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Sharing Curriculum Models:Chinese Curriculum Project K-1
Chengbin Yin, Ph.D. Chinese K-5 Curriculum Project CoordinatorCenter for Applied LinguisticsWashington , D.C.
Marcia Harmon Rosenbusch, Ph.D. DirectorNational K-12 Foreign Language Resource CenterIowa State University, Ames, Iowa
Chinese Curriculum Project
Collaborative Partners National K-12 Foreign Language Resource Center at Iowa State University andCenter for Applied Linguistics, Washington, DCTwo Midwestern School Districts
Funding Source U.S. Department of Education, Language Resource Centers: 2006-2010
Chinese Curriculum Project
• Purpose of Projecto Develop Chinese K-5 conceptual curriculum
documentso Draft proficiency-focused and standards-based K-3
Chinese curriculum and materials using Backward Design;
o Mentor pilot teachers in classroom best practices;o Train teachers in use of the SOPA assessment;o Collaborate with two districts in the implementation of
their Chinese non-intensive programs
Curriculum Design Group
• Marcia Rosenbusch, NFLRC Director• Nancy Rhodes, Project Director• Chengbin Yin, Project Coordinator• Shuhan Wang, Project Advisor• Wei-ling Wu, Project Advisor• Eileen Lorenz, Project Contributor• Project Chinese Teachers
Defining the Framework
Backward Design Principles
““If you don’t know where you are going how will you If you don’t know where you are going how will you know when you get there?”know when you get there?”
Backward Backward Design
Stage 1: Identify Desired Results
Stage 2: Determine Acceptable Evidence of Student Understanding
Stage 3: Plan Learning Experiences
Wiggins. G., & McTighe, J. (2005). Understanding by Design (2nd ed.)
Stage 1: Defining the Framework
National Student StandardsDefine what students should know and be able to do.
1. Communication2. Cultures FIVE3. Connections GOALS4. Comparisons 5. Communities
National Standards in Foreign Language Education Project. (1996, 1998, 2006). Standards for
Foreign Language Learning in the 21st Century.
National Student Standards
Goal 1. CommunicationGoal 1. Communication
Three Modes of Communication:
Interpersonal
Interpretive
Presentational
National Student Standards
Goal 2. CulturesGoal 2. Cultures
Perspectives
Products Practices
National Student Standards
3. Connections
4. Comparisons
5. Communities
Conceptual Framework Documents
• Conceptual Overview• K-5 Chinese Grade Level Expectations:
Learner Linguistic and Cultural Profiles
Learner Linguistic and Cultural Profiles
Based on Proficiency Assessments:Early Language Learning Assessment (ELLOPA)Early Language Learning Assessment (ELLOPA)Student Oral Proficiency Assessment (SOPA)Student Oral Proficiency Assessment (SOPA)National Online Early Language Learning National Online Early Language Learning Assessment (NOELLA)Assessment (NOELLA)
Define expectations by grade level for student proficiency in listening, reading, writing, and culture
Backward Backward Design: Stage 1
Established Goals: Established Goals: As a result of this unit students will make progress toward the following goals…
Enduring Understanding: Enduring Understanding: Students will understand that…
Essential Questions: Essential Questions: Students will answer the following questions…
Outcomes of Focus: Outcomes of Focus: Students will gain the following knowledge and skills … (Language, Culture, Content, Connections, Comparisons, Communities)
Conceptual Framework Documents
• Comprehensive Curriculum Framework• Chinese Curriculum Scope and Sequence:
Kindergarten and 1st Grade
Stage 2: Accountability, Achievement, and Assessment
How will we know when we get there?How will we know when we get there?
Define classroom performance tasks for language assessment (interpersonal, interpretive, presentational).
Administer the Student Oral Proficiency Assessment (SOPA)
Backward Backward Design: Stage 2
Students will demonstrate that they understand by:Students will demonstrate that they understand by:
Unit Performance Assessment Tasks: Unit Performance Assessment Tasks: As a result of this unit students will be able to …
Lesson Performance Assessment Tasks: Lesson Performance Assessment Tasks: As a result of this lesson students will be able to …
Backward Backward Design: Stage 3
What Lesson Level learning experiences and What Lesson Level learning experiences and instruction will enable students to achieve the instruction will enable students to achieve the desired results?desired results?
Enduring Understanding of Focus in LessonEnduring Understanding of Focus in LessonEssential Questions of Focus in LessonEssential Questions of Focus in LessonOutcomes of Focus in LessonOutcomes of Focus in LessonProcedures in Lesson: Familiar Routines, Review, Procedures in Lesson: Familiar Routines, Review,
Instructional ActivitiesInstructional Activities
Thematic Planning
Teacher Characteristics
Learner Characteristics
Developmental Level
Learning Style
Experiential Background
Teacher Characteristics
Learner Characteristics
Developmental Level
Learning Style
Experiential Background
A Framework for Curriculum Development for FLES Programs (Foreign Languages in Elementary Schools)
Carol Ann Pesola Dahlberg Concordia College, Moorhead, MN 56562
Gra
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Str
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Inst
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Mat
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Voca
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Rece
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Exp
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Classroom Setting
Assessment
Activities
Out
com
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Languag
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in U
se
Outcom
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Subject
Content
Outcomes Culture
Thematic
Center
Carol Ann Dahlberg • [email protected]
ThemeEnduring
Understanding /Essential Question
Standards Outcomes
Final Assessment
A Curriculum Development Framework for Language Learning
Designing the Curriculum
Essential Strategies of the Curriculum:
School Partnerships
Voices and Perspectives
Awareness of the World
Spiraling Themes
Comparison of Languages and Cultures
Transfer Task
Designing the Curriculum
The Process:The Process:• Drafting• Field-testing• Fine-tuning • Finalizing the Curriculum
K-1 Scope and Sequence
Enduring Understanding: Students will understand that they need to learn other languages and learn about other cultures to communicate and work with people in this interconnected world.
Kindergarten Essential Questions: Who am I? Who are you? How are we the same and different?
1st Grade Essential Questions: What does it mean to be a friend? Who are our friends?
Overarching Theme: This Interconnected World
Kindergarten Themes
Kindergarten Curriculum
Culture:Culture:• Moon Festival• Thanksgiving• New Years • Chinese New Year• Birthday Celebrations• Dragon Boat Festival
Understanding by Design in Kindergarten Thematic Units
Understanding by Design in Kindergarten Thematic Units
Understanding by Design Kindergarten Thematic Units
Understanding by Design in Kindergarten Thematic Units
K-1 Scope and Sequence
Enduring Understanding: Students will understand that they need to learn other languages and learn about other cultures to communicate and work with people in this interconnected world.
Kindergarten Essential Questions: Who am I? Who are you? How are we the same and different?
1st Grade Essential Questions: What does it mean to be a friend? Who are our friends?
Overarching Theme: This Interconnected World
1st Grade Themes
Understanding by Design in 1st Grade Thematic Units
Understanding by Design in 1st Grade Thematic Units
Understanding by Design in 1st Grade Thematic Units
Understanding by Design in 1st Grade Thematic Units
Challenges
Implementing backward design in drafting kindergarten thematic units
Defining performance tasks in defining 1st grade thematic units
Rewards
Powerful experience of the partner school Teacher initiatives to communicate with
parents and stakeholders Positive responses from the students,
parents, and teachers Creative initiatives the teachers have taken
in creating the websites and wiki-space
Sharing Curriculum Models:Chinese Curriculum Project K-1
Chengbin Yin, Ph.D. Chinese K-5 Curriculum Project CoordinatorCenter for Applied LinguisticsWashington , D.C.
Marcia Harmon Rosenbusch, Ph.D. DirectorNational K-12 Foreign Language Resource CenterIowa State University, Ames, Iowa