2018 s1 edst6711 chinese method 1

SchoolofEducation

EDST6700

ChineseMethod1

Semester1,2018

EDST6700ChineseMethod1,UNSW2018 1

Contents

1. LOCATION.......................................................................................................................................2

2. STAFFCONTACTDETAILS...............................................................................................................2

3. COURSEDETAILS............................................................................................................................2

StudentLearningOutcomes............................................................................................................3

AITSLProfessionalGraduateTeachingStandards..........................................................................3

NationalPriorityAreaElaborations................................................................................................4

4. RATIONALEFORTHEINCLUSIONOFCONTENTANDTEACHINGAPPROACH...............................4

5. TEACHINGSTRATEGIES..................................................................................................................4

6. COURSECONTENTANDSTRUCTURE.............................................................................................5

7. ASSESSMENT..................................................................................................................................7

8. RESOURCES...................................................................................................................................14

IMPORTANT:Forstudentpoliciesandproceduresrelatingtoassessment,attendanceandstudentsupport,pleaseseewebsite,https://education.arts.unsw.edu.au/students/courses/course-outlines/

TheSchoolofEducationacknowledgestheBedegalandGadigalpeopleasthetraditionalcustodiansofthelandsuponwhich

welearnandteach.


1. LOCATIONFacultyofArtsandSocialSciencesSchoolofEducationEDST6700ChineseMethod1(6unitsofcredit)Semester120182. STAFFCONTACTDETAILSCourseCoordinator: TongBakerEmail: [email protected] [email protected]: Pleaseemailtoarrangeanappointment

3. COURSEDETAILS

CourseName ChineseMethod1

CreditPoints 6unitsofcredit(uoc)

Workload Includes150hoursincludingclasscontacthours,readings,classpreparation,assessment,followupactivities,etc.

Schedule http://classutil.unsw.edu.au/EDST_S1.html

SummaryofCourseThis course is designed to increase a student’s pedagogical content knowledge for Chinese teaching. The key elements ofpedagogyandChinesecontentknowledgeareexaminedanddeveloped.Studentswillcriticallyaddresshowtheseelementscanthen be combined into effective classroom practice for addressing the requirements and philosophy of the NSW Chinesesyllabuses.Themainwaysinwhichthecoursehaschangedsincelasttimeasaresultofstudentfeedback

• AdjustassessmentssothatstudentsdoingMethodfortwolanguagesdonotcompletethesametask.ImportantinformationAssessment:Pleasenotethatallstudentsmustpassallassignmentstopassthecourse,andtheymustpassthecoursetogoonplacementforPE1.Attendance:Studentsareexpectedtogiveprioritytouniversitystudycommitments.Unlessspecificandformalpermissionhasbeengranted,attendanceatlessthan80%ofclassesinacoursemayresultinfailure.


StudentLearningOutcomesOutcome

1Identify foundational aspects and structureof theNSWEducationStandardAuthorityChinese Syllabusesandthedepthofsubjectknowledgerequiredtoimplementthesyllabus

2Evaluatehowstudent characteristics affect learningandevaluate implications for teaching studentswithdifferentcharacteristicsandfromdiversebackgrounds

3Use a range of strategies to plan and teach effective lessons to engage all students, address relevantsyllabusoutcomesandensureasafelearningenvironment

4 Selectappropriateresources,includingICT,toengagestudentsandexpandlearningopportunities 5 Designandevaluateformativeassessmentstrategiesanduseassessmentinformationtoimprovelearning 6 Practisetheethicalandprofessionalvaluesexpectedofteachers

AITSLProfessionalGraduateTeachingStandardsStandard

1.2Demonstrate knowledge and understanding of research into how students learn and the implications forteaching.

1.3Demonstrateknowledgeof teaching strategies thatare responsive to the learning strengthsandneedsofstudentsfromdiverselinguistics,cultural,religiousandsocioeconomicbackgrounds.

2.1Demonstrate knowledge and understanding of the concepts, substance and structure of the content andteachingstrategiesoftheteachingarea.

2.2 Organisecontentintoaneffectivelearningandteachingsequence. 2.3 Usecurriculum,assessmentandreportingknowledgetodesignlearningsequencesandlessonplans.

2.4Demonstrate broad knowledge of, understanding of and respect for Aboriginal and Torres strait Islanderhistories,culturesandlanguages.

2.5 Knowandunderstandliteracyandnumeracyteachingstrategiesandtheirapplicationinteachingareas

2.6 ImplementteachingstrategiesforusingICTtoexpandcurriculumlearningopportunitiesforstudents.

3.1 Setlearninggoalsthatprovideachievablechallengesforstudentsofvaryingcharacteristics. 3.2 Planlessonsequencesusingknowledgeofstudentlearning,contentandeffectiveteachingstrategies. 3.3 Includearangeofteachingstrategies. 3.4 DemonstrateknowledgeofarangeofresourcesincludingICTthatengagestudentsintheirlearning. 3.5 Demonstratearangeofverbalandnon-verbalcommunicationstrategiestosupportstudentengagement. 4.1 Identifystrategiestosupportinclusivestudentparticipationandengagementinclassroomactivities. 4.2 Demonstratethecapacitytoorganiseclassroomactivitiesandprovidecleardirections. 6.3 Seekandapplyconstructivefeedbackfromsupervisorsandteacherstoimproveteachingpractices.


NationalPriorityAreaElaborationsTheNationalPriorityAreasthatwillbeaddressedinthiscoursearesummarisedbelow.Theweekstheywillbeaddressedcanbefoundinsection6.Coursecontentandstructure.DetailsoftheassessmentonNationalPriorityAreascanalsobefoundinsection6Coursecontentandstructuresection7Assessment.

Priorityarea

A.AboriginalandTorresStraitIslanderEducation 2,11

B.ClassroomManagement 1,4,6

C.InformationandCommunicationTechnologies 2,3,5,6,7,12,13

D.LiteracyandNumeracy1,2,3,4,5,7,8,9,10,11,12,13,14,15,16,17,18,19

E.StudentswithSpecialEducationalNeeds 7

F.TeachingStudentsfromNon-EnglishSpeakingBackgrounds 2,3,4,5

4. RATIONALEFORTHEINCLUSIONOFCONTENTANDTEACHINGAPPROACHThis subject aims to develop in each student the ability to effectively teach Chinese to secondary school students with anemphasison theNSWChinesecurriculum.During thecourse studentswilldevelop their knowledgeof theNewSouthWalessyllabusdocumentsforstages4,5and6.Lectures,tutorialsandassignmentswillcoveravarietyofapproachestoteachingandlearningintheChineseclassroom.EmphasiswillbegiventotherelationshipbetweenChinese,literacyandnumeracyandtheroleandvalueofChineseinthecurriculumandthecommunity.Student-centredactivitieswillformthebasisofthecourse.Theseactivitieswilldrawonthepriorknowledgeofthestudentsandwill allow them to engage in relevant and challenging experiences thatmirror those theywill be expected to design for thesecondarystudentstheywilllaterteach.5. TEACHINGSTRATEGIES

• Explicitteaching,includinglectures,todemonstrateanunderstandingofstudents’differentapproachestolearningandtheuseofarangeofteachingstrategiestofosterinterestandsupportlearning.

• Small group cooperative learning to understand the importance of teamwork in an educational context and todemonstratetheuseofgroupstructuresasappropriatetoaddressteachingandlearninggoals.

• Extensiveopportunitiesforwholegroupandsmallgroupdialogueanddiscussion,allowingstudentstheopportunitytodemonstratetheircapacitytocommunicateand liaisewiththediversemembersofaneducationcommunity,andtodemonstratetheirknowledgeandunderstandingofmethodcontent.

• Structuredoccasionsforreflectiononlearningtoallowstudentstoreflectcriticallyonandimproveteachingpractice.• OnlinelearningfromreadingsonMoodle.• OnlinediscussionsviaMoodle.• Peerteachinginasimulatedclassroomsetting.

Theseactivitieswilloccurinaclassroomclimatethatissupportiveandinclusiveofalllearners.


6. COURSECONTENTANDSTRUCTURE

Week LectureTopic TutorialTopic

1

26Feb–2Mar

NSWCurriculumRequirements

• TheNESA• Languagecoursesandsyllabuses• EligibilityforBeginners,Continuers,Extension,

HeritageandBackgroundSpeakersCoursesinAsianlanguages

• AustralianProfessionalStandardsforTeaching• EducationAuthorities–AIS/DET/CEC/ACARAA2,B3

• Courses,syllabuses&supportingdocumentsStages4,5and6inChinese

• UnderstandingeligibilityrulesforStage6courses• Courseoutlineandassessments

• Accreditation/provisionalaccreditation

2

5Mar–9Mar

SubjectContent• UnderstandingthenewK–10syllabuscontent• Stage6Syllabus+Extensioncourses• TeachingLanguagecomponentssuchas

pronunciation,vocabulary,structuresandscript• Developingmacro-skillsD7,8

• Suggestedtopics/themesforstage5• PrescribedthemesforStage6• PrescribedVocabulary/languagepatternlistfor

Stage6• Teachingpronunciation,vocabulary&

expressionsandgrammar• Strategiestodevelopingspeaking,listening,

readingandwritingskills

3

12Mar–16Mar

Interculturallanguageteachingandlearning• Interculturalcommunicationincontext• Theskillsofaninterculturalcommunicator• Theimportanceofquestioning

• IncorporatinginterculturalcommunicationinaChineselanguageteachingprogram

• Explorationoftextsthatpromoteinterculturalcommunication

419Mar–23

Mar

Lessonplanning• Lessonplanstructure• Whattoconsiderincreatingeffectivelessons• TeacherReflection• AssessmentFOR/AS/OFlearningD19

AssessmentTask1:Demonstration• AnalysisofalessonplaninChinese• Creationofalessonplan

5

26Mar–30Mar

Qualityteaching• TheQualityteachingandSchoolExcellence

framework• WhatQualityteachinglookslikeinaLanguages

classroom

ASSESSMENTTASK1:LESSONPLANDUEFriday30March5pmC12,D5• PrinciplesofQualityTeachinginChinese• Codingalessonextract

Mid-semesterbreak


Week LectureTopic TutorialTopic

6

9Apr–13Apr

Resources• FindingandevaluatingLanguagelearning

resourcesonline• Creating,adaptingandevaluatingresourcesto

supportlearninginLanguagesC2,3,5,6

• EvaluationofaCourseBook• ResourcestoSupporttheLearningofChinese• UsingRealiaintheClassroom• IntegrationofICTintheclassroom

7

16Apr–20Apr

Programming• UnderstandingNESAelementstocreate- ascopeandsequence- aunitsofwork

D12

• AnalysisofascopeandsequenceinChinese• AnalysisofunitsofworkinChinese• Maintainingaregister

8

23Apr–27Apr

ANZACDay25thApril

Howstudentslearn• Fosteringcross-curriculaopportunities• LiteracyandNumeracyinLanguages• Differentiationtocaterfordifferentlearning

needs

D1-5,8-17F5

MicroTeaching-Part2• Strategiestoenhanceliteracyandnumeracyskillsinclassroom

• Teachingandlearningactivitiesthatcaterfordifferentlearningstyles

• Stage5LifeSkillsSyllabus• Makingadjustmentsandaccommodationstolearningandassessmenttasks

B6,C5,E7

9

30Apr–4May

MacroskillsfortheHigherSchoolCertificate• HSCexaminationspecifications

• HSCmandatedassessmentweighting

• High-orderthinkingquestionsinlisteningandreading

• Syllabusprescribedtexttypes• Writingtodescribe/persuade/reflect/evaluate

D1,5,10,16,17,18

• Debriefingprofessionalexperience• UnpackingHSC-stylequestions• HSCspeakingexamination

10

7May–11May

CreatingandMaintainingSafeandChallengingLearningEnvironmentsinLanguages• Understandingschoolpolicies• Howstudents’social,ethnic,religiousand

culturalbackgroundsaffectlearningInLanguages

• Establishingasupportiveandpositivelearningenvironment

• BuildingrapportwithstudentsA11,B4,5,C13,F2,3,4

ASSESSMENTTASK2:RESOURCEKITDUEFriday11May5pmC7,D19,F7• Classroommanagement• Exploringsubmittedresources• Onlinecourseevaluation

ProfessionalExperience

4thJune–29thJune2018


7. ASSESSMENT

AssessmentTask Length Weight

StudentLearningOutcomesAssessed

AITSLStandards

NationalPriorityAreaElaborations

DueDate

1.LessonPlanc.2000words 40% 1,3,4,5,6

1.2,1.3,2.1,2.2,2.3,2.5,2.6,3.1,3.3,3.4,3.5,4.1,

4.2

B,C12,D5Monday9

April5pm

2.UnitofWorkc.3500words 60% 1,2,3,4,5,6

1.2,1.3,2.1,2.2,2.3,2.6,3.1,3.2,3.3,3.4,3.5,6.3

D19,E,F7Monday14May5pm

3.Microteaching10mins

c500words

S/U 1,3,4,5,6

1.2,1.3,2.1,2.2,2.3,2.5,2.6,3.1,3.2,3.3,3.4,3.5,4.2,6.3

B6,DAs

allocatedintutorials

Studentsarerequiredtofollowtheirlecturer’sinstructionswhensubmittingtheirworkforassessment.AllassessmentwillbesubmittedonlineviaMoodleby5pm.Studentsnolongerneedtouseacoversheet.Studentsarealsorequiredtokeepalldrafts,originaldataandotherevidenceoftheauthenticityoftheworkforatleastoneyearafterexamination.Ifanassessmentismislaidthestudentisresponsibleforprovidingafurthercopy.PleaseseetheStudentPoliciesandProceduresforinformationregardingsubmission,extensions,specialconsideration,latepenaltiesandhurdlerequirementsetc.


Feedback

AssessmentTask FeedbackMechanism FeedbackDate

Task1

LessonPlanTurnItIn 23April

Task2

UnitofWorkTurnItIn 30May

Task3

MicroteachingWrittenandVerbal Oneweekfollowingthelesson

S1Assessment1(2000wdeq,40%)

Plananddesignone60-minutelessonforamixed-abilityStage4class.

ThelessonplanmustfollowastandardSEDformatandbepresentedusingthetemplateprovided.

Planyourlessonforaclassinacomprehensivehighschoolwhichwouldtypicallyinclude

- EAL/Dstudents- Indigenousstudents,and- studentswithvariousreligiousandculturalbackgrounds.

Somestudentsmayhavelowlevelsofliteracy.Differentiationtocaterforsomestudentsisthereforerequired.Appropriatedifferentiationstrategiesarescaffolding,groupworkand/oranalternativetaskormodeofpresentation.

1. Writearationaleforyourlessonplan.Yourrationaleshouldaddressthequestions:WhatdoIwantthestudentstolearn?Whyisitimportant?WhatstrategieswillIuse?WhatassessmentforlearningstrategieswillIusetomonitorprogress?

2. Preparethelessonplantodemonstratehowyouwilluseappropriatestructure,activities,strategiesandformativeassessmenttodevelopunderstandingofthematerial.

Makesureyou

• chooseanappropriatetopicfortheyeargroup• supportyourrationaleusingreferencesindicatingyourprofessionalreading• chooseappropriateoutcomesandlessoncontent• demonstrateknowledgeofeffectiveteachingandlearningstrategies• useappropriateformatandprovidesufficientdetailforaneffectivelessonplan• includeanaspectofliteracy/numeracywhichintegrateswiththelessonfocus• provideinfulloneactivity(whichmaybeICT-based)• expressyourselfinclear,standardAustralianEnglish.


S1Assessment2(3500wdeq,60%)

PrepareanoutlineforaunitofworkforaStage5class.Theunitofworkshouldcoverthefirstfivelessons;however,youarenotpreparingfulllessonplans.

Youmustwritearationalefortheunit(600-800words)inwhichyou

• provideabriefoutlineoftheschoolandclasscontext• statepreciselywhatyouwantthestudentstolearnandwhyitisimportant• justifyyourchoiceoftopic/texttosuittheneedsandabilitiesofthisclass• justifyyourteachingstrategiesbyreferringtoreadings,researchandmaterialpresentedinlectures

andtheQualityTeachingframework• demonstratehowdifferentiationwillsupportadiverserangeoflearners• statethepriorknowledgestudentshavetobeginthisunitanddiscusshowyouwouldassessand

buildonthispriorknowledge.

Includeinyourunitoutline,foreachlesson

• onefullactivityforformativeassessment(notanessay)• oneICT-basedactivity(notwatchingavideoorPowerPointpresentation)• onegroup-worktaskwithafocusonliteracy/numeracy(notamind-map)• oneincursion/excursion/performance/productactivity• outlinesonlyfortheotherteachingmaterialsrequired.

S1Assessment3(Satisfactory/Unsatisfactory)

Microteaching(includingstudentreflection)

AssessmentDetails

Athematicapproachtoassessmentinthiscourseismandatory.Ø Choose an appropriate theme/topic for a Stage 4 or 5 Chinese class. If you are enrolled in two language

methods,youMUSTchoosedifferentthemes/topicsforeachlanguage.IfyouuseStage4foronelanguage,youmustuseStage5fortheother.

Ø Assessments1,2and3mustbebasedonyourchosentheme/topic.

Mytopicis:


UNSWSCHOOLOFEDUCATIONFEEDBACKSHEET

EDST6700CHINESEMETHOD1

StudentName: StudentNo.:AssessmentTask1:

Lecturer: Date:Recommended: /20 (FLPSCRDNHD) Weighting: 40%NB:Theticksinthevariousboxesaredesignedtoprovidefeedbacktostudents;theyarenotgivenequalweightindeterminingtherecommendedgrade.Dependingonthenatureoftheassessmenttask,lecturersmayalsocontextualizeand/oramendthesespecificcriteria.Therecommendedgradeistentativeonly,subjecttostandardisationprocessesandapprovalbytheSchoolofEducationLearningandTeachingCommittee.Assessment2–Unitdescriptionandresourcekit

SPECIFICCRITERIA (-)�(+)Understandingofthequestionorissueandthekeyconceptsinvolved• DemonstratesknowledgeoftherelevantNSWsyllabus• Selectsappropriatetopic,vocabularyandgrammarstructureforthetarget

audience• Linksteachingstrategiestotargetedsyllabusoutcomes

Depthofanalysisand/orcritiqueinresponsetothetask• DemonstratesanunderstandingofLanguagespedagogyinpresentingand

practisingtargetvocabularyandgrammar• IncorporatesavarietyofQualityTeachingelements• IncorporatesInterculturalLanguageTeachingandLearning• Producesengagingresourcesthatsupportstudentlearning• Createsastudent-focussedlesson• Useseffectivequestioningtechniques

Familiaritywithandrelevanceofprofessionaland/orresearchliteratureusedtosupportresponse• Justifieschoiceofteachingandlearningstrategies• Referencesmaterial,researchandideaspresentedinlectures,tutorialsand

readings

Structureandorganisationofresponse• Clearlyarticulatesaimthatcanbeachievedbylessonplan• Producesacoherent,logical,detailedlessonplan

Presentationofresponseaccordingtoappropriateacademicandlinguisticconventions• CommunicateswithclarityandconfidenceinbothEnglishandthetarget

languageingivinginstructionsandexplanations

GENERALCOMMENTS/RECOMMENDATIONSFORNEXTTIME


UNSWSCHOOLOFEDUCATIONFEEDBACKSHEET

EDST6700CHINESEMETHOD1

StudentName: StudentNo.:AssessmentTask2:SPECIFICCRITERIA (-)�(+)Understandingofthequestionorissueandthekeyconceptsinvolved• Selectsappropriatetopic,contentandoutcomesforthetargetaudience• Selectsandusesaccurateandappropriatetargetlanguage• Plansforeffectivelearningbydesigningappropriatelessonsequences• Producesresourcesthateffectivelydevelopallfourmacro-skills• Producesavarietyofhighquality,engagingresources

Depthofanalysisand/orcritiqueinresponsetothetask• Differentiatestomeetthelearningneedsofstudentsacrossthefullrangeof

abilities,linguistic,culturalandreligiousbackgrounds• Catersforavarietyoflearningstyles• Supportsstudentcomprehensionandproductionofatexttype• Modelsthesafe,responsibleandethicaluseofICTinlearningandteaching• Demonstratesabilitytoimproveteachingpractices,explainingthereasonfor

andthestudentoutcomeofthoseimprovements

Familiaritywithandrelevanceofprofessionaland/orresearchliteratureusedtosupportresponse• Referencesawidevarietyofmaterials,researchandideasfromlectures,

tutorialsandreadingstosupportdecisionsinunitplanningandresourcedesign

Structureandorganisationofresponse• Presentsadetailedandorganisedresponse

Presentationofresponseaccordingtoappropriateacademicandlinguisticconventions• DemonstratesahighdegreeoffluencyinEnglish• Attributessourcesofinformationappropriately

GENERALCOMMENTS/RECOMMENDATIONSFORNEXTTIME

Lecturer: Date:Recommended: /20 (FLPSCRDNHD) Weighting: 60%NB:Theticksinthevariousboxesaredesignedtoprovidefeedbacktostudents;theyarenotgivenequalweightindeterminingtherecommendedgrade.Dependingonthenatureoftheassessmenttask,lecturersmayalsocontextualizeand/oramendthesespecificcriteria.Therecommendedgradeistentativeonly,subjecttostandardisationprocessesandapprovalbytheSchoolofEducationLearningandTeachingCommittee.


HURDLEREQUIREMENTS

ASSESSMENT3-MICROTEACHINGMicroteaching is the planning, presentation and evaluation of a lesson over a shortened period of time (a 10minutemini-lesson). It is a critical aspectofmethodas it provides studentswith theopportunity todemonstrate key competencies thatmustbeachievedbeforestudent teachersarepermittedtoundertakeProfessionalExperience1,at thesametimeobservingother student teachers and engaging in peer review. It is recommended that students read widely on effective classroomstrategiesandpractiseaspectsoftheirmini-lessonwithasmallgroupofpeerspriortoassessment.NOTE: If a student isassessedasunsatisfactory inmicroteaching s/hewill automatically failMethod1overall, andnotbepermittedtoundertakeProfessionalExperienceoranyfurthermethodworkinthatteachingareauntilthekeyconcernshavebeenresolved.


MicroteachingFeedbackFormforPre-serviceTeacherSTUDENTTEACHER Name:zID:Date:

Details

Method Topic/level

Standards Comments

A. Teachersknowtheirsubjectcontentandhowtoteachthatcontenttotheirstudents(AITSLStandard2)

• Wasthelessonorunitofworkrelevanttotheneedsofthestudentsandbasedontheappropriate syllabusdocumentrequirements? (1.3.1,2.3.1)

• Wasknowledgeofrelevantconcepts, topicsandthemesdemonstrated, includingATSIperspectives? (2.1.1,2.4.1)

• Wererelevantlinguisticstructuresandfeaturesandliteracy/numeracyknowledgeandskillsintegrated intothelesson?(2.5.1)

• Wasaclearandcoherentsequenceofactivitiesundertaken toengageandsupportthelearningofallstudentswithinaclassorcohort?(2.2.1,3.2.1)

• Weretheteachingresourcesandmaterialssuitablefortheaimsofthelesson?(2.1.1)

• Weretasksrequiredofstudentsmodelledandscaffolded? (2.1.1,3.3.1)

B. Teachersplanforandimplementeffectiveteachingandlearning

(AITSLStandard3)• Werechallengingyetrealisticandachievablegoalsinteachingand

learningactivitiesplanned?Weretheseexplicitly articulatedinthelessonplan/tostudents? (3.1.1)

• Wereinstructions, explanations andquestioning techniqueseffective?(3.3.1)

• Wereverbalandnon-verbal communication strategies usedeffectivelyintheclassroom tosupport studentunderstanding ofcontentandencourageparticipation andengagement ofstudents? (3.5.1)

• Wasstudents’ understanding continuallymonitored andstudents’achievements ofthelearningoutcomesnoted? (3.6.1)

C. Teachers createandmaintain supportive andsafelearningenvironments

(AITSLStandard4)• Wasrapportwiththelearnersestablished andresponsiveness totheirneeds

intheclassdemonstrated? (4.1.1)• Wereactivitieswellorganisedanddirectionclear?(4.2.2)• Wasrespectandappreciation ofothersdemonstrated throughactive

listening, beingaccessible toallstudents andexhibiting acaringattitude?(4.1.1,4.4.1,1.1.1)

Comments:

Lecturer: Date:Satisfactory/Unsatisfactory(circle)


8. RESOURCES

TheFlippedClassroom,http://www.teacherstandards.aitsl.edu.au/Illustrations/ViewIOP/IOP00173/index.html

TPACK(createdbyDr.MatthewKoehlerandDr.PunyaMishrahttp://www.tpack.org/),TechnologicalPedagogicalContentKnowledge(TPACK)isaframeworkthatidentifiestheknowledgeteachersneedtoteacheffectivelywithtechnology.

SAMR(createdbyDr.RubenR.Puentedura);providesaframeworktoanswerthequestionofwhattypesoftechnologyusewouldhavegreaterorlessereffectsuponstudentlearning.

Rural&DistanceEducationNSW:Alocalresourcepresentingbothframeworks,http://rde.nsw.edu.au/tpack-samr

TeachingTeachersfortheFuture-WhatisTPACK?,http://www.ttf.edu.au/what-is-tpack/what-is-tpack.html

Reflectionsofpre-serviceteachers,http://www.ttf.edu.au/psts-talk.html;thisseriesofvideoclipsshowsthereflectionsofseveralpre-serviceteacherseachofwhomtrialledoneofthetwelveTeachingTeachersfortheFuture(TTF)AustralianCurriculumresourcepackageswithapracticumclass.Attheendoftheirlessonthepre-serviceteacherswereinvitedtoreflectontheexperienceofworkingwiththeresourcepackageandadaptingittotheirclasssituation.TheywerealsoaskedtoreflectontheirunderstandingofTPACK.

Studentteachersareencouragedtosetuptheirownblog(Itisfree)atEdublog,http://edublogs.org/tocreateandshareresourcesandlessonstheycreate.

Readings

Anstey, M. & Bull, G. (2006). Teaching and learning multiliteracies: Changing times, changing literacies. Curriculum Press,Melbourne.

Attwood,B.(2005).TellingthetruthaboutAboriginalhistory.AllandUnwin,CrowsNest.Finger,G., Russell, G., Jamieson-Proctor, R.&Russell,N. (2006).Transforming Learningwith ICTMaking ITHappen. Pearson

AustraliaGibbons,P.(2002).Scaffoldinglanguage,scaffoldinglearning:Teachingsecondlanguagelearnersinthemainstreamclassroom.

Portsmouth,Heinemann.Harrison,N.(2008).TeachingandlearninginIndigenouseducation.Oxford,Sydney.Henderson,R.(2013).TeachingLiteracies.PedagogiesandDiversityintheMiddleYears,OxfordUniversityPress,AustraliaHinkel E. (2008). Handbook of research in second language teaching and learning, London - Available at Level 6, Main

Library(418/133/(2))Hyde,M.,Carpenter,L.&Conway,R.(2010).DiversityandInclusioninAustralianSchools.OxfordUniversityPress,AustraliaMacalister, J.&Nation,P. (2011).Case studies in language curriculumdesign: conceptsandapproaches inactionaround the

world,NY-AvailableatLevel6,MainLibrary(428.24071/11)Martin, K. (2008). The intersection of Aboriginal knowledges, Aboriginal literacies and new learning pedagogy for Aboriginal

students.InHealy,A(Ed.)Multiliteraciesanddiversityineducation:Newpedagogiesforexpandinglandscapes.Pp59-81.OxfordUniversityPress,Melbourne.

Nassaji H. & Fotos, S. (2011). Teaching grammar in second language classrooms: integrating form-focused instruction incommunicativecontext,NY-AvailableatLevel6,MainLibrary(418.0071/73)

Price, K (2012),Aboriginal and Torres Strait Islander Education: An Introduction for the Teaching Profession.CambridgeUniversityPress

Richard,J&Burns,A.(2013).Tipsforteachinglistening:apracticalapproach,NY-AvailableatLevel6,MainLibrary(428.007/91A)

Taylor, L. (2011) Examining speaking: research and practice in assessing second language speaking,UK - Available at MainLibrary(418.0076/28)

Wong, J. & Waring, H.Z. (2010) Conversation analysis and second language pedagogy: a guide for ESL/EFL teachers, NY -AvailableatLevel6,MainLibrary(428.24/134)


RecommendedWebsiteshttps://education.nsw.gov.au/teaching-and-learning/curriculumhttp://www.educationstandards.nsw.edu.auhttp://www.asiaeducation.edu.au/curriculum/languages/koreanhttps://www.languagesnsw.com/koreanhttp://www.koreanculture.org.au/ProfessionalAssociationsChinese Language Teachers Association of New South Wales Inc. PO Box 136 Ashfield. NSW 1800, Australia Modern Language Teachers’ Association of New South Wales - MLTA PO Box 299 Leichhardt, NSW 2040

2018 s1 edst6711 chinese method 1

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