h. chan, e. chau: innovative approaches to lesson design and delivery (i7)
DESCRIPTION
Participants will review different lesson-design models and strategies for organizing and delivering instruction. Presenters will share specific examples of techniques that integrate language and content and provide a coherent learning experience for students. Through hands-on activities, participants will examine a variety of instructional sequences that exemplify the components of an effective lesson.TRANSCRIPT
Lesson Design & DeliveryNational Chinese LanguageConference
Helene ChanSan Jose State University
[email protected] Esther Chau
Starr King Elementary [email protected]
Adapting Existing Lessons to Understanding by Design
Format
Professional Development Program for
Teachers of Mandarin Chinese
Essential Question
How do we adapt our “traditional” communicative lessons to the UbD format, regardless of the level and
stage of our students?
Thematic Lesson Review• Functional Objective• 5 steps:
–Setting the stage–Comprehensible Input with checking
for understanding–Guided practice–Application and Extension–Evaluation (related to the functional
objective)
What is Backward Design?Backward Design is beginning with the end in mind, starting with a clear understanding of your destination.
• Know where you are going.• Know where you are now.• Map out how you will get there.
Drawing ComparisonsUnderstanding by Design • Identify Desired Results• Determine acceptable evidence• Plan learning experiences and instruction
Thematic Lesson Design
Functional Objective5 steps: •Setting the stage•Comprehensible Input with checking for understanding•Guided practice•Application and Extension•Evaluation (related to the functional objective)
Where do you start?
• What do you want the students to be able to do in Chinese when you are done teaching the lesson?
• What do you hope they will carry with them culturally and linguistically?
• How will you know if you have been able to do this?
Stages in theBackward Design Process
IdentifyDesired Results
DetermineAcceptable Evidence
Plan learningExperiences andinstruction
Example Unit
My Family
Enduring Understanding
Families throughout the world may come from different
cultures and speak different languages, but there are
essential similarities regardless of their origin.
Essential Question
How can students create a Family History Project and present their own family story in our diverse community?
Identify Desired Results
Students will be able to 1. Describe the significant events from
birth to present2. Identify the family members and
relatives3. Write a simple letter to one of the
family members4. Present their Family History Project to
their classmates
Theme: My FamilyNeed to know (content)
• Family terms• Expressions: 我一嵗
時… 我兩嵗時… 我的爸爸是… 我的媽媽是…
• Numbers 1-10• Measure words• Professions
Need to do (function)
• Use proper letter writing format
• Describe your family• Describe special events• Complete a Family Tree
What Standards are addressed?
Content: Stage I•1.0 Students acquire information, recognize distinctive viewpoints and further their knowledge of other disciplines.•1.1 Students address discrete elements of daily life, including:
•b. Family and friends
What Standards are addressed?Communication: Stage I
•1.0 Students use formulaic language (learned words, signs [ASL], and phrases)•1.1 Engage in oral, written, or signed (ASL) conversations.•1.2 Interpret written, spoken, or signed (ASL) language.•1.3 Present to an audience of listeners, readers, or ASL viewers.•1.4 List, name, identify, enumerate.•1.5 Identify learned words, signs (ASL), and phrases in authentic texts.•1.6 Reproduce and present a written, oral, or signed (ASL) product in a culturally authentic way.
What Standards are addressed?Cultures: Stage I
•1.2 Recognize similarities and differences in the target cultures and between students’ own cultures
What Standards are addressed?Structures: Stage I
•1.0 Students use orthography, phonology, or ASL parameters to understand words, signs (ASL), and phrases in context.•1.1 Use orthography, phonology, or ASL parameters to produce words or signs (ASL) and phrases in context.
What Standards are addressed?
Settings: Stage I•1.0 Students use language in highly predictable common daily settings.
Determine Acceptable Evidence (assessment)
Students will create and present “My Family History” Project which includes a simple letter to a member of their family.
•They will describe the significant events in their life•They will introduce their family members and relatives
Student Sample
Student Sample
Plan Learning Experiences & Instruction
Setting the Stage
•Activity 1: Watch a video clip “我的家庭真可爱”•Activity 2: Watch a video clip “We are Family”
•Activity 3: Show teacher’s family picture
Plan Learning Experiences & Instruction
Comprehensible Input•Activity 1: Family Members vocabulary PPT•Activity 2: Watch a Digital Story —小山的一家人 •Activity 3: Power Point Presentation: Timeline introduction
Plan Learning Experiences & Instruction
Guided Practice•Activity 1: Fly Swatter Games•Activity 2: Character writing•Activity 3: Play Family Tree poster matching game •Activity 4: Letter writing •Activity 5: “My Timeline” worksheet •Activity 6: “Name BINGO”•Activity 7: “Family Quiz” game through Classtools.net
Plan Learning Experiences & Instruction
Application & Extension•Activity 1: Family Tree worksheet•Activity 2: Create “My Family History” project
Evaluation
•Related to the functional objective
•Use rubric
Remember to plan with the end in mind
•Create the Enduring Understanding and Essential Question for the unit•Decide what students should know and be able to do•Align the standards•Identify how students will demonstrate their knowledge•Plan instruction
Remember to plan with the end in mind
•Prepare your materials•Review your plan and make sure it all fits together•Teach!•Look at student work and their achievement of your objectives•Review and revise
Thank you to:
Debbie RobinsonOhio Department of Education
Jacque Van Houten Kentucky Department of Education
Margaret PetersonSan Francisco Unified School District
Elizabeth MatchettGunn High School