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Chinese Teacher Education Summary
Diversity of Teacher Trainees
How hard teacher training is! Keep realistic expectations – small doses esp for
novice teachers Developing professional awareness and helping
them grow, perhaps with a PD plan as an outcome
Don’t assume that they’ll be one type or novice teachers only. Develop all sorts of different models to serve different sub-groups
Draw on everyone’s experience; expect diversity of background and knowledge
No Teacher Left Hookless
They should all be hooked Keep things relevant and practical that
they can bring back next morning Balance theory and practice with ample
examples Develop a portfolio to help them articulate
what they know
Accountability
Teachers will be held accountable, so it’s key to help them develop ways to be accountable, which means they need the ability to develop and implement assessments of all levels and players
What does a good teacher need to know and be able to do? (1) National Content Standards Awareness of a variety of teaching approaches
and knowing where to find information Ability to develop a lesson plan and a thematic
unit of instruction Must know demographics and structure of U.S.
education system Classroom management
What does a good teacher need to know and be able to do? (2) ACTFL K-12 Performance Guidelines A repertoire of assessment tools—
including formative and summative assessment
Ability to reflect on students’ performance and one’s own practices and beliefs
A deep understanding of and ability to demonstrate student-centered pedagogy
Certification
Compiled a list of state certification requirements – CLTA Web site
Build it as part/linked to obtaining advanced degree and/or certification
Program certificate and STARTALK fellow certificate
Follow-up In next year’s program, build this year’s
group as mentors Establish a network of trained teachers,
trainers, etc Send some teachers to another program
in the second year Develop video of your program and share
among all STARTALK teacher programs Use this year’s data as baseline
National Content Standards Awareness of a variety of teaching approaches
and knowing where to find information Ability to develop a lesson plan and a thematic
unit of instruction Must know demographics and structure of U.S.
education system Classroom management
NADSFLCLASSNCATE
INTASC
I CAN (TEACHERS’ PROFILES)
Create Standards-based lesson plans Address students’ diverse ability and learning
styles Differentiate instruction based on students’ need Lesson plans that incorporate tech, effective use
of tech Using different modality and format for
instruction (multi-media, multiple modality)
Teach cultures (perspectives, practices, and products) into a language-based lesson
Lessons that will be taught within the cultural contexts of the target countries/regions
Lessons that are contextualized that reflect authentic language use and cultural practice
Deliver a variety of activities that are hands-on, engaging, and relating to real life experiences
Use small, pair group work effectively
Assessment
Performance-based instruction and assessment
P-b and S-based lesson planning Placement, exit assessment, in addition to
formative and summative assessment at the end of instruction (HL, articulation)
Thematic Units
Content-related Backward design
Recruitment and PR
Describe my content and language to recruit and retain enrollment
Describe the value of studying another language and culture
Communication with the school community: school board, administrators, parents, and community members
Classroom management & environment Provide an environment that encourages
students to take a risk and feels valued about their own cultural background
Motivating students to continue their study and use of the language within and outside the classroom
Self-managed learners: multiple levels in one classroom, taking responsbility for learning
How to learn
Stages of PD Continuum: a self-reflective checklist; a portfolio organizing principles Stage 1: the first 40 hours Stage 2:
In terms of regular course design
Methods—Secondary and FLES Linguistic competence Pedagogical grammar/Structures of TL/elements
of the TL/Chinese Applied Lx—convey the grammatical info to students’ understanding and satisfaction; error corrections-when and what to correct
Second language acquisition
curriculum, instruction, assessment (CIA model): Differentiated instruction: Students’ linguistic background Cultural background Abilities Age Gender (topics of interest) Interactional patterns Teacher talk
Diversity of teachers
From other content areas (ESL, SS, Arts)
Modality, learning styles, readiness Readiness: Emotional readiness/preparedness to
study a language How to learn: study skills/behaviors
Teacher assumptions/beliefs
If students can learn Expectations of students: do more things;
e.g., how much Chinese/English an instructor uses; setting the stage of a Chinese learning environment
Scafolding responsiveness
Equity issues in the classroom
Expectations and requirements from the state and district; regs
SP Ed (IEPs)
Parental communication
Discipline Implications of your actions/notes Understand the larger context of your community
—what they care, what they are worried about Parent teacher conference NS teachers: how to offer comments Chinese-American population in the community:
NNS vs NS teachers –identity and ownership of the languages and cultures
Assessments
All tools that are available SAT II, HSK, AP, STAMP, Linguafolio,
MOPI, SOPAs, ELLOPA, NOELLA
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