"Free Design for THEM" is a box of cards, which contains the profile picture cards, weather cards, food cards, sport cards and course cards. This system of cards can help the mental disable communicate with others effectively.
Teaching Chinese: Fill the bucket or light the fire?Shaz Lawrence
'Fill the bucket' teaching is teacher-centered and all students learn the same content at the same time. Lighting the fire is about inspiring students to choose content, pace, and
On September 30, Professor Zhou talked about how to integrate calligraphy into teaching Chinese and how calligraphy helped with child psychological development.
"Free Design for THEM" is a box of cards, which contains the profile picture cards, weather cards, food cards, sport cards and course cards. This system of cards can help the mental disable communicate with others effectively.
Teaching Chinese: Fill the bucket or light the fire?Shaz Lawrence
'Fill the bucket' teaching is teacher-centered and all students learn the same content at the same time. Lighting the fire is about inspiring students to choose content, pace, and
On September 30, Professor Zhou talked about how to integrate calligraphy into teaching Chinese and how calligraphy helped with child psychological development.
In this session, participants will explore simple, step-by-step strategies for Chinese language
learning based on differentiated instruction and backward design theory, that are currently being
successfully implemented in the classroom. Participants will learn practical methods for creating fun and effective activities to elevate students’ interest and performance in Chinese language learning. Participants will walk away with ideas about how differentiated instruction can be incorporated into the Chinese classroom.
4. • Discuss what class activities students want
more of, and what they want less of.
• Share your own teaching goals. Share what
you think you have been doing well, and what
you want to do better.
• Express thanks and appreciation.
• Celebrate accomplishments.
班会开
9. reflections on life
• Communicate in Chinese
about real things.
• Work personal experiences
into their learning tasks.
• Let students choose music
and poetry that move them.
• Give them time to reflect on
learning.
• Learn from historical figures
and mentors.
• Connect emotionally with
students.
探索感情上的生活
19. 通 中文探索世界过
linking to the large
• Where are they going?
• Exchange programs and school
partnerships
• Bring in former students to talk
about how they are using
Chinese in college or in their
careers.
• Service projects
• Authentic materials
20. Students are encouraged
to talk about the target
country and the US as they
are, with all of their beauty
and all of their problems,
not in stereotypical ways.
22. 各位!敬 指正谢谢 请 !
Heidi Steele * Peninsula School District * steeleh@psd401.net
Dennis Tanner * Santa Monica-Malibu Unified School District *
dennis.tanner8@icloud.com
Editor's Notes
社交网络
What students wrote on board made me happy because of what it says about the community feeling in the classroom.
Tea tasting was in Tacoma. They love the adventure of going into an urban area without parents. Also the atmosphere is perfect for students.
Connect Chinese with feeling of independence, adventure, and connection with peers.
Students are concerned with big questions: What is their purpose in life?
Tests? How they’re feeling emotionally and physically.
Give them vocabulary to talk about emotions in Chinese.
Introduce Shanghai Restoration Project. Uproar in Heaven. Students will be willing to spend a lot of time to do something that is meaningful to them. Also helps them think about how they might integrate Chinese with other interests in the future. This student wants to double-major in music education and Chinese.
改编
夜空中最亮的星. Capture the sentiments of young people. We performed it together.
Lyrics let you “pre-teach” vocabulary that will come up formally later on in curriculum.
Where the picture comes from.
Dennis talks about majiang.
This extends beyond simply using examples that you know relate to a student’s interests. I look for a deeper level and more integrated expression.
Provide venues for students to bring their other talents into the classroom: music instruments, art, singing.
When doing traditional art, let students express themselves.
Poetry. Do modern poems too. Let students choose poems from choices you give them. Research the poet.