academic rigour and engagement in the chinese classroom

Academic Rigour and Engagement

1st Goal － 第一目标

• Everyone can learn Chinese.• Everyone can learn Chinese to a high

standard!

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

• I will not spoon-feed my students.

• It will be a THINKING classroom!

• 填鸭式

3rd Goal － 第三目标

What do we mean by Academic

Rigour?

学术严谨 ?Xuéshù yánjǐn

负责 - Fùzé 成功 - Chénggōng

信心 - Xìnxīn 有效 - Yǒuxiào

Rigour is NOT about...

• Necessarily teaching harder content

• Giving an increased amount of homework

• Teach at a faster rate

• ‘Strict and hard to learn’

Academic Rigour in a Chinese language Program

is about...

Promoting and Expecting EXCELLENCE

高的学习期望Gāo de xuéxí qí wàng

‘Raising the bar’

High ExpectationsEngage Learners

Making it ‘cool’ to achieve

Academic Rigour in a Chinese language Program

is about...

The traditional model of Teaching

Teach Test Move on

Repeat......

Teach Test Move on

Teach - Test - Move on

Academic Rigour in a Chinese language Program is about...

Deeper Learning

Repeat and

perform introducti

on to class.

Write own introducti

on 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.

Expecting and Accepting only the BEST!

Academic Rigour in a Chinese language Program

is about...

Model Excellence!

好的样板Hǎo de yàngbǎn

Academic Rigour in a Chinese language classroom• Raising standards

• Expecting much from students• Deep Learning• Developing a ‘THINKING’

curriculum

But isn’t Chinese hard enough?

As teachers of Chinese, we need to work smarter

Teacher老师

Student学生

Transform your classroom - 80/20 Principle

Student学生

Teacher老师

How much are you challenging your

students?

LESS Rote Learning

LESS Teacher Talk! 不要讲太多LESS Worksheets

Students need to take responsible for their own learning.

There is way too much spoon-feeding in Chinese language classrooms!填鸭式

An Example 80/201.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.

6. Teacher review new vocabulary. Students repeat.

An Example 80/201. 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.

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How can you adopt the 80/20 model of language teaching?

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?

Clear Learning Outcomes

What am I going to

learn today?

Learning Outcomes for students

• On entering classroom, students know exactly what they will achieve in the lesson.

Challenge Engagement

平衡Pínghéng

How often do your students go into this mode?

Engaged Learners

Culture of Thinking

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 learning

How do we engage our Secondary School students?

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)

Secondary school students

• being accepted by peers • being part of a group • TALK Partners

Meaningful learning• Purpose of learning• Authentic context

Culture as delivery of language

Support deep learning

• The Affective Filter can block or enhance learning.

Culture as delivery of language

Technology

Technology - Instant Engagement

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

audio pinyin

characters

Questions activate this learning

You’ve found a great restaurant in 北京 .What words and phrases will you need to order food and

drink?

Give students a Choiceabout how they

demonstrate their learning

多种选择 Duō zhǒng xuǎnzé

Increasing Academic Challenge

Engagement

and Support of students

In the Classroom

Traditional TasksPresent a talk to the class. (why? what

context?)

Write an essay. (why?)

Write a letter.

Describe..... (why? to whom?

What is the context?

Context: Talking to a friend about visiting London for Xmas

Use props

Context: You are LOST in London! Ask for directions to get to the bus stop.

Provide criteria for Speaking Tasks

What I am looking for......

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 dislikesUse ‘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

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.

Do you show students what good work looks like?

A year-long ProjectWelcome 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.

September / October

1. Make a Passport 2. Pack a suitcase 3. Intensive conversation

Making a Flight Reservation

• Meaningful Learning (purpose)• Culture as a delivery of language

(interest)• Technology (relevance)• Learning Contracts (choice)• Collaboration (motivation)

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.

November

What is the context?

Create a context!

On the plane I will be able to tell someone about my family.

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

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 vocabularyCourtesy phrases

December

Transport, location, directions, rooms and furniture, greetings, family members, packing a suitcase, buying a ticket,

Work Experience: Meeting guests, finding your way around, Planning an Itinerary for a day’s outing

Use authentic materials like - maps, tickets, posters, schedules, and menus etc.,

You go out with friends to a restaurant. You have a bad experience. Write a letter

of complaint.

Intro: GreetingStep 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.

A Weather Unit

A Weather UnitWhat 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.

A Weather UnitWhat I am looking for:

1. Clear and well-rehearsed pronunciation.2. Expression and good use of tones3. A confident presentation4. Use of props to add interest and meaning

Use Authentic resources

January

February

Interview a Sports Person

What is the context?

What props can be used?

The most valuable resource for language

learning

Photo Talk －谈论相片Tánlùn xiàngpiàn

Photo Talk Tasks

Photo Talk Tasks

UseAuthent

icmateria

ls

Engage students with

Choices

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)

Work Stations

Set up Learning Activities in the Classroom

Materials needed:

•Passport template•Vocabulary Cards

Make your own Passport with 8 pieces of information about yourself.(Use Vocabulary Cards)

Set up Learning Activities

Materials needed:

•Graph paper•Sport Vocabulary Cards

Set up Learning Activities

Materials needed:

•Mascot Images•Poster paper•Olympic logo

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.

Set up Learning Activities

Materials needed:

•Olympic venues Map•Writing paper

http://www.london2012.com/visiting/getting-to-the-games/index.php

Set up Learning Activities

Materials needed:

•Competition Schedule•Laptop

TASK:Create a PodcastDescribing day

and time ofAt least 10 events

Materials needed:

•Vocabulary Sheets

Thumbs Up

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)

Engage students in

Writing tasks

Words I know Words I am learning

Writing Chinese characters

Look

Cover

Write

Check X

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?

Provide a context

for writing

When possible always

use a real-life context!

Plan a Day Tour

Design a Chinese Brochure

Who is the audience? A newspaper or magazine?

Increasing Academic Challenge

Engagement

and Support

for students

1 Question

2 Things I knew already

3 new Things I would like to use in my classroom. 1 2 3

1 2

1

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