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Preparing Standards-Based Teachers

Preparing Standards-Based Teachers. Mary Curran and Lucy Lee mary.curran@gse.rutgers.edu Graduate School of Education Rutgers, The State University of New Jersey Llee@livingston.org Livingston School District, New Jersey STARTALK Meeting, October, 2009. Plan for the Presentation.

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Preparing Standards-Based Teachers

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  1. Preparing Standards-Based Teachers Mary Curran and Lucy Lee mary.curran@gse.rutgers.edu Graduate School of Education Rutgers, The State University of New Jersey Llee@livingston.org Livingston School District, New Jersey STARTALK Meeting, October, 2009

  2. Plan for the Presentation • Background on the Rutgers/West Windsor-Plainsboro Teacher Student Program • Lesson Demonstration and Critique • Keys to Preparing Standards-Based Teachers

  3. STARTALK Teacher and Student Program • Summer Camp for Middle and High School Students • Professional Development for Teacher Candidates

  4. Princeton and West Windsor-Plainsboro Regional School Districts’ Chinese Summer Camp • Two week, non-residential program for middle and high school students • Three student levels: beginner, intermediate, and heritage • Three lead teachers • Standards-based, immersion program

  5. STARTALK Teacher Training Opportunities • Methods Course • Practicum Course • Pre-camp Preparation Meeting • Two-week Summer Camp • Post-camp Reflection Meeting

  6. Teacher Program Objectives • Preparing teachers to engage in standards-based pedagogy reflecting the Chinese language and culture • Developing a pre-service experience for teacher candidates • Providing teacher candidates with the opportunity to gain real teaching experience with actual students, and learn how to cope with the significant cultural differences between the Chinese and American school systems • Awarding scholarships to teachers in heritage Chinese language schools to attract them to the public school arena • Tracking of program participants to initiate a research study following the Chinese language teacher preparation experience of the participants • Fostering a new generation of expert teachers and teacher trainers

  7. Methods Course • Course Readings: • H. Curtain & C. A. Dahlberg, (2005). Languages and Children--Making the Match: New Languages and Young Learners. Boston, MA: Allyn & Bacon. • J. L. Shrum & E. W. Glisen, (2008).Teacher’s Handbook: Contextualized Language Instruction Boston, MA:Heinle. • Introduction to SLA and language pedagogy • Designing a performanced-based thematic unit, daily lesson plans and activities aligned to New Jersey world language standards and ACTFL standards for Chinese learning • Designing integrated, performance-based assessments

  8. Practicum Course • Standards-based Instruction • Observations of Experienced Teachers • Micro-teaching • Guided Reflections with Teacher Educators • Opportunities to Create Short- and Long-Term Professional Development Plans

  9. Standards-BasedACTFL/NCATE/NJPTS • Pre-practicum Meeting • Course requirements (3 graduate credits) • Attendance • Participation • Focus on Daily Topics in Discussions and Journals • Final Reflection Paper • Post-practicum Meeting

  10. Teachers’ Daily Schedule • Arrive at Princeton High School • Help with student arrivals and check in • Participate in tai chi welcome, warm-up activity • Observe and assist teachers • Conduct small group activities • Eat lunch with students • Assist community guest teachers • Attend and assist in daily culminating program • Meet for guided reflection, plan for next day, and create materials

  11. Demonstration Lesson • Please observe and participate in our demo lesson, which focuses on the theme of the Olympics and sports. • Consider what feedback you would give to a novice teachers after your observation.

  12. 他 是 谁？ Tā shì shéi

  13. 游泳 yóuyǒnɡ

  14. Tā她shì是shéi谁？

  15. 他 是 谁？ Tā shì shéi

  16. 游泳 yóuyǒnɡ

  17. 游泳yóuyǒnɡ

  18. 棒球bànɡqiú

  19. 足球 zúqiú

  20. 篮球 lánqiú

  21. 乒乓球pīnɡpānɡqiú

  22. 羽毛球 yǔmáoqiú

  23. 网球 wǎnɡqiú

  24. D A C E B

  25. 大风吹 dà fēng chuī • 吹什么？ chuī shénme 吹乒乓球chuī pīngpāng qiú

  26. 交换讯息 lánqiú bànɡqiú wǎnɡqiú yǔmáoqiú pīnɡpānɡqiú zúqiú Yeye Nainai Mama Baba Gege Wo Meimei

  27. 问卷 • Q: 你喜欢打篮球吗? nǐ xǐhuān dǎ lánqiú ma? • A: 我喜欢 / 我不喜欢 wǒ xǐhuān / wǒ bù xǐhuān

  28. Presentation:他们 是 谁？Tāmen shì shéi

  29. Sheila Taormina • 现代五项竞赛 • 射击 shè jí • 击剑 jí jiàn • 游泳 yóu yǒng • 马术 mǎ shù • 跑步 pǎo bù 五个项目的比赛。 • Sheila Taormina has been training in, swimming and running, but also excelling in sports she had never even understood before, shooting, fencing and horseback riding. • Before 2005, she had never participated in any of those new sports in any capacity. • At 2008 Beijing Olympic, she was representing the United States in the quest for Olympic gold in the Modern Pentathlon event.

  30. Modern Pentathlon 现代五项xiàndài wǔxiànɡ

  31. Reflections What were the strengths of this lesson? What could be improved with this lesson? How would you give feedback to a teacher after observing this lesson?

  32. 谢谢！

  33. Teachers’ Daily Schedule • Arrive at Princeton High School • Help with student arrivals and check in • Participate in tai chi welcome, warm-up activity • Observe and assist teachers • Conduct small group activities • Eat lunch with students • Assist community guest teachers • Attend and assist in daily culminating program • Meet for guided reflection, plan for next day, and create materials

  34. Teachers’ Daily Schedule • Arrive at Princeton High School • Help with student arrivals and check in • Participate in tai chi welcome, warm-up activity • Observe and assist teachers • Conduct small group activities • Eat lunch with students • Assist community guest teachers • Attend and assist in daily culminating program • Meet for guided reflection, plan for next day, and create materials

  35. Teachers’ Daily Schedule • Arrive at Princeton High School • Help with student arrivals and check in • Participate in tai chi welcome, warm-up activity • Observe and assist teachers • Conduct small group activities • Eat lunch with students • Assist community guest teachers • Attend and assist in daily culminating program • Meet for guided reflection, plan for next day, and create materials

  36. Teachers’ Daily Schedule • Arrive at Princeton High School • Help with student arrivals and check in • Participate in tai chi welcome, warm-up activity • Observe and assist teachers • Conduct small group activities • Eat lunch with students • Assist community guest teachers • Attend and assist in daily culminating program • Meet for guided reflection, plan for next day, and create materials

  37. Teachers’ Daily Schedule • Arrive at Princeton High School • Help with student arrivals and check in • Participate in tai chi welcome, warm-up activity • Observe and assist teachers • Conduct small group activities • Eat lunch with students • Assist community guest teachers • Attend and assist in daily culminating program • Meet for guided reflection, plan for next day, and create materials

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