using science and technology to provide …...lead our language lessons to success!...

2018 STARTALK Spring Conference

USING SCIENCE AND TECHNOLOGY TO

PROVIDE COMPREHENSIBLE INPUT IN THE

TARGET LANGUAGE

HYCA STARTALK STEM-Integrated Chinese Learning Program

Alan Cheung, Yutao Liu, Jing Zhou, and Liwen Zhou

SESSION OUTCOMES

• I can explain strategies to integrate language, culture, and content.

• I can explain strategies to remain in the target language.

• I can explain strategies to provide comprehensible input.

• STARTALK principle: Using the target language and input for instruction that integrates culture and content.

• How we applied the principle:

We selected one topic in our curriculum (three states of water and water cycle) aided with hands-on activities, visuals, and body movements.

We used formative assessment to check students'comprehension along the way.

WHY THIS SESSION?

Theme of HYCA STARTALK Program

“Explore Water, an Essential Element of Life”

--- Three weeks’ topic:

Week 1: Let’s Have Fun with water Baby

(water fun)

Week 2: Water Baby’s Magic Show

(3 states of water and water cycle)

Week 3: Water Baby’s Adventure

(water pollution)

All around the topic with Content and

Culture supporting Language Learning

What are your strategies on the language

Learning with this topic?

Brainstorm:

• What factors must be taken into account ? E.g. grade levels and performance levels.

• How will this section connect to the curriculum? • How will you assess your students?

HYCA Language Class Progress on 3 states

of water and water cycle

Language teaching strategies:

States of water

Introducing vocabulary

Making sentences

Stories and performances

Introducing vocabulary

1. Story/ puppet show 2. Emphasize vocabulary with body movement (TPRS)3. Check understanding by songs, games and chants

Day 1

New Vocabulary:

水 冰 气

water, ice, gas

Day 2

New vocabulary:

变成 turn into, 水循环water cycle, 云 cloud, 雨rain

Review vocabulary:

水 冰 气

water, ice, gas

Day 3

New vocabulary:

热 hot，冷cold

Review:

水循环， 变成， 水， 冰，气

water cycle, turn into, water, ice, gas

• Using “3 states of water and Water Cycle” discuss and write your ideas.

Starting with structures such as “Water becomes ice when it’s cold” “Water becomes gas when it’s hot” and connect to situations where this happens.

How will you provide comprehensible input

using science and technology?

HYCA science teaching strategies:

States of water

Topic Introduction

Lab Experiences

Worksheets &Science Fair

Day 1 Science class -Water and Ice

Introduction: Water Baby Family likes

eating Ice-cream

Labs: Play with ice, water, and vapor;

Make ice cream

Worksheet: Data collection & questions

Day 1 science class – Water and Ice

Scientific Concepts: Water becomes Ice when it’s cold; Ice melts faster when salt is added

Cultural Strands: Chinese Ice Festival in Harbin and invention of ice cream by Chinese

Language structures: Water becomes ice when it’s cold; Do you like eating ice cream? I like eating ice cream!

Day 1 science class - Water and Ice

Can you tell each slide’s content and purpose?

HYCA science class – Water and Ice

Making and enjoying ice cream

Day 2 science class - Water and Gas

Intro: Water Baby Family Likes Magic Show

Labs: Humidifier; Extracting salt;

Crushing cans; Making a steam boat(extral)

Worksheet: Match, record, calculate, record,

and answer questions.

Day 2 science class – Water and Gas

Scientific concept: Water becomes gas when it’s hot and gas becomes water when it’s cold; Gas has takes up more space than water

Cultural strand: Steaming food in China; Ancient salt making method in China

Language structures: Water becomes gas when it’s hot; Gas becomes water when it’s cold; Do you like gas (steam)?

Day 2 science class - Water and Gas

Can you tell each slide’s content and purpose?

Day 2 science class - water and gas

HYCA science class – Water and Gas

Extracting salt Making a steam boat

Crushing Cans

Day 3 science class - 3 states of water

Introduction: Water Baby Family Likes

Magic Show

Labs: Rescue “Arctic Ice”; Make Clouds

Worksheet: Match, record, calculate, and

answer questions

Day 3 science class - 3 states of water

Scientific concept: The water cycle determines weather

Cultural strand: Chinese kites; Chinese landscapes with different weather conditions; Chinese Cartoon Stories: Snow Baby and Water Baby

Language structures: Ice becomes water when it’s hot; Water becomes ice when it’s cold; water becomes gas when it’s hot.

HYCA science class - 3 states of water

Making clouds Competition: Rescue the “Arctic Ice”

Matching

Day 3 science class - 3 states of water

Can you tell each slide’s content and purpose?

Science class – science fair

Apply what’s learned in the STARTALK classes and investigate

Cultural strands: Writing Chinese characters and present with the learned Chinese language structures

HYCA science fair – 3 states of water and water

cycle

Science Fair:

HYCA technology class – 3 states of water and

water cycle

Technology Class: assessments and projects

Use technology to engage students’

learning

Use technology to engage students’

learning ---ClassDojo

Use technology to engage students’

learning---Quizlet

Use technology to engage students’

learning---Quizlet

Quizlet-3 states of water

Use technology to engage students’ learning---Kahoot

Use technology to engage students’ learning---Storyjumper

Use technology to engage students’ learning---Personal Book

Use technology to engage students’ learning---Pixie

Use technology to engage students’ learning---Pixie

record

your voice

Use technology to engage students’ learning---Tech Class Final Project

Use technology to engage students’ learning---Tech Class Final Project

HYCA Final Performance – 3 states of water

and water cycle

HYCA Final Performance – 3 states of water

and water cycle

LESSONS LEARNED

• Step 1: Target the topic around the theme. E.g. 3 states of water and water cycle.

• Step 2: Choose the core language structures like “Water becomes ice when it’s cold.”

• Step 3: Find topic-related labs and experiences.

• Step 4: Look for a cultural connection with the topic. For instance: ice cream was invented in China.

• Step 5: Check for learning constantly by asking questions, reading pattern story, work sheets, etc.

POTENTIAL PROBLEMS

• Tip 1 Be careful with the choices of different pictures, videos, and TPR, which may lead to a wrong concept.

• Tip 2 Be sure to think about learner diversity to help those struggling with limited input.

• Tip 3 Be sure to communicate and train all facilitators –teachers, teaching assistants, and volunteers about the theme, topic, and details.

• Tips 4 Be ready to revise any parts that did not work.

CHALLENGES

• When learners show that they are still lost after many attempts.

• When learners refuse to speak the target language.

• When learners are distracted.

• How the science concept is introduced with limited language.

• When there is no time to train the group facilitators.

BENEFITS FOR PARTICIPANTS

• Teaching in a more rounded way broadens the classroom experience and view and helps students with different aptitudes reach their full potential.

• One great method of learning a new language is to integrate

different subjects around a topic and to practice the

language in as many meaningful contexts as possible.

CONCLUSION

• Binding the theme with the STARTALK principles will help lead our language lessons to success!

• Comprehensible input can be made by integrating different subjects and by using target language.

• Science and technology is a great context for learning a new

language.

• Science and technology can be learned while learning a new

language.

Make your own

• Topic: Water Pollution or a topic from your own program

• Apply what you have learned to make your own learning plans

• Check whether you have reached the “I-can-do” statements. This includes strategies to integrate language, culture, and content, remaining in the target language, and providing comprehensible input.

• Share your plan

Any Questions?

Feel free to contact us:

Jing Zhou jzhou0707@gmail.com

Yutao Liu yutaoliu2005@yahoo.com

Alan Cheung Cheala@aol.com

Liwen Zhou zhouliwen823823@gmail.com