Bao Jun Tan T527 Project Presentation

Bao Jun TanT527 Project Presentation

• Bilingual Education Policy in SingaporeBilingual Education Policy in Singapore• Increasing trend of English-speaking Chinese familiesIncreasing trend of English-speaking Chinese families

• Ineffectiveness of Reading Programme in schoolIneffectiveness of Reading Programme in school• Students lack motivation to read Chinese in and outside of Students lack motivation to read Chinese in and outside of

classroomclassroom

• Subject: Chinese LanguageSubject: Chinese Language• Target Group: Middle School Students (7Target Group: Middle School Students (7thth & 8 & 8thth Grade) Grade) • Age: 13-14 years oldAge: 13-14 years old• Computer labs, language softwares, IT skillsComputer labs, language softwares, IT skills• Teacher Collaborators from SingaporeTeacher Collaborators from Singapore

Chinese characters

are logographic =

visual symbols

(instead of phonetic

ones)!

Saya suka membaca! (Malay)

Ik hou van lezen! (Dutch)

Adoro leggere! (Italian)

我喜欢阅读 !

Throughlines1. Cultivate lifelong interest in reading Chinese2. Develop essential reading skills for

future language learning3. Appreciate beauty and culture of Chinese

Generative Topics 1

(Thematic Year Long Curriculum)

Understanding Goals 1

Unit 1: How do people write about love?Unit 2: (Fantasy World)Unit 3: (Festivals)Unit 4: (Hobbies)Unit 5: (Games)

1. Understand and appreciate Chinese writing.

2. Understand the connections between the writings and their own experiences.

3. Understand the importance of overcoming reading difficulties.

4. Understand how knowledge can be shared with the community.

1 Wiske (2005): Features for Generative Topics and Understanding Goals.

ToD 1: Difficult to read characters

ToD 2: Lack exposure to variety of reading materials

“To understand means to be able to perform flexibly.”

– David Perkins1

1Martha Stone Wiske (1998). Teaching for Understanding, p. 42.

Performances of Understanding

2. Song Selection & Proposal Writing (Guided)

1. Song Appreciation & Class Discussion

(Introductory)

3. Create, Reflect & Share (Culminating)

**Wiggins (2005): Desired Results, Evidences, continuum of assessments




(Introductory)


Ongoing Assessments

Reflection Worksheet(Informal, Self, Teacher)

YoutubeYoutube





(Introductory)


Ongoing Assessments

1. Project Rubrics (Informal, Self)

2. Peer Feedback(Informal, Peer)


YoutubeYoutube

•Websites•Language Softwares•Ning.com






(Introductory)


Ongoing Assessments




1. Project Rubrics (Formal, Teacher; Informal, Self)

2. Peer Feedback(Informal, Peer, Community)

YoutubeYoutube



•Multimedia tools•Ning.com






(Introductory)


Ongoing Assessments

UGs1. Understand and

appreciate Chinese writing.

2. Understand the connections between the writings and their own experiences.

3. Understand the importance of overcoming reading difficulties.

4. Understand how knowledge can be shared with the community.




1. Project Rubrics (Formal, Teacher; Informal, Self)

2. Peer Feedback(Informal, Peer, Community)

YoutubeYoutube






Generative Topic: How do people write about love?


1. Song Appreciation & Class Discussion (Introductory)


4. Passage Selection & Proposal Writing (Guided)


1 Wiggins (2005): Perform-Feedback-Revise-Perform

Informal, Self

Informal, Self, Peer Formal, Teacher;

Informal, Self, Peer

Informal, Self, Peer

“In order for meaningful learning to occur, the task that students pursue should engage active, constructive, intentional, authentic and cooperative activities.” - Jonassen et al (2008). Meaningful Learning with Technology

1. Language Software (PenPlus & SpeechPlus)

2. Online Dictionaries

3. Youtube Videos (Music)

4. Internet Websites

5. Multimedia Tools (Videocam, Video Editing Software, Cameras etc.)

6. Ning.com

1. Language Software (PenPlus & SpeechPlus)

2. Online Dictionaries

3. Youtube Videos (Music)

4. Internet Websites

5. Multimedia Tools (Videocam, Video Editing Software, Cameras etc.)

6. Ning.com

1 Jonassen et al (2008). Meaningful Learning with Technology, p. 2.

• Alignment of Understanding Goals to Performances of Understanding and Ongoing assessments (Backward Design)

• Alignment of assessment rubrics to UGs• Varied modes of assessments for diverse

learners with same assessment rubrics to achieve same set of goals, tapping on multiple intelligences 1

1 Veenema & Gardner (1996). Multimedia & Multiple Intelligences. The American Prospect.

• Time constraints vs. Meaningful integration of technologies

• High Ability vs. Low Ability students – How to ensure effective collaboration?

Special Thanks to…Special Thanks to…StoneShane

Feedback partners: Jodi & JenniferTeacher Collaborators

Colleagues who have helped me along the way

Documents

Bao Jun Tan T527 Project Presentation