A handbook of tasks and rubrics for teaching mandarin Chinese (volume 2、3)

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A Handbook of Tasks and Rubrics for Teaching Mandarin Chinese (Volume 3、3) Rubric

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Speakers: Michelle Cheng, Li Ye The impact of Standards-Based Grading (SBG) is not just limited to the grading system. It can actually change teachers’ instructional mindset, which in turn can affect everything teachers do in the classrooms. While many have heard about SBG, not many know how it can be implemented and what obstacles they may encounter. In this session, presenters will share firsthand experience in implementing SBG in their Chinese classrooms. From identifying the big ideas (the standards), what and how to measure performance to determining student success criteria, they will explain the steps involved and provide specific examples such as learning targets, unit design and assessments, and additional grading policies.

2016 NCLC-How does standards based grading work in our chinese classrooms

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Speakers: Yuanyuan Lin, Dana Reijerkerk Mastery of the Chinese characters could probably be considered as one of the most difficult and strenuous tasks for Chinese language learners. The present research is designed to address how Chinese characters are processed and organized in the cognitive approaches between memory and reasoning. In this session, presenters will share the findings, which divulge how fuzzy-trace theory benefits Chinese character learning and helps students to become more independent and effective language learners. The research also suggests that providing assistance to the students to form traces and visual-spatial analysis of the Chinese characters would significantly increase students’ performance. The research procedure, method, data, and results will be shared during the session. This session has implications for the daily classroom practices of using certain techniques to best acquire vocabulary in a second language.

2016 NCLC-How trace theory affects chinese language learning

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Guided reading in chinese language education

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Since 2012, Phoenix Tree Publishing has formed close partnerships with Hanban/Confucius Schools/Confucius Classrooms, local schools offering mandarin classes, and countless Chinese teaching organizations in North America to promote Chinese culture and language. We work with teachers and administrators of schools with students ages ranging from 3 to 18 to create HSK test centers, build support centers, provide training and tutoring opportunities, and develop active, student-oriented learning environments. Hanban/Confucius Institute Headquarters, as a public non-profit institution affiliated with the Chinese Ministry of Education, is committed to providing Chinese language and cultural teaching resources and services worldwide. It strives to satisfy the demands of Chinese learners around the world and contributing to the development of multiculturalism. The new HSK test was launched by exclusively by Hanban in an effort to better serve Chinese language learners, with different tests designed to serve the unique needs of students. The new HSK is an international standardized exam that tests and rates Chinese language proficiency. It assesses non-native Chinese speakers’ abilities in using the Chinese language in their daily, academic and professional lives. HSK consists of six levels: from HSK Level I to HSK Level VI. For more information about the HSK tests, please visit http://english.hanban.org/node_8002.htm

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Chinese for Elementary School Chinese for Elementary School is the first textbook designed exclusively for Chinese Immersion Programs in North America. Each grade contains book A and book B. Each book has 16 lessons. One lesson one week and 60-90 minutes class time each day (Adjustable). It aligns with 5C, ACTFL Proficiency Guidelines, and other national standards.  Systematic curriculum: synergy of literacy study and content subjects  Story-driven and activity-based: entertaining, instructional, and interactive  3-D teaching support: supplementary materials, teaching resources, and professional development programs.

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Stories from China is a series of extensive reading textbooks compiled by local Chinese language teachers for intermediate/advanced Chinese students or self-learners. This series introduces Chinese culture to foreigners and improves their Chinese reading skills while teaching Chinese culture. The textbooks use stories to present vividly and specifically the glorious traditional Chinese cultural points that foreigners are interested in. This series is divided into 10 volumes, including volumes of history, geography, folk customs, myths and legends, traditional culture, traditional festivals, arts, Chinese language, literature, celebrities, etc. Each volume uses 10 stories to discuss a cultural topic. The volume of traditional festivals introduces ten most important traditional Chinese festivals, including the Spring Festival, Yuanxiao Festival, Tomb-Sweeping Day, Dragon Boat Festival, the Night of Sevens, Mid-Autumn Festival, Double Ninth Festival, Winter Solstice, Laba Festival and Little New Year. Besides these, there are also cultural tips such as staying up all night on Spring Festival Eve, pasting the Spring Festival couplets, watching Spring Festival Gala, guessing the lantern riddles, 24 solar terms, Chinese people’s sense of reunion, the special meanings of the number “9” and the ancestral worship ceremonies, etc.

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Authorized by Hanban, HSK Standard Course is developed under the joint efforts of Beijing Language and Culture University Press and Chinese Testing International (CTI). With HSK test papers as its primary source, HSK Standard Course is characterized by a humorous style, familiar topics and a scientific course design. Matching the HSK test in all aspects, from the content, form to the levels, it is a series of new-type course books embodying the idea of “combining testing and teaching, and promoting learning and teaching by testing”. It is suitable for the Confucius Institutes in different countries as well as other Chinese teaching institutions and self-taught learners. The whole series is divided into six levels matching the HSK test, with one volume for each of Levels 1-3 and two volumes for each of Levels 4-6, totaling nine volumes. With a textbook, a workbook and a teacher’s book in each volume, there are altogether 27 books. The book is illustrated with photos match the style of the test and is printed in full color. An audio CD comes with the book.

HSK Standard Course Textbook1 Lesson 1 slides | HSK标准教程第一册第一课课件

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Contents and Sample Lesson of HSK Standard Course 《Hsk标准教程》教材介绍及样课 preview

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Slides: New Practical Chinese Reader Textbook1 Lesson 1 《新实用汉语课本》第1册第1课课件

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This workshop will provide an overview of the policies and initiatives at the state and national levels that supported this implementation, focusing on how this impacts programs like dual language/immersion, heritage language, and the traditional K–12 sequence. Participants will examine recent language research, intercultural competence initiatives, and student learning outcomes that have been used to establish proficiency expectations in different programs. International examples showing the use and alignment of proficiency scales will be presented. Free classroom resources like LinguaFolio will be shared, as well as activities that can help parents and administrators understand proficiency-based learning. Participants will learn about the progress of proficiency-based initiatives and gather resources they can use for professional development.\ Speaker: Ann Marie Gunter: Ann Marie Gunter is the World Languages Consultant at the North Carolina Department of Public Instruction and the president-elect of the National Council of State Supervisors for Languages (NCSSFL). She serves K-12 world language educators, with a variety of state and national initiatives, to implement proficiency-based language programs. Ryan Wertz: Ryan Wertz is the lead consultant for world languages at the Ohio Department of Education. He is also the current president of the National Council of State Supervisors for Languages (NCSSFL). His work supports the proficiency-based efforts of K-12 world language educators and students throughout Ohio and across the country.

2015 NCLC - Implementing Proficiency-Based Standards in K–12 Chinese Programs...

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Connect Chinese language learning and assessment with the PK-16 focus on literacy and 21st century skills. American Council on the Teaching of Foreign Languages (ACTFL) is facilitating an initiative to guide teachers in a process of collaborative inquiry in which they explore an area of literacy to embed in language instruction to improve learners’ performance. Learn and apply strategies for developing engaging tasks in order to practice and assess this literacy-focused application of language skills. Participants practice using Conversation Builder, a free online tool that guides teachers through the design of several rounds of prompts for learners who wish to explore a single focus or topic as they practice conversation strategies and receive feedback from their teacher. In this workshop, educators design interpretive tasks in which learners demonstrate what they understand from what is heard, read, or viewed – without relying on production of Chinese to assess this receptive skill. Expand the practice of the Presentational Mode beyond formal writing or memorized presentations to focus on tasks that learners would do in their daily life. Speaker: Paul Sandrock, Director of Education at the American Council on the Teaching of Foreign Languages (ACTFL), directs this national organization’s professional development and initiatives around standards, curriculum, instruction, and performance assessment. Previously, Paul was Assistant Director of Content and Learning at the Wisconsin Department of Public Instruction (DPI) , coordinating the areas of English language arts, mathematics, international education, and world languages. He earlier served as the DPI state-wide consultant for world languages. Paul taught Spanish for 16 years in middle school and high school and authored The Keys to Assessing Language Performance and Planning Curriculum for Learning World Languages. Paul previously served ACTFL as a board member and president and received ACTFL’s Florence Steiner Award for Leadership in Foreign Language Education, K-12.

2015 NCLC - Using Language, Building Literacy, Assessing Growth

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The use of digitized lessons and online tech tools are gradually transforming the landscape of K–12 education. This presentation will introduce the concepts of blended learning and flipped instruction, and show how the Chinese American International School (CAIS) and the Chinese program at Lakeside School are developing a set of “flipped classroom” digitized online lessons in Mandarin Chinese to supplement traditional classroom instruction. This demonstration will also model modes of delivery to students and formative assessment techniques delivered via learning management systems. The presentation will conclude with ramifications for improving the learning experience for students as well as thoughts for continued development in blended learning for Chinese programs. Speaker: Cheyenne (Xiaoyun) Zhang Matthewson is a Chinese instructor at Lakeside Upper School in Seattle, teaching beginning to advanced level Chinese. She has presented at ACTFL and at the NCLC on teaching advanced level Chinese in high schools and on building a high-functioning Chinese program in a secondary school setting. She has served on the board of directors for the CLTA -Washington State since 2012. Adam Ross has taught Chinese language in both K-12 and university settings for over 20 years, and is presently working as Program Manager for Digital Chinese Initiatives at the Chinese American International School (CAIS) in San Francisco. In addition to his work in schools, he has led numerous workshops in starting and building Chinese language programs and in using online tools to support student learning in Chinese classes. He also has served as a Team Leader consultant for many STARTALK student and teacher programs across the US.

2015 NCLC - Blended Learning and Flipped Instruction in K–12 Chinese Instruction

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2015 NCLC - How to Reach Beyond Education with Chinese Language

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Focusing on a collaborative approach to teaching, participants will sample hands-on, highly engaging integrated arts lessons to introduce students to Chinese language, culture, and history, and will examine methods to increase intercultural and language competencies to enhance the support of Chinese culture and language throughout the school community. Teachers will learn how to use the various arts disciplines to kick-start classroom studies in order to deepen and enrich students’ experiences and understanding, to open dialogue for discussion, and to make authentic connections between students’ home cultures and those they have chosen to study.

2015 NCLC - Integrating the Arts into Chinese Language and Humanities Classro...

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Currently there is an increased demand for Chinese language teachers across the U.S. The majority of today’s Chinese teachers are faced with the daunting realization that teaching in U.S. schools is tremendously different from their own schooling experiences; numerous factors contribute to this contrast. This study specifically focused on classroom management and discipline and examines how teachers address the challenges of working across the languages and cultures of U.S. schooling. Through a carefully designed sequence of blended learning activities, this study provided participants multiple opportunities to explore and examine introspectively critical considerations that directly influence transitioning into a learner-centered classroom, utilizing various classroom management skills and strategies with millennial learners. Data collection instruments included two online surveys, a group interview, and online discussion board threads. Results indicate that there remains a great deal to be done in this area to assist Chinese teachers. Speaker: Marjorie Hall & Sherry Steeley Dr. Marjorie Hall Haley is tenured Professor of Education at George Mason University in Fairfax, VA. She is a former Spanish, French, German, and ESL teacher of 14 years.She teaches Foreign Language methods and ESL methods courses as well as doctoral courses in Brain-compatible Teaching and Learning, Bilingualism and Second Language Acquisition Research. She is actively involved in ongoing action research projects with teachers at local, national, and international levels. Dr. Haley’s research and publication record is wide. Her most recent books are, Content-Based Second Language Teaching and Learning: An Interactive Approach (2nd Ed.) (2014) and Brain-compatible Differentiated Instruction for English Language Learners (2010). In addition, she is a featured scholar in the WGBH and Annenberg/CPB video, “Valuing Diverse Learners” available at www.learner.org

2015 NCLC - 21st-Century Schooling: Engaging Chinese Teachers in Discourse on...

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Performance-based tasks allow students to show their knowledge and skills in a more authentic way than paper tests. Integrating technology, such as creating Web pages, virtual posters, and using Google Classroom, will prepare students for their future studies. Participants will learn how to design highly engaging performance-based tasks and rubrics to assess students’ knowledge in Chinese language, science, and social studies units. Participants will get a number of ideas on how to implement performance-based formative and summative assessments in the immersion class. Participants will see videos, pictures, and student work samples demonstrating how two Chinese teachers use short plays, foldable books, living museums, etc., to assess students’ knowledge. Speaker: Yi Shao & Lijin Yang & Pearl You

2015 NCLC - Using Performance-Based Assessment in Chinese Immersion Classrooms

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Mandarin immersion teachers have a big job, especially in the early grades. Building strong vocabulary and understanding of language while ensuring content knowledge mastery can seem daunting. How do you engage students in rigorous Mandarin literacy development? How do you maximize production in your classroom? Teachers from VIF International Education’s Splash Mandarin immersion programs in North Carolina will share the literacy model used for daily word study and guided reading and writing, as well as their strategies for maximizing simultaneous participation. Through practice of hands-on literacy activities used in these classrooms participants will take away literacy games and strategies to use immediately with their students. Participants will learn how to use a curriculum map and fun, daily literacy rotations for strong academic vocabulary and reading development. Speaker Jim Chiang teaches in the Splash Mandarin Immersion Program at New Century International Elementary School (NCIES), a Title I, public school in Fayetteville, North Carolina. Vicky Kim is a HUGE advocate for innovative, inclusive and effective learning, which is why she loves dual language immersion education. As a Director at VIF International Education, a North Carolina based organization, Vicky has worked closely with districts, schools, teachers and parents to implement and develop over 50 Splash dual language programs. Before joining VIF, Vicky taught K-8 ESL and developed family literacy programs for dual language communities. Pei-Ying Wu is a doctoral student of Early Childhood, Special Education, and Literacy at the University of North Carolina at Chapel Hill. She received her Master’s Degree in Teaching, Learning, and Curriculum from the University of Pennsylvania and had years of cross-national and cross-age teaching experiences. She is currently writing her dissertation on cultural models of teaching in contexts of heightened globalization. Over the last two years, Pei-Ying has worked closely with Mandarin Immersion Program teachers in North Carolina public schools to provide instructional support.

2015 NCLC - Building Proficiency Through a Consistent Literacy Program and Fu...

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This session will focus on two main areas: 1) Best practices in the Pre-AP® Chinese Language and Culture classroom; 2) improving student performance on written presentational tasks using Understanding by Design in the AP® Chinese classroom. Participants will explore appropriate pre-AP activities that can be incorporated into lower-level Chinese language classes to effectively acquaint students with and prepare them for the goals and expectations of the AP Chinese Language and Culture course. Moreover, based on the concepts of Understanding by Design, participants will learn how to develop effective instructional strategies for written presentational tasks and how to assess students’ written responses in order to improve overall students performance in the AP Chinese classroom. The session will also invite interaction with attendees and will conclude with a question-and-answer period. Speaker: Lisa Podbilski is the World Language Department Chair and Upper School Chinese teacher at Louisville Collegiate School in Kentucky. She is in her 15th year of teaching Chinese and is the co-chair of the AP Chinese Language and Culture Development Committee. She is also currently servicing on the Board of Directors for the Chinese Language Association of Secondary-Elementary Schools (CLASS). Lili Wong: As the first Chinese teacher in Central California since 1991, Lili has strong commitment to promoting Chinese language in the Central Valley of California and bringing forth the interest and attention of Chinese culture to her community. Lili earned her B.A. in English from Fu-Jen University in Taiwan and M.A. in Linguistics from California State University, Fresno. She has a Professional Clear Single Subject Credential in Chinese, a Professional Clear Multiple Subject Credential, a SDAIE Certificate (Specially Designed Academic Instruction in English), and a CLAD Certificate (Cross-cultural Language And Academic Development). Lili has been a teacher in Clovis West High School, Buchanan High School and Clovis Community College in California since 1991. Lili has also served as one of the Scoring Leaders in AP Reading since the launch of AP Chinese Exam in 2006. She is currently a Member of AP Chinese Language and Culture Committee.

2015NCLC- AP® Chinese Language and Culture: Pre-AP® Instructional Strategies ...

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