《中国的故事·传统节日篇》 样章 "Stories from China: Traditional Festival“ Preview
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This catalog introduces all the books published by Beijing Language and Culture University Press and that are for children and teenagers who learn mandarin Chinese in North America.Beijing Language and Culture University Press 2014 Catalog - For Kids & Teena...
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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.
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This catalog introduces all the books published by Beijing Language and Culture University Press and that are for children and teenagers who learn mandarin Chinese in North America.Beijing Language and Culture University Press 2014 Catalog - For Kids & Teena...
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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.
2016 NCLC-Building a 3 d authentic chinese classroom for the 5 c goal areas
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A Handbook of Tasks and Rubrics for Teaching Mandarin Chinese (Volume 3、3) RubricA handbook of tasks and rubrics for teaching mandarin Chinese (volume 2、3)
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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.2016 NCLC-How does standards based grading work in our chinese classrooms
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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.\
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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.\
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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.
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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.2015 NCLC - Blended Learning and Flipped Instruction in K–12 Chinese Instruction
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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.
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Marjorie Hall & Sherry Steeley
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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.
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Yi Shao & Lijin Yang & Pearl You2015 NCLC - Using Performance-Based Assessment in Chinese Immersion Classrooms
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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.
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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.2015 NCLC - Building Proficiency Through a Consistent Literacy Program and Fu...
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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.
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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.2015NCLC- AP® Chinese Language and Culture: Pre-AP® Instructional Strategies ...
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An interactive session that aims to present practical ideas for building a K–12 proficiency-based program that focuses on developing students’ authentic oral communication and foundational literacy skills. Differentiation and personalized learning are the keys to a successful program, hence this presentation will include strategies for both. Focus points: proficiency — how to identify students’ levels and set learning goals; differentiated instruction — how to meet individual student needs, including learning styles, IT, personal interests, etc.; metacognition — how to raise the level of awareness of students’ self-assessment and provide strategies to move to a higher level of proficiency; resources — how to ensure rich and authentic content and materials; K–12 program articulation — how to align a program across all grade levels without following a set of textbooks — yes, it really is possible! Presenters will share the Singapore American School model, classroom practices, and examples along with Q&A and discussion. Facilitated by Susan Zhang and Sally Lean of the Singapore American School.
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Sally Lean: Sally Lean (林莎莉) began a love of learning Chinese in middle school and further developed that through undertaking a Bachelor of Chinese Studies at the Australian National University. She has taught Chinese for over 15 years and managed Chinese programs for several well-known international schools and for several years worked as a co-founder, co-organizer and presenter of the ACAMIS (Association of China & Mongolia International Schools) Annual Summer Conference for teachers of Chinese language and culture. Apart from teaching Chinese, Sally was also head-hunted to create a teacher training project for the Chaoyang District Education Committee in Beijing, training local English teachers in current interactive and communicative teaching methodology.
Yuehua (Susan) Zhang: Dr. Yuehua (Susan) Zhang obtained her BA degree in English from Beijing Normal University, MED from Concordia University of Nebraska and PhD in Curriculum and instruction from University of Nebraska-Lincoln in the US. She has extensive experience in U.S./China educational programs. Currently she serves as Director of world languages at Singapore American School in Singapore.Beyond Textbooks: Proficiency-Based K–12 Chinese Program and Strategies for D...
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Stories are powerful tools to create meaningful, engaging, and culturally authentic curriculum. In this engaging session, participants will hear the rationale for using stories, examine the process of creating curricula based upon stories, and practice "3 ring circuses" based instruction in TPR and "circling" questioning techniques in TPRS. Participants will leave able to confidently use a collection of interesting ideas for exploring culturally authentic stories with students of all proficiency levels.
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Lucy C. Lee is a veteran teacher at Livingston High School in New Jersey, Teacher Educator at Rutgers and William Paterson University, and CLASS Past President. She was the 2012 Teacher of the Year for the Foreign Language Teachers of New Jersey (FLENJ) and was also the Teacher of the Year for the Northeast Conference on the Teaching of Foreign Languages.
Yanjun Liu is a teacher from Hanban-College Board Guest Teacher Program. She had been teaching Chinese in Philippine Chung Hua School, Manila for three years. From 2013 to 2015, she worked for Chatham Hall, Virginia, which is an all-girls college prep school.
Haiyun Lu: Haiyun has been a Chinese language teacher since 1993. She currently teaches at one of the top-rated independent schools in the United States Midwest. She is a presenter at various language-related national conferences. She is an author of “Not the Same as Kittens’ Series”.2015 NCLC: What’s Your Story? Ignite Chinese Learning Through Storytelling
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黑客改gpa ,黑客技术,黑客改分,黑客改成绩，黑客修改成绩.重修过程中的学术支持和资源** 在重修过程中，学校通常会提供学术支持和资源帮助学生更好地完...
黑客改gpa ,黑客技术,黑客改分,黑客改成绩，黑客修改成绩.重修过程中的学术支持和资源** 在重修过程中，学校通常会提供学术支持和资源帮助学生更好地完...
出国改成绩, 修改成绩,找黑客修改成绩,找黑客改成绩,黑客修改国外大学成绩修改,通过重修达到学位要求** 小红在英国攻读硕士学位时，由于某门专业课程的难...
出国改成绩, 修改成绩,找黑客修改成绩,找黑客改成绩,黑客修改国外大学成绩修改,通过重修达到学位要求** 小红在英国攻读硕士学位时，由于某门专业课程的难...
黑客改大学毕业成绩！挂科后，我真的很担心自己的成绩。如果可以的话，能不能请黑客帮个忙修改一下？【微 tytyqqww 信】
黑客改大学毕业成绩！挂科后，我真的很担心自己的成绩。如果可以的话，能不能请黑客帮个忙修改一下？【微 tytyqqww 信】
🎉黑客修改成绩大揭秘！ 🚀💥你知道吗？这些天的努力，竟然被一个小小的改变毁掉了。别让坏运气影响到你未来哦~ #改变命运 #掌控命运 #逆天改命 #运气不好...
🎉黑客修改成绩大揭秘！ 🚀💥你知道吗？这些天的努力，竟然被一个小小的改变毁掉了。别让坏运气影响到你未来哦~ #改变命运 #掌控命运 #逆天改命 #运气不好...
黑客改gpa ,黑客技术,黑客改分,黑客改成绩，黑客修改成绩揭秘黑客常用的入侵方式，邮件成主要攻击对象！💥 你是否曾经收到过来历不明的邮件？里面可能藏着木...
黑客改gpa ,黑客技术,黑客改分,黑客改成绩，黑客修改成绩揭秘黑客常用的入侵方式，邮件成主要攻击对象！💥 你是否曾经收到过来历不明的邮件？里面可能藏着木...
《中国的故事·传统节日篇》 样章 "Stories from China: Traditional Festival“ Preview
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