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