Mixin Classes in Odoo 17 How to Extend Models Using Mixin Classes
I1 create a schoolwide system through prof dev - chang wang
1. 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
2. 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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3. 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
5. 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
6. 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.
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7. 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.
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OUR VISION FOR CURRICULUM
8. 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
9. 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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10. 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
11. 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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12. 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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14. 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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15. 15
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
16. 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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17. 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
18. 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
data
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22. 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.
Q
1
Q
2
Q
3
Q
4
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
23. 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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24. THE SIX BIG IDEAS
System and Community
Cultures
Change and Continuity
Global Citizenship
Environment and Geography
Scientific and Technological Innovation
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25. 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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26. SCIENTIFIC AND TECHNOLOGICAL INNOVATIONS
Gr. Theme EQ
8 I am the I-Generation What defines me as an I-generation?
7 From Prevention to Cure
What 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.
27. 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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28. SCIENTIFIC AND TECHNOLOGICAL INNOVATIONS
Gr. Theme EQ
2
Food 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 Me
Why 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?
P
This was me when I was a
baby!
What’s the difference between me now and
me as a baby?
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29. 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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37. 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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38. 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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Products: a curricular framework, designing and implementing model units and lessons, and conducting action research and collecting students’ work for evidence-based assessment
This process has transformed teachers’ relationships and broadened their perspectives about what a dual language immersion school means. Presenters will share the process, sample products, and key elements crucial in creating such a schoolwide system. Participants will gain insight of and walk away with strategies about how to engage in a similar transformative endeavor.
Break this into two slides
Goldman Sachs is 2004.
4 students to start in 1981, and now we have 501 from prek to 8, looking to increase to 530-540 next school year.