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Performance-based Instruction

Performance-based Instruction. Yongfang Zhang Wofford College zhangy@wofford.edu. Outlines. Performance-based instruction Designing performance-based instruction Resources for K-12 Chinese. Outlines. Performance-based instruction Design performance-based instruction

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Performance-based Instruction

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  1. Performance-based Instruction Yongfang Zhang Wofford College zhangy@wofford.edu

  2. Outlines • Performance-based instruction • Designing performance-based instruction • Resources for K-12 Chinese Yongfang Zhang

  3. Outlines • Performance-based instruction • Design performance-based instruction • Resources for K-12 Chinese • What is performance? -- Let’s think about greetings Yongfang Zhang

  4. Greetings! • Greeting at the beginning of today’s meeting between two acquaintances • First time greeting at the beginning of today’s meeting • Greeting in a shopping mall between friends • Greeting in front of the students if working at the same school Yongfang Zhang

  5. Comparison between our Greetings and those from the Textbooks • Similarity • Function: greetings • Differences • Authentic vs scaffold • Situated vs isolated • Performance vs skill training Yongfang Zhang

  6. The Great Wall《北京故事》 • 载华:你好! • 莉莉:你好个什么呀?又不是美国人,见了生人还得你好你好的。 • What’s with this Ni hao? You’re not an American going around yelling Ni hao, Ni hao every time you see a stranger. Yongfang Zhang

  7. Definition of Performance • “Performance is what human beings are about every day of their lives” (Turner, 1982). • Performance entails work that requires students to apply knowledge and skills in authentic contexts (Wiggins, 1993). • “Performances are situated events defined by five specified elements inferred from Carlson (1996): place, time, script, participants, and audience” (Walker, 2000). Yongfang Zhang

  8. Performance-based Instruction vs Traditional Instruction • Application (Practice) • Application by doing • Situated contexts • Simulate real-world experience • Authentic • Can be applied to real world setting • Engaged actively in tasks to solve real-world problems • Active, creative learning • Teacher models and facilitates • Learning skills (Theory) • Memorization of facts and detail • Skills covered in isolation • School assignments • Inauthentic • Don’t transfer to real-world setting • Solve contrived problems • Passive learning • Teacher transmits information Yongfang Zhang

  9. Clarifications • Performance-based instruction does not completely discard the traditional training, rather it moves beyond the traditional language skill training • Performance tasks are directly relate to the real world. Performance-based activities are not an “add-on” but rather an integrated part of existing lessons, units. That is, they are not simply plugged in from an external source but emerge from the ongoing class work. Yongfang Zhang

  10. Outlines • Performance-based instruction • Designing performance-based instruction • Resources for K-12 Chinese Yongfang Zhang

  11. Designing Performance-based Instruction • Creating opportunities for students to apply in situated contexts • Creating Chinese environment Yongfang Zhang

  12. Learning by Applying • Identifying the goals and objectives • Determining tasks • Providing context (place, time, script, participants, and audience) • Eliciting tasks • Providing model & feedback Let’s design a class for greeting! Yongfang Zhang

  13. Identifying Goals and Objectives • Goal: be able to greet appropriately • Objectives: • Close to current reality: be able to greet classmates, teacher, Chinese neighbor, etc. • Simulate the future: be able to greet a business partner Yongfang Zhang

  14. Determining Tasks • Learning experience: • Greeting the teacher √√ • Greeting a classmate √√ • Greeting a friend √√ • Greeting a Chinese neighbor • Greeting a businessman • Etc. Yongfang Zhang

  15. Authentic Tasks Students need real-life reasons to use language as a tool for communication • Students need to have real-life reasons to want to understand what is being said to them and to make themselves understood • Students need to use language to communicate about topics that are engaging and motivating • Students need to use language with meaning and for a purpose

  16. Providing Contextplace, time, script, participants, audience Yongfang Zhang

  17. Eliciting Performance Task Student Teacher Principal Friend Yongfang Zhang

  18. Providing Model • Model • Jumping in the performance by taking a role (T/S mode, S/T mode) • Directing two top students to start the performance • Providing video clips Yongfang Zhang

  19. Providing Feedback • Why is feedback needed? • What types of feedback are there? • To what do we provide feedback? • How to give feedback?

  20. Reasons to Provide Feedback • Students need to know how they do in class (assessment) • Students need to improve (improvement) • Don’t know they don’t know • Know they don’t know • Know they know • Don’t know they know • Students need motivation/encourage

  21. Types of Feedback • Positive vs negative (corrective) • Explicit vs implicit • Language vs behavior

  22. Ways to Provide Feedback • During the performance vs after performance • In class vs after class • Immediate feedback vs giving students some time • Correct all errors vs focus on a couple of errors at one time

  23. Feedback I: Repetition • Chorus • When to use? Learning, or error pattern • Advantages: quick, less pressure, engaged • Disadvantages: less effective • Individual • When to use? Particular student • Advantages: specific • Disadvantages: slow, not-involved • Ratio of using both • Individual should be more than chorus • Chorus should go back to individual

  24. Feedback II • Encourage self-correction • Give students time to self correct • Help students develop self-correction model: 再见 for fourth tone, 你好 for two third tone sandi • Reverse buildup • hăo, lăoshī hăo 好,老师好 • hăo, nĭ hăo, Lín Lù nĭ hăo 好,你好,林路你好。 • Provide correction in phrases • 我不是,你贵姓,我也是,我的照片,我爸爸,我妈妈,几口人,我没有,你今年,我喜欢,你喜欢,我很忙 • Come back to normal communication • 美国人 • 你是哪国人?我是美国人。 Yongfang Zhang

  25. Tips for Providing Feedback • Listen and watch carefully what the learners say/ do • Always be ready to provide a model • Indicate what you are correcting: be specific • Avoid often giving feedback immediately • Avoid focusing too much on one student for a extended amount of time • Don’t imitate the students’ error/behaviors • Provide only a correct model • Give feedback without exaggeration • Use more positive feedback • Back to the student who made the error • Provide model (teacher, peer students, already learned items)

  26. Designing Performance-based Instruction • Creating opportunities for students to apply in situated contexts • Creating Chinese environment Yongfang Zhang

  27. Creating Chinese Environment I • How can we help our learners to be able to use Chinese? • Shall we use Chinese or English in our class for our instruction?

  28. Comparison

  29. What Caused the Differences? • Both are serious learners and have made their commitment to Chinese learning • the boy works full time and takes Chinese • the girl has taken Chinese for three years

  30. A quotation from the Boy • “I personally would like to adhere to the Chinese only rule during class because I think it enables us to cover more material and learn more new things and also create our own sentences in addition to what is in the drills. I also think it is easier to stay in a Chinese frame of mind rather than switching back and forth. Sometimes I feel like we might be sliding backwards or not reaching our full potential, but I don’t know. These are just my thoughts.”

  31. Use Chinese & Avoid English • Instruction: • Classroom instructional expressions • Ask good students who understand or who prepared • Use Teacher/Student modes: whenever starting a new exercise, the teacher demonstrates by acting one role with a good student, and then transfers to student/student mode to practice the same content a couple of times until every student is clear • Content: • Ask students to prepare • If students could not prepare, do in-class hands-on training • Context: • Visual aids • Body gesture: Hand gesture instead of “please follow me”. Just once or a couple of times, the students will for sure know what do you want them to do • Questioning

  32. Instructional Expression • http://k12chineseflagship.osu.edu/files/CI700/ci700.html • Integrated Chinese (3rd ed.) Level 1 Part 1 page 16 • Chinese: Communicating in the Culture: Unit 0: http://flpubs.osu.edu/uploads/Unit0Stage1-5.pdf; http://flpubs.osu.edu/catalog_details.cfm?PubKey=88&ReturntoSearch=yes Yongfang Zhang

  33. Visual Aids Resources • http://office.microsoft.com/en-us/clipart/default.aspx • www.google.com, search pictures • Realia • Own photos Yongfang Zhang

  34. Use English When Must but with Caution • English is not forbidden completely, we can use it to assign homework, explain grammar, etc. • Distinguish Chinese and English use. For example, if you must explain grammar, separate a short period of time for both students and teacher to use English to talk about the grammar or any questions.

  35. Create Chinese Environment II • Extra-curriculum activities • Chinese Table • Visit to Chinese communities: market, neighborhood • Festival celebration • Chinese performance show • Etc. Yongfang Zhang

  36. Outlines • Performance-based instruction • Designing performance-based instruction • Resources for K-12 Chinese Yongfang Zhang

  37. Resources for K-12 Teachers I • Standards for foreign language learning: preparing for the 21st century • http://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf • http://www.actfl.org/i4a/pages/index.cfm?pageid=4283 • American Council on the Teaching of Foreign Language: Program Standards for the Preparation of Foreign Language Teachers • http://www.ncate.org/documents/ProgramStandards/actfl2002.pdf • State Standards

  38. Resources II • Confucius Institute • http://english.hanban.org/ • K-12 Chinese flagship • http://k12chineseflagship.osu.edu/ • http://casls.uoregon.edu/ppsflagship/en/index.php • Core/Alternative licensure programs • Startalk teacher programs • http://startalk.umd.edu/ Yongfang Zhang

  39. Resources III Articles by Dr. Galal Walker http://chineseflagship.osu.edu/website/galalwalker/PP.htm • Remembering the future • Performed Culture: Learning to Participate in Another Culture • Learning Less Commonly Taught Languages: An Agreement on the Bases for the Training of Teachers (with Scott McGinnis) Yongfang Zhang

  40. Resources IV Books published by Foreign Language Publications at The Ohio State University (http://flpubs.osu.edu) • Class Professional Standards for K-12 Chinese Language Teachers • http://flpubs.osu.edu/catalog_details.cfm?PubKey=287&ReturntoSearch=yes • Chinese Pedagogy An Emerging Field • http://flpubs.osu.edu/catalog_details.cfm?PubKey=153&ReturntoSearch=yes • NFLC Guide for Basic Chinese Language Programs (2nd Ed.) • Performed Culture: An Approach to East Asian Language Pedagogy • The Pedagogy of Performing Another Culture • Performance-based Pedagogy for Communicating in Cultures Yongfang Zhang

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