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Academic Rigour and Engagement
1st Goal - 第一目标
• Everyone can learn Chinese.• Everyone can learn Chinese to a high
standard!
We want a line outside my door
where students are wanting to learn
Chinese!
AND
Parents are demanding Chinese!
2nd Goal - 第二目标
• I will not spoon-feed my students.
• It will be a THINKING classroom!
• 填鸭式
3rd Goal - 第三目标
What do we mean by Academic
Rigour?
学术严谨 ?Xuéshù yánjǐn
负责 - Fùzé 成功 - Chénggōng
信心 - Xìnxīn 有效 - Yǒuxiào
Rigour is NOT about...
• Necessarily teaching harder content
• Giving an increased amount of homework
• Teach at a faster rate
• ‘Strict and hard to learn’
Academic Rigour in a Chinese language Program
is about...
Promoting and Expecting EXCELLENCE
高的学习期望Gāo de xuéxí qí wàng
‘Raising the bar’
High ExpectationsEngage Learners
Making it ‘cool’ to achieve
Academic Rigour in a Chinese language Program
is about...
The traditional model of Teaching
Teach Test Move on
Repeat......
Teach Test Move on
Teach - Test - Move on
Academic Rigour in a Chinese language Program is about...
Deeper Learning
Repeat and
perform introducti
on to class.
Write own introducti
on and perform to
class.
Make a TV interview and
interview a favorite sports
star about his/her family
Use an image to talk about a family.
Respond to a
person talking about their
family.
Create a new toy. Introduce
it and it’s family
members.
Expecting and Accepting only the BEST!
Academic Rigour in a Chinese language Program
is about...
Model Excellence!
好的样板Hǎo de yàngbǎn
Academic Rigour in a Chinese language classroom• Raising standards
• Expecting much from students• Deep Learning• Developing a ‘THINKING’
curriculum
But isn’t Chinese hard enough?
As teachers of Chinese, we need to work smarter
Teacher老师
Student学生
Transform your classroom - 80/20 Principle
Student学生
Teacher老师
How much are you challenging your
students?
LESS Rote Learning
LESS Teacher Talk! 不要讲太多LESS Worksheets
Students need to take responsible for their own learning.
There is way too much spoon-feeding in Chinese language classrooms!填鸭式
An Example 80/201.Teacher reviews previous lesson.
2.Teacher asks the whole class to repeat new vocabulary.
3. Teacher asks individual students a question to review new vocabulary.
4. Teacher demonstrates writing of new characters. Students copy characters in book.
5. Teacher writes sentences on board. Student copy sentences.
6. Teacher review new vocabulary. Students repeat.
An Example 80/201. Students play game to review previous lesson.
2. Teacher models new vocabulary, and students rehearse with Talk Partner.
3. Students conduct survey of classmates using new vocabulary.
4. Students follow stroke order and write new characters.
5. Students create their own sentences using new vocabulary, and read to their Talk Partner.
6. Students write Journal entry of what was learnt today.
Think, Pair, Share 思考 , 互相交流 , 分享 Sīkǎo, hù xiàng jiāoliú, fēnxiǎng
How can you adopt the 80/20 model of language teaching?
Tips for Academic Rigour in the Secondary School
• Clear Learning Outcomes
• Less Teacher Talk• Lesson variation• More Inquiry-
based Learning
• Raising standards• Expecting much
from students• Deep Learning• Developing a
‘THINKING’ curriculum
WHAT? HOW?
Clear Learning Outcomes
What am I going to
learn today?
Learning Outcomes for students
• On entering classroom, students know exactly what they will achieve in the lesson.
Challenge Engagement
平衡Pínghéng
How often do your students go into this mode?
Engaged Learners
Culture of Thinking
As teachers, we have a duty....• to encourage independent
learning!
• I expect student to take responsibility for learning.
• I provide the scaffolding for learning.
• Students do the work and demonstrate their learning
How do we engage our Secondary School students?
Engagement in the Secondary School
classroom• Secondary school students want
Meaningful Learning (purpose)• Culture as a delivery of language
(interest)• Technology (relevance)• Learning Contracts (choice)• Collaboration (motivation)
Secondary school students
• being accepted by peers • being part of a group • TALK Partners
Meaningful learning• Purpose of learning• Authentic context
Culture as delivery of language
Support deep learning
• The Affective Filter can block or enhance learning.
Culture as delivery of language
Technology
Technology - Instant Engagement
Step 1: Decide on context Step 2: Choose an the Essential Question aligned with Outcomes
Step 3: Brainstorm in English with students
Step 4: Connect previous knowledge
Step 5: Form groups of 3-4 students
Step 6: Students research Essential Question
audio pinyin
characters
Questions activate this learning
You’ve found a great restaurant in 北京 .What words and phrases will you need to order food and
drink?
Give students a Choiceabout how they
demonstrate their learning
多种选择 Duō zhǒng xuǎnzé
Increasing Academic Challenge
Engagement
and Support of students
In the Classroom
Traditional TasksPresent a talk to the class. (why? what
context?)
Write an essay. (why?)
Write a letter.
Describe..... (why? to whom?
What is the context?
Context: Talking to a friend about visiting London for Xmas
Use props
Context: You are LOST in London! Ask for directions to get to the bus stop.
Provide criteria for Speaking Tasks
What I am looking for......
We are Learning to...
What I am looking for...
Greet and welcome a friend.
Ask a friend what they would like to eat.
Ask a friend what they would like to drink.
Express hunger and thirst!
Express my food/drink likes and dislikesUse ‘Thank you’ in social settings
Clear and loud Chinese pronunciation
Correct pronunciation of Chinese
Lots of expression!
Gestures to support language
Suitable props to make the role-play authentic
We are learning to name the parts of the body in Chinese.
What I am looking for is a correctly labelled body template.
Display the Learning Intentions in the classroom.
Do you show students what good work looks like?
A year-long ProjectWelcome to Chinese classes!
Your parents have just told you they have bought a luxurious hotel in Beijing. In just a month you will be moving to live in China.
“ 欢迎大家!你的父母告诉你,他们已经买了在北京的一家高级酒店。一个月以后,你将去中国住 .”Huānyíng dàjiā! Nǐ de fùmǔ gàosu nǐ, tāmen yǐjīng mǎile zài běijīng de yījiā gāojí jiǔdiàn. Yīgè yuè yǐhòu, nǐ jiāng qù zhōngguó zhù.
September / October
1. Make a Passport 2. Pack a suitcase 3. Intensive conversation
Making a Flight Reservation
• Meaningful Learning (purpose)• Culture as a delivery of language
(interest)• Technology (relevance)• Learning Contracts (choice)• Collaboration (motivation)
Making a Reservation
ACTIVATE previous knowledge: Who has made a reservation before?What language will we need?
I will be able to introduce myself.I will be able to say where I want to fly.I will be able to say which date / time I am flying.I will be able to say how I will pay for the ticket.I will be able to express thanks.
November
What is the context?
Create a context!
On the plane I will be able to tell someone about my family.
Speaking Tasks• You will be able
to:
• Describe your family members. (age, name, job, likes)
• You will be able to maintain a conversation by asking questions.
• What I am looking for:
• Clear pronunciation
• Good sentence structures
• Ability to maintain a conversation by asking questions
• Use of photos / props to convey meaning
Speaking Task: You will role-play asking for food and drink while on
the plane.What language will you need?
I would like to eat....I would like to eat....
Do you have....?Excuse me, Miss / Mr.
Food and drink vocabularyCourtesy phrases
December
Transport, location, directions, rooms and furniture, greetings, family members, packing a suitcase, buying a ticket,
Work Experience: Meeting guests, finding your way around, Planning an Itinerary for a day’s outing
Use authentic materials like - maps, tickets, posters, schedules, and menus etc.,
You go out with friends to a restaurant. You have a bad experience. Write a letter
of complaint.
Intro: GreetingStep 1: When did this happen?
Step 2: Who were you with?Step 3: What was the name of the
restaurant?Step 4: What did you order?
Step 5: What was the problem?Step 6: How did you feel?Step 7: Closing and date.
A Weather Unit
A Weather UnitWhat language will you need to know?
Days of Week / Time / Numbers / Degrees / Places / Weather
Getting Started
Choose which major city you will do.
Print the weather forecast for 5 days.
Write a Script for your Weather forecast and have it approved by your teacher.
Rehearse your Weather forecast with your partner.
Present your Weather Forecast with suitable props.
A Weather UnitWhat I am looking for:
1. Clear and well-rehearsed pronunciation.2. Expression and good use of tones3. A confident presentation4. Use of props to add interest and meaning
Use Authentic resources
January
February
Interview a Sports Person
What is the context?
What props can be used?
The most valuable resource for language
learning
Photo Talk -谈论相片Tánlùn xiàngpiàn
Photo Talk Tasks
Photo Talk Tasks
UseAuthent
icmateria
ls
Engage students with
Choices
Design Tasks that give choices
1. Introduce theme and brainstorm language needed
2. Develop Learning Outcomes for students
3. Whole class instruction of new vocabulary and sentence structures.
4. Rehearsal of language
5. Students demonstrate learning at Work Stations (choices)
Work Stations
Set up Learning Activities in the Classroom
Materials needed:
•Passport template•Vocabulary Cards
Make your own Passport with 8 pieces of information about yourself.(Use Vocabulary Cards)
Set up Learning Activities
Materials needed:
•Graph paper•Sport Vocabulary Cards
Set up Learning Activities
Materials needed:
•Mascot Images•Poster paper•Olympic logo
Describe the Olympic Mascots
TASK: Describe the color, size, body of
each Mascot.
In the description include at least 3 actions/sport each Mascot is able to
do.
Set up Learning Activities
Materials needed:
•Olympic venues Map•Writing paper
http://www.london2012.com/visiting/getting-to-the-games/index.php
Set up Learning Activities
Materials needed:
•Competition Schedule•Laptop
TASK:Create a PodcastDescribing day
and time ofAt least 10 events
Materials needed:
•Vocabulary Sheets
Thumbs Up
Design Tasks that give choices
1. Introduce theme and brainstorm language needed
2. Develop Learning Outcomes for students
3. Whole class instruction of new vocabulary and sentence structures.
4. Rehearsal of language
5. Students demonstrate learning at Work Stations (choices)
Engage students in
Writing tasks
Words I know Words I am learning
Writing Chinese characters
Look
Cover
Write
Check X
Vary the types of writing you assign to students
Who is the audience?
What is the purpose of writing?
What writing products will they create?
Provide a context
for writing
When possible always
use a real-life context!
Plan a Day Tour
Design a Chinese Brochure
Who is the audience? A newspaper or magazine?
Increasing Academic Challenge
Engagement
and Support
for students
1 Question
2 Things I knew already
3 new Things I would like to use in my classroom. 1 2 3
1 2
1
Think, Pair, Share 思考 , 互相交流 , 分享 Sīkǎo, hù xiàng jiāoliú, fēnxiǎng