General Principles of Intellectual Property: Concepts of Intellectual Proper...
I24 creating engaging teaching materials for 21st century assessments - dowd chen-lin-lee
1. Creating Engaging Teaching
Materials for 21st Century
Assessments
Carol Chen-Lin
Janice Dowd
Lucy Chu Lee
National Chinese Language Conference
April 7, 2013
Boston, MA
3. What impresses you about exercises
in the teaching materials?
Please write down three things that you look
for in engaging exercises
Share with your neighbor and decide on the
two most important criteria to use when
selecting or creating an exercise
4.
5. What are 21st century skills?
Twenty-first Century Skills are the set
of skills students need to succeed in
learning, in work, and in life--in this
century.
7. 21st Century skills
Learning and Innovation Skills (4 Cs)
communication
collaboration
critical thinking
creativity
Digital Literacy Skills
information, media, and technology
literacy
Life and Career Skills
initiative and self-direction, leadership,
adaptability, and more
9. 21st Century Critical Learning and
Innovation Skills
Communication and collaboration
the ability of individuals to communicate
clearly, using oral, written, and non-
verbal languages, and collaborate
effectively and responsibly with diverse
populations
10. 21st Century Critical Learning and Innovation Skills
Communication
Articulate thoughts and ideas effectively using oral, written, and
nonverbal communication skills in a variety of forms and contexts
Listen effectively to decipher meaning, including knowledge, values,
attitudes, and intentions
Use communication for a variety of purposes (e.g., to inform, instruct,
motivate, and persuade]
Utilize multiple media and technologies, and know how to judge their
effectiveness a priori as well as assess their impact
Communicate effectively in diverse environments (including multi-
lingual environments)
12. Communication
1.1 Students engage in conversations, provide and
obtain information, express feelings and emotions,
and exchange opinions. (Interpersonal)
1.2 Students understand and interpret written and
spoken language on a variety of topics in Chinese.
(Interpretive)
1.3 Students present information, concepts, and
ideas to an audience of listeners or readers on a
variety of topics in Chinese. (Presentational)
13. Interpersonal Mode
Interpersonal mode tasks are two-way, spontaneous
exchanges that involve negotiation of meaning
between people
The tasks are unrehearsed, unrefined, non-scripted
May be based on information acquired in the
interpretive mode
Often there is an information gap
15. Interpretive Mode
Comprehension of words, concepts, ideas, meaning of
entire piece
One way → between the person and the piece
Learners are exposed to a wide variety of culturally
authentic materials such as texts, films, works of art,
songs, poems, advertisements, music videos
17. Presentational Mode
Presentational mode tasks allow learners time to
rehearse, revise, rewrite, consult sources, or otherwise
prepare ahead of time
These tasks require learners to use the language for a
real world purpose other than display for the teacher
or classroom
Presentational mode tasks allow learners to use
language in new and different contexts
18. Which mode is it?
1. Talk with a friend about what to do on the
weekend.
2. Watch a travel video and jot down places of
interest.
3. Prepare a poster about your favorite sport.
4. Send a letter to an e-pal.
5. Create a graphic organizer for new vocabulary.
6. Create a skit where you buy something in the
market.
19. Which mode is it?
Talk with a friend about what to do on the weekend.
Interpersonal
Watch a travel video and jot down places of interest.
Interpretive
Prepare a poster about your favorite sport.
Presentational
Send a letter to an e-pal.
Presentational
20. Which mode is it?
Create a graphic organizer for new vocabulary.
Interpretive
Create a skit where you buy something in the
market.
Presentational
21. Which mode is it?
Listen for the gist.
Have a face to face telephone conversation.
Ask directions and listen to the response.
Create a radio spot.
Write a travel brochure about Xi’An.
22. Which mode is it?
Listen for the gist.
Interpretive
Have a face to face telephone conversation.
Interpersonal
Ask for directions; listen to the response.
Interpretive
Create a radio spot.
Presentational
Write a travel brochure about Xi’An.
Presentational
23. How to examine textbooks and
teaching materials
Choose textbooks that have engaging exercises
that practice the 5 C’s
What to look for in the exercises in textbooks
Evaluating textbooks—no textbook/teaching
material is perfect
24. New Jersey textbook and exercise
evaluation topics
Organization/Format
Content
Teacher's Edition/Supplementary Materials
Inclusion/Equity/Diversity Issues
Alignment with district curriculum, state
standards, skills and assessments
25. Organization of a good textbook
Textbook provides a useful table of contents,
glossary, and index
Layout is consistent and chapters are
arranged logically
Chapters contain clear and comprehensive
introductions and summaries
Textbook contains references, bibliography,
and resources
26. Organization (2)
Information is accurate and current
Reading level is appropriate for age/grade
Size and format of print is appropriate
Format is visually appealing and interesting
27. Content that makes for engaging
exercises
Real-life applications are given
Information and directions are clearly
written and explained
Activities are developmentally appropriate
Non text content (maps, graphs, pictures)
are accurate and well integrated into the text
Activities are interdisciplinary
28. Content (2)
Activities apply to a diversity of student
abilities, interests, and learning styles
Activities include guiding questions which
encourage the development of higher-level
thinking skills
29. Teacher's Edition/Supplementary
Materials
Textbook provides a separate teacher's
edition with resource package
Teacher's edition is comprehensive,
organized, and easy to use
References are readily available and reflect
information on the standards
31. Exercises align with district curriculum,
state standards, skills, and assessments
Women and minorities are featured in
important roles
Subject matter covers a spectrum of
accomplishments and contributions by all
genders, races, and physical conditions
All groups are presented in broad scope
Pronouns and descriptors of both genders are
used equally
32. Alignment with district curriculum, state
standards, skills, and assessments (2)
Nouns, adjectives, terms, and illustrations are
non-stereotypical and non-prejudicial
Children of both genders and various cultures
and physical conditions use the materials
without feeling excluded, estranged, or
diminished
References and timelines feature events
throughout various parts of the world
33. Important Caveats about Textbooks
The textbook is a guide—you do not have to
follow it word for word; choose exercises
judiciously
The best teachers supplement the material
found in textbooks
Teachers add to the textbook
Teachers decide to teach some things later
Teachers often supplement the textbook with
their own material
34. Then Now
Learn about grammar
Textbook as curriculum
Teachers-presenter
Synthetic situation from
textbook
Students “turn in” work
Use the language
Thematic units/authentic
resources
Students—doer, creator
Personalize real world tasks
Learners create to “share and
publish” for an audience more
than the teacher
37. Authentic Material
What is authentic material?
Why is authentic material important?
How does it teach culture?
What are some examples of authentic
material?
40. Evaluate the exercise
What is the purpose?
Sometimes a drill can be helpful but
recognize that it does not further real
communication
Exercises need a context
41. Evaluate the Content
What is age appropriate?
What is level
appropriate?
What is culturally
appropriate?
42. Performance-based tasks
Why do we want students to do
performance-based tasks?
What do performance-based tasks show
about a student’s learning?
How are they better than just pencil and
paper tests?
44. Look at this exercise
Master the following phrases
45. Evaluate the exercise?
What is the purpose?
Sometimes a drill can be helpful but
recognize that it does not further real
communication
Exercises need a context
46. Writing Example
This coming Friday is your friend Mary's 17th birthday. You are trying to
order a birthday cake on line for her birthday party of 20 people. Please
fill in the blanks with Chinese.
47. Evaluate the writing example
What are some of the good features of this
example?
How can you modify it? What other kinds
of writing examples can you do?
Teachers can modify exercises to make them
more engaging
54. Evaluate a survey
How does a survey aid communication
between students?
What mode is it usually?
What kind of things lend themselves to
surveys?
55. Interpretive
Students listen to an introduction from the tour guide at the Chengdu Panda
Research base
-- concerning the educational functions of the Base
-- keeping the public aware of the status of endangered species
--necessity of conservation of natural habitats
-- human conservation behavior
--essential needs of the captive collection
Learning Scenario
56. (interpersonal mode) Students discuss in a group of 2
ways to promote awareness of saving the endangered
pandas
(presentation mode) resulting in a brochure for panda
adoption for the students in the New Haven Chinese
Heritage School.
Learning Scenario 2
The AP courses in world languages and cultures are structured around six themes: global challenges, science and technology, contemporary life, personal and public identities, families and communities, and beauty and aesthetics. Teachers are encouraged to engage students in the various themes by considering historical, contemporary, and future aspects as appropriate.