Presentation Title | May 4, 2009 Digital Portfolios for Chinese Language Classrooms Part II Mary Simone, Digital Learning Studio Manager University of

Presentation Title | May 4, 2009

Digital Portfolios for Chinese Language Classrooms Part II

Mary Simone, Digital Learning Studio Manager

University of Massachusetts at Boston


REFLECTIONS: Teaching Chinese with VideoPresentation # 1

Preparation/presentation/expansion


Reflections

▸ Watch each video and answer these questions▸ What language skill(s) are the students learning in this

activity▸ Is this activity age appropriate, or what age is this activity

appropriate for▸ How does this activity relate to your teaching curriculum▸ What do your students need to know in order to do this

activity▸ How would you prepare your students to do this activity▸ Why do you think videotaping this activity is a good idea?▸ What evaluative criteria would you use to assess your

students’ performance of this activity▸ Could you build on this activity- could it be part of a larger

lesson plan


Shan-Lee Liu


Skit-Yan Ma


Role Play/Contextual Cues-Yan Ma


Listening Cues-Xiuping Ladd


Storytelling-Xianglian Meng


Speaking and Reading-Xianglian Meng


Language Proficiency Skills

ACTFL Proficiency Guidelines

NCLRC The Essentials of Foreign Language Teaching


21st Century Learning Outcomes


Reflection # 1-Self-Evaluation

▸ What did you learn from Assignment #1?

▸ Did you complete your checklist for workshop one?

▸ Do you still need help on any part of Workshop one?


Presentation # 2 Wiki Content and Organization

Wikis teach students : language, 21st Century learning outcomes, social skills and problem solving. They provide students opportunity for individual creativity and self- expression. They help teachers manage and assess student learning artifacts


Wiki Uses

COLLABORATION▸ Wiki group work - Break up students into groups and

assign a page for each group. You can give feedback immediately and see who is pulling their weight!

▸ Wiki-pairs - Ask your students to partner with another student in class.

RESEARCH▸ Web research - Students work on research project, summarizing

their▸ finding on a wiki page and list their web sources, articles, etc. on

the wiki. Peers can comment or add to the pagePUBLICITY▸ Publicize good work - Post student work online as an example or

archive to show course expectations. You can easily create public wiki pages in a private workspaces wiki (this is a free feature of 2.0 wikis).


Wiki Uses

CULTURE▸ Family Twaditionwiki- elementary students share their

family’s ways of preparing holidays and compare them to practices in other cultures they read and learn about.

▸ A Where in the world is Panda wiki:. Have each Panda host post on the wiki, including the picture they take with Panda during her visit. Even better: keep an ongoing Google Earth place marker file to add geographic visuals to Panda’s wonderful wanderings as a link in the wiki. as you study “our community” in elementary grades

▸ A travelogue from a field trip or NON- field trip that the class would have liked to take as A culmination of a unit of study: Our (non) trip to the Capital and what we (wish) we saw.


Exercise # 2-REFLECTIONS

▸ As you look at these wikis, think about which wiki organization would be best for your classroom teaching

▸ Identify categories that you think you would like to include in your classroom wiki


Organize your Wiki

EXAMPLES Individual pages- each student and teacher can create a

page about interests, assignments Discussion– Each teacher can list weekly discussion topics on

your wiki, then have students select topic and to lead the discussion in discussion groups . Students brainstorm possible discussion topics on the wiki and lead one discussion per week.

Class notes - Each week assign one student to write up the class notes. Be sure to comment on the notes, and add additional insight from the lesson

▸ Calendar – Embed a calendar▸ Tag your pages- Students will be able to group concepts and

learning tasks through tags that identify content.

▸


Examples of K-12 wikis

ASSESSMENT▸ Digital learning portfolio ▸ Digital portolio for assessment

CLASSROOM MANAGEMENT classroom management bulletin board

PUBLICITY public virtual classroom public communication


Language Teaching Wikis

Foreign language french wiki Foreign languagespanish wiki Foreign language class wiki http://chineselanguagelearninglinks.wikispaces.com/Te

aching+Resources http://languagelinks2006.wikispaces.com/Chinese+Pron

unciation▸ http://chinese301.pbworks.com/w/page/15780411/Front

Page▸


Language Teaching Wikis

▸ http://esl-100a-fl09-brown.wikispaces.umb.edu/Tracy%27s+Links

▸ http://umbchinese101.pbworks.com/w/page/9199658/video Spanish

▸ http://mrazspanish.pbworks.com/w/page/9910625/Chile-DWong

▸ http://paula-haines.wiki.uml.edu/Student+Portfolios


Help Aids for creating your wiki

▸ http://www.nclrc.org/essentials/whatteach/wtindex.htm Essentials of language teaching

▸ http://www.educause.edu/node/645/tid/33345?time=1293673798 copyright teach act resources

▸ http://tlt.its.psu.edu/suggestions/international/bylanguage/chinese.html

▸ http://umwikiworkshop.wikispaces.com/▸ Flickr photos for Chinese


Model Template for Classroom Wiki


Presentation # 3Teaching Language with Video

Video Selections, video Matrix and Proficiency guideline,


Teaching with Video

PICS Guidelines

▸ Use the video an integral part of your curriculum design routine.

▸ Write a progression of preparation, presentation, and expansion activities in sequence of ▸ recognition and identification▸ recombination and recapitulation▸ ( interpretation, synthesis, and evaluation).


Video Teaching Matrix

Preparation Presentation Expansion

Text

Sound

Image

PREPARATION anticipate the content of the video by speculating about the title (preparation using an element of the text); PRESENTATION explore the key vocabulary of the segment by looking just at the images with the sound turned down (presentation of selected text elements via images); EXPANSION play the full video while asking students to listen for a few main facts (a second stage of presentation); and ask students to work in small groups to create simulated interviews with a figure from the video (expansion based on a single character's image and statements).


Preparation

▸ Anticipate content and vocabulary by having students give personal examples related to topic of the segment.

▸ Ask students to predict or identify the most (or least!)▸ Direct individuals or groups to complete a cloze (fill-in)

activity based on a (partial) transcript; discuss answers without correcting.

▸ Focus attention on certain events, expressions, things, people, terms, problems.

▸ Discuss the title and predict the content of the segment.▸ Present samples of casual/unusual/difficult speech to be

heard.▸ Require reading of a partial transcript (e.g., difficult

dialogue or political speech).related article, advertisement, poem, story, etc.; option: have students locate related text in newspapers, or magazines.


Preparation

▸ Require reading of text summarizing scenes or action; or: assign a cloze activity based on a summary of the segment.

▸ Review grammatical forms to be heard.▸ Review or exercise grammatical feature(s) used

frequently in the text of the segment.▸ Review/present key vocabulary to be heard. Use pictures, conversation, or realia to introduce the

vocabulary of the segment.


Presentation

Viewing without Sound ▸ Complete statements describing or narrating the visual

sequence.▸ Describe and speculate about the occupation, age,

relationships, etc., of people shown in sequences or single frames (use fast forward and pause); option: repeat immediately with sound.

▸ Enumerate objects or a class of objects shown (students take notes during presentation of the video, instructor uses blackboard to assemble results).

▸ Identify familiar people and places in the segment.▸ Indicate the probability or improbability that

statements from a printed handout will be heard during the narration or dialogue.


Presentation

▸ Indicate whether statements about the segment are true or false.

▸ Mark words from a list that are likely to appear in the narration or dialogue.

▸ Predict the action of the next subsegment based on the previous one; option: repeat immediately with sound.

Listening without Images ▸ Attempt to discover the setting of the video segment

based only on the soundtrack.▸ Enumerate objects or a class of objects mentioned

(students take notes as video plays, instructor uses blackboard to assemble results); repeat with images.


Presentation

▸ 3. Indicate the probability or improbability that objects or actions will be seen in the segment.

▸ 4. Indicate whether statements about the segment are true or false.

▸ 5. Predict the action of the next subsegment based on previous one; repeat with images.

▸ 6. Reenact the actions and gestures of figures in a scene; then watch the scene and discuss the differences.


Expansion

▸ Find a segment you have never watched; have students watch it without you (in class or lab) and retell/reenact it for you with as many details as possible; option: play it in class and comment on the accuracy of their rendition.

▸ Imagine characters in other situations.▸ Prepare and act out selected scenes or engage in role-

playing or interviews based on characters from segment.▸ Research and report on related topics via group effort.▸ Retell the content of the segment based on notes taken

earlier.▸ Select a particular scene or image and describe it in

detail, either as small group or as written homework.


Expansion

▸ Complete a crossword puzzle using vocabulary and facts from segment.

▸ Compose dialogues or narratives based on a list of idiomatic phrases from segment.

▸ Conduct a team competition based on detailed student-generated true-false statements or who/what/when/where questions about the segment (including visual content).

▸ Create a new, alternate, or humorous narrative or commentary for the segment; option: small groups or pairs each take a sub segment and then present the results.

▸ Devise analogous situations for students to act out (compose the scenarios in small groups); option: videotape the resulting skits.


Expansion

▸ Select a key aspect or problem of the segment and apply it to the students' own situation; discuss pros and cons in small groups and present results in class or in writing.

▸ Use an alternate narrative or soundtrack as follow-up cloze exercise.

▸ Use the transcript to note differences between the formal (cleaned up) version of the text and features of actual speech such as elision, intonation, stress, hesitation, or false starts.

▸ Use the transcript to note linguistic features such as slang, abbreviations, technical terms, word formation, or syntax.

▸ Write an advertisement for a product appearing in a segment.


Lesson plan Elements

Lesson title

Description/topic

Grammar topics

Cultural information

Skills targeted

levels

objectives

materials

Procedures/Evaluation

technology


Lesson Plan with Video

▸ Create a whole-class lesson plan that uses three minutes of video for thirty minutes of class to conduct a variety of activities

▸ Create a ten-minute class activity that uses one minute of video. ▸ Invent activities that exploit the image as much as the

text; begin your preparation by watching the image before you know the text.

▸ Stress lively activities that focus the student's attention on selected elements rather than requiring detailed word-for-word comprehension.

▸ Build vocabulary and structures from difficult video sequences into preceding exercises and activities.


Example One

LISTENING COMPREHENSIONDeveloping Listening Skills

Novice-common aspects of daily life

Intermediate- personal/survival/informal

Advanced-current events, media –most informal/some formal situation

Superior- most practical, social, abstract and professional topics


Example Two

SPEAKING Novice: personalized question, agree disagree, one or

two word answers, lists of enumerations, directed dialogue

GUIDED NARRATION Intermediate: short conversations, ask and answer

questions, create a story with visuals, role plays, descriptions-short sentences, simple sentence strings

ROLEPLAYING Advanced-present, past future, situations with

complications, guided narrations- speak in paragraphs Superior- support opinions, describe in detail with

precision – extended discourse


▸ http://www.flickr.com/search/?q=ch▸ http://www.teachertube.com/viewVideo.php?

video_id=160695 Happy Birthday▸ http://www.teachertube.com/viewVideo.php?

video_id=210459 Chinese New Year song▸ http://copyrightfriendly.wikispaces.com/▸ http://www.searchenginecolossus.com/China.html

China search engines▸ http://www.searchenginecolossus.com/Taiwan.html

Taiwan search engine▸ http://www.searchenginecolossus.com/HongKong.html▸ http://www.searchenginecolossus.com/Singapore.html

singapore


Do you want to learn more about wikis?

▸ http://www.wikispaces.com/help-chinese

▸ http://www.wikispaces.com/content/for/teachers

▸ http://umwikiworkshop

Documents

Presentation Title | May 4, 2009 Digital Portfolios for Chinese Language Classrooms Part II Mary Simone, Digital Learning Studio Manager University of