need a context
Evaluate the Content What is age appropriate? What is levelappropriate? What is culturallyappropriate?
Performance-based tasks Why do we want students to doperformance-based tasks? What do performance-based tasks showabout a student’s learning? How are they better than just pencil andpaper tests?
Look at this exerciseMaster the following phrases
Evaluate the exercise? What is the purpose? Sometimes a drill can be helpful butrecognize that it does not further realcommunication Exercises need a context
Writing ExampleThis coming Friday is your friend Marys 17th birthday. You are trying toorder a birthday cake on line for her birthday party of 20 people. Pleasefill in the blanks with Chinese.
Evaluate the writing example What are some of the good features of thisexample? How can you modify it? What other kindsof writing examples can you do? Teachers can modify exercises to make themmore engaging
Evaluate a survey How does a survey aid communicationbetween students? What mode is it usually? What kind of things lend themselves tosurveys?
InterpretiveStudents listen to an introduction from the tour guide at the Chengdu PandaResearch base-- concerning the educational functions of the Base-- keeping the public aware of the status of endangered species--necessity of conservation of natural habitats-- human conservation behavior--essential needs of the captive collectionLearning Scenario
(interpersonal mode) Students discuss in a group of 2ways to promote awareness of saving the endangeredpandas (presentation mode) resulting in a brochure for pandaadoption for the students in the New Haven ChineseHeritage School.Learning Scenario 2