h. ruan, j. shang, l. yu: leveraging online resources for collaborative learning in chinese...
DESCRIPTION
Participants will discuss the principles and implementation of a Web 2.0–enabled collaborative learning program that exists between three groups of middle and high school students, each at a different geographic location, facilitated by a combination of delivery modes and teaching and learning styles. Participants will examine student-centered learning activities that support the three communicative modes (interpretive, interpersonal and presentational), and through formative and summative methods will assess students’ task-based performance of the four skills of listening, speaking, reading and writing. Participants will co-develop a backward design with scaffolding and spiraling strategies, and will go home with working templates from the project, along with sample lesson plans, student works and other material to enhance the teaching practice.TRANSCRIPT
Leveraging Online Resources for Learning Collaboration in Chinese Classrooms
21st CenturyDigital Transformation in Education
~Arne Duncan
1. Inspired by
a. Critical Thinking
2. Overarching Objective
3. 4 C’s – 21st Century Learning
https://teachingbeyondborders.wikispaces.com/home
21st Century Collaborative Learning Beyond Borders Project
b. Collaborationc. Creativityd. Communication
North Carolina:Durham
Academy
New York:Lower East Side Prep HS
Colorado:Global Village Academy
North Carolina - Process Description
Backward Design1. clear learning objectives2. can-do statement
Learning Activities1. foster positive experience2. technology to facilitate
Student-centered1. research – own subtopic choice2. create – own medium choice3. present – own style choice
North Carolina - Backward Design
Objective : focus on all 3 communicative modes
I can –1.actively acquire the literacy of the 12 zodiac animals
2.identify the zodiac animals by speaking/reading/listening/writing in target language
3.to communicate the proper sequence of the 12 zodiac animals in target language
4. to explain the significance of computing one’s age by the zodiac animals
North Carolina - Learning Activities
1. Research - to establish a pre-learning baseline
2. Interpret Comprehensible input – a. Read and Listen to NY’s and CO’s outputb. watch/read about the etymology of the characters for the zodiac animals
3. Create / Present -a. reproduce the proper writing of the charactersb. create representation of learned knowledge andc. present in class
4. Play ‘guess the age’ game
North Carolina - Assessment
… more I-can statements:
1. verbally retell the story in proper sequence – using the Chinese words for the animals
2. dictate the names of the animals, or label the animals correctly and independently
3. ask/answer basic questions regarding the names and colors of the animals
4. ask about people’s zodiac animal –ask 3 native speakers outside of class
5. figure out the someone’s age by zodiac
North Carolina - Implementation Framework
Each student completed a Chinese New Year research project as follows:
1. exploration: explored and research for a specific New Year topic,e.g. legends, zodiacs, dragon, firecracker, spring couplets, etc.
2. prospectus: planned, designed and proposed the outline of the topic content
3. production: compiled the findings and produced a final product in their self-chosen multimedia format
4. presentation: presented the products in class
North Carolina - The Presentations
North Carolina - The Presentation Tools
PPTPPTWheelWheel
ScratchScratch
ModelModel
PosterBoardPosterBoard
WIXWIX
KeyNoteKeyNote
PPTPPT
PictureBookPictureBook
KeyNoteKeyNote iMovieiMovie
PPTPPT
North Carolina - The Presentations
Example:
1.
2. zodiacAnimals.ppt
North Carolina - The Activities
Three types of Learning Activities
1. autonomous learning
2. collaborative learning
3. communicative interaction
North Carolina - The Activities
Autonomous Learning Activities explored the question:
我 們 怎 麼 過 年 ？ / 我 们 怎 么 过 年 ？1. first hand learning experience from Calligraphy: 書法；书法 * to Write Couplets: 寫春聯 ；写春联
2. first hand learning experience from Paper-folding: 摺紙 ; 折纸 * to Paper-cutting: 剪纸 ; 剪紙 * to 3D ornament: 立體掛飾 ；立体挂饰
3. first hand learning experience from Firecrackers: 鞭炮 ；鞭炮 * to Eat watermelon seeds: 吃瓜子 ；吃瓜子 * to Receive Red packet: 拿紅包 ；拿红包
4. first hand learning experience from Gone shopping for the New Year: 辦年貨 ；办年货
North Carolina - The Activities
Collaborative Learning Activities – learned from each other:
1. visit and learn from each team's Presentation page: NY , CO
2. share or participate in activities posted on the Activities page: NY , CO
3. self-assess what we learn from other teams efforts: NY , CO
North Carolina - The Activities
Communicative Interaction Learning Activities
1. Synchronous communication with NY
NY’s perspective NC’s perspective
North Carolina - The Activities
Communicative Interaction Learning Activities
1. Asynchronous communication with CO
Chanon AllenAnthony
The formative assessment – observed in all the cultural activities
1.students' active participation 2.while learning about the significance in each activity.
The summative assessment –
1.was integrated with our regular chapter test in which 2.a 'cultural knowledge' section was dedicated to the culture and language acquisition from this project.
North Carolina - The Assessment
Summary: formative vs.
summative
Formative Summative
The purpose To enhance learning To allocate grades
The goal To improve To prove
The method occurs throughout the learning process,allow teacher to make decisions and adjustcontinuously
occurs at the end of a learning unit, monitor teacher's instruction based on student performance
New York - Greeting from Ruan LaoShi
New York –Design Classroom Learning Activities
Activity topic: Chinese couplets Origin
Why to write couplets
How to write couplets
Research/discussion
Reading/writing
product
New York –Design Online Collaborative Activities
GoogleDocs: Select/post questions online for preparation
Consensus on the time schedule
CLEAR: CO and NC students about Chinese couplets
Skype: CO and NC students about Chinese New Year customs
Voki: Chinese couplets and Chinese food
Colorado–Design Classroom Learning Activities
Activity topic: 12 Zodiac Animals Learning Chinese zodiac songs http://www.youtube.com/watch?v=vWWZCWooKXQ
Writing Chinese zodiac characters http://www.youtube.com/watch?v=1nZ8SUqkCx8&feature=related
Learning Chinese zodiac race story http://www.creativechinese.com/wp-content/uploads/2011/01/
ChineseNewYear.ppt Creating students Chinese zodiac race stories
content with currently learning topic
Colorado–Design Classroom Learning Activities
Planning: 12 Zodiac Animals
Focus: interpersonal communication
Topic: Chinese zodiac topic
Sub topic: Chinese New Year customs,
Chinese food
Colorado–Design Classroom Learning Activities
Sample Zodiac story created by a student
Colorado–Design Online Collaborative Activities
CLEAR: NC students about Chinese Zodiac
CLEAR: NY students about Chinese New Year customs
Skype: NY group about Chinese New Year customs
Skype and Voki: NY about Chinese food
http://teachingbeyondborders.wikispaces.com/3.2+Activities
Colorado–Students Feedback
Questionnaire
12 out of 15 students like cooperation learning activities.
12 out of 15 students want to do it again
12 out of 15 students think they can learn from these activities
Reflection – Best Practices
Motivation: topic curiosity
Pick the right tool: Skype, CLEAR, VOKI, VoiceThread, Glogster, GoogleDoc,
Wikispaces
Main Benefit: sharing, inspiring, learning
Students’ feedback: positive, beyond classroom
Reflection – Best Practices
Standards: 5 C’s (National Foreign Languages Standards)
4 C’s (21st Century Skills)
NC
1. communications (1.1, 1.2, 1.3)
2. culture (2.1, 2.2)
3. connection (3.1, 3.2)
4. comparison (4.2)
5. community (5.1, 5.2)
NY & CO
1.communications (1.2,1.3) –
Presentational Communication 2. culture (2.1) – Practices of Culture3. connection (3.1) – Furthering connections4. community (5.1, 5.2) – School and Community,
Life-long learning
Reflection – Lessons Learned & more Growth
Video Conversation #1
Video Conversation #2
Reflection – Lessons Learned & more Growth
Factors that affect CO-NY video conversations – Compare the two video experience
The first time The second time
Students numbers
9 17
Seating arrangement
Circle Scattering
Students level Novice-high to Intermediate-Low
Novice-Low to Native speaker
Reflection – Lessons Learned & more Growth
Student-Centered: students take terms to lead/coordinate
Coaching: provide guidelines for students to acquire more vocab and structures forcollaborative interactions
Be flexible: in switching codes, switching topics
Group size: <= 10Seating: circleLanguage Levels within local group: <= 2Audio/Video consistency: All/None
Rubrics –5 C’s Standards
Rubrics –Presentational Rubric
* Based on AP Chinese Exam Free Response Rubrics
Teaching Beyond Borders Wikispaces :
https://teachingbeyondborders.wikispaces.com/home
Join us?
We are looking for collaborators for our next project….
Questions? Comments?
Visit Our Website:
Online Resource For LEARNING COLLABORATION in Chinese Classroom
徐佳音 阮勇強 于海清
請不吝賜教 ！ 踴躍分享！
[email protected]@[email protected]
Joanne ShangHenry RuanLouisa Yu
合作老師 :
Overarching Objective
To provide the students the opportunity to ~
acquire knowledge of the Chinese language and culture via performance-based activities on thematic units of the Lunar New Year such as the
a. Twelve Zodiac Animals, b. Spring Couplets,c. Dragon Dance, d. Firecrackers, and e. Traditions
to achieve the following high order of learning:-
請不吝賜教 ！踴躍分享！
Effective Writing in Chinese –transforming novice to Intermed-Lo
xiè
x
ie
謝 謝 !
The Results
Strategy Observation (1)
guided questions
help students organize
the more the better
additional grammar list
spiraling
Refe
ren
ce—
陈立芬《华语文教学导论》第
259-280
页，三民书
局，2009
年三月
陈贤纯《对外汉语教学写作课初
探 》,
《语言教学与研
究
》2003
年第5期
李晓琪《对外汉语阅读与写作教
学研究》
,2006
年
罗青松《对外汉语写作教学研
究》第 147-162
页，中国社
会科学出版社, 2002
年
杨俐《外国人汉语过程写作》，
北京大学出版社，2009
年
Please note that the clip arts used in this
presentation are strictly for
educational purpose and are not intended
to be distributed otherwise.
Bandura: Modeling/Observational Learning
Monkey see,
monkey do
List of previously-learned sentence patterns
1. Subject + 除了 + V. + Obj.1 + 以外 , 还 + V. + Obj.22.除了 +Person 1+ 以外， Person 2+也 V.+Obj.3. Subject + 一边 + Activity1 + 一边 + Activity24. Event+ 以后 / 以前…5. Subject + V + O + V + 得 + degree adv. + adj.6. Subject + 在 + Place + V. + Obj.7.因为 + reason, 所以 + statement
List of previously-learned sentence patterns
1. Subject + 除了 + V. + Obj.1 + 以外 , 还 + V. + Obj.22.除了 +Person 1+ 以外， Person 2+也 V.+Obj.3. Subject + 一边 + Activity1 + 一边 + Activity24. Event+ 以后 / 以前…5. Subject + V + O + V + 得 + degree adv. + adj.6. Subject + 在 + Place + V. + Obj.7.因为 + reason, 所以 + statement