Last week, we invited Yamin Ma and Xinying Li to give a lecture on teaching Chinese as a foreign Language in Utah and Alberta.
Teacher Ma and teacher Li shared their experiences on teaching methods and strategies and lots of Chinese language teachers attended the lecture.
During the lecture, inspiring talks given centered around topics like teaching approaches, in-classroom strategies, and curriculum implementation.
"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 Introduction of Easy Step to Chinese (English Edition)北语社美国中小学精品教材《轻松学中文》...Shiqi Yuan
1)It is suitable for non-Chinese speakers, ranging from primary school students in Grade one to high school students in Grade 12.
2)Students can study this series from Book 1 for total beginners or choose any volume corresponding to their own level of Chinese proficiency.
3)The primary school stage focuses on cultivating students’ interest, helping them lay a solid foundation and giving them extensive exposure to the Chinese language and culture
4)The middle school stage, directed at the IB and AP Chinese tests, helps to intensify students’ integrated language skills in listening, speaking, reading and writing.
"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 Introduction of Easy Step to Chinese (English Edition)北语社美国中小学精品教材《轻松学中文》...Shiqi Yuan
1)It is suitable for non-Chinese speakers, ranging from primary school students in Grade one to high school students in Grade 12.
2)Students can study this series from Book 1 for total beginners or choose any volume corresponding to their own level of Chinese proficiency.
3)The primary school stage focuses on cultivating students’ interest, helping them lay a solid foundation and giving them extensive exposure to the Chinese language and culture
4)The middle school stage, directed at the IB and AP Chinese tests, helps to intensify students’ integrated language skills in listening, speaking, reading and writing.
"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.
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.
"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.
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.
Mandarin Chinese is a tonal language, which means that different tones can change the meaning of a word, even if the pronunciation and spelling are otherwise the same. I
Demystifying Mandarin - Learn Chinese by Hutong SchoolHutong School
Jan Wostyn, Director International Relations of Hutong School, will give you a bird's eye view of the fascinating Chinese language, zooming in on different aspects of a language which many Westerners believe to be the hardest language in the world, until they actually get started, and discover the surprisingly simplicity of Chinese compared to most European languages.
www.hutong-school.com
Basic Chinese (Mandarin) Language Course101_languages
An introductory Chinese (Mandarin) language course prepared by the U.S. Peace Corps for its volunteers.
View and download the full course (with audio) at:
http://www.101languages.net/peace-corps-courses/
Basic Mandarin Chinese | Lesson 1 | Grasp the tones in Mandarin!CultureAlley
Learn Mandarin Chinese for free using self-paced audio-visual lessons and interactive practice exercises - CultureAlley - master conversations, grammar, vocabulary and more! This lesson introduces you to Mandarin Chinese and covers the tones and pronunciation aspects of the language. To study this lesson at your own pace and take quizzes on it go to www.culturealley.com. See you at the Alley!
English Language Teaching Frameworks - Yasmina Zergani.pptxYASMINAZERGANI
This is a presentation about English Language Teaching Frameworks. As teachers, we implement different teaching and learning methods through various teaching models and frameworks. The chief goal is always to make the teaching and learning process an enjoyable and beneficial one.
Teaching and learning global english using social media and social interactionJason West
Teaching and learning global English using social media and social interaction explains how English Out There materials work and why they are the first of their kind in the world. Listen to the evidence yourself.
Pedagogical Approaches Based on Intensive Listening & Reading Aloud of Auth...N.K KooZN
This is one suggestion
for those who are struggling
in the class room where student’s parasympathetic nervous system is always activating or
for those who want to get out of
grammar translation method
that is only valid in your school term test.
This study explores the effects of authorized textbook-based intensive listening & reading aloud in the high school classroom. After intensive listening to the text and a quick comprehension check of the grammar points, my students in the experimental group read aloud about 4,000 words, 10 times per lesson, which equaled a total of 40,000 words per year. The control group read less than the experimental group. 40,000 words are equivalent to the quantity for 5-8 times of the National Center Test. It is an impossible number by the conventional grammar translation method. The results of the nationwide mock exam showed 41 students out of 84 of the experimental group obtained higher T-score (Deviation Value) compared with a year ago, while 28 students out of 83 of the control group did. These numerical differences indicate the effects of reading a large number of words (40,000) aloud. A detailed description of the procedures are introduced, and detailed results of the mock exam and the 5-point Likert scale are also provided.
"Easy Steps to Chinese for Kids" series is designed for k-4th 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.
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.
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.
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.
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.
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.
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.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Embracing GenAI - A Strategic ImperativePeter 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.
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
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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.
Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
2. Self Introduction
First degree in English Language and Literature
Master’s degree in Curriculum Design and
Instruction; Post-graduate Diploma in Applied
Linguistics
Teaching English/Chinese as a foreign language in
China and abroad
Currently teaching Chinese in an international
school in Hong Kong
3. Focus of today’s workshop
Introduction of “Easy Steps to Chinese” series
Misunderstanding of Chinese teaching and learning
Teaching approaches
Implementation of the Chinese curriculum
Effective teaching strategies when using the series in
the classroom
Hands-on practice
4. Overview of “Easy Steps to
Chinese” (books 1-8)
Beijing Language University Press (北京语言大学出版
社)
“Easy Steps to Chinese” 《轻松学中文》(books 1-8)
for secondary school students (can also be used for
primary school students)
“Easy Steps to Chinese for Kids” (books1-4) for
primary school students
5. Overview of “Easy Steps to
Chinese” (books 1-8)
Easy Steps to Chinese 《轻松学中文》 series is
designed for total beginners (non-Chinese
background students), who wish to learn Chinese as
a foreign/second language.
The series is composed of 8 coloured textbooks
(Books 1-8), each supplemented by a CD and a
workbook, except books 6-8 which are 2 in 1.
Flashcards, word cards, posters (Books 1-3) and
teacher’s books are accompanied with this series.
6. Overview of “Easy Steps to
Chinese” (books 1-8)
The emphasis is to develop communication skills in
using Chinese.
The unique characteristics of this series is that the
programme allows the teacher to use a combination
of various effective teaching approaches (the
Communicative Approach and a task-based
approach), while taking into account the Chinese
language system
7. Overview of “Easy Steps to
Chinese” (books 1-8)
Three stages: Stage 1: Books 1-2 foundation
Stage 2: Books 3-6 intermediate
Stage 3: Books 7-8 advanced
Approximately 1600 Chinese characters in this series
Book 1: 175 plus 72 radicals
Books 2-5: about 250 for each book
plus 60 simple characters
Books 6-8: around 150 for each book
8. Overview of “Easy Steps to
Chinese” (books 1-8)
It is suggested that P3 or above can start to use
Book 1.
With 2 or 3 lessons (about 3 hours) a week, able and
motivated children might complete one book within
one academic year.
As the eight books of this series are continuous and
ongoing, each book can be taught within any time
span.
12. Overview of “Easy Steps to
Chinese” (books 1-8)
Genres covered in this series:
o 记叙文
o 正式书信:申请信、感谢信、抱怨信
o 非正式书信
o 日记、电邮
o 博客、通知、广告
o 辩论稿、报道、演讲
o 小册子、指南
o 读后感
13. Principles of designing this
series
The textbook emphasizes the development of
listening and speaking skills and the workbook
provides support and materials for the development of
reading and writing skills
Vocabulary, grammar and sentence structures useful
to the students’ daily life.
Contemporary topics relevant to the age group, and
knowledge about Chinese culture are carefully
selected and introduced to the students.
Simultaneous development of four language skills
Extra words are added in some exercises for faster
learners.
14. Principles of designing this
series
Grammar is introduced and reinforced throughout this
series.
Task-based learning, such as authentic situation,
provides a platform for the students to use Chinese
functionally.
Sufficient comprehensible input, such as various
types of exercises, reading materials, etc are carefully
designed and included.
Small steps, regular reinforcement, brisk pace
Repeated reinforcement of vocabulary in different
contexts
Various kinds of exercises which are sufficient for use
15. Teaching approaches
Human cognitive architecture - Daniel Willingham
2009: Why don’t students like school?
Minimal guidance instruction, such as inquiry-based
approach, student-centred approach, etc.
Second language acquisition
Communicative approach
Direct instructional approach
16. A book written by Willingham
2009
The relationship between knowledge 知识 and
skills 技能
Memorizing facts 记住事实 is very necessary.
(要记住字、词、句型)
Fact knowledge much proceed skills
(在没有相关知识的情况下,老师要培养学生的技能
是不可能的。)
17. 认知过程 (Willingham 2009)
Thinking occurs when you combine information (from
the environment and long-term memory) in new ways
环境(Environment) 工作记忆(Working Memory)
永久记忆(Long-term Memory)
o 知识贮藏在“永久记忆”的仓库里,所以平时不学知识,
到时候就没法思维。
o 从语言学习的角度来看,如果学生没有语言知识:词
语、句型、语法,学生是不可能用中文表达他们的观
点的。
18. 认知过程 (Willingham 2009)
How thinking works?
o Working memory is the site of thinking
o Working memory has limited space, practice does
not change it
o By compressing the information, you get more space in
working memory
o People with more capacity are better thinkers
o This lack of space in working memory is a
fundamental bottleneck of human cognition
19. 认知过程 (Willingham 2009)
Making the contents of working memory smaller
o Making facts take up less room through chunking,
which requires knowledge in long-term memory
(地 他 她 租 校 ……)
o Shrinking the process: getting things to become
automatized is through practice, therefore practice
enables further learning
(学生 中学生 汽车 公共汽车 )
o If your knowledge is automatic, you have freed
working-memory space that used to be devoted to
retrieving – and space can now be devoted to thinking
about meaning.
20. 认知过程 (Willingham 2009)
Are drills necessary? Effective?
o Drilling has been given a bad name: drill and kill
o Reasons for practice:
a) gain a minimum level of competence
b) improvement
o Students must practice to learn some facts and skills
they need at their fingertips, e.g. the timestable
o It is virtually impossible to become proficient at a
mental task without extended practice, e.g. a good
basketball player will not be someone who still works
on dribbling.
o Low-level processes must become automatic.
21. 认知过程 (Willingham 2009)
Practice makes memory long lasting
o Studying hard and cramming knowledge do not protect
against forgetting and they DO NOT lead to long-lasting
memory
o The only way to protect against forgetting is to continue
to practice
o Practice means that you continue to work on something
that you have already mastered. Most people think that
it is boring, even though it brings cognitive benefits
o Spreading out your studying would be better for memory
than cramming(每天学20分钟的汉语)
22. 认知过程 (Willingham 2009)
Practice improves transfer
o Practice makes it more likely that you will really
understand the problem in the first place and you will
remember it later
o Transfer is likely when the surface structure of the new
problem is similar to the surface structure of problems
seen before.
o Working lots of problems of a particular type makes it
more likely that you will recognize the underlying
structure of the new problem. (找出规律)
o If you DO NOT understand and remember the necessary
principle, there’s not much hope of it transferring to a
new situation.(不能学而致用)
23. 认知过程 (Willingham 2009)
What should be practised?
o Retrieving number facts, letter, sounds from memory
o Students need to have at their fingertips basic facts
about elements
o Things remembered and ready to be retrieved are just
like the building blocks of skills that will provide the most
benefit if they are automatized
25. Second Language Acquisition
可懂输入
Comprehensible input
吸纳
Intake
输出
Output
互动
Interaction
Second Language Acquisition (simplified
version)
Gass, 1997
26. Second Language Acquisition
Krashen (1982) “可懂输入” (i + 1)
Swain (1985) “可懂输出”
There is a need for the learner to be “pushed
toward the delivery of a message that is not
only conveyed, but that is conveyed precisely,
coherently and appropriately”.
27. Communicative approach
Learner-centered
The importance of using the target language for
communication purposes
The forms of communication should reflect real life
situations
28. Direct instructional approach
Characteristics
- Teacher-centered, teacher-led
- Well-organized
- Whole class
- Clear presentation
- Explicit teaching
- Time efficient
- Effective
29. Direct instructional approach
Characteristics
- Well-defined knowledge and skills
- High expectations for students’ progress
- Students’ attention and focus on tasks
- Maximum time spent by students on academic
tasks
- Feedback, monitoring the student’s progress
30. Direct instructional approach
4-step process
(Silver, Strong and Perini, 2007)
o Modeling - the skills is modeled by the teacher, who
thinks aloud while performing the skill
o Direct practice - the teacher uses questions to lead
through these steps and to help them see the
reasons behind the steps
o Guided practice - the students generate their own
leading questions while working through the steps.
The teacher observes, coaches, and provide
feedback
o Independent practice – finally, students work through
more examples on their own
31. Direct instructional approach
Specific methods used in the classroom:
o Rote learning
o Recitation
o Memorization
o Copying
o Dictation
o Regular tests and exams
32. Implementation of the Chinese
curriculum
Principles of successful classroom teaching:
A variety of activities and teaching strategies
o teacher-centred activities (dictation, revision in class,
explanation, correction, etc.)
o student-centred activities (pair-work, group work,
presentation, revision at home, etc.)
Encourage students to be autonomous learners
o encourage good study habits from day one
o appropriate expectations from the teacher
o set up good work routine (use of vocabulary book,
dictation, homework, etc.)
33. Implementation of the Chinese
curriculum
Principles of successful classroom teaching:
Using basic teaching methods which are working
effectively in the classroom
Using ICT to support teaching and learning, such as
projectors, on-line activities, etc.
Ensure quality teaching, for example schemes of work,
peer observation and professional development
34. Implementation of the Chinese
curriculum
Principles of successful classroom teaching:
Assessment for learning
- make students aware of learning aims, what they are
aiming for and the standard expected
- encourage students’ self-reflection
- provide constructive feedback
Setting appropriate challenge
- plan for simple differentiation in listening, speaking,
reading and writing
35. Effective teaching strategies in
the classroom
ESC Book 1 (beginners’ class)
- teach the phonetics (songs)
- teach the basic strokes
- how to write Chinese characters
- strokes and stroke order
- radicals and simple characters
- how to remember the characters
你 什么 明 帽 坐 棕 裤 鞋 美 黑 灰
- the teacher’s role
- expectations for the students
58. Sample lessons
ESC Book 4 (set 2) Teach 第十二课 外出就餐
(The format of Book 4 and 5 is the same.)
- Get ready for the lesson
- revise related vocabulary
- learn new vocabulary
- listen to the text, answer questions
- read/explain through the text
- reading comprehension, model for essay
- extended reading for higher ability students
- paragraphing, give opinion, justify
试教:ESC Book 4 Lesson 12
59. Hands-on practice
Form a group of 2-3 teachers and plan one lesson
Objective
Teaching materials
Procedures: a) motivation
b) introduction
c) presentation of lesson
d) practice
Classroom instruction
Classroom management
Assessment of students’ performance
Homework