Chinese Teacher Education Summary

1. Chinese Teacher Education Summary

2. Diversity of Teacher Trainees • How hard teacher training is! • Keep realistic expectations – small doses esp for novice teachers • Developing professional awareness and helping them grow, perhaps with a PD plan as an outcome • Don’t assume that they’ll be one type or novice teachers only. Develop all sorts of different models to serve different sub-groups • Draw on everyone’s experience; expect diversity of background and knowledge

3. No Teacher Left Hookless • They should all be hooked • Keep things relevant and practical that they can bring back next morning • Balance theory and practice with ample examples • Develop a portfolio to help them articulate what they know

4. Accountability • Teachers will be held accountable, so it’s key to help them develop ways to be accountable, which means they need the ability to develop and implement assessments of all levels and players

5. What does a good teacher need to know and be able to do? (1) • National Content Standards • Awareness of a variety of teaching approaches and knowing where to find information • Ability to develop a lesson plan and a thematic unit of instruction • Must know demographics and structure of U.S. education system • Classroom management

6. What does a good teacher need to know and be able to do? (2) • ACTFL K-12 Performance Guidelines • A repertoire of assessment tools—including formative and summative assessment • Ability to reflect on students’ performance and one’s own practices and beliefs • A deep understanding of and ability to demonstrate student-centered pedagogy

7. Certification • Compiled a list of state certification requirements – CLTA Web site • Build it as part/linked to obtaining advanced degree and/or certification • Program certificate and STARTALK fellow certificate

8. Follow-up • In next year’s program, build this year’s group as mentors • Establish a network of trained teachers, trainers, etc • Send some teachers to another program in the second year • Develop video of your program and share among all STARTALK teacher programs • Use this year’s data as baseline

9. National Content Standards • Awareness of a variety of teaching approaches and knowing where to find information • Ability to develop a lesson plan and a thematic unit of instruction • Must know demographics and structure of U.S. education system • Classroom management

10. NADSFLCLASSNCATEINTASC

11. I CAN (TEACHERS’ PROFILES) • Create Standards-based lesson plans • Address students’ diverse ability and learning styles • Differentiate instruction based on students’ need • Lesson plans that incorporate tech, effective use of tech • Using different modality and format for instruction (multi-media, multiple modality)

12. Teach cultures (perspectives, practices, and products) into a language-based lesson • Lessons that will be taught within the cultural contexts of the target countries/regions • Lessons that are contextualized that reflect authentic language use and cultural practice • Deliver a variety of activities that are hands-on, engaging, and relating to real life experiences • Use small, pair group work effectively

13. Assessment • Performance-based instruction and assessment • P-b and S-based lesson planning • Placement, exit assessment, in addition to formative and summative assessment at the end of instruction (HL, articulation)

14. Thematic Units • Content-related • Backward design

15. Recruitment and PR • Describe my content and language to recruit and retain enrollment • Describe the value of studying another language and culture • Communication with the school community: school board, administrators, parents, and community members

16. Classroom management & environment • Provide an environment that encourages students to take a risk and feels valued about their own cultural background • Motivating students to continue their study and use of the language within and outside the classroom • Self-managed learners: multiple levels in one classroom, taking responsbility for learning

17. How to learn

18. Stages of PD Continuum: a self-reflective checklist; a portfolio organizing principles • Stage 1: the first 40 hours • Stage 2:

19. In terms of regular course design • Methods—Secondary and FLES • Linguistic competence • Pedagogical grammar/Structures of TL/elements of the TL/Chinese Applied Lx—convey the grammatical info to students’ understanding and satisfaction; error corrections-when and what to correct • Second language acquisition

20. curriculum, instruction, assessment (CIA model): Differentiated instruction: • Students’ linguistic background • Cultural background • Abilities • Age • Gender (topics of interest) • Interactional patterns • Teacher talk

21. Diversity of teachers • From other content areas (ESL, SS, Arts)

22. Modality, learning styles, readiness • Readiness: • Emotional readiness/preparedness to study a language • How to learn: study skills/behaviors

23. Teacher assumptions/beliefs • If students can learn • Expectations of students: do more things; e.g., how much Chinese/English an instructor uses; setting the stage of a Chinese learning environment • Scafolding • responsiveness

24. Equity issues in the classroom • Expectations and requirements from the state and district; regs • SP Ed (IEPs)

25. Parental communication • Discipline • Implications of your actions/notes • Understand the larger context of your community—what they care, what they are worried about • Parent teacher conference • NS teachers: how to offer comments • Chinese-American population in the community: NNS vs NS teachers –identity and ownership of the languages and cultures

26. Assessments • All tools that are available • SAT II, HSK, AP, STAMP, Linguafolio, MOPI, SOPAs, ELLOPA, NOELLA