rosenbusch yin sharing curriculum models

Sharing Curriculum Models:Chinese Curriculum Project K-1

Chengbin Yin, Ph.D. Chinese K-5 Curriculum Project CoordinatorCenter for Applied LinguisticsWashington , D.C.

Marcia Harmon Rosenbusch, Ph.D. DirectorNational K-12 Foreign Language Resource CenterIowa State University, Ames, Iowa

Chinese Curriculum Project

Collaborative Partners National K-12 Foreign Language Resource Center at Iowa State University andCenter for Applied Linguistics, Washington, DCTwo Midwestern School Districts

Funding Source U.S. Department of Education, Language Resource Centers: 2006-2010

Chinese Curriculum Project

• Purpose of Projecto Develop Chinese K-5 conceptual curriculum

documentso Draft proficiency-focused and standards-based K-3

Chinese curriculum and materials using Backward Design;

o Mentor pilot teachers in classroom best practices;o Train teachers in use of the SOPA assessment;o Collaborate with two districts in the implementation of

their Chinese non-intensive programs

Curriculum Design Group

• Marcia Rosenbusch, NFLRC Director• Nancy Rhodes, Project Director• Chengbin Yin, Project Coordinator• Shuhan Wang, Project Advisor• Wei-ling Wu, Project Advisor• Eileen Lorenz, Project Contributor• Project Chinese Teachers

Defining the Framework

Backward Design Principles

““If you don’t know where you are going how will you If you don’t know where you are going how will you know when you get there?”know when you get there?”

Backward Backward Design

Stage 1: Identify Desired Results

Stage 2: Determine Acceptable Evidence of Student Understanding

Stage 3: Plan Learning Experiences

Wiggins. G., & McTighe, J. (2005). Understanding by Design (2nd ed.)

Stage 1: Defining the Framework

National Student StandardsDefine what students should know and be able to do.

1. Communication2. Cultures FIVE3. Connections GOALS4. Comparisons 5. Communities

National Standards in Foreign Language Education Project. (1996, 1998, 2006). Standards for

Foreign Language Learning in the 21st Century.

National Student Standards

Goal 1. CommunicationGoal 1. Communication

Three Modes of Communication:

Interpersonal

Interpretive

Presentational

National Student Standards

Goal 2. CulturesGoal 2. Cultures

Perspectives

Products Practices

National Student Standards

3. Connections

4. Comparisons

5. Communities

Conceptual Framework Documents

• Conceptual Overview• K-5 Chinese Grade Level Expectations:

Learner Linguistic and Cultural Profiles

Learner Linguistic and Cultural Profiles

Based on Proficiency Assessments:Early Language Learning Assessment (ELLOPA)Early Language Learning Assessment (ELLOPA)Student Oral Proficiency Assessment (SOPA)Student Oral Proficiency Assessment (SOPA)National Online Early Language Learning National Online Early Language Learning Assessment (NOELLA)Assessment (NOELLA)

Define expectations by grade level for student proficiency in listening, reading, writing, and culture

Backward Backward Design: Stage 1

Established Goals: Established Goals: As a result of this unit students will make progress toward the following goals…

Enduring Understanding: Enduring Understanding: Students will understand that…

Essential Questions: Essential Questions: Students will answer the following questions…

Outcomes of Focus: Outcomes of Focus: Students will gain the following knowledge and skills … (Language, Culture, Content, Connections, Comparisons, Communities)

Conceptual Framework Documents

• Comprehensive Curriculum Framework• Chinese Curriculum Scope and Sequence:

Kindergarten and 1st Grade

Stage 2: Accountability, Achievement, and Assessment

How will we know when we get there?How will we know when we get there?

Define classroom performance tasks for language assessment (interpersonal, interpretive, presentational).

Administer the Student Oral Proficiency Assessment (SOPA)

Backward Backward Design: Stage 2

Students will demonstrate that they understand by:Students will demonstrate that they understand by:

Unit Performance Assessment Tasks: Unit Performance Assessment Tasks: As a result of this unit students will be able to …

Lesson Performance Assessment Tasks: Lesson Performance Assessment Tasks: As a result of this lesson students will be able to …

Backward Backward Design: Stage 3

What Lesson Level learning experiences and What Lesson Level learning experiences and instruction will enable students to achieve the instruction will enable students to achieve the desired results?desired results?

Enduring Understanding of Focus in LessonEnduring Understanding of Focus in LessonEssential Questions of Focus in LessonEssential Questions of Focus in LessonOutcomes of Focus in LessonOutcomes of Focus in LessonProcedures in Lesson: Familiar Routines, Review, Procedures in Lesson: Familiar Routines, Review,

Instructional ActivitiesInstructional Activities

Thematic Planning

Teacher Characteristics

Learner Characteristics

Developmental Level

Learning Style

Experiential Background

Teacher Characteristics

Learner Characteristics

Developmental Level

Learning Style

Experiential Background

A Framework for Curriculum Development for FLES Programs (Foreign Languages in Elementary Schools)

Carol Ann Pesola Dahlberg Concordia College, Moorhead, MN 56562

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Carol Ann Dahlberg • cadahlbe@cord.edu

ThemeEnduring

Understanding /Essential Question

Standards Outcomes

Final Assessment

A Curriculum Development Framework for Language Learning

Designing the Curriculum

Essential Strategies of the Curriculum:

School Partnerships

Voices and Perspectives

Awareness of the World

Spiraling Themes

Comparison of Languages and Cultures

Transfer Task

Designing the Curriculum

The Process:The Process:• Drafting• Field-testing• Fine-tuning • Finalizing the Curriculum

K-1 Scope and Sequence

Enduring Understanding: Students will understand that they need to learn other languages and learn about other cultures to communicate and work with people in this interconnected world.

Kindergarten Essential Questions: Who am I? Who are you? How are we the same and different?

1st Grade Essential Questions: What does it mean to be a friend? Who are our friends?

Overarching Theme: This Interconnected World

Kindergarten Themes

Kindergarten Curriculum

Culture:Culture:• Moon Festival• Thanksgiving• New Years • Chinese New Year• Birthday Celebrations• Dragon Boat Festival

Understanding by Design in Kindergarten Thematic Units

Understanding by Design in Kindergarten Thematic Units

Understanding by Design Kindergarten Thematic Units

Understanding by Design in Kindergarten Thematic Units

K-1 Scope and Sequence

Enduring Understanding: Students will understand that they need to learn other languages and learn about other cultures to communicate and work with people in this interconnected world.

Kindergarten Essential Questions: Who am I? Who are you? How are we the same and different?

1st Grade Essential Questions: What does it mean to be a friend? Who are our friends?

Overarching Theme: This Interconnected World

1st Grade Themes

Understanding by Design in 1st Grade Thematic Units

Understanding by Design in 1st Grade Thematic Units

Understanding by Design in 1st Grade Thematic Units

Understanding by Design in 1st Grade Thematic Units

Challenges

Implementing backward design in drafting kindergarten thematic units

Defining performance tasks in defining 1st grade thematic units

Rewards

Powerful experience of the partner school Teacher initiatives to communicate with

parents and stakeholders Positive responses from the students,

parents, and teachers Creative initiatives the teachers have taken

in creating the websites and wiki-space

Sharing Curriculum Models:Chinese Curriculum Project K-1

Chengbin Yin, Ph.D. Chinese K-5 Curriculum Project CoordinatorCenter for Applied LinguisticsWashington , D.C.

Marcia Harmon Rosenbusch, Ph.D. DirectorNational K-12 Foreign Language Resource CenterIowa State University, Ames, Iowa