Differentiation Activities in the Chinese language classroom
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This document summarizes a presentation about differentiated instruction in the Chinese language classroom. It discusses how differentiation allows teachers to meet the varied needs of students by adjusting content, process, and product based on student readiness, interests, and learning profiles. Examples are given of how to tier activities, use learning contracts, and give students choices in how they demonstrate their learning. The goal of differentiation is success for all students.
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Differentiation Activities in the Chinese language classroom
- 2. 李莎荣 Shaz
- 3. 我来自澳大利亚.
- 4. 目前住在美国。
- 9. 我刚开始学习中文的时候，
- 10. 所以当我听到他们说
- 15. 近几年，我有两个工作。一个是我自己 创建网站: Creative Chinese 创意中文 向世界各 地的老师 分享一些 教学的方 法。
- 17. 另一个工作是，培训中文老师.
- 19. Differentiation
- 20. We meet the needs of students.
- 21. 这是我们中文课堂的样子
- 23. 23 这是我们学习中文的样子
- 24. “That’s the way we have always done it! 我们一直都是这么教的！
- 25. I use the same strategies to teach. I teach the whole class together. I assess at the end of a unit. I assess all students the same way.
- 28. Tiered Activities Learning Contracts Choice Boards
- 30. I can do it all by myself. I like to follow the images. I get someone to help me. I watch a video 1 2 3 4
- 32. “请爬树上” Who would be successful?
- 33. Many different abilities, skills, and interests 许多不同的能力，技能和兴趣
- 34. Fill the bucket content teacher focus knowle dge student dependence everyone learns the same content and the same way 知识 学生过度依赖 教师主导的 内容 大家学习一样的方法一样的内容 大家用一样的方法学习 一样的内容
- 35. Differentiation applying knowledge student focusstudent independenc e content and learning style are adjusted to the student’s needs 运用知识 学生独立学习 学生主导的 依学生的需求 调整学习的内 容和方式
- 36. Traditionally the language classroom has been focused on ONE learning style: LINGUISTICS 传统语言教学关注于一种学习方法：语言智能
- 38. A Dilemma 进退两难
- 39. Cookie cutter approach to teaching Chinese 千篇一律的中文教学方法
- 40. 2 Success for all students
- 41. I get it now. 我刚刚明白了 I don’t understand. 我不明白 I already know this. 我已经明 白了
- 42. I get it now. I don’t understand. I already know this. I work best in a group. This topic doesn’t interest me at all.I want to learn more.
- 43. I get it now. I don’t understand. I already know this. I work best in a group. This topic doesn’t interest me at all.I want to learn more.
- 44. I get it now. I don’t understand. I already know this. I work best in a group. This topic doesn’t interest me at all.I want to learn more. Number 1 Goal: Success for all students
- 45. 9 Differentiation is: Changing CONTENT - What PROCESS - How PRODUCT - Assess to improve learning for all students
- 47. Teachers need to actively plan for students.
- 48. STEP 1: Do you know your students?
- 49. 1.LEARNING STYLE: Student Survey of Learning Styles 2. NEEDS: Student Pre-Assessment of content 3. INTERESTS: Student’s interest Survey
- 50. 1.Student Survey of Learning Styles How do you learn best?
- 53. Differentiation: We match learning experiences to meet student’s needs
- 55. Struggling Class level Extension Differentiation by content for mixed-ability classes Tiered Activities
- 56. Mixed Ability Class Struggling Class level Extension 1. Decide what content everyone needs to know.
- 57. Mixed Ability Class Struggling Class level Extension Increase complexity and depth Provide extra support in learning activities
- 58. Mixed Ability Class Extension Increase complexity and depth Dig deeper into the content with extension activities, Learning Contracts or independent study
- 59. Mixed Ability Class Struggling Provide extra support and scaffolding in learning activities
- 60. Digging deeper Scaffolding Class level Students will present a TV weather forecast. You will choose any 5 cities in China, and include 5 types of weather in your forecast. Create your own Weather Map. Learning Outcome: I can present information about Weather Students will present a TV weather forecast. Use the template provided to prepare the weather forecast. Use the Weather Map provided. Students will present a TV weather forecast. You will include 8 cities, 8 types of possible weather conditions, plus temperatures. Create your own Weather Map and Weather Jingle to use in your presentation.
- 63. • 妈妈， 爸爸， 弟弟 ，哥哥，姐姐，妹妹 ，我，有，没有， • 你家有几口人 • 我家有.. • 我没有.. • 你有....吗？ Learning Outcome: I will be able to introduce my family members. Content everyone needs to know: • 兄弟姐妹 • 爷爷，奶奶, 舅 舅，舅妈, 叔叔 ，婶婶 • 儿子， 女儿 Content worth knowing
- 64. Student Pre-Assesment - KWL What I know What I want to know What I learnt
- 65. Repeat and perform introduction to class. Write own introduction and perform to class. Make a TV interview and interview a favorite sports star about his/her family Use an image to talk about a family. Respond to a person talking about their family. Create a new toy. Introduce it and it’s family members. Learning Outcome: I will be able to introduce my family members.
- 67. Differentiate Instruction Differentiate Learning Styles Differentiate Assessment CONTENT PROCESS PRODUCT TOPIC: What Hobbies do you have? Extend vocabulary to include opinions, suggestions, and justifications. Extend vocabulary of hobbies Extend grammar structures Include hobbies that interest students Include easy to remember language - 讨厌，没兴趣， 无聊 Musical: Create rhythmical chants about hobbies Verbal: Talk partners to rehearse language Intrapersonal: Individual work with own learning goals Interpersonal: Class surveys, small group work, Role-plays Visual: Make characters into pictures Kinesthetic: Mime, TPR, movement, manipulatives Create a Rap about Hobbies you have. Write a script for a role-play Read a letter about the Perform an episode of “非诚勿扰” Read a letter
- 69. Mixed Ability Class -Clothing Name the clothes in the suitcase. Draw and label the clothing. Compare the clothes you and a classmate are wearing. Identify similarities and differences. Plan a trip to 5 countries. Make a list of the clothes you will pack for different weather. Justify your choice of clothing.
- 70. Mixed Ability Class - My Daily Routine Describe your daily routine from 7am - 6pm. Include times, and activities. For example: What time do you wake up? /eat lunch? Investigate the daily routine of 2 sports players. Discuss with your Talk Partner. Invent an App that records everything you do each day. Design a screenshot of the App user’s daily routine.
- 71. 2. Exit Slips 1. Checking for Understanding 3. Students reflect on learning 2. Plan for next lesson
- 72. I get it now. I don’t understand. I already know this. Content: 3 levels of understanding
- 74. Learning Contracts A written agreement between the student and the teacher which includes opportunities for the student to work relatively independently on primarily teacher-directed material. The student has: Some freedom in acquiring skills and understandings Responsibility for learning independently Guidelines for completing work Guidelines for appropriate behavior Expectations tailored to readiness level
- 75. Give students a Choice about how they demonstrate their learning 多种选择
- 77. Theme: I am moving to China! Brainstorm with students SentencesVocabulary Questions Grammar
- 78. READING TASK 1 Make a Matching card Game with sentences and images. SPEAKING TASK 2 Conduct a Survey about which sports and hobbies your classmates like. WRITING TASK 2 With your Talk Partner make a Poster of the results of the Hobbies Survey.
- 79. SPEAKING TASK4: Write a script about a telephone conversation. Rehearse the conversation with your Talk Partner. CREATING TASK5: Write a script about a telephone conversation. Rehearse the conversation with your Talk Partner.
- 81. 妈妈， 我需要新衣服 Theme: Mum, I need new clothes!
- 82. Brainstorm with students I need new clothes! What clothes do you need? How will we get to the store? When will we go? What do the clothes cost? How would you describe your clothes? What are your favorite clothes? Who will go with me? 跟学生一起动动脑 谁想跟我门一起去买东西？ 您最喜欢什么样的衣服？ 你需要买什么样的衣服？ 我门将如何去商店？ 这件衣服多少钱？ 我们什么时候去呢？ 你怎么 描述你 的衣服 ？
- 83. Theme: I need new clothes! • How will we get to the store? • transport • mone y• numbers 主题式教学: 我需要新的衣服!
- 84. Theme: I need new clothes! • Who will go with me? 主题式教学: 我需要新的衣服! • family • friends
- 85. Theme: I need new clothes! • What new clothes shall we buy? • color 主题式教学: 我需要新的衣服! • size • price • clothing • likes / dislikes • expression s
- 86. Theme: Mum, I need new clothes! Names of clothes Color of clothes What is this? This is my... Learning Outcomes 这是什么..这是我的... T恤 毛线衣 长裤 短裤 连衣裙 裙子 帽子 围巾 手套 鞋子 袜子 大衣 红色 绿色 蓝色 白色 黑色 黄色 粉红色 紫色 这是什么颜色? Wear 穿运动鞋 戴帽子 Numbers Money 我们坐…….去… 火车 船 总线 出租车 走路 自行车 多少钱？ 元 太贵/很便宜 Family/friends 爸爸 妈妈 朋友 一二三四五六七八九十 Transport Likes/dislikes 我喜欢………. 我不喜欢…… 我最喜欢…… 太贵了 很便宜 好看 不好看 Expressions Size 太 最 大 小 大一点 小一点 Descriptions 好看 很漂亮 很帅 学习目标
- 87. Size Descriptions Theme: Mom, I need new clothes!Names of clothes Color of clothes What is this? This is my... 这是什么..这是我的... T恤 毛线衣 长裤 短裤 连衣裙 裙子 帽子 围巾 手套 鞋子 袜子 大衣 红色 绿色 蓝色 白色 黑色 黄色 粉红色 紫色 这是什么颜色? Wear 穿运动鞋 戴帽子 Numbers Money 我们坐…….去… 火车 船 总线 出租车 走路 自行车 多少钱？ 元 太贵/很便宜 Family/friends 爸爸 妈妈 朋友 一二三四五六七八九十 Transport Likes/dislikes 我喜欢………. 我不喜欢…… 我最喜欢…… 太贵了 很便宜 好看 不好看 Expressions 太 最 大 小 大一点 小一点 我觉得.. 太长 太短 很舒服 很漂亮 很帅 Topic: Clothing Names of clothes What is this? This is my... 衣服的名字 这是什么..这是我的... 衣服的颜色 T恤 毛线衣 长裤 短裤 连衣裙 裙子 帽子 围巾 手套 鞋子 袜子 大衣 红色 绿色 蓝色 白色 黑色 黄色 粉红色 紫色 Wear 穿运动鞋 戴帽子 Color of clothes 这是什么颜色?
- 88. Word Smart Body Smart Group Smart Self Smart Logic Smart Music Smart Picture Smart Learning Outcomes Theme: Mum, I need new clothes! I can pack a suitcase. I can ask “What is this?” I can explain why I need new clothes. 语言智能 逻辑智能 图片智能 运动智能 自我认智能 音乐智能 人际关系智能
- 89. Work Stations
- 92. A year-long Project Your parents have just told you they have bought a luxurious hotel in China. In just a month you will be moving to live there. 你的父母告诉你了，他们已经在中国买了一家豪华的酒店。一 一个一年长的项目
- 93. Engage students with questionsSTEP 5 用问题鼓励学生参与
- 94. What will I eat? How will I make new friends? How will I get around? What will I study at school? What’s the weather like? I don’t have a Passport. HELP!! The Big Questions How will I pack? 我怎么交新朋友？ 我吃什么？ 我怎么出行？ 我在学校学什么？ 我怎么打包？ 天气是什 么样的？ 我们有护照。帮帮我 严重的问题
- 95. Theme: I am moving to China! Brainstorm with students SentencesVocabulary Questions Grammar
- 98. Design Tasks that give choices 1. Introduce theme and brainstorm language needed 2. Develop Learning Outcomes for students 3. Whole class instruction of new vocabulary and sentence structures. 4. Rehearsal of language 5. Students demonstrate learning at Work Stations (choices)
- 99. Choice Boards
- 100. Choice Activities CHOICE BOARDS Students choose from a menu of options Tasks vary by process and interest Some anchor activities can be required of all students Can be used for homework, projects, and assessment
- 105. My School Bag Word Smart Body Smart Group Smart Self Smart Logic Smart Music Smart Picture Smart Learning Outcomes I can use measure words. I can ask what is inside a school bag. Describe contents of bag. Students perform skit - “What’s inside the bag?” Musical Bag Game Create images from school bag characters Mime of vocabularySWAT ! Create graph of objects in school bag. Present findings to class.
- 106. All students are successful As teachers, we have a responsibility to ensure:
Editor's Notes
- 很高兴见到大家
- Let me take you through my experience of learning Chinese. This is the type of classroom I went to in Nanjing Normal University. Teacher-focused. Students passive. I did not get out of my seat once. Obviously this is an old classroom, but the set up remains in many language classrooms.
- This what my teacher looked like. He would stand at the chalkboard and we had to copy Chinese characters over and over again. We repeated what he said. We read. We wrote was he wrote.
- This is what I looked like in class. Very little interaction with anyone. Memorization. Drill.
- If I was to go back to Nanjing and ask my teacher…why didn’t you use songs, or put us in groups, or watch a video. And of course…Chinese is a difficult language, so we must study hard. I agree. It is a difficult language, but it can be learnt in a variety of ways.
- So back to the box. The way it has always been done. for the next 2 days Want us to think outside this box and be open to anything that will help students learn more effectively.
- 3 strategies that you can use in the classroom.
- So if you had to learn something new, like putting furniture together, what is your preference? raise your hand.
- So to start off with… take a look at this cartoon. You can see the animals lined up. Looks like they are going to have a race. Who do you think is going to win?
- In fact it is what teachers do everyday in classrooms. The teacher is saying: Monkey is going to be successful? Why? He is a good climber. Elephant has strength. Dog can run fast. This is the basis of MI. There are many intelligences, learning preferences, abilities…
- Each student enters your classroom with a unique set of strengths and weaknesses.
- Traditionally the language classroom has been focused on ONE learning style. Linguistic. This intelligence is typically valued in schools. If you think about your own classroom - students read, write, math…
- Schooling has picked out one mind - linguistic mind- reading, writing, language to target. If you have this kind of mind, then great you will succeed, if not..there’s no
- Differentiation is choosing strategies to ensure all students succeed at learning Chinese. Knowing WHEN to differentiate.
- Academic rigour is about raising our expectations But also...deeper learning.
- One thing about Secondary students...they are independent. They like choice. Whenever I gave a task, you would hear this..collective sigh... And one day, a student said...Can I make a song instead of presentation. For me...that was a light-bulb moment.
- ** Example Contract - What? No Bathroom!!
- Common topics.. Don’t have to start with ‘What’s your name?
- Common topics.. Don’t have to start with ‘What’s your name?
- Common topics.. Don’t have to start with ‘What’s your name?
- **** Handout - You have the Unit of work!
- Academic rigour is about raising our expectations But also...deeper learning.
- So when you go to class next, see these faces in your class. Be aware..each one has strengths and abilities that are different. It’s up to us to meet their needs. So they are successful learners. It takes planning. Imagination. A little time. But in the end it means we have given our students the best chance to be successful. And after all that is why we become teachers. So our students can succeed..go on and do great things..