Pat Lo, Director Dr. Susan Rui, Resource Specialist NY State Asian Languages BETAC May 15, 2010...

Pat Lo, DirectorDr. Susan Rui, Resource Specialist

NY State Asian Languages BETAC May 15, 2010

Applying the Backward Design in Chinese Language Teaching

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

Backward Design Process

Identifydesiredresults

Determineacceptableevidence

Plan learningexperiencesand instructionWiggins and McTighe, 1998


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 4

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.


Workshop Learning Experiences and Instruction

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


Understanding Your Program and 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


Backward Design

Long-range curriculum planning Scope and sequence

Benchmarks


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

College Board AP/SAT

NY State Regents

ExaminationInternational

Baccalaureate

Effort Index

Native Speakers

Heritage Language Speakers Non-heritage

Language Speakers

Setting Benchmarks

Students will be able to…

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.


Setting Benchmarks


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.


Setting Benchmarks


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.

Setting Benchmarks


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.


Standards should be embedded in instruction and assessments.

National Assessment of Educational Progress (NAEP)

The FL NAEP Assessment Framework Visual

Possible Themes and Topics

Personal identity

Life skills

Community and neighborhood

Science, math, and technology

Nature and environment

Beauty and aesthetics (arts)

Current events


Examples of Spiral Themes

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

Examples of Spiral Themes

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

Mid-way Summary

Turn and talk to your neighbor.

Sentence frame:

One thing I learned about “Backward Design” is …


Backward Design

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?


Topic: Directions and Neighborhood




Performance TaskSituation: 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.


Samples of Speaking Tasks NY 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.


The Performance Assessment

Interpretive mode

Interpersonal mode

Presentational mode

Communication

24New York State Asian Languages BETAC

Interpretive Mode

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.


Sample Interpretive Activities

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

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


Interpersonal Mode

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.


Presentational Tasks

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.


Sample Presentational Tasks

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

29

Now you try it.Topic: Happy Mother’s Day




Final Thoughts for Curriculum Planning

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.


Final Thoughts for Teaching

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.


THE END

New York State Asian Languages BETAC (ALBETAC)

[email protected]

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

THE BEGINNING

Pat Lo, Director Dr. Susan Rui, Resource Specialist NY State Asian Languages BETAC May 15, 2010...

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