Integrating 21 st Century Skills into Standards-based Chinese

1. Integrating 21st Century Skills into Standards-based Chinese 2013 NECTFL Workshop Dr. Yu-Lan Lin ylin@boston.k12.ma.us

2. Goals • 1) Gain a deeper understanding that the standards-based instruction is at the core of today’s language Instruction. • Design 5C/P21 learner-centered instructional activities.

3. Traditional Learning

4. 21st Century Learning

5. 21st Century Learner

6. Teaching Methodologies/Approaches • Grammar-Translation Method • Direct Method • Audio-lingual Method • Cognitive Approach • Proficiency Approach • Standards-based Instruction

7. Traditional Language Instruction Cover the content -Use “climb the ladder” model -Learn all basic facts and skills -Excessive teacher talk -Rote memorization -Drills and worksheets -Translation

8. Traditional Language Class • Heavily dependent on textbooks • Isolated voc./ grammar elements • Sequential/hierarchical order • Practice skills without contexts • Little flexibility- ‘correct answers’ • Little creativity- ‘fill in the blanks’ • Students rarely work cooperatively • Rigid test format

9. Consequence of Traditional Teaching • Not using content in authentic situations • Not using skills in more complex ways • Not moving beyond the first rung of ladder • Not interesting, not stimulating, not motivating, not engaging students • Not learning in a meaningful way

10. Traditional Student Outcome • May be able to answer recall questions • May be able to perform basic skills • Do poorly on application, analysis, and explanation • Display boredom, passivity, and apathy

11. Cognitive Approach Krashen’s Hypotheses: • The acquisition-learning hypothesis • The monitor hypothesis • The natural order hypothesis • The input hypothesis • The affective filter hypothesis

12. The acquisition-learning hypothesis

13. Monitoring Hypothesis • Rules monitor acquisition • “Correcting” language output • Has individual differences

14. Natural Order Hypothesis • Follows a predictable ‘natural order’ • Independent of the learners' age, L1 background, and conditions of exposure

15. Input Hypothesis • Comprehensible • Interesting • i +1 • Not grammatically sequenced • Using context • Using other cues

16. Krashen’s “i + 1”

17. Affective Filter Hypothesis • Affective Filter: -Low motivation, -Low self-confidence -Anxiety  

18. Proficiency Approach • Functions • Contents • Contexts • Text types • Accuracy

19. Standards-based Instruction

20. 21st Century Skills

21. P 21 • Life and Career Skills • Learning and Innovation Skills • Information, Media and Technology Skills • Core Subjects and Themes

22. 21st Century Skills Support: • Standards and Assessment • Curriculum and Instruction • Professional Development • Learning Environments

23. Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility

24. Learning and Innovation Skills • Creativity • Critical Thinking • Communication • Collaboration

25. Information, Media, Technology Skills • Information Literacy • Media Literacy • Technology Literacy

26. Core Subjects and Themes • English • World Languages • Arts • Math • Economics • Science • Geography • History • Government/Civics • GlobalAwareness • Financial, economics, business, entrepreneurial literacy • Civic literacy • Health literacy • Environment literacy

27. Past and Present • Learn about the language • Teacher-Center • Isolated skills • Cover a textbook • Big “C”, small “c” • “One-size-fits-all” instruction • Classroom learning • Individual work • Learn to use the language • Learner-Center • Integrated skills • Backward design • Cultural perspectives • Differentiated instruction • Beyond classroom • Group project

28. Present and Future • Learn to use the language • Learner-Center • Integrated skills • Backward design • Cultural perspectives • Differentiated instruction • Beyond classroom • Group project • Nativespeakers • Native materials • Native culture • Nativecontexts • Globalmindset • Global approach • Global interaction • Global issues

29. Standard I: Communication • 1.1 : Interpersonal Communication • 1.2: Interpretive Communication • 1.3: Presentational Communication

30. Teaching Communication Incorporating Technology Literacy • When planning to carry out an e-pal exchange with students in China… • When planning to present information on the educational system in China…

31. Standard II: Cultures

32. Teaching Culture Incorporating Creativity and Innovation • When planning to introduce a familiar story such as 愚公移山… • When planning to teach Chinese geography…

33. Standard III: Connections • Making Connections • Acquiring Information

34. Teaching Connections Incorporating Information Literacy • When planning to expand the theme of “clothing” in the unit… • When planning to connect with most current event in China, such as Chinese new leaders…

35. Standard IV: Comparisons • Linguistic Comparison • Cultural Comparison

36. Teaching Comparisons Incorporating Critical Thinking Skills • When studying 中秋节… • When studying proverbs, such as 画蛇添足…

37. Standard V: Communities • School and Community • Lifelong Learning

38. Teaching Communities Incorporating Collaboration • When studying consumption of energy in China… • When engaging in a school wide campaign…

39. Outcomes of 5C/P21 Instruction • Away from learning to work towards working to learn • Away from memorization towards thinking and understanding • Away from students as recipients of information to students as knowledge builders