CLDTA Digital Tools in Curriculum_20140504

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CLDTA Digital Tools in Curriculum_20140504

  1. 1. 使用與課程結合的數位工具 劉仁佩 20140504 http://goo.gl/ibm6Iv
  2. 2. 規劃課程 課前準備 課中 課後複習 Jenpei Chao 2
  3. 3. 訂目標 Proficiency Level 聽、說、讀、寫? 架構班級平臺 規劃課程 Jenpei Chao 3
  4. 4.  Set exit level  Understand entrance level Student’s Proficiency Level Jenpei Chao 4
  5. 5. A face to face or telephonic interview An assessment of functional ability A criterion-referenced evaluation Utilized a standardized structure and protocol  Is adaptive and conversational What is an OPI? Oral Proficiency Interview Jenpei Chao 5
  6. 6. The ACTFL Proficiency Guidelines 2012 Jenpei Chao 6
  7. 7. OPI Superior Advanced High Mid Low Intermediate High Mid Low Novice High Mid Low OPI的等級 Jenpei Chao 7
  8. 8. OPI 的 標 準 Functions Context/ Content Text Type Accuracy
  9. 9. • No pattern of errors in basic structures. Errors virtually never interfere with communication or distract the interlocutor. Superior • Can be understood without difficulty by speakers unaccustomed to dealing with non- native speakers. Advanced • Can be understood, with some repetition, by speakers accustomed to dealing with non- native speakers. Intermediate • May be difficult to understand, even for speakers accustomed to dealing with non- native speakers. Novice Accuracy/Comprehensibilit y Jenpei Chao 9
  10. 10. Superior • Extended discourse Advanced • Oral paragraphs/Connected discourse Intermediate • Discrete sentences and strings of sentences Novice • Individual words, phrases, and lists Text Type Jenpei Chao 10
  11. 11. Novice Intermediate Advanced Superior Functions Jenpei Chao 11
  12. 12. Novice Intermediate Advanced Superior Context/Content Jenpei Chao 12
  13. 13. Entrance level? Exit level? 我的學生的程度? http://rogue478.deviantart.com/art/anime-thinking-boy-108847417 Jenpei Chao 13
  14. 14. 架構平臺 Jenpei Chao 14
  15. 15. Why I want to have an online platform? What I want to put/include? Does it serve students or parents? Ask Myself, Jenpei Chao 15
  16. 16. 訂目標 Be able to Task completion 安排上課流程 製作簡報、學習單、教具 課前準備 Jenpei Chao 16
  17. 17. Students are able to express what they want for breakfast, lunch or dinner. Students are able to serve meal. Task: serve dinner to a friend 教學目標-食物單元 Jenpei Chao 17
  18. 18. 上課流程  復習  Complete the task  Share the result 上課簡報 學習單 教具 作業 課前準備 Jenpei Chao 18
  19. 19. Task demonstrate Complete share Review structure vocabulary Jenpei Chao 19
  20. 20. OCAC games Stroke order  教育部  雄老師 (可離線) Educreations Dropbox Google Drive iSpring Free VoiceThred PC Jenpei Chao 20
  21. 21. 筆順學習網 雄老師筆順練習 CamScanner Decide Now Roundom Scrawler I Class Dojo Dropbox Google Drive IPad App Jenpei Chao 21
  22. 22. Jenpei Chao 22 執行數位工具注意事項 事前準備 設想突發狀況 落實課室管理
  23. 23. 事前準備 規劃教室擺設 檢查數位設備 考慮教學流程 Jenpei Chao 23
  24. 24. Jenpei Chao 24 設想突發狀況 網路斷線 是否能 離線使用 設備失靈 是否能以其它 工具取代
  25. 25. Jenpei Chao 25 落實課室管理 教師示範 確定學生了解規則
  26. 26. 主題:玩具 教學目標: 學生能說出自己有的玩具 學生能詢問朋友有的玩具 核心任務:去朋友家玩的角色扮演 分享:我的一堂課 Jenpei Chao 26
  27. 27.  前任務:暖身/復習  主任務  環節一:句型一(我有/沒有。)(以學過的詞彙帶入新句型)  環節二:新詞彙(以句型帶入新詞彙)(學生分三組練習)  環節三:句型二(你有沒有⋯?)(學生分三組練習)  環節四:學生互相訪問  環節五:角色扮演  後任務:學生回家完成錄音作業 教學大綱 Jenpei Chao 27
  28. 28.  班級網站內容  投影片  數位工具  學習單  家庭作業 課前製作 Jenpei Chao 28
  29. 29. Jenpei Chao 29
  30. 30. Jenpei Chao 30
  31. 31. Jenpei Chao 31
  32. 32. 錄音作業 Jenpei Chao 32
  33. 33. 問題與討論 Jenpei Chao 33
  34. 34. 謝謝各位! 敬請批評指教! 劉仁佩 jenpeichao@gmail.com

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