This session will focus on two main areas: 1) Best practices in the Pre-AP® Chinese Language and Culture classroom; 2) improving student performance on written presentational tasks using Understanding by Design in the AP® Chinese classroom. Participants will explore appropriate pre-AP activities that can be incorporated into lower-level Chinese language classes to effectively acquaint students with and prepare them for the goals and expectations of the AP Chinese Language and Culture course. Moreover, based on the concepts of Understanding by Design, participants will learn how to develop effective instructional strategies for written presentational tasks and how to assess students’ written responses in order to improve overall students performance in the AP Chinese classroom. The session will also invite interaction with attendees and will conclude with a question-and-answer period.
Speaker:
Lisa Podbilski is the World Language Department Chair and Upper School Chinese teacher at Louisville Collegiate School in Kentucky. She is in her 15th year of teaching Chinese and is the co-chair of the AP Chinese Language and Culture Development Committee. She is also currently servicing on the Board of Directors for the Chinese Language Association of Secondary-Elementary Schools (CLASS).
Lili Wong: As the first Chinese teacher in Central California since 1991, Lili has strong commitment to promoting Chinese language in the Central Valley of California and bringing forth the interest and attention of Chinese culture to her community. Lili earned her B.A. in English from Fu-Jen University in Taiwan and M.A. in Linguistics from California State University, Fresno. She has a Professional Clear Single Subject Credential in Chinese, a Professional Clear Multiple Subject Credential, a SDAIE Certificate (Specially Designed Academic Instruction in English), and a CLAD Certificate (Cross-cultural Language And Academic Development). Lili has been a teacher in Clovis West High School, Buchanan High School and Clovis Community College in California since 1991. Lili has also served as one of the Scoring Leaders in AP Reading since the launch of AP Chinese Exam in 2006. She is currently a Member of AP Chinese Language and Culture Committee.
This exercise tells us important things about ourselves. It reveals how we and others view our membership in a group. Understanding motivations gives us one key to determining how people will perform in ventures.
"Easy Steps to Chinese" series is designed for 5-12th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
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.
Asia Society PGL2012--Matt Nink--Collaborative Leadershipmnink
We often hear about “collaborative leadership” and “partnerships” without really knowing what catalyzes them and makes them grow. In this workshop participants will interact, engage, define, and walk away with the seven qualities of a collaborative leader. The component parts of leadership can be taught and cultivated among students, colleagues, and community partners. As educational communities needs to do more will less, having a working foundation of collaborative leadership will help teachers and administrators thrive in the 21st century.
This exercise tells us important things about ourselves. It reveals how we and others view our membership in a group. Understanding motivations gives us one key to determining how people will perform in ventures.
"Easy Steps to Chinese" series is designed for 5-12th grades Chinese students. This slide introduces the compilation idea of the books and provides sample lesson. Teachers and students speak highly of "Easy Steps to Chinese" series for its content and features.
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.
Asia Society PGL2012--Matt Nink--Collaborative Leadershipmnink
We often hear about “collaborative leadership” and “partnerships” without really knowing what catalyzes them and makes them grow. In this workshop participants will interact, engage, define, and walk away with the seven qualities of a collaborative leader. The component parts of leadership can be taught and cultivated among students, colleagues, and community partners. As educational communities needs to do more will less, having a working foundation of collaborative leadership will help teachers and administrators thrive in the 21st century.
Fulbright Classroom Teacher Exchange Program, Oct. 6 and 20, 2012
This session will introduce you to the "what, why, and how" of teaching for global competence. We will examine the importance of global education in today's world, unpack the definition and key aspects of global competence, and explore strategies and resources for integrating global competence into your teaching.
Guided Reading (GR) in English has been approved as an effective strategy of teaching reading skills such as fluency and comprehension. The presenters will discuss how Chinese as a Second Language (CSL) teachers can build up GR into Chinese reading instruction.
Part of 2012 EFLIS Primary InterSection Session With CALLIS & ICIS Friday, 30 March 2012 - PROMOTING UNDERSTANDING ACROSS CULTURES IN THE EFL CLASSROOM THROUGH CALL
Fulbright Classroom Teacher Exchange Program, Oct. 6 and 20, 2012
This session will introduce you to the "what, why, and how" of teaching for global competence. We will examine the importance of global education in today's world, unpack the definition and key aspects of global competence, and explore strategies and resources for integrating global competence into your teaching.
Guided Reading (GR) in English has been approved as an effective strategy of teaching reading skills such as fluency and comprehension. The presenters will discuss how Chinese as a Second Language (CSL) teachers can build up GR into Chinese reading instruction.
Part of 2012 EFLIS Primary InterSection Session With CALLIS & ICIS Friday, 30 March 2012 - PROMOTING UNDERSTANDING ACROSS CULTURES IN THE EFL CLASSROOM THROUGH CALL
Hiroshima JALT 2013 - Content Based InstructionBrent Jones
Content-Focused Language Instruction. Outline of content-focused approaches with examples drawn from the content-based English language program at Konan University, Hirao School of Management.
Estimados usuarios.
Bienvenidos a nuestro sitio virtual de la UNIVERSIDAD MAGISTER en Slide Share donde podrá encontrar los resultados de importantes trabajos de investigación prácticos producidos por nuestros profesionales. Esperamos que estos Mares Azules que les ponemos a su disposición sirvan de base para otras investigaciones y juntos cooperemos en el Desarrollo Económico y Social de Costa Rica y otras latitudes.
Queremos ser enfáticos en que estos trabajos tienen Propiedad Intelectual por lo que queda totalmente prohibida su reproducción parcial o total, así como ser utilizados por otro autor, a excepción de que los compartan como citas de autor o referencias bibliográficas. Toda esta información también quedará a su disposición desde nuestro sitio web www.umagister.com,
Disfruten con nosotros de este magno contenido bibliográfico Magister esperando sus amables comentarios, no sin antes agradecer a nuestro Ing. Jerry González quien está administrando este sitio.
Rectoría, Universidad Magister. – 2014.
International millennials: Language learners’ needs for successLearningandTeaching
In these slides, Ibtesam Hussein and Katie Schiffelbein share results from a survey conducted with University of Idaho faculty. The survey was designed to understand the challenges faculty face when working with international students and language learners, and their perceptions of students’ learning needs. Ibtesam and Katie investigated common teaching and learning strategies faculty used in their classes. Aligning faculty reported challenges and needs with findings from the literature and their own experience teaching English language learners, they share key strategies, making a distinction between faculty reporting and researched best practices.
Education Abroad and Formative Outcomes Assessment: What Professors Think The...CIEE
Students who define specific learning goals before studying abroad are more likely to learn deeply. Formative assessment, based on clearly defined shared learning goals, enhances both buy-in and learning. A brief review of recent research projects will be followed by a guided small-group practicum about defining objectives and choosing appropriate instruments.
Chinese Teacher Preparation in North America: Meeting the Growing Demand for K–16 Chinese Language Education (T8)
Speakers: Der-lin Chao, Mary Curran, Joe Wu
Speakers: Maggie Chen, Yuri Liu
As ACTFL has updated the national standards to promote World-Readiness language learning, language education nowadays is no longer about teaching what a language is like. Rather, it is to provide authentic input and meaningful practice to help learners develop a series of transferable skills, targeted in the ACTFL five “C” goal areas, which enable them to apply their language skills beyond instructional settings and according to a variety of situational needs. In this session, presenters will demonstrate how to establish an authentic and meaningful instructional setting (curriculum design, lesson plan, instructional activities, and materials) that is tightly connected to the ACTFL five “C” goals, in which learners improve their language skills (oral proficiency and literacy), applicable in real-life situations or workplaces. The presenters will also provide sample lesson plans, materials, and activities that can enhance learner engagement.
Speakers: Michelle Cheng, Li Ye
The impact of Standards-Based Grading (SBG) is not just limited to the grading system. It can actually change teachers’ instructional mindset, which in turn can affect everything teachers do in the classrooms. While many have heard about SBG, not many know how it can be implemented and what obstacles they may encounter. In this session, presenters will share firsthand experience in implementing SBG in their Chinese classrooms. From identifying the big ideas (the standards), what and how to measure performance to determining student success criteria, they will explain the steps involved and provide specific examples such as learning targets, unit design and assessments, and additional grading policies.
Speakers: Yuanyuan Lin, Dana Reijerkerk
Mastery of the Chinese characters could probably be considered as one of the most difficult and strenuous tasks for Chinese language learners. The present research is designed to address how Chinese characters are processed and organized in the cognitive approaches between memory and reasoning. In this session, presenters will share the findings, which divulge how fuzzy-trace theory benefits Chinese character learning and helps students to become more independent and effective language learners. The research also suggests that providing assistance to the students to form traces and visual-spatial analysis of the Chinese characters would significantly increase students’ performance. The research procedure, method, data, and results will be shared during the session. This session has implications for the daily classroom practices of using certain techniques to best acquire vocabulary in a second language.
Since 2012, Phoenix Tree Publishing has formed close partnerships with Hanban/Confucius Schools/Confucius Classrooms, local schools offering mandarin classes, and countless Chinese teaching organizations in North America to promote Chinese culture and language.
We work with teachers and administrators of schools with students ages ranging from 3 to 18 to create HSK test centers, build support centers, provide training and tutoring opportunities, and develop active, student-oriented learning environments.
Hanban/Confucius Institute Headquarters, as a public non-profit institution affiliated with the Chinese Ministry of Education, is committed to providing Chinese language and cultural teaching resources and services worldwide. It strives to satisfy the demands of Chinese learners around the world and contributing to the development of multiculturalism. The new HSK test was launched by exclusively by Hanban in an effort to better serve Chinese language learners, with different tests designed to serve the unique needs of students.
The new HSK is an international standardized exam that tests and rates Chinese language proficiency. It assesses non-native Chinese speakers’ abilities in using the Chinese language in their daily, academic and professional lives. HSK consists of six levels: from HSK Level I to HSK Level VI. For more information about the HSK tests, please visit http://english.hanban.org/node_8002.htm
New Practical Chinese Reader is a series starting from beginner’s level, designed for non-heritage learners. The pedagogical methodology uses language structure as the basis and combines it with functional and cultural knowledge. The third edition has 6 volumes and 30 books in total, including textbooks, workbooks, instructor’s manuals, companion readers, and tests and quizzes.
Chinese for Elementary School
Chinese for Elementary School is the first textbook designed exclusively for Chinese Immersion Programs in North America. Each grade contains book A and book B. Each book has 16 lessons. One lesson one week and 60-90 minutes class time each day (Adjustable). It aligns with 5C, ACTFL Proficiency Guidelines, and other national standards.
Systematic curriculum: synergy of literacy study and content subjects
Story-driven and activity-based: entertaining, instructional, and interactive
3-D teaching support: supplementary materials, teaching resources, and professional development programs.
Stories from China is a series of extensive reading textbooks compiled by local Chinese language teachers for intermediate/advanced Chinese students or self-learners.
This series introduces Chinese culture to foreigners and improves their Chinese reading skills while teaching Chinese culture. The textbooks use stories to present vividly and specifically the glorious traditional Chinese cultural points that foreigners are interested in.
This series is divided into 10 volumes, including volumes of history, geography, folk customs, myths and legends, traditional culture, traditional festivals, arts, Chinese language, literature, celebrities, etc. Each volume uses 10 stories to discuss a cultural topic.
The volume of traditional festivals introduces ten most important traditional Chinese festivals, including the Spring Festival, Yuanxiao Festival, Tomb-Sweeping Day, Dragon Boat Festival, the Night of Sevens, Mid-Autumn Festival, Double Ninth Festival, Winter Solstice, Laba Festival and Little New Year. Besides these, there are also cultural tips such as staying up all night on Spring Festival Eve, pasting the Spring Festival couplets, watching Spring Festival Gala, guessing the lantern riddles, 24 solar terms, Chinese people’s sense of reunion, the special meanings of the number “9” and the ancestral worship ceremonies, etc.
Authorized by Hanban, HSK Standard Course is developed under the joint efforts of Beijing Language and Culture University Press and Chinese Testing International (CTI). With HSK test papers as its primary source, HSK Standard Course is characterized by a humorous style, familiar topics and a scientific course design. Matching the HSK test in all aspects, from the content, form to the levels, it is a series of new-type course books embodying the idea of “combining testing and teaching, and promoting learning and teaching by testing”. It is suitable for the Confucius Institutes in different countries as well as other Chinese teaching institutions and self-taught learners.
The whole series is divided into six levels matching the HSK test, with one volume for each of Levels 1-3 and two volumes for each of Levels 4-6, totaling nine volumes. With a textbook, a workbook and a teacher’s book in each volume, there are altogether 27 books. The book is illustrated with photos match the style of the test and is printed in full color. An audio CD comes with the book.
This workshop will provide an overview of the policies and initiatives at the state and national levels that supported this implementation, focusing on how this impacts programs like dual language/immersion, heritage language, and the traditional K–12 sequence. Participants will examine recent language research, intercultural competence initiatives, and student learning outcomes that have been used to establish proficiency expectations in different programs. International examples showing the use and alignment of proficiency scales will be presented. Free classroom resources like LinguaFolio will be shared, as well as activities that can help parents and administrators understand proficiency-based learning. Participants will learn about the progress of proficiency-based initiatives and gather resources they can use for professional development.\
Speaker:
Ann Marie Gunter: Ann Marie Gunter is the World Languages Consultant at the North Carolina Department of Public Instruction and the president-elect of the National Council of State Supervisors for Languages (NCSSFL). She serves K-12 world language educators, with a variety of state and national initiatives, to implement proficiency-based language programs.
Ryan Wertz: Ryan Wertz is the lead consultant for world languages at the Ohio Department of Education. He is also the current president of the National Council of State Supervisors for Languages (NCSSFL). His work supports the proficiency-based efforts of K-12 world language educators and students throughout Ohio and across the country.
Connect Chinese language learning and assessment with the PK-16 focus on literacy and 21st century skills. American Council on the Teaching of Foreign Languages (ACTFL) is facilitating an initiative to guide teachers in a process of collaborative inquiry in which they explore an area of literacy to embed in language instruction to improve learners’ performance. Learn and apply strategies for developing engaging tasks in order to practice and assess this literacy-focused application of language skills. Participants practice using Conversation Builder, a free online tool that guides teachers through the design of several rounds of prompts for learners who wish to explore a single focus or topic as they practice conversation strategies and receive feedback from their teacher. In this workshop, educators design interpretive tasks in which learners demonstrate what they understand from what is heard, read, or viewed – without relying on production of Chinese to assess this receptive skill.
Expand the practice of the Presentational Mode beyond formal writing or memorized presentations to focus on tasks that learners would do in their daily life.
Speaker:
Paul Sandrock, Director of Education at the American Council on the Teaching of Foreign Languages (ACTFL), directs this national organization’s professional development and initiatives around standards, curriculum, instruction, and performance assessment. Previously, Paul was Assistant Director of Content and Learning at the Wisconsin Department of Public Instruction (DPI) , coordinating the areas of English language arts, mathematics, international education, and world languages. He earlier served as the DPI state-wide consultant for world languages. Paul taught Spanish for 16 years in middle school and high school and authored The Keys to Assessing Language Performance and Planning Curriculum for Learning World Languages. Paul previously served ACTFL as a board member and president and received ACTFL’s Florence Steiner Award for Leadership in Foreign Language Education, K-12.
Focusing on a collaborative approach to teaching, participants will sample hands-on, highly engaging integrated arts lessons to introduce students to Chinese language, culture, and history, and will examine methods to increase intercultural and language competencies to enhance the support of Chinese culture and language throughout the school community. Teachers will learn how to use the various arts disciplines to kick-start classroom studies in order to deepen and enrich students’ experiences and understanding, to open dialogue for discussion, and to make authentic connections between students’ home cultures and those they have chosen to study.
Currently there is an increased demand for Chinese language teachers across the U.S. The majority of today’s Chinese teachers are faced with the daunting realization that teaching in U.S. schools is tremendously different from their own schooling experiences; numerous factors contribute to this contrast. This study specifically focused on classroom management and discipline and examines how teachers address the challenges of working across the languages and cultures of U.S. schooling. Through a carefully designed sequence of blended learning activities, this study provided participants multiple opportunities to explore and examine introspectively critical considerations that directly influence transitioning into a learner-centered classroom, utilizing various classroom management skills and strategies with millennial learners. Data collection instruments included two online surveys, a group interview, and online discussion board threads. Results indicate that there remains a great deal to be done in this area to assist Chinese teachers.
Speaker:
Marjorie Hall & Sherry Steeley
Dr. Marjorie Hall Haley is tenured Professor of Education at George Mason University in Fairfax, VA. She is a former Spanish, French, German, and ESL teacher of 14 years.She teaches Foreign Language methods and ESL methods courses as well as doctoral courses in Brain-compatible Teaching and Learning, Bilingualism and Second Language Acquisition Research. She is actively involved in ongoing action research projects with teachers at local, national, and international levels. Dr. Haley’s research and publication record is wide. Her most recent books are, Content-Based Second Language Teaching and Learning: An Interactive Approach (2nd Ed.) (2014) and Brain-compatible Differentiated Instruction for English Language Learners (2010). In addition, she is a featured scholar in the WGBH and Annenberg/CPB video, “Valuing Diverse Learners” available at www.learner.org
Performance-based tasks allow students to show their knowledge and skills in a more authentic way than paper tests. Integrating technology, such as creating Web pages, virtual posters, and using Google Classroom, will prepare students for their future studies. Participants will learn how to design highly engaging performance-based tasks and rubrics to assess students’ knowledge in Chinese language, science, and social studies units. Participants will get a number of ideas on how to implement performance-based formative and summative assessments in the immersion class. Participants will see videos, pictures, and student work samples demonstrating how two Chinese teachers use short plays, foldable books, living museums, etc., to assess students’ knowledge.
Speaker:
Yi Shao & Lijin Yang & Pearl You
Mandarin immersion teachers have a big job, especially in the early grades. Building strong vocabulary and understanding of language while ensuring content knowledge mastery can seem daunting. How do you engage students in rigorous Mandarin literacy development? How do you maximize production in your classroom? Teachers from VIF International Education’s Splash Mandarin immersion programs in North Carolina will share the literacy model used for daily word study and guided reading and writing, as well as their strategies for maximizing simultaneous participation. Through practice of hands-on literacy activities used in these classrooms participants will take away literacy games and strategies to use immediately with their students. Participants will learn how to use a curriculum map and fun, daily literacy rotations for strong academic vocabulary and reading development.
Speaker
Jim Chiang teaches in the Splash Mandarin Immersion Program at New Century International Elementary School (NCIES), a Title I, public school in Fayetteville, North Carolina.
Vicky Kim is a HUGE advocate for innovative, inclusive and effective learning, which is why she loves dual language immersion education. As a Director at VIF International Education, a North Carolina based organization, Vicky has worked closely with districts, schools, teachers and parents to implement and develop over 50 Splash dual language programs. Before joining VIF, Vicky taught K-8 ESL and developed family literacy programs for dual language communities.
Pei-Ying Wu is a doctoral student of Early Childhood, Special Education, and Literacy at the University of North Carolina at Chapel Hill. She received her Master’s Degree in Teaching, Learning, and Curriculum from the University of Pennsylvania and had years of cross-national and cross-age teaching experiences. She is currently writing her dissertation on cultural models of teaching in contexts of heightened globalization. Over the last two years, Pei-Ying has worked closely with Mandarin Immersion Program teachers in North Carolina public schools to provide instructional support.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
2015NCLC- AP® Chinese Language and Culture: Pre-AP® Instructional Strategies and Written Presentational Tasks
1. AP® Chinese Language and
Culture: Pre- AP® Instructional
Strategies and Written
Presentational Tasks
National Chinese Language
Conference
Atlanta April 16-18, 2015
Lisa Podbilski
Louisville Collegiate School
Lili Tsai Wong
Clovis West High School/Buchanan High School
2. AP Chinese Language and Culture
Development Committee
2014-2015
Committee members:
2 co-chairs: 1 High School and
1 Higher Education
2 Higher Ed teachers
2 High School Teachers
AP Chinese Chief Reader
College Board Advisor
3. AP Chinese Language and
Culture Development Committee
2014-2015
•Lisa Podbilski, Louisville Collegiate
School, oulisha@hotmail.com
•Lili Tsai Wong, Clovis West High School
/Buchanan High School, CA,
lilitsaiwong@cusd.com
4. Focal Points & Objectives
AP Chinese Course Overview:
Goals and Expectations
AP Chinese Examination:
Objectives and Format
Pre-AP® Strategies
Written Presentational Tasks
6. AP Chinese Course Overview
• AP“… is a collaborative effort
between motivated students;
dedicated teachers; and
committed high schools,
colleges and universities.”
• AP Chinese course is designed
to be comparable to 4th
semester/250 hours of college
level instruction
What is AP
Chinese?
• Preparing students to be
proficient in Chinese
across the three
communicative modes
• Connecting students to
college success
• Contributing to college
credits
Why AP
Chinese?
7. AP Chinese Learning Objectives:
Students are expected to…
Engage in spoken
interpersonal
communication
Engage in written
interpersonal
communication
Comprehend
information from a
variety of audio and
visual resources
Comprehend
information from a
variety of written
and print resources
Plan, produce and
present spoken
presentational
communications
Plan and produce
written
presentational
communications
apcentral.collegeboard.com
8. Real-life situations Vocabulary usage
Language control Communication strategies
EMPHASIZE
Communication:
Understanding and
being understood
9. AP Chinese Course: Explore Culture
Products:
Books, music,
tools, etc.
Perspectives:
Values,
assumptions,
attitudes
Practices
Social
interactions
within a culture
Develop student
awareness and
appreciation of
the 3 P’s
12. AP Chinese Examination
Objectives & Focus
Test knowledge of Chinese language and culture
(contemporary and historical)
Test ability to communicate in Chinese in
linguistically, culturally and socially appropriate ways.
Test ability to interact with authentic materials
Focus on interpersonal, interpretive and
presentational communication using the four skills
13. Format of AP Examination
Examination
length
Approximately 2
hours and 15
minutes in length
70 multiple choice
questions and 4
free-response tasks
Examination
categories
Section I: multiple-
choice questions.
• Part A: Listening
• Part B: Reading
Section II: free-
response tasks
requiring written
and spoken
responses.
• Part A:Writing
• Part B: Speaking
Grade
distribution:
By communicative
modes:
Interpretive -- 40%
Interpersonal -- 30 %
Presentational -- 30 %
By language modality:
• Listening -- 25 %
• Reading -- 25 %
• Writing – 25%
• Speaking -- 25 %
http://apcentral.collegeboard.com
14. Scoring Criteria for Free
Response Items
Task
completion
Response to
the prompts,
organization
and text type
Delivery
Pace,
pronunciation,
register
Language
use
Vocabulary
and
grammatical
structure
No. Verbal Grade
Description
6 Excellent Demonstrates
excellence
5 Very good Suggests excellence
4 good Demonstrates
competence
3 Adequate Suggests competence
2 Weak Suggests lack of
competence
1 Very Weak Demonstrates lack of
competence
0 Unacceptable Contains nothing that
earns credit
Rubrics-based holistic assessment of students’ responses
16. 1. Vertical Teaming
FIRST STEP: Collaborate with Chinese language
colleagues! It take a team to make an AP Chinese
language and Culture course successful.
17. AP Central Pre-AP for World Languages
and Cultures Teachers Corner
apcentral.collegeboard.com
19. College Board Workshops and
Summer Institutes
Pre-AP® Strategies:APVerticalTeams®
inWorld Languages and Culture
professionals.collegeboard.com
1. Two-day workshops for middle and high school
teachers who will be forming and/or strengthening an
AP Vertical Team.
2. Develop standards-based instructional strategies
21. AP Chinese Language and Culture
Teacher Community
apcommunity.collegeboard.org/web/apchinese/
22. 2. Proficiency Skills
SECOND STEP: Building proficiency begins at the
lowest levels and works it way upwards.
What does proficiency mean?
• The quality of having great facility
and competence
• Skillfulness in the command of
fundamentals deriving from practice
23. Skills based instruction
ACTFL Proficiency guidelines
Use of rubrics
Can-do statements
Student self-reflection
Empowers students to have control of their own
learning- Let them see their progress overtime!
24. 24
ACTFL Proficiency Guidelines
What can students DO with
language, in terms of
speaking, writing, listening
and reading in REAL
WORLD situations; in NON
REHEARSED and
SPONTANEOUS context.
What are some examples?
What activities can you do in
a Pre-AP classroom and/or
AP classroom?
http://www.actfl.org/publications/guidelines-and-manuals/actfl-
proficiency-guidelines-2012/chinese
30. Skills based instruction
Integration of the 5 C’s:
Cultures, Connections, Comparisons, Communities
and Communication
3 Modes of Communication:
Interpersonal, Presentational, and Interpretive
31. 31
5C’s and 3 Modes of Communication
Teach your students about the 5C’s and the
Modes of Communication! Teach students to
speak our “teacher” language!
32. 3. Best Classroom Practices
THIRD STEP: Create thematic units that purposefully
incorporate proficiency skills, the 5C’s and the 3 modes:
Student Centered Learning!
Backwards Design and Thematic Units
Design curriculum by setting goals before choosing
what materials you are going to use and types of
assessment:
1. What is your end goal for each thematic unit?
2. What do you want your students to DO with the
language?
3. What do they need to know?
33. 4. Classroom Strategies
FOURTH STEP: Develop proficiency based activities
for all four skill areas:
Reading
Writing
Listening
Speaking
34. Classroom Strategies: Reading
Reading with a purpose
Think about when you read something….there is
usually a purpose or reason behind
it; you usually know why you are
going to read it:
1. Text message
2. Email
3. News article
4. Novel
5. Magazine
NOW… think about your own classroom. What are
some pre-reading and post-reading strategies you have
used in your class?
35. Classroom Strategies: Listening
Listening with a purpose
Same thing about listening….there is usually a purpose
or reason behind it:
1. Voice message
2. Transportation announcement
3. Radio broadcast
4. Podcast
5. School intercom announcement
What are some pre-listening
and post-listening strategies
you have used in your class?
36. Pre-Reading and Pre-Listening
Strategies
1. Use an advanced organizer teaching aide that
prepares students for what is to come. Helps connect
incoming information and prior knowledge.
2. Provide guided questions for the students to follow.
3. Provide a few vocabulary words that are new
4. Scaffolding authentic resources
37. Classroom Strategies: Writing
Writing with a purpose
See the trend… students need a reason to do
something; a purpose:
1. Text message reply
2. Email reply
3. Letter
4. Invitation
5. Note
At the lower levels, give them a template to follow-
model for them so the students know what to do.
38. Classroom Strategies: Speaking
Speaking with a purpose
1. Conversation with peers
2. Introductions
3. Directions
4. Ordering food
5. Making plans
6. Descriptions
Get students speaking in Chinese, even if it is not 100%
correct! Make them feel comfortable trying to express
themselves in class.
Use authentic visuals to get students speaking!
41. Classroom Activities and Strategies
Teachers need…
Help students develop high order thinking skills
Help students build and retain vocabulary
Use authentic materials
Stay in the target language using gestures and visuals
Be a model and guide to students
Use a variety of materials in class to keep students
engaged!
Teach students….
Circumlocution
To guess and derive meaning from context clues
Reflect on their learning
Study skills beyond classroom
Self advocate
43. What is “Backward Design”?
(based on “Understanding by Design” by Grant Wiggins & Jay McTighe, 2005)
什么是“反向教学设计”?
为什么要 “反向”?
我们一般教学惯用的程序是:
1. 授课内容
2. 各种与本课内容有关的练习活动
3. 作业练习
4. 测验与考试
46. Learning outcomes describe the
knowledge, skills, and attitudes that
learners should have after
successfully completing a learning
experience or program.
终极目的:在整个教学过程中,学生学习成果是否达到
我们预定的教学目标?
47. Assignment
The four pictures present a story. Imagine you are writing the story to a fri
complete story as suggested by the pictures. Give your story a beginning, a
48. Stage 1: Identify desired goals –
1. Students will “narrate” the story to someone.
2. Students will give a beginning, a middle and
an end in the story.
3. Students will use at least three “transition words”
in the story.
4. Students will use “connection words”.
49. aka “Assessment”
Apply the AP Scoring Guidelines
Stage 3: Plan Learning Activities and Instructions
Worksheet of “Transition Words”
Teach and Practice
Stage 2: Determine acceptable evidence
53. Please provide your feedback about the
workshop using your smart phone or tablet:
Participant Feedback
谢谢大家!
Lisa Podbilski oulisha@hotmail.com
Lili Tsai Wong lilitsaiwong@cusd.com