The use of digitized lessons and online tech tools are gradually transforming the landscape of K–12 education. This presentation will introduce the concepts of blended learning and flipped instruction, and show how the Chinese American International School (CAIS) and the Chinese program at Lakeside School are developing a set of “flipped classroom” digitized online lessons in Mandarin Chinese to supplement traditional classroom instruction. This demonstration will also model modes of delivery to students and formative assessment techniques delivered via learning management systems. The presentation will conclude with ramifications for improving the learning experience for students as well as thoughts for continued development in blended learning for Chinese programs. Speaker: Cheyenne (Xiaoyun) Zhang Matthewson is a Chinese instructor at Lakeside Upper School in Seattle, teaching beginning to advanced level Chinese. She has presented at ACTFL and at the NCLC on teaching advanced level Chinese in high schools and on building a high-functioning Chinese program in a secondary school setting. She has served on the board of directors for the CLTA -Washington State since 2012. Adam Ross has taught Chinese language in both K-12 and university settings for over 20 years, and is presently working as Program Manager for Digital Chinese Initiatives at the Chinese American International School (CAIS) in San Francisco. In addition to his work in schools, he has led numerous workshops in starting and building Chinese language programs and in using online tools to support student learning in Chinese classes. He also has served as a Team Leader consultant for many STARTALK student and teacher programs across the US.

1. Blended Learning and Flipped Instruction in
K-12 Chinese Instruction
CHEYENNE ZHANG MATTHEWSON Lakeside School
ADAM ROSS Chinese American International School

2. What is “Blended Learning”?
Blended
learning
is
a
formal
educa1on
in
which
a
student
learns…
§ at
least
in
part
through
online
learning
§ with
some
element
of
student
control
over
1me,
place,
path,
and/or
pace
§ at
least
in
part
in
a
supervised
brick-­‐and-­‐mortar
loca1on
away
from
home
§ modali1es
along
each
student’s
learning
path
within
a
course
or
subject
are
connected
to
provide
an
integrated
experience

3. What is a “Flipped Classroom”?
A flipped classroom is a course or subject in
which students participate in online
learning of new material in place of
traditional homework, and then attend a
brick-or-mortal school for face-to-face,
teacher-guided practice or projects, with
an emphasis on engaging in student-
centered activities.

4. Flipped Classrooms, visualized
Source: Knewton http://www.knewton.com/flipped-classroom/

5. One Force behind the Concept of
Flipped Classroom
In May of 2011, Bill Gates visited Steve Jobs at his
Palo Alto home.
“Jobs asked some questions about education, and
Gates sketched out his vision of what schools in
the future would be like, with students watching
lectures and video lessons on their own while
using classroom time for discussions and problem
solving.”
- Steve Jobs by Walter Isaacson, p. 553

6. Flipped Classrooms, a metaphor...

7. Pros for Flipped Classrooms
§ Students can do basic learning at their own pace.
§ Students who need more help can get it during
class pair/group work.
§ Allows opportunities for students who are
absent to not get disconnected. Students can
always review flipped material as needed.
§ Students won’t “get stuck” doing traditional
homework at home. They will be doing the
equivalent of “homework” in class, with the
teacher available to help as needed.

8. Pros for Flipped Classrooms
§ Kids come with better questions when they
come for extra help, rather than just saying “I
don’t understand.”
§ Easier to track who is more prepared and who is
not. Kids DO have the motivation not to appear
like fools and are more likely to come prepared.
§ Didn’t expect that kids think that we care about
their learning – students actually say that since
we spend so much time compiling these
resources.

9. Challenges of Flipped Classrooms
§ Making videos is time consuming, and
teachers have to fight against perfectionist
qualities to complete videos when one is
getting started.
§ Teachers making this leap into flipping the
classroom should anticipate how much time
and effort it takes to “bump up our game” in
this way.

10. Challenges of Flipped Classrooms
§ Making sure that students master their learning
can sometimes be challenging.
§ Some students may need more scaffolding in
class and extra help out of class.
§ Going deeper into topics won’t work if students
haven’t mastered the basics.
§ Some students don’t watch with as much
intention, and don’t necessarily get as much out
of the videos as those who really focus on the
content.

11. Important Components of
Flipped Lessons
§ Imperative to have a short check-up to keep
students accountable, i.e., short quizzes, check-
ups or other formative assessment.
§ It is useful to manage flipped units via an LMS
(Learning Management System).

12. CAIS DCI
Digital Chinese Initiatives Project
§ Flipped Classroom Videos to Review and Augment Chinese
Language Content
§ Online Assessment Tasks to Check Understanding, often
involving spoken work
§ “10 Important Sentence Patterns” and Videos for Remedial
Work on Common Student Errors
§ Work with 4th Grade Math curriculum
§ Flipped Unit for 8th Grade Chinese

13. Blended Content
for the DCI Project at CAIS
§ Flipped Classroom Videos on Vimeo
§ Google Docs/Forms
§ Student Assessments – creating
sound files on Vocaroo, Quizlet
practice, etc.
§ Learning Management Systems
§ Edmodo
§ Google Classroom
§ Haiku

14. Benefits
of
a
Blended
Approach
§ More
opportuni1es
for
input,
review
and
remedia1on.
§ Students
are
required
to
produce
more
output
in
Chinese
§ Students
can
use
laptops/iPads
for
useful
prac1ce
• Students
prac1ce
to
become
how
to
become
beIer
Digital
Ci1zens

15. Benefits
of
a
Blended
Approach
§ Research
has
shown
students
with
differing
learning
styles
can
benefit
from
a
variety
of
approaches,
and
student
can
pace
how
much,
when
and
how
oNen
they
take
in,
though
these
benefits
actually
are
are
difficult
to
measure.
§ Parents
can
have
some
sense
of
what
their
children
are
working
on
in
Chinese.

16. Blended Learning Transforming
Classroom Work
§ The
more
that
students
can
engage
with
material
at
home
via
online
modules,
the
more
teachers
can
design
student-­‐centered
task-­‐
based
learning
in
the
classroom.
§ Online
learning
does
not
subs1tute
for
classroom
teaching,
but
allows
it
to
be
REDEFINED
and
MODIFIED
in
ways
that
can
be
quite
transforma1onal
§ SAMR
Model

18. Tools for Video Making
¡ Camtasia Studio

19. Tools for Video Making
¡ Educreations (iPad App)

20. Tools for Video Making
¡ SMART Recorder for SmartBoards

21. Tools for Video Making
¡ MS Power Point

22. Lakeside Chinese
Sample Video - Grammar

23. Follow-up At-Home Practice for
除了…以外 Video
Translate Chinese sentences into English and English sentences in Chinese.
1. 除了我弟弟以外，我们家谁都不玩电子游戏。
2. 除了我弟弟，我们家谁都喜欢看电视。
3. 除了两件毛衣，我还买了一条裤子和一双鞋子。
4. We all went to the movies except for my mom.
5. In addition to playing soccer and football, I also swam and played golf last
weekend.
6. Other than hello and goodbye, I can’t say anything in Spanish.

24. Class Practice
– scaffolding upward
Complete the following sentences based on your own experience:
1. 除了中文以外，我____________________________________。
2. 除了西雅图以外，我__________________________________。
3. 除了湖畔学校以外，__________________________________。
4. ________________________， 他还喜欢吃印度菜和墨西哥菜。
5. ________________________， 他都没去过外国的地方旅行。
6. _________________________，我什么都不想吃。

25. Pair Work Practice
- students creating with language
Use 除了…以外 to make a statement for each of the following situation.
1. You little brother is the only person in your family who can speak Chinese.
2. Everyone in your family likes to watch TV except for your sister.
3. Last night your mom is the only one who hasn’t seen the movie.
4. Your grandpa can speak several foreign languages including Japanese,
German and French.
5. You only have one male teacher this year, Mr. Smith.
6. Everyone watched Super Bowl, but not Zhang Laoshi. It’s because she
doesn’t know anything about American football!

26. Lakeside
Chinese
Sample
Video
–
Giving
Direc1ons

27. ¡ 从湖畔学校到Helene Madison 游泳池怎么走？
Lakeside Chinese
Follow-up At-Home Practice

28. Lakeside Chinese
Meaningful Practice in Class
You are staying at the San Francisco Hilton near Chinatown. You are
going to give directions to a nearby destination from the Hilton to
your partner, but not reveal the destination. Your partner will
follow your directions on their own map. Yell out 到了！when your
partner successfully identifies where you have directed him/her.

29. Sample Video –
CAIS 4th Grade Math

30. Flipped Classroom in Action

31. Positive Outcomes
in our Flipped Classrooms
¡ Good
feedback
from
students
–
students
find
it
fun
to
engage
in
and
reinforce
their
learning
using
online
tools
¡ Parent
tracking
and
opportuni1es
for
parents
to
help
their
kids
review
at
home…even
if
they
don’t
speak
Chinese.
¡ More
opportuni1es
for
student
prac1ce
outside
of
the
classroom,
and
to
take
more
direct
ownership
in
their
learning.
¡ Students
are
becoming
more
familiar
with
using
tech
to
support
their
learning.
¡ Our
classes
genuinely
feel
more
student-­‐centered.

32. Ques1ons
and
Discussion

33. Online Resources for Flipping the Classroom & Blended Learning
Heather Clydesdale, Asia Society Chinese Language Matters
“Simple Machine” (“Flipping the Classroom Propels Learning” Part 1 of 2)
http://asiasociety.org/china-learning-initiatives/simple-machine
“Flipped Learning in Motion” (“Flipping the Classroom Propels Learning”
Part 2 of 2)
http://asiasociety.org/china-learning-initiatives/flipped-learning-motion
The above two articles quote extensively from Chinese teachers who have
flipped their classes, and serve as good food for thought for working toward
creating a flipped Chinese lesson.
Dean N. Shimamoto, University of Hawaii
“The Flipped Classroom: Traditional Education Turned Upside-Down”
http://www.kokuamai.com/test/flipped/
This is a project of a former University of Hawaii graduate student, and is an
excellent resource to begin planning for flipping a class. Many links to other
useful tools and resources.

34. Online Resources for Flipping the Classroom & Blended Learning
Flipped Institute
“How to Flip Your Classroom”
http://flippedinstitute.org/how-to-flip
Includes many useful PDF guides on various topics pertaining to
flipping one’s class.
Flipped Learning Network
http://flippedlearning.org/
The FLN hosts an annual conference on Flipped Learning in July.
FlippedClass.com, Flipped Learning Toolkit:
http://flippedclass.com/learntoflip/flipped-learning-toolkit/
Several “flipped videos” for teachers about flipping one’s classroom,
by Jon Bergmann and Aaron Sams, who were among the first teachers
in the US to flip their classes.

35. Online Resources for Flipping the Classroom & Blended Learning
Knewton Flipped Classroom Infographic
http://www.knewton.com/flipped-classroom/
Infographic on flipped classrooms, potentially useful to share with
students and parents.
Blended Learning from the Clayton Christensen Institute
http://www.christenseninstitute.org/blended-learning/
Resources on blended learning models, with downloadable worksheets
for educators.
Blended Learning MOOC from the Khan Academy and the Clayton
Christensen Institute
https://www.khanacademy.org/partner-content/ssf-cci/
Video series on implementing blended learning models in school
programs.

36. 谢谢！
Cheyenne Zhang Matthewson
cheyenne.matthewson@lakesideschool.org
Adam Ross
a_ross@cais.org