H. Ruan, J. Shang, L. Yu: Leveraging Online Resources for Collaborative Learning in Chinese Classrooms (X1)
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Participants will discuss the principles and implementation of a Web 2.0–enabled collaborative learning program that exists between three groups of middle and high school students, each at a different geographic location, facilitated by a combination of delivery modes and teaching and learning styles. Participants will examine student-centered learning activities that support the three communicative modes (interpretive, interpersonal and presentational), and through formative and summative methods will assess students’ task-based performance of the four skills of listening, speaking, reading and writing. Participants will co-develop a backward design with scaffolding and spiraling strategies, and will go home with working templates from the project, along with sample lesson plans, student works and other material to enhance the teaching practice.
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H. Ruan, J. Shang, L. Yu: Leveraging Online Resources for Collaborative Learning in Chinese Classrooms (X1)
- 1. Leveraging Online Resources for Learning Collaboration in Chinese Classrooms 21 st Century Digital Transformation in Education ~ Arne Duncan
- 3. North Carolina: Durham Academy
- 4. New York: Lower East Side Prep HS
- 5. Colorado: Global Village Academy
- 6. North Carolina - Process Description Backward Design 1. clear learning objectives 2. can-do statement Learning Activities 1. foster positive experience 2. technology to facilitate Student-centered 1. research – own subtopic choice 2. create – own medium choice 3. present – own style choice
- 9. North Carolina - Assessment … more I-can statements: 1. verbally retell the story in proper sequence – using the Chinese words for the animals 2. dictate the names of the animals, or label the animals correctly and independently 3. ask/answer basic questions regarding the names and colors of the animals 4. ask about people’s zodiac animal – ask 3 native speakers outside of class 5. figure out the someone’s age by zodiac
- 11. North Carolina - The Presentations
- 12. North Carolina - The Presentation Tools PPT Wheel Scratch Model Poster Board WIX KeyNote PPT Picture Book KeyNote iMovie PPT
- 13. North Carolina - The Presentations Example: 1. 2. zodiacAnimals.ppt
- 15. North Carolina - The Activities Autonomous Learning Activities explored the question: 我 們 怎 麼 過 年 ？ / 我 们 怎 么 过 年 ？ 1. first hand learning experience from Calligraphy: 書法；书法 * to Write Couplets: 寫春聯 ；写春联 2. first hand learning experience from Paper-folding: 摺紙 ; 折纸 * to Paper-cutting: 剪纸 ; 剪紙 * to 3D ornament: 立體掛飾 ；立体挂饰 3. first hand learning experience from Firecrackers: 鞭炮 ；鞭炮 * to Eat watermelon seeds: 吃瓜子 ；吃瓜子 * to Receive Red packet: 拿紅包 ；拿红包 4. first hand learning experience from Gone shopping for the New Year: 辦年貨 ；办年货
- 20. Summary: formative vs. summative Formative Summative The purpose To enhance learning To allocate grades The goal To improve To prove The method occurs throughout the learning process, allow teacher to make decisions and adjust continuously occurs at the end of a learning unit, monitor teacher's instruction based on student performance
- 21. New York - Greeting from Ruan LaoShi
- 25. Colorado – Design Classroom Learning Activities Planning: 12 Zodiac Animals Focus: interpersonal communication Topic: Chinese zodiac topic Sub topic: Chinese New Year customs, Chinese food
- 26. Colorado – Design Classroom Learning Activities Sample Zodiac story created by a student
- 34. Rubrics – 5 C’s Standards
- 35. Rubrics – Presentational Rubric * Based on AP Chinese Exam Free Response Rubrics
- 37. Online Resource For LEARNING COLLABORATION in Chinese Classroom 徐佳音 阮勇強 于海清 Joanne Shang Henry Ruan Louisa Yu 合作老師 : 請不吝賜教 ！ 踴躍分享 ！ [email_address] [email_address] [email_address]
- 40. Effective Writing in Chinese – transforming novice to Intermed-Lo 請不吝賜教 ！ 踴躍分享 ！ [email_address] xiè xie 謝謝 !
- 41. The Results
- 44. EFFECTIVE USE OF POWERPOINT IN CSL CURRICULUM Joanne Shang 徐佳音 [email_address] Durham Academy
- 45. Please note that the clip arts used in this presentation are strictly for educational purpose and are not intended to be distributed otherwise.
- 46. Bandura: Modeling/ Observational Learning Monkey see, monkey do
Editor's Notes
- Guided questions helps students organize their writings the more detailed the guided questions are stated, the more detailed contents students will be able to provide on their own. The additionally add-on grammar list helped refresh students’ memory when they got limited time to produce their writings.
- Guided questions helps students organize their writings the more detailed the guided questions are stated, the more detailed contents students will be able to provide on their own. The additionally add-on grammar list helped refresh students’ memory when they got limited time to produce their writings.
- Guided questions helps students organize their writings the more detailed the guided questions are stated, the more detailed contents students will be able to provide on their own. The additionally add-on grammar list helped refresh students’ memory when they got limited time to produce their writings.
- The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
- For illustration, listed below is the process description of one of the selected topics - Zodiac :
- 1. research the background story in advance (to establish a pre-learning baseline) 2. read and listen to Group CO’s output (as comprehensible input to enforce learning from a cultural aspect) 3. watch/read about the etymology of the characters for the zodiac animals 4. reproduce the proper writing of the characters for the zodiac animals 5. play ‘guess the age’ game in pairs to practice figuring out the age from any given zodiac animal
- 1. (can) verbally retell the story in proper sequence and use the Chinese words for the animals 2. (can) dictate the names of the animals, or label the animals correctly and independently 3. (can) ask/answer basic questions regarding the names and colors of the animals 4. (can) figure out the age of someone based on the zodiac glue 5. (can) ask about people’s zodiac animal (ask 3 native speakers outside of class)
- Due to the scheduling constraint, the North Carolina team and the Colorado team were unable to communicate in real time. We have taken the asynchronous approach to resolve this challenge by pre-recording a set of conversation-like prompts in MSU-CLEAR tool . This is similar to the AP Chinese Free Response problem using the Conversation format. MSU-CLEAR Conversation supports both video and audio. Had the teams have access to web-camera, the video would have been implemented. Here is a collection of the evidence of the asynchronous communication between the NC and CO teams.
- The formative assessment can be observed by the students' active participation in all the cultural activities while learning about the significance in each activity. We learned about the key vocabulary and phrases associated with each activity. The summative assessment was integrated with our regular chapter test in which a 'cultural knowledge' section was dedicated to the language acquisition from this project. The NC team recognized that Performance-based assessment activities, in fact, are the performance-based learning activities.
- The formative assessment can be observed by the students' active participation in all the cultural activities while learning about the significance in each activity. We learned about the key vocabulary and phrases associated with each activity. The summative assessment was integrated with our regular chapter test in which a 'cultural knowledge' section was dedicated to the language acquisition from this project. The NC team recognized that Performance-based assessment activities, in fact, are the performance-based learning activities.
- The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
- The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
- The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
- The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
- The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
- The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
- The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
- The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
- Skype/CLEAR: conferencing opened ways to communicate with other students/learners Voki: Personal touch/self expression Curiosity: others are learning from you, motivation Pair couplets: artifacts/ evidence to be posted , got smthg advanced, They learned something: not a waste of time workin w/ nc & co, had our english been this good after 9 months Attitude: beyond predefined topics. Sharibility: what we learned. Nc’s presentation: inspiring (at such young age; analysis, style) promote more in depth reflection , 有潛移默化。 Influence: impact the way of thinking, deepen In addition to laguage level, bkgd diff, More student less focused. Small setting works better..
- NC communications (1.1, 1.2, 1.3): interpretive, interpersonal, presentational 2. culture (2.1, 2.2): product & practice 3. connection (3.1, 3.2): math, technology 4. community (5.1, 5.2): beyond classroom, life-long learning for enjoyment/enrichment 5. comparison (4.2): east vs. west, e.g. zodiac/horoscope, traditions, dragons, calligraphy NY Standards Targeted 1.3 Presentational Communication 2.1 Practices of Culture 3.1 Furthering Connections 5.1 School and Community 5.2 Life-long Learning
- Students take leads: Make interaction even more effective/meaningful: let students organize Coaching: NY – stay away from ‘ 為什麼 ’ question when speaking w/ novice level kids. NC － asked about ‘lacrosse’ during conversation… really wanted to interject, but did not – lack of confidence. And the student himself added this for reflection.
- Students take leads: Make interaction even more effective/meaningful: let students organize Coaching: NY – stay away from ‘ 為什麼 ’ question when speaking w/ novice level kids. NC － asked about ‘lacrosse’ during conversation… really wanted to interject, but did not – lack of confidence. And the student himself added this for reflection.
- Students take leads: Make interaction even more effective/meaningful: let students organize Coaching: NY – stay away from ‘ 為什麼 ’ question when speaking w/ novice level kids. NC － asked about ‘lacrosse’ during conversation… really wanted to interject, but did not – lack of confidence. And the student himself added this for reflection.
- The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
- The students conducted an initial research and each selected a topic of his/her choice. To recognize and support the multiple intelligences of how we learn (H. Gardner), each student was encouraged to choose a medium, from low-tech to high-tech, to design their final deliverable product.
- Guided questions helps students organize their writings the more detailed the guided questions are stated, the more detailed contents students will be able to provide on their own. The additionally add-on grammar list helped refresh students’ memory when they got limited time to produce their writings.