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Applying the Backward Design in Chinese Language Teaching. Pat Lo, Director Dr. Susan Rui, Resource Specialist NY State Asian Languages BETAC May 15, 2010. Topics for Today. “Backward Design” – What and Why? “Backward Design” in language program planning – long term curriculum planning

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Pat lo director dr susan rui resource specialist ny state asian languages betac may 15 2010 l.jpg

Applying the Backward Design in Chinese Language Teaching

Pat Lo, Director

Dr. Susan Rui, Resource Specialist

NY State Asian Languages BETAC

May 15, 2010


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Topics for Today

“Backward Design” – What and Why?

“Backward Design” in language program planning – long term curriculum planning

“Backward Design” in language unit planning

New York State Asian Languages BETAC


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Backward Design Process

Identify

desired

results

Determine

acceptable

evidence

Plan learning

experiences

and instruction

Wiggins and McTighe, 1998

New York State Asian Languages BETAC


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Desired Results for This Workshop

  • Participants will gain some understanding of the Backward Design.

  • Participants will reflect on their own teaching and apply the ideas and strategies learned today.

New York State Asian Languages BETAC


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Acceptable Evidence to Assess Achievement of This Workshop’s Desired Results

As a result of this workshop’s learning experiences and instruction, participants will be able to:

  • orally provide a simple definition of the Backward Design;

  • engage in discussions on designing performance tasks;

  • critique performance tasks; and,

  • complete a reflection sheet on how to apply the learned ideas and strategies.

New York State Asian Languages BETAC


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Workshop Learning Experiences and Instruction Workshop’s Desired Results

Participants will:

  • Discuss the Backward Design process and examine their own programs and teaching process.

  • Discuss planning for long-range curriculum and short-term units.

  • Apply the principles of the Backward Design Process in developing a unit

New York State Asian Languages BETAC


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Understanding Your Program Workshop’s Desired Resultsand Setting the Goals

  • Exploratory program or proficiency building program

  • Contact hours in school and students’ contacts with the Chinese culture and language resources outside the school

New York State Asian Languages BETAC


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Backward Workshop’s Desired ResultsDesign

  • Long-range curriculum planning

    • Scope and sequence

    • Benchmarks

New York State Asian Languages BETAC


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Example: Setting Goals for Chinese Programs in New York State Public Schools

NY State Regents Examination

International Baccalaureate

College Board AP/SAT

Effort Index

Native Speakers

Heritage Language Speakers

Non-heritage Language Speakers


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Setting Benchmarks State Public Schools

  • Level 1 (R & W)

    • recognize and pronounce Pinyin.

    • recognize strokes and stroke order.

    • recognize some basic compounds, radicals and 200-250 learned Hanzi.

    • write up to 150 Hanzi learned in class.

    • write phrases and sentences in Pinyin or Hanzi to express themselves.

Students will be able to…

New York State Asian Languages BETAC


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Setting Benchmarks State Public Schools

  • Level 2 (R & W)

    • recognize up to 450 learned Hanzi.

    • use a bilingual or Chinese dictionary.

    • read basic sentences and short texts with comprehension.

    • write up to 300 Hanzi from memory.

    • use the computer to write, or handwrite, short passages related to personal life.

Students will be able to…

New York State Asian Languages BETAC


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Setting Benchmarks State Public Schools

  • Level 3 (R & W)

    • recognize up to 800 learned Hanzi.

    • use the principles of building Hanzi to guess the meaning of new Hanzi.

    • locate specific information in familiar materials.

    • write up to 500 Hanzi from memory.

    • compose short descriptive passages on familiar topics.

    • compose brief e-mails for exchange of information and personal interaction.

Students will be able to…


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Setting Benchmarks State Public Schools

  • Level 4 (R & W)

    • recognize up to 1100 learned Hanzi.

    • locate specific information in textual materials, including short letters, messages, notes.

    • write up to 800 Hanzi from memory.

    • take simple notes.

    • Use varied sentence patterns to write a personal essay.

Students will be able to…

New York State Asian Languages BETAC


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Standards should be embedded in instruction and assessments. State Public Schools

The FL NAEP Assessment Framework Visual

National Assessment of Educational Progress (NAEP)


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Possible T State Public Schoolshemes and Topics

Personal identity

Life skills

Community and neighborhood

Science, math, and technology

Nature and environment

Beauty and aesthetics (arts)

Current events

New York State Asian Languages BETAC


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Examples of Spiral Themes State Public Schools

NYS suggested theme:

Health and Welfare

HS Level 1 (possible topics)

Fast Food, Recipes

HS Level 2 (possible topics)

Ethnic Foods, Restaurants

HS Level 3 (possible topics)

Food Groups, Nutrition

HS Level 4 (possible topics)

Living a happy and healthy life

Cultural Connection (possible topics)

Famous Chinese Cuisines, Tea, Chinese table manners


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Examples of Spiral Themes State Public Schools

A suggested new theme:

Nature and Environment

HS Level 1 (possible topics)

Weather, Seasons, Animals and Plants

HS Level 2 (possible topics)

Geography, Natural Habitats

HS Level 3 (possible topics)

Pollution, Global Warming

HS level 4 (possible topics)

Recycling, Energy Conservation

Cultural Connection (possible topics)

Unique sceneries in China, Panda as an endangered species


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Mid-way Summary State Public Schools

  • Turn and talk to your neighbor.

  • Sentence frame:

    One thing I learned about “Backward Design” is …

New York State Asian Languages BETAC


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Backward Design State Public Schools

  • Unit planning

    • Topic (part of the theme)

    • What are students expected to do?

    • What instruments and criteria are used to assess student learning?

    • What instructional activities can lead to the desired results?

New York State Asian Languages BETAC


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Topic: Directions and Neighborhood State Public Schools

Identify

desired

results

Determine

acceptable

evidence

Plan learning

experiences

and instruction

Wiggins and McTighe, 1998


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Performance State Public SchoolsTask

  • Situation: Your e-pal from China will be visiting the US and she/he would like to visit your school while in NY.

  • Your task: Provide a map and directions for your friend to travel to school from a specific location (subway, bus stop, etc.) Describe the neighborhood that your school is in on the phone.

  • You will be evaluated based on your oral presentation and your writing ( written directions and the map).

  • The criteria include: task completion, fluency, quality of interaction, comprehensibility of message, vocabulary use, presentation, and language control.

New York State Asian Languages BETAC


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Samples of Speaking Tasks State Public SchoolsNY Regents Comprehensive Examinations in Modern Language

  • (Teacher initiates) You and I are with a tour group in (country). When we arrive at the hotel where the group is planning to stay, we find out that our rooms will not be ready for some time. We talk about it. I will start the conversation.

  • (Student initiates) I am a swimming pool attendant in (country). You have lost something at the pool. You come to me for help. You start the conversation.

New York State Asian Languages BETAC


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The Performance Assessment State Public Schools

Communication

New York State Asian Languages BETAC


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Interpretive Mode State Public Schools

  • Comprehension of words, concepts, ideas, meaning of entire piece

  • Must be motivated by a culturally authentic piece students hear, view, listen to or read.

  • Text, poem, film, work of art, song, advertisement, music video, book

  • Translation is not an Interpretive Mode task.

New York State Asian Languages BETAC


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Sample Interpretive Activities State Public Schools

  • searching for specific clues to meaning

  • composing a title for a reading

  • paraphrasing in native language/target language

  • vocabulary brainstorms in categories, synonyms, near synonyms

  • Identifying the main idea

  • listening with visuals

  • filling in graphs and charts

  • following a route on a map

  • checking off items on a list

  • drawing what is being described

  • listening for the gist

New York State Asian Languages BETAC


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Interpersonal Mode State Public Schools

  • Spontaneous exchanges that involve negotiation of meaning between people. Unrehearsed, unrefined.

  • Negotiating meaning – In everyday communication, spoken exchanges take place because there is some sort of information gap between the participants.

  • Memorized, or scripted dialogue readings are not Interpersonal Mode tasks.

New York State Asian Languages BETAC


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Presentational State Public SchoolsTasks

  • involve the transfer of knowledge to a new and different context from what was initially learned.

  • require learners to solve problems, create a new product, use the content in a new way.

  • allow learners time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time.

New York State Asian Languages BETAC


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Sample Presentational Tasks State Public Schools

  • Summary of text

  • Brochure

  • Design oral/video presentation

  • Letter

  • Advertisement

  • New beginning or ending of story, song

  • Visuals based on topic or text

  • Solve a problem

  • Design a survey and present findings

  • Skits

  • Radio shows or PSAs

  • Essays

  • Plays or videos

  • Poem, Song, Rap

  • Storyboard

New York State Asian Languages BETAC


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Now you try it. State Public Schools

Topic: Happy Mother’s Day

Identify

desired

results

Determine

acceptable

evidence

Plan learning

experiences

and instruction

Wiggins and McTighe, 1998


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Final Thoughts for Curriculum Planning State Public Schools

Plan backwards and think about the goals first.

Take a teamwork approach (planning with supervisors and other teachers).

Think about vertical planning (scope and sequence).

Decide the benchmarks, and then the topics, at each level.

Embed culture in lessons.

New York State Asian Languages BETAC


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Final Thoughts for Teaching State Public Schools

Create a linguistically rich environment for learning.

Teach Hanzi from the beginning.

Apply spiraling and snowballing approaches.

Teach tolerance for the unknown and ambiguity.

Embed cultural component in lessons.

New York State Asian Languages BETAC


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THE END State Public Schools

New York State Asian Languages BETAC (ALBETAC)

[email protected]

http://steinhardt.nyu.edu/metrocenter/albetac/

THE BEGINNING


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