Academic Rigour and Engagement In The Chinese Classroom
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How to increase expectations and engage students in learning Chinese
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Academic Rigour and Engagement In The Chinese Classroom
- 2. 1st Goal － 第一目标 • Everyone can learn Chinese. • Everyone can learn Chinese to a high
- 3. We want a line outside my door where students are wanting to learn Chinese! AND Parents are demanding Chinese! 2nd Goal － 第二目标
- 4. • I will not spoon-feed my students. • It will be a THINKING classroom! • 填鸭式 3rd Goal － 第三目标
- 5. What do we mean by Academic Rigour? 学术严谨? Xuéshù yánjǐn
- 6. 负责 - Fùzé 成功 - Chénggōng 信心 - Xìnxīn 有效 - Yǒuxiào
- 7. Rigour is NOT about... •Necessarily teaching harder content •Giving an increased amount of homework •Teach at a faster rate •‘Strict and hard to learn’
- 8. Academic Rigour in a Chinese language Program is about... Promoting and Expecting EXCELLENCE 高的学习期望 Gāo de xuéxí qí wàng
- 9. ‘Raising the bar’ High ExpectationsEngage Learners
- 10. Making it ‘cool’ to achieve Academic Rigour in a Chinese language Program is about...
- 11. The traditional model of Teaching Teach Test Move on
- 13. Teach - Test - Move on
- 14. Academic Rigour in a Chinese language Program is about... Deeper Learning
- 15. Repeat and perform introduction to class. Write own introduction and perform to class. Make a TV interview and interview a favorite sports star about his/her family Use an image to talk about a family. Respond to a person talking about their family. Create a new toy. Introduce it and it’s family members.
- 17. Expecting and Accepting only the BEST! Academic Rigour in a Chinese language Program is about...
- 18. Model Excellence! 好的样板 Hǎo de yàngbǎn
- 19. Academic Rigour in a Chinese language classroom • Raising standards • Expecting much from students • Deep Learning • Developing a ‘THINKING’ curriculum
- 20. But isn’t Chinese hard enough?
- 21. As teachers of Chinese, we need to work smarter Teacher 老师 Student 学生
- 22. Transform your classroom - 80/20 Principle Student 学生 Teacher 老师
- 23. How much are you challenging your students? LESS Rote Learning LESS Teacher Talk! 不要讲太多 LESS Worksheets
- 24. Students need to take responsible for their own learning. There is way too much spoon-feeding in Chinese language classrooms! 填鸭式
- 25. An Example 80/20 1.Teacher reviews previous lesson. 2.Teacher asks the whole class to repeat new vocabulary. 3. Teacher asks individual students a question to review new vocabulary. 4. Teacher demonstrates writing of new characters. Students copy characters in book. 5. Teacher writes sentences on board. Student copy sentences.
- 26. An Example 80/20 1. Students play game to review previous lesson. 2. Teacher models new vocabulary, and students rehearse with Talk Partner. 3. Students conduct survey of classmates using new vocabulary. 4. Students follow stroke order and write new characters. 5. Students create their own sentences using new vocabulary, and read to their Talk Partner. 6. Students write Journal entry of what was learnt today.
- 27. Think, Pair, Share 思考 , 互相交流, 分享 How can you adopt the 80/20 model of language teaching?
- 28. Tips for Academic Rigour in the Secondary School • Clear Learning Outcomes • Less Teacher Talk • Lesson variation • More Inquiry-based Learning • Raising standards • Expecting much from students • Deep Learning • Developing a ‘THINKING’ curriculum WHAT? HOW?
- 29. Clear Learning Outcomes What am I going to learn today?
- 31. Learning Outcomes for students • On entering classroom, students know exactly what they will achieve in the lesson.
- 33. How often do your students go into this mode? Engaged Learners
- 35. As teachers, we have a duty....• to encourage independent learning! • I expect student to take responsibility for learning. • I provide the scaffolding for learning. • Students do the work and demonstrate their learnin
- 37. How do we engage our Secondary School students?
- 38. Engagement in the Secondary School classroom • Secondary school students want Meaningful Learning (purpose) • Culture as a delivery of language (interest) • Technology (relevance) • Learning Contracts (choice) • Collaboration (motivation)
- 39. Secondary school students • being accepted by peers • being part of a group • TALK Partners
- 40. Meaningful learning • Purpose of learning • Authentic context
- 41. Culture as delivery of language
- 45. • The Affective Filter can block or enhance learning. Culture as delivery of language
- 46. Technology
- 47. Technology - Instant Engagement
- 48. Step 1: Decide on context Step 2: Choose an the Essential Question aligned with Outcomes Step 3: Brainstorm in English with students Step 4: Connect previous knowledge Step 5: Form groups of 3-4 students Step 6: Students research Essential Question
- 50. Questions activate this learning
- 51. You’ve found a great restaurant in 北京. What words and phrases will you need to order food and drink?
- 52. Give students a Choice about how they demonstrate their learning 多种选择 Duō zhǒng xuǎnzé
- 58. Traditional Tasks Present a talk to the class. (why? what context?) Write an essay. (why?) Write a letter. Describe..... (why? to whom?
- 59. What is the context?
- 60. Context: Talking to a friend about visiting London for Xmas
- 61. Use props
- 62. Context: You are LOST in London! Ask for directions to get to the bus stop.
- 63. Provide criteria for Speaking Tasks What I am looking for......
- 64. We are Learning to... What I am looking for... Greet and welcome a friend. Ask a friend what they would like to eat. Ask a friend what they would like to drink. Express hunger and thirst! Express my food/drink likes and dislikes Use ‘Thank you’ in social settings Clear and loud Chinese pronunciation Correct pronunciation of Chinese Lots of expression! Gestures to support language Suitable props to make the role-play authentic
- 65. We are learning to name the parts of the body in Chinese. What I am looking for is a correctly labelled body template. Display the Learning Intentions in the classroom.
- 66. Do you show students what good work looks like?
- 67. A year-long Project Welcome to Chinese classes! Your parents have just told you they have bought a luxurious hotel in Beijing. In just a month you will be moving to live in China. “欢迎大家！ 你的父母告诉你，他们已经买了在北京的一家 高级酒店。 一个月以后，你将去中国住.” Huānyíng dàjiā! Nǐ de fùmǔ gàosu nǐ, tāmen yǐjīng mǎile zài běijīng de yījiā gāojí jiǔdiàn. Yīgè yuè yǐhòu, nǐ jiāng qù zhōngguó zhù.
- 68. September / October 1. Make a Passport 2. Pack a suitcase 3. Intensive conversation
- 70. Making a Flight Reservation • Meaningful Learning (purpose) • Culture as a delivery of language (interest) • Technology (relevance) • Learning Contracts (choice) • Collaboration (motivation)
- 71. Making a Reservation ACTIVATE previous knowledge: Who has made a reservation before? What language will we need? I will be able to introduce myself. I will be able to say where I want to fly. I will be able to say which date / time I am flying. I will be able to say how I will pay for the ticket. I will be able to express thanks.
- 72. November
- 73. What is the context? Create a context!
- 74. On the plane I will be able to tell someone about my family.
- 75. Speaking Tasks • You will be able to: • Describe your family members. (age, name, job, likes) • You will be able to maintain a conversation by asking questions. • What I am looking for: • Clear pronunciation • Good sentence structures • Ability to maintain a conversation by asking questions • Use of photos / props to convey meaning
- 76. Speaking Task: You will role-play asking for food and drink while on the plane. What language will you need? I would like to eat.... I would like to eat.... Do you have....? Excuse me, Miss / Mr. Food and drink vocabulary Courtesy phrases
- 79. December
- 80. Transport, location, directions, rooms and furniture, greetings, family members, packing a suitcase, buying a ticket,
- 81. Work Experience: Meeting guests, finding your way around, Planning an Itinerary for a day’s outing
- 82. Use authentic materials like - maps, tickets, posters, schedules, and menus etc.,
- 87. You go out with friends to a restaurant. You have a bad experience. Write a letter of complaint.
- 88. Intro: Greeting Step 1: When did this happen? Step 2: Who were you with? Step 3: What was the name of the restaurant? Step 4: What did you order? Step 5: What was the problem? Step 6: How did you feel? Step 7: Closing and date.
- 92. A Weather Unit
- 93. A Weather Unit What language will you need to know? Days of Week / Time / Numbers / Degrees / Places / Weather Getting Started Choose which major city you will do. Print the weather forecast for 5 days. Write a Script for your Weather forecast and have it approved by your teacher. Rehearse your Weather forecast with your partner. Present your Weather Forecast with suitable props.
- 94. A Weather Unit What I am looking for: 1. Clear and well-rehearsed pronunciation. 2. Expression and good use of tones 3. A confident presentation 4. Use of props to add interest and meaning
- 96. January
- 99. What is the context? What props can be used?
- 100. The most valuable resource for language learning
- 101. 片 Tánlùn xiàngpiàn
- 102. Photo Talk Tasks
- 103. Photo Talk Tasks
- 107. Design Tasks that give choices 1. Introduce theme and brainstorm language needed 2. Develop Learning Outcomes for students 3. Whole class instruction of new vocabulary and sentence structures. 4. Rehearsal of language 5. Students demonstrate learning at Work Stations (choices)
- 109. Work Stations
- 110. Set up Learning Activities in the Classroom Materials needed: •Passport template •Vocabulary Cards
- 111. Make your own Passport with 8 pieces of information about yourself. (Use Vocabulary Cards)
- 112. Set up Learning Activities Materials needed: •Graph paper •Sport Vocabulary Cards
- 113. Set up Learning Activities Materials needed: •Mascot Images •Poster paper •Olympic logo
- 114. Describe the Olympic Mascots TASK: Describe the color, size, body of each Mascot. In the description include at least 3 actions/sport each Mascot is able to do.
- 115. Set up Learning Activities Materials needed: •Olympic venues Map •Writing paper
- 117. Set up Learning Activities Materials needed: •Competition Schedule •Laptop
- 118. TASK: Create a Podcast Describing day and time of At least 10 events
- 121. Thumbs Up
- 122. Design Tasks that give choices 1. Introduce theme and brainstorm language needed 2. Develop Learning Outcomes for students 3. Whole class instruction of new vocabulary and sentence structures. 4. Rehearsal of language 5. Students demonstrate learning at Work Stations (choices)
- 124. Words I know Words I am learning
- 126. Vary the types of writing you assign to students Who is the audience? What is the purpose of writing? What writing products will they create?
- 128. When possible always use a real-life context!
- 133. Plan a Day Tour
- 137. Who is the audience? A newspaper or magazine?
- 140. 1 Question 2 Things I knew already 3 new Things I would like to use in my classroom. 1 2 3 1 2 1 Think, Pair, Share
Hinweis der Redaktion
- Well, in the first session I did introduce myself and told you a bit about my teaching Chinese in early 80s. I had no textbooks and created every lesson from scratch. Three GOALS of the program: I wanted to be a successful teacher of Chinese. I had 3 goals. I started out with a belief that every student can learn Chinese...be challenged by the language....not just learn it but achieve a high standard.
- Starting a Chinese program is fun. It’s rewarding. Second Goal:Create a DEMAND for Chinese.But maintaining the program and having more and more students WANT to learn Chinese takes some work and a little creative thinking. I did not want it to be just doing craft or learning pieces of language. Serious BUT fun learning.
- So in this session we are going to look at the balance we need to have so that Chinese programs GROW. Positive learning experience... We want to advance the learning of Chinese Generally in the primary school, students are enthusiastic.. and enjoy the difference of languages. However, there is a steep drop out. I’ve seen it and have seen programs die.
- I see myself more as a facilitator...I expect students to work. I expect students to THINK. We as teachers of Chinese must make that happen. This is very important...especially in the Secondary classroom. Sometimes in language learning, we treat older students the same way we teach younger students. BUT... Secondary students are cognitively different. They have prior knowledge that needs to be activated. And as we will find out...Secondary students are actually easy to engage in learning Chinese... So, today we started off looking at Classroom management and now we will look at how to help our programs grow.. so students AND parents will be demanding Chinese programs.
- Now translating academic rigour into Chinese has a few problems. It comes out as strict. Let’s look at what Scotland’s Curriculum of Excellence says out it...
- Confident individuals, who can talk with others or deliver presentations in their new language. Effective contributors, who can work in individual, paired and group situations, and establish and maintain contact with other speakers of the target language. Responsible Citizens, who have a growing awareness of life in another society and of the issues facing citizens in the countries where their new language is spoken. Successful learners, who can reflect on how they have acquired and learned their first language and how this can assist them in further language learning.
- We need to be smarter at how we teach and give students the opportunity to demonstrate their understandings.
- Teachers! Don’t water down your Chinese program. Promote EXCELLENCE EXPECT Excellence. Don’t accept anything less. Let’s face it...learning a language is often put on the sidelines for a lot of students. I have heard many stories of students learning Chinese: “We only watch movies”. “We play games but the teacher can’t control us”. “We just make things.”
- The way we raise the bar is to 1. engage learners and 2. promote high standards and expectations.
- In Secondary school we need to create a culture of success. You have to make it cool to achieve and succeed in learning Chinese.
- Let me say... that may work for some students...highly motivated... BUT for the majority of students...produce mediocre results.
- Academic rigour is about raising our expectations But also...deeper learning.
- Please, please please...model EXCELLENCE! Of course students are at different learning levels...so for a beginner student...
- Students achieve best when expectations are known.
- I know... you are all thinking...but Chinese is hard enough already. Students can’t remember all the characters, they get the tones wrong...and YES IT IS HARD WORK> BUT we can be smart about having high expectations. We can insist on academic rigour.....by requiring students to ‘OWN’ their learning.
- Look at one way...we can be smart about raising EXPECTATIONS.... Too many teachers have teacher-centered classrooms. Of course, when learning a language you are the main source of the language. BUT, students mostly are passive in lessons. The teacher directs all lessons and the students generally do very little other than repeat at the direction of the teacher. They are able to get a way with doing unchallenging work.
- We have to change that. This is the model I am working to develop.
- You need to get these students working, thinking, and creating things to demonstrate their learning.
- It is a balance of providing a challenging curriculum...does not settle for just facts or knowledge, but extends students in applying knowledge. And engagement. It really is a curriculum that has high expectations with accomodations for students.
- I have been in many Chinese classrooms...I see the teacher modeling Chinese...which is good of course. But it is always teacher-directed. Not a lot of deep thinking occurs.
- Not of passive listening. You
- You will not be surprised that the majority of subjects taught in Secondary schools are still taught..in this manner...
- I want you to remember these things. The next time you plan to teach a lesson... Ask yourself...???
- SO if we are going to make the learning of Chinese meaningful, we need to teach differently. Just going into a classroom..and say...today we are going to learn to say...我叫。。。
- Students need to know the context and the audience. Use props, clothes, pictures
- Make the task meaningful to students...use props, images...toys..
- Brainstorm with students words and sentences structures they will need to complete the task.
- Your parents have bought a hotel in Beijing. You will move to China for one year.
- Use authentic materials like - maps, tickets, posters, schedules
- Use authentic materials...like newspapers
- Another way of raising standards and engaging students... CHOICES... very effective in Secondary School
- Very often we ask our students to write simple sentences or to copy sentences. Or even just learn the mechanics of characters…stroke order…and writing them to memorize each character
- When possible ALWAYS use a real-life context!
- Authentic materials...real-life tasks
- So I encourage you to raise expectations and engagement