CREATE A SCHOOL-WIDE SYSTEM THROUGH

PROFESSIONAL DEVELOPMENT

Kevin Chang Shuhan C. Wang, PhD

Director of Chinese Program President, ELE

CAIS Consulting International

April 8, 2013

OVERVIEW

Tell the story of CAIS’ journey to reform its curriculum

Explain the process of how we engage national

experts and our teachers

Share our products (work in progress)

Reflect upon our experiences and its impact on our

teachers

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CHINESE AMERICAN INTERNATIONAL SCHOOL

The oldest Chinese-English dual

language immersion school in the

United States

Founded in San Francisco in

1981 with 4 students enrolled;

now 501 students from PK to G8.

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Winner of Goldman Sachs Award for Excellence in International Education, 2004

MISSION

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心怀中华精益求精立足世界

Embrace ChineseBecome your best self

Create your place in the world

CAIS LEARNING PRINCIPLES

1. CLEAR EXPECTATIONS

2. SKILLS OF INTELLIGENT THINKING

3. KNOWLEDGE AND THINKING

4. CLIMATE

5. PRACTICE

6. FREQUENT FEEDBACK/RECOGNITION

7. AUTHENTIC AND MEANINGFUL CONTEXTS

8. FAIR AND CREDIBLE ASSESSMENT

9. SELF MONITORING

10. LEARNING BY DOING 5

OUR VISION FOR CURRICULUM

1. By 2020, CAIS has a leading English-Chinese

dual language curriculum that equips students

with a high level of Chinese language

proficiency to function comfortably, confidently,

and competently in Chinese culture

environment and life-long learning skills to

succeed in high school and beyond. 6

2. CAIS curriculum aligns English and Chinese

languages, content, and skills allowing students to

transfer academic knowledge and skills between

languages. CAIS Curriculum embeds differentiated

instruction for learners to achieve the targeted

language and academic goals. CAIS curriculum

incorporates technology, authentic materials, and real

life experience that is delivered by highly

trained/skilled instructors. 7

OUR VISION FOR CURRICULUM

3. CAIS has a process in place for the ongoing development and review of curriculum and instruction.

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OUR VISION FOR CURRICULUM

GOALS FOR CURRICULUM IN CHINESE

Reflect the Mission and Vision of the school and program

Be Standards-, performance-, and evidence- based

Establish learning outcomes with defined proficiency and literacy in Chinese in partial immersion setting

Align with and complement learning in English

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HOW DID WE START?

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Identify our needs;

Identify internal and external expertise and resources;

Make connections with national experts:

Ann Johnson (Curriculum 21) Jeanne Tribuzzi (Curriculum 21) Shuhan Wang

Set goals, make plans, and get started

TIMELINE AND TASKS

December 2011 to December 2012:

Developed the structure of a curriculum framework

Created an articulation chart of learner oralcy and literacy

expectations

Developed learner can-do statements for Listening,

Speaking, and Reading skills (Writing to be continued)

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TIMELINE AND TASKS

2013:

Engage in school wide discussions about integration of

content areas

Develop thematic units of instruction and assessment

Continue the refinement of the curriculum framework

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CAIS Chinese Language Curricular Framework

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Examples

CAIS CURRICULUM IN CHINESE COMPONENTS

CAIS Curriculum Taught in Chinese

Curriculum Framework

Resources for Teachers and

Parents

Other Components

Curriculum map with Units,

Lessons, and Assessment

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Vision, Mission, Definition of the CAIS Immersion Model, and Learning and Instructional Principles

Content Standards: What to know and

do

Thematic organization

Interdisciplinary approach

CAIS Big Ideas

EUs & EQs

Grade Level Units of Instruction and Assessment

Themes

Topical Questions

Standards-based Learning Outcomes (in Can-dos)

Lesson Plans

Alignment with CCSS

Performance Standards: How well

Inclusion with differentiation

Global Perspectives &

Connections

Teachers’ Tool Kit

Planning & Instructional Strategies

Printed & Multimedia Materials

Assessment Strategies &

Tools

Mentorship & Professional Development

Parental Involvement &

Community Outreach

Resources & Institutional

Support

Other Essential Tools?

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Standards for foreign language learning from ACTFL

Common Core for English and Mathematics

Develop a proficiency articulation chart by grade level,

based on ACTFL proficiency guidelines to serve as

language benchmarks

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Alignment Focus1: Standards and Proficiency Articulation

NEEDS ANALYSIS

Investigate what subjects and how much time are

taught in Chinese

Conduct reading and writing inventory

Analyze and identify strengths and weakness

(students and program) by reviewing OPI and other

assessment data18

ACTFL K-12 PERFORMANCE GUIDELINES

19With modification from Delaware Dept of Ed, 2005

CAIS PROFICIENCY ARTICULATION CHARTGrade Expected Grade Level Expectation (GLE)

 

Oralcy Literacy

ListeningPresentational

SpeakingInterpersonal

SpeakingReading Writing

8 AL PreAdv- AL IH-AL IM- IH/ Pre ADV IM- IH/ PreADv

7 IH/PreAdv-AL IH - PreAdv IH-PreAdV IL-IM IL-IM

6 IM-IH IM-IH IM-IH NH-IL NH-IL

5 IM-IH IL-IM IL-IM NH NM-NH

4 IL-IM IL JIL-IL JNH-JIL/NH JIL/JIM-JIH

3 IL-IM JIL-JIM JIL-NLJNM-JNH (30

radicals)JNH-JIL/JIM

2 JNH-JIL JNH-JIL JNH-JIL JNM (+ 30 radicals) JNM-JNH

1 JNM-JNH JNH JNH JNL-JNM ( 笔顺笔画 + 20 Radicals)

JNL-JNM

K JNM-JNH JNM-JNH JNM-JNHJNL （笔画名称， 8

画以下笔顺）JNL

PK JNL-JNM JNL-JNM JNLPre-Literacy - JNL

(+ 常用笔画名称 )Pre-Literacy - JNL

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CAIS Graduates

SAMPLE CAN-DO STATEMENTS

I can state and support many of my views and take an active part in discussions. I can handle some complicated situations on familiar topics.

Q1

Q2

Q3

Q4

I can express degrees of emotion and respond appropriate to the emotions of others.

       

I can express satisfaction or dissatisfaction, and respond appropriately to others.

       

I can express appreciation and gratitude, and respond appropriately to others.

       

I can express sadness and joy, and respond appropriately to others.        

I can express frustration, confusion, or anger, and respond appropriately to others.

       

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Grade 8: Intermediate High: Interpersonal I Can Statements

ALIGNMENT FOCUS 2: INTEGRATION WITH SOCIAL STUDIES

Developed 6 Big Ideas that are mission consistent

Developed Enduring Understanding (EU) for each big

idea

Will develop integrated thematic units for Chinese

based on these big ideas

Map-out relevant “topics” that under each big idea

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THE SIX BIG IDEAS

System and Community

Cultures

Change and Continuity

Global Citizenship

Environment and Geography

Scientific and Technological Innovation

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MAPPING “CONNECTIONS” (5TH GRADE SAMPLE)

Connections (to other subjects) / 联系（与中文，英文，其它学科）

3rd grade Social Studies:            Rain forest project (fund raising to save the rain forest)  

Science:  What happens after we recycle, experimental making of reproduced paper, learning by doing or watch a video

Art: Create an art work using reproduced paper  

Tech integration: 中文输入法 Chinese input (typing) and means for making a presentation

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SCIENTIFIC AND TECHNOLOGICAL INNOVATIONS

Gr. Theme EQ

8 I am the I-Generation What defines me as an I-generation?

7 From Prevention to CureWhat innovations in medicine have influenced our life?

6 From Compass to GPS

What technological innovations have taken place from compass to GPS? How have these innovations influenced our life? 26

EU: Science and Technology influence society and culture, and the way people interact with the world.

SCIENTIFIC AND TECHNOLOGICAL INNOVATIONS

Gr. Theme EQ

5 From Paper to Digital

How have innovations changed the way we read and write over time?

4 How Corn Changed the World

To what extent is corn in our lives? What are the consequences of their presence?

3 Learning Chinese with Technology

How can technology help with learning Chinese? What tools can make Chinese learning even easier?

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SCIENTIFIC AND TECHNOLOGICAL INNOVATIONS

Gr. Theme EQ

2Food innovation-is it good or

bad for us?

How have innovations changed what we eat?Are all food innovations good for us?

1 Take Good Care of MeWhy should I take care of myself?How do I take care of myself?

K I’m Going to School!What do I do to prepare myself? How do I become a good student?What do I make friends?

PThis was me when I was a

baby!What’s the difference between me now and me as a baby?

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ALIGNMENT FOCUS 3: WHY WRITING?

Familiarize Chinese teachers with writing process and

writing workshop– a PD for all.

Align with CCSS and identify what works with Chinese

Decide on areas of focus: Writing process for all text

types, and improving writing instruction in Chinese

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A POSTER FOR K-3

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A POSTER FOR G4-8

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TEACHING DIFFERENT TEXT TYPES

Narrative

Opinion Informational

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TEACHING INFORMATIONAL WRITING

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TEACHING OPINION

WRITING 1.____ 2.____ 3.____ 4.____

中美国际学校的课间活动应不应该加长？ 戴馬思

你知道我们的课间活动多长吗？你知道我们的课间活动长什么样子呢？有人在课间活动做什么呢？你想知道课间活动有什么特别的东西吗？好，现在我来告诉你。我们其中的一个课间活动，在一个地方叫 hickory yard 。在那儿有篮球场，滑梯和打球的墙壁。那里的课间活动时间是九点十分到九点三十分，也有一个是一点到一点二十。另外的课间活动在体育馆的外面，那 里也有篮球场，和足球场，这个课间活动的时间是十一点半到十二点。所以有一个三十分钟的课间活动和两个二十分钟的课间活动。有人在课间活动完一个好玩的游戏叫 ball tag 。在这个游戏，有一个人要把一颗球打到别人的身体。然后，如果你打到了他，他就变成丢球的鬼，抓别人。课间活动玩乐的时候，有球的人就输了。在操场上有很多的老师。有中文和英文老师在注意我们没有做危险的事。操场上有很多玩游戏的工具，所以每一个人都有东西可以玩。

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REFLECTIONS OF TEACHERS

• 王老师如何引导我们进行“去芜存菁”的过程与方法。我学习到了我们要如何删选，并提升原有的资源（教学材料，主题）使我们的主题内容不仅多元，而且更有深度。

• 有想法最重要， 细节可以慢慢推敲。• 完成了几个大项目的核心问题和持久性的了解。在

教学和编写教材上有了方向。• 兴奋后面是迷茫 （看着自己的单元，发现一切都很

好，只是现有的材料并不多，能有时间去找吗？）36

SCHOOL-WIDE IMPACT ON TEACHERS AND THEIR PRACTICES

Powerful and validating experiences

Collaborative learning, sharing, and working

A stronger sense of school community and ownership

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NEXT STEPS FOR OUR CURRICULUM DEVELOPMENT

Continue unit development

Pilot test units in August/September during the next academic year

Revise and refine the work

Co-design units cross languages and subject matter

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QUESTIONS AND COMMENTS?

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Thank you!谢谢 !

Kevin Chang Shuhan C. Wang, PhD

k_chang@cais.org shuhancw@gmail.com