using science and technology to provide …...lead our language lessons to success!...
TRANSCRIPT
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 [email protected]
Yutao Liu [email protected]
Alan Cheung [email protected]
Liwen Zhou [email protected]