Leveraging Online Resources for Learning Collaboration in  Chinese Classrooms 21 st   Century Digital Transformation  in  ...
<ul><li>Inspired by  </li></ul>a. Critical Thinking <ul><li>Overarching Objective  </li></ul>3. 4 C’s – 21 st  Century Lea...
North Carolina: Durham Academy
New York: Lower East Side Prep HS
Colorado: Global Village Academy
North Carolina  -   Process Description Backward Design 1. clear learning objectives 2. can-do statement Learning Activiti...
North Carolina  -   Backward Design <ul><li>Objective : focus on all 3 communicative modes </li></ul><ul><li>I can – </li>...
North Carolina  -   Learning Activities <ul><li>Research - to establish a pre-learning baseline </li></ul><ul><li>2.  Inte...
North Carolina  -   Assessment …  more  I-can  statements: 1. verbally retell the story in proper sequence –  using the Ch...
North Carolina  -   Implementation Framework <ul><li>Each student completed a Chinese New Year research project as follows...
North Carolina  -   The Presentations
North Carolina  -   The Presentation Tools PPT Wheel Scratch Model Poster Board WIX KeyNote PPT Picture Book KeyNote iMovi...
North Carolina  -   The Presentations Example: 1. 2. zodiacAnimals.ppt
North Carolina  -   The Activities <ul><li>Three types of Learning Activities </li></ul><ul><ul><li>1. autonomous learning...
North Carolina  -   The Activities Autonomous Learning Activities  explored the question: 我 們 怎 麼 過 年 ?  /  我 们 怎 么 过 年 ? ...
North Carolina  -   The Activities Collaborative Learning Activities  – learned from each other: <ul><li>visit and learn f...
North Carolina  -   The Activities Communicative Interaction Learning Activities  <ul><li>Synchronous  communication with ...
North Carolina  -   The Activities Communicative Interaction Learning Activities  <ul><li>Asynchronous  communication with...
North Carolina  -   The Assessment <ul><li>The  formative   assessment –   </li></ul><ul><li>observed in all the cultural ...
Summary:  formative vs. summative Formative Summative  The  purpose To enhance learning To allocate grades The  goal To im...
New York  -  Greeting from Ruan LaoShi
New York  – Design Classroom Learning Activities <ul><li>Activity topic:  Chinese couplets </li></ul><ul><ul><li>Origin </...
New York  – Design Online Collaborative Activities <ul><li>GoogleDocs:  Select/post questions online for preparation </li>...
Colorado – Design Classroom Learning Activities Activity topic:  12 Zodiac Animals <ul><li>Learning Chinese zodiac songs <...
Colorado – Design Classroom Learning Activities Planning:  12 Zodiac Animals Focus: interpersonal communication Topic: Chi...
Colorado – Design Classroom Learning Activities Sample Zodiac story created by a student
Colorado – Design Online Collaborative Activities <ul><li>CLEAR : NC students about Chinese Zodiac </li></ul><ul><li>CLEAR...
Colorado – Students Feedback <ul><li>Questionnaire  </li></ul><ul><li>12 out of 15 students like cooperation learning acti...
Reflection  –  Best Practices <ul><li>Motivation: </li></ul><ul><ul><li>topic </li></ul></ul><ul><ul><li>curiosity </li></...
Reflection  –  Best Practices <ul><li>Standards: </li></ul><ul><ul><li>5 C’s (National Foreign Languages Standards) </li><...
Reflection  –  Lessons Learned & more Growth <ul><li>Video Conversation #1 </li></ul>Video Conversation #2
Reflection  –  Lessons Learned & more Growth <ul><li>Factors that affect CO-NY video conversations –  </li></ul><ul><li>Co...
Reflection  –  Lessons Learned & more Growth <ul><li>Student-Centered: </li></ul><ul><ul><li>students take terms to lead/c...
Rubrics  – 5 C’s Standards
Rubrics  – Presentational Rubric * Based on AP Chinese Exam Free Response Rubrics
<ul><li>Teaching Beyond Borders Wikispaces  : </li></ul><ul><li>https://teachingbeyondborders.wikispaces.com/home   </li><...
Online Resource For  LEARNING COLLABORATION  in Chinese Classroom 徐佳音  阮勇強  于海清 Joanne Shang Henry Ruan Louisa Yu 合作老師 : 請...
 
Overarching Objective <ul><li>To provide the students the opportunity to ~  </li></ul><ul><li>acquire knowledge of the Chi...
Effective Writing in Chinese – transforming novice to Intermed-Lo 請不吝賜教  ! 踴躍分享 ! [email_address] xiè  xie 謝謝  !
The Results
Strategy Observation (1) <ul><li>guided questions </li></ul><ul><ul><li>help students organize </li></ul></ul><ul><ul><li>...
Reference— <ul><li>陈立芬《华语文教学导论》第 259-280 页,三民书局, 2009 年三月 </li></ul><ul><li>陈贤纯《对外汉语教学写作课初探》 , 《语言教学与研究》 2003 年第 5 期 </li>...
EFFECTIVE USE OF  POWERPOINT  IN CSL CURRICULUM Joanne Shang  徐佳音 [email_address] Durham Academy
Please note that the clip arts used in this presentation are strictly for  educational purpose  and are not intended to be...
Bandura: Modeling/ Observational Learning Monkey see,  monkey do
List of previously-learned sentence patterns <ul><li>Subject +  除了  + V. + Obj.1 +  以外 ,  还  + V. + Obj.2 </li></ul><ul><l...
List of previously-learned sentence patterns <ul><li>Subject +  除了  + V. + Obj.1 +  以外 ,  还  + V. + Obj.2 </li></ul><ul><l...
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H. Ruan, J. Shang, L. Yu: Leveraging Online Resources for Collaborative Learning in Chinese Classrooms (X1)

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Participants will discuss the principles and implementation of a Web 2.0–enabled collaborative learning program that exists between three groups of middle and high school students, each at a different geographic location, facilitated by a combination of delivery modes and teaching and learning styles. Participants will examine student-centered learning activities that support the three communicative modes (interpretive, interpersonal and presentational), and through formative and summative methods will assess students’ task-based performance of the four skills of listening, speaking, reading and writing. Participants will co-develop a backward design with scaffolding and spiraling strategies, and will go home with working templates from the project, along with sample lesson plans, student works and other material to enhance the teaching practice.

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  • Guided questions helps students organize their writings the more detailed the guided questions are stated, the more detailed contents students will be able to provide on their own. The additionally add-on grammar list helped refresh students’ memory when they got limited time to produce their writings.
  • Guided questions helps students organize their writings the more detailed the guided questions are stated, the more detailed contents students will be able to provide on their own. The additionally add-on grammar list helped refresh students’ memory when they got limited time to produce their writings.
  • Guided questions helps students organize their writings the more detailed the guided questions are stated, the more detailed contents students will be able to provide on their own. The additionally add-on grammar list helped refresh students’ memory when they got limited time to produce their writings.
  • The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
  • For illustration, listed below is the process description of one of the selected topics - Zodiac :
  • 1. research the background story in advance (to establish a pre-learning baseline) 2. read and listen to Group CO’s output (as comprehensible input to enforce learning from a cultural aspect) 3. watch/read about the etymology of the characters for the zodiac animals 4. reproduce the proper writing of the characters for the zodiac animals 5. play ‘guess the age’ game in pairs to practice figuring out the age from any given zodiac animal
  • 1. (can) verbally retell the story in proper sequence and use the Chinese words for the animals 2. (can) dictate the names of the animals, or label the animals correctly and independently 3. (can) ask/answer basic questions regarding the names and colors of the animals 4. (can) figure out the age of someone based on the zodiac glue 5. (can) ask about people’s zodiac animal (ask 3 native speakers outside of class)
  • Due to the scheduling constraint, the North Carolina team and the Colorado team were unable to communicate in real time. We have taken the asynchronous approach to resolve this challenge by pre-recording a set of conversation-like prompts in MSU-CLEAR tool . This is similar to the AP Chinese Free Response problem using the Conversation format. MSU-CLEAR Conversation supports both video and audio. Had the teams have access to web-camera, the video would have been implemented. Here is a collection of the evidence of the asynchronous communication between the NC and CO teams.
  • The formative assessment can be observed by the students&apos; active participation in all the cultural activities while learning about the significance in each activity. We learned about the key vocabulary and phrases associated with each activity. The summative assessment was integrated with our regular chapter test in which a &apos;cultural knowledge&apos; section was dedicated to the language acquisition from this project. The NC team recognized that Performance-based assessment activities, in fact, are the performance-based learning activities.
  • The formative assessment can be observed by the students&apos; active participation in all the cultural activities while learning about the significance in each activity. We learned about the key vocabulary and phrases associated with each activity. The summative assessment was integrated with our regular chapter test in which a &apos;cultural knowledge&apos; section was dedicated to the language acquisition from this project. The NC team recognized that Performance-based assessment activities, in fact, are the performance-based learning activities.
  • The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
  • The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
  • The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
  • The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
  • The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
  • The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
  • The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
  • The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
  • Skype/CLEAR: conferencing opened ways to communicate with other students/learners Voki: Personal touch/self expression Curiosity: others are learning from you, motivation Pair couplets: artifacts/ evidence to be posted , got smthg advanced, They learned something: not a waste of time workin w/ nc &amp; co, had our english been this good after 9 months Attitude: beyond predefined topics. Sharibility: what we learned. Nc’s presentation: inspiring (at such young age; analysis, style) promote more in depth reflection , 有潛移默化。 Influence: impact the way of thinking, deepen In addition to laguage level, bkgd diff, More student less focused. Small setting works better..
  • NC communications (1.1, 1.2, 1.3): interpretive, interpersonal, presentational 2. culture (2.1, 2.2): product &amp; practice 3. connection (3.1, 3.2): math, technology 4. community (5.1, 5.2): beyond classroom, life-long learning for enjoyment/enrichment 5. comparison (4.2): east vs. west, e.g. zodiac/horoscope, traditions, dragons, calligraphy NY Standards Targeted 1.3 Presentational Communication 2.1 Practices of Culture 3.1 Furthering Connections 5.1 School and Community 5.2 Life-long Learning
  • Students take leads: Make interaction even more effective/meaningful: let students organize Coaching: NY – stay away from ‘ 為什麼 ’ question when speaking w/ novice level kids. NC - asked about ‘lacrosse’ during conversation… really wanted to interject, but did not – lack of confidence. And the student himself added this for reflection.
  • Students take leads: Make interaction even more effective/meaningful: let students organize Coaching: NY – stay away from ‘ 為什麼 ’ question when speaking w/ novice level kids. NC - asked about ‘lacrosse’ during conversation… really wanted to interject, but did not – lack of confidence. And the student himself added this for reflection.
  • Students take leads: Make interaction even more effective/meaningful: let students organize Coaching: NY – stay away from ‘ 為什麼 ’ question when speaking w/ novice level kids. NC - asked about ‘lacrosse’ during conversation… really wanted to interject, but did not – lack of confidence. And the student himself added this for reflection.
  • The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
  • The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
  • Guided questions helps students organize their writings the more detailed the guided questions are stated, the more detailed contents students will be able to provide on their own. The additionally add-on grammar list helped refresh students’ memory when they got limited time to produce their writings.
  • H. Ruan, J. Shang, L. Yu: Leveraging Online Resources for Collaborative Learning in Chinese Classrooms (X1)

    1. 1. Leveraging Online Resources for Learning Collaboration in Chinese Classrooms 21 st Century Digital Transformation in Education ~ Arne Duncan
    2. 2. <ul><li>Inspired by </li></ul>a. Critical Thinking <ul><li>Overarching Objective </li></ul>3. 4 C’s – 21 st Century Learning https://teachingbeyondborders.wikispaces.com/home 21st Century Collaborative Learning Beyond Borders Project b. Collaboration c. Creativity d. Communication
    3. 3. North Carolina: Durham Academy
    4. 4. New York: Lower East Side Prep HS
    5. 5. Colorado: Global Village Academy
    6. 6. North Carolina - Process Description Backward Design 1. clear learning objectives 2. can-do statement Learning Activities 1. foster positive experience 2. technology to facilitate Student-centered 1. research – own subtopic choice 2. create – own medium choice 3. present – own style choice
    7. 7. North Carolina - Backward Design <ul><li>Objective : focus on all 3 communicative modes </li></ul><ul><li>I can – </li></ul><ul><li>actively acquire the literacy of the 12 zodiac animals </li></ul><ul><li>identify the zodiac animals by </li></ul><ul><li>speaking/reading/listening/writing in target language </li></ul><ul><li>to communicate the proper sequence of the </li></ul><ul><li>12 zodiac animals in target language </li></ul><ul><li>4. to explain the significance of computing one’s age </li></ul><ul><ul><li>by the zodiac animals </li></ul></ul>
    8. 8. North Carolina - Learning Activities <ul><li>Research - to establish a pre-learning baseline </li></ul><ul><li>2. Interpret Comprehensible input – </li></ul><ul><li>a. Read and Listen to NY’s and CO’s output </li></ul><ul><li>b. watch/read about the etymology of the characters </li></ul><ul><li> for the zodiac animals </li></ul><ul><li>3. Create / Present - </li></ul><ul><li>a. reproduce the proper writing of the characters </li></ul><ul><li>b. create representation of learned knowledge and </li></ul><ul><li>c. present in class </li></ul><ul><li>4. Play ‘guess the age’ game </li></ul>
    9. 9. North Carolina - Assessment … more I-can statements: 1. verbally retell the story in proper sequence – using the Chinese words for the animals 2. dictate the names of the animals, or label the animals correctly and independently 3. ask/answer basic questions regarding the names and colors of the animals 4. ask about people’s zodiac animal – ask 3 native speakers outside of class 5. figure out the someone’s age by zodiac
    10. 10. North Carolina - Implementation Framework <ul><li>Each student completed a Chinese New Year research project as follows: </li></ul><ul><li>1. exploration: explored and research for a specific New Year topic, </li></ul><ul><ul><li>e.g. legends, zodiacs, dragon, firecracker, spring couplets, etc. </li></ul></ul><ul><li>2. prospectus: planned, designed and proposed </li></ul><ul><li> the outline of the topic content </li></ul><ul><li>3. production: compiled the findings and produced a final product </li></ul><ul><li> in their self-chosen multimedia format </li></ul><ul><li>4. presentation : presented the products in class </li></ul>
    11. 11. North Carolina - The Presentations
    12. 12. North Carolina - The Presentation Tools PPT Wheel Scratch Model Poster Board WIX KeyNote PPT Picture Book KeyNote iMovie PPT
    13. 13. North Carolina - The Presentations Example: 1. 2. zodiacAnimals.ppt
    14. 14. North Carolina - The Activities <ul><li>Three types of Learning Activities </li></ul><ul><ul><li>1. autonomous learning </li></ul></ul><ul><ul><li>2. collaborative learning </li></ul></ul><ul><ul><li>3. communicative interaction </li></ul></ul>
    15. 15. North Carolina - The Activities Autonomous Learning Activities explored the question: 我 們 怎 麼 過 年 ? / 我 们 怎 么 过 年 ? 1. first hand learning experience from Calligraphy: 書法;书法 * to Write Couplets: 寫春聯 ;写春联 2. first hand learning experience from Paper-folding: 摺紙 ; 折纸 * to Paper-cutting: 剪纸 ; 剪紙 * to 3D ornament: 立體掛飾 ;立体挂饰 3. first hand learning experience from Firecrackers: 鞭炮 ;鞭炮 * to Eat watermelon seeds: 吃瓜子 ;吃瓜子 * to Receive Red packet: 拿紅包 ;拿红包 4. first hand learning experience from Gone shopping for the New Year: 辦年貨 ;办年货
    16. 16. North Carolina - The Activities Collaborative Learning Activities – learned from each other: <ul><li>visit and learn from each team's Presentation page: NY , CO </li></ul><ul><li>2. share or participate in activities posted on the Activities page: NY , CO </li></ul><ul><li>3. self-assess what we learn from other teams efforts: NY , CO </li></ul>
    17. 17. North Carolina - The Activities Communicative Interaction Learning Activities <ul><li>Synchronous communication with NY </li></ul>NY’s perspective NC’s perspective
    18. 18. North Carolina - The Activities Communicative Interaction Learning Activities <ul><li>Asynchronous communication with CO </li></ul>Chanon Allen Anthony
    19. 19. North Carolina - The Assessment <ul><li>The formative assessment – </li></ul><ul><li>observed in all the cultural activities </li></ul><ul><li>students' active participation </li></ul><ul><li>while learning about the significance in each activity. </li></ul><ul><li>The summative assessment – </li></ul><ul><li>was integrated with our regular chapter test in which </li></ul><ul><li>a 'cultural knowledge' section was dedicated to the culture and language acquisition from this project. </li></ul>
    20. 20. Summary: formative vs. summative Formative Summative The purpose To enhance learning To allocate grades The goal To improve To prove The method occurs throughout the learning process, allow teacher to make decisions and adjust continuously occurs at the end of a learning unit, monitor teacher's instruction based on student performance
    21. 21. New York - Greeting from Ruan LaoShi
    22. 22. New York – Design Classroom Learning Activities <ul><li>Activity topic: Chinese couplets </li></ul><ul><ul><li>Origin </li></ul></ul><ul><ul><li>Why to write couplets </li></ul></ul><ul><ul><li>How to write couplets </li></ul></ul><ul><li>Research/discussion </li></ul><ul><li>Reading/writing </li></ul><ul><li>product </li></ul>
    23. 23. New York – Design Online Collaborative Activities <ul><li>GoogleDocs: Select/post questions online for preparation </li></ul><ul><li>Consensus on the time schedule </li></ul><ul><li>CLEAR: CO and NC students about Chinese couplets </li></ul><ul><li>Skype : CO and NC students about Chinese New Year customs </li></ul><ul><li>Voki : Chinese couplets and Chinese food </li></ul>
    24. 24. Colorado – Design Classroom Learning Activities Activity topic: 12 Zodiac Animals <ul><li>Learning Chinese zodiac songs </li></ul><ul><li> http://www.youtube.com/watch?v=vWWZCWooKXQ </li></ul><ul><li>Writing Chinese zodiac characters </li></ul><ul><li>http://www.youtube.com/watch?v=1nZ8SUqkCx8&feature=related </li></ul><ul><li>Learning Chinese zodiac race story </li></ul><ul><li>http://www.creativechinese.com/wp-content/uploads/2011/01/ChineseNewYear.ppt </li></ul><ul><li>Creating students Chinese zodiac race stories content with currently learning topic </li></ul>
    25. 25. Colorado – Design Classroom Learning Activities Planning: 12 Zodiac Animals Focus: interpersonal communication Topic: Chinese zodiac topic Sub topic: Chinese New Year customs, Chinese food
    26. 26. Colorado – Design Classroom Learning Activities Sample Zodiac story created by a student
    27. 27. Colorado – Design Online Collaborative Activities <ul><li>CLEAR : NC students about Chinese Zodiac </li></ul><ul><li>CLEAR : NY students about Chinese New Year customs </li></ul><ul><li>Skype : NY group about Chinese New Year customs </li></ul><ul><li>Skype and Voki : NY about Chinese food </li></ul><ul><li>http://teachingbeyondborders.wikispaces.com/3.2+Activities </li></ul>
    28. 28. Colorado – Students Feedback <ul><li>Questionnaire </li></ul><ul><li>12 out of 15 students like cooperation learning activities. </li></ul><ul><li>12 out of 15 students want to do it again </li></ul><ul><li>12 out of 15 students think they can learn from these activities </li></ul>
    29. 29. Reflection – Best Practices <ul><li>Motivation: </li></ul><ul><ul><li>topic </li></ul></ul><ul><ul><li>curiosity </li></ul></ul><ul><li>Pick the right tool: Skype, CLEAR, VOKI, </li></ul><ul><ul><ul><ul><ul><li> VoiceThread, Glogster, </li></ul></ul></ul></ul></ul><ul><ul><ul><ul><ul><li> GoogleDoc, Wikispaces </li></ul></ul></ul></ul></ul><ul><li>Main Benefit: sharing, inspiring, learning </li></ul><ul><li>Students’ feedback: positive, beyond classroom </li></ul>
    30. 30. Reflection – Best Practices <ul><li>Standards: </li></ul><ul><ul><li>5 C’s (National Foreign Languages Standards) </li></ul></ul><ul><ul><li>4 C’s (21 st Century Skills) </li></ul></ul><ul><ul><li>NC </li></ul></ul><ul><ul><li>1. communications </li></ul></ul><ul><ul><li>(1.1, 1.2, 1.3) 2. culture (2.1, 2.2) </li></ul></ul><ul><ul><li>3. connection (3.1, 3.2) 4. comparison (4.2) </li></ul></ul><ul><ul><li>5. community (5.1, 5.2) </li></ul></ul><ul><ul><li>NY & CO </li></ul></ul><ul><ul><li>communications (1.2,1.3) – </li></ul></ul><ul><ul><li> Presentational Communication </li></ul></ul><ul><ul><li>2. culture (2.1) – Practices of Culture </li></ul></ul><ul><ul><li>3. connection (3.1) – Furthering connections 4. community (5.1, 5.2) – School and Community, </li></ul></ul><ul><ul><li>Life-long learning </li></ul></ul>
    31. 31. Reflection – Lessons Learned & more Growth <ul><li>Video Conversation #1 </li></ul>Video Conversation #2
    32. 32. Reflection – Lessons Learned & more Growth <ul><li>Factors that affect CO-NY video conversations – </li></ul><ul><li>Compare the two video experience </li></ul>The first time The second time Students numbers 9 17 Seating arrangement Circle Scattering Students level Novice-high to Intermediate-Low Novice-Low to Native speaker
    33. 33. Reflection – Lessons Learned & more Growth <ul><li>Student-Centered: </li></ul><ul><ul><li>students take terms to lead/coordinate </li></ul></ul><ul><li>Coaching: provide guidelines for students to </li></ul><ul><li>acquire more vocab and structures for </li></ul><ul><li>collaborative interactions </li></ul><ul><li>Be flexible: in switching codes, switching topics </li></ul><ul><li>Group size: <= 10 </li></ul><ul><li>Seating: circle </li></ul><ul><li>Language Levels within local group: <= 2 </li></ul><ul><li>Audio/Video consistency: All/None </li></ul>
    34. 34. Rubrics – 5 C’s Standards
    35. 35. Rubrics – Presentational Rubric * Based on AP Chinese Exam Free Response Rubrics
    36. 36. <ul><li>Teaching Beyond Borders Wikispaces : </li></ul><ul><li>https://teachingbeyondborders.wikispaces.com/home </li></ul><ul><li>Join us? </li></ul><ul><li>We are looking for collaborators for our next project…. </li></ul><ul><li>Questions? Comments? </li></ul>Visit Our Website:
    37. 37. Online Resource For LEARNING COLLABORATION in Chinese Classroom 徐佳音 阮勇強 于海清 Joanne Shang Henry Ruan Louisa Yu 合作老師 : 請不吝賜教 ! 踴躍分享 ! [email_address] [email_address] [email_address]
    38. 39. Overarching Objective <ul><li>To provide the students the opportunity to ~ </li></ul><ul><li>acquire knowledge of the Chinese language and culture via performance-based activities on thematic units of the Lunar New Year such as the </li></ul><ul><ul><li>Twelve Zodiac Animals, </li></ul></ul><ul><ul><li>Spring Couplets, </li></ul></ul><ul><ul><li>Dragon Dance, </li></ul></ul><ul><ul><li>Firecrackers, and </li></ul></ul><ul><ul><li>Traditions </li></ul></ul><ul><li>to achieve the following high order of learning:- </li></ul>
    39. 40. Effective Writing in Chinese – transforming novice to Intermed-Lo 請不吝賜教 ! 踴躍分享 ! [email_address] xiè xie 謝謝 !
    40. 41. The Results
    41. 42. Strategy Observation (1) <ul><li>guided questions </li></ul><ul><ul><li>help students organize </li></ul></ul><ul><ul><li>the more the better </li></ul></ul><ul><li>additional grammar list </li></ul><ul><ul><li>spiraling </li></ul></ul>
    42. 43. Reference— <ul><li>陈立芬《华语文教学导论》第 259-280 页,三民书局, 2009 年三月 </li></ul><ul><li>陈贤纯《对外汉语教学写作课初探》 , 《语言教学与研究》 2003 年第 5 期 </li></ul><ul><li>李晓琪《对外汉语阅读与写作教学研究》 ,2006 年 </li></ul><ul><li>罗青松《对外汉语写作教学研究》第 147-162 页,中国社会科学出版社 , 2002 年 </li></ul><ul><li>杨 俐 《外国人汉语过程写作》,北京大学出版社, 2009 年 </li></ul>
    43. 44. EFFECTIVE USE OF POWERPOINT IN CSL CURRICULUM Joanne Shang 徐佳音 [email_address] Durham Academy
    44. 45. Please note that the clip arts used in this presentation are strictly for educational purpose and are not intended to be distributed otherwise.
    45. 46. Bandura: Modeling/ Observational Learning Monkey see, monkey do
    46. 47. List of previously-learned sentence patterns <ul><li>Subject + 除了 + V. + Obj.1 + 以外 , 还 + V. + Obj.2 </li></ul><ul><li>除了 +Person 1+ 以外 , Person 2+ 也 V.+Obj. </li></ul><ul><li>Subject + 一边 + Activity1 + 一边 + Activity2 </li></ul><ul><li>Event+ 以后 / 以前… </li></ul><ul><li>Subject + V + O + V + 得 + degree adv. + adj. </li></ul><ul><li>Subject + 在 + Place + V. + Obj. </li></ul><ul><li>因为 + reason, 所以 + statement </li></ul>
    47. 48. List of previously-learned sentence patterns <ul><li>Subject + 除了 + V. + Obj.1 + 以外 , 还 + V. + Obj.2 </li></ul><ul><li>除了 +Person 1+ 以外 , Person 2+ 也 V.+Obj. </li></ul><ul><li>Subject + 一边 + Activity1 + 一边 + Activity2 </li></ul><ul><li>Event+ 以后 / 以前… </li></ul><ul><li>Subject + V + O + V + 得 + degree adv. + adj. </li></ul><ul><li>Subject + 在 + Place + V. + Obj. </li></ul><ul><li>因为 + reason, 所以 + statement </li></ul>

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