Upload
ira-lindsey
View
219
Download
0
Tags:
Embed Size (px)
Citation preview
Yongfang ZhangWofford College
Outlines Performance-based instruction
Designing performance-based instruction
Resources for K-12 Chinese
Yongfang Zhang 2
Outlines Performance-based instruction Design performance-based instructionResources for K-12 Chinese
What is performance?
-- Let’s think about greetings
Yongfang Zhang 3
Greetings!First time greeting at the beginning of today’s meeting
Yongfang Zhang 4
• Greeting at the beginning of today’s meeting between two acquaintances
• Greeting in a shopping mall between friends
• Greeting in front of the students if working at the same school
Comparison between our Greetings and those from the Textbooks
SimilarityFunction: greetings
DifferencesAuthentic vs scaffold Situated vs isolatedPerformance vs skill training
Yongfang Zhang 5
The Great Wall 《北京故事》 载华:你好!莉莉:你好个什么呀?又不是美国人,见了生人还得你好你好的。
What’s with this Ni hao? You’re not an American going around yelling Ni hao, Ni hao every time you see a stranger.
Yongfang Zhang 6
Definition of Performance
“Performance is what human beings are about every day of their lives” (Turner, 1982).
Performance entails work that requires students to apply knowledge and skills in authentic contexts (Wiggins, 1993).
“Performances are situated events defined by five specified elements inferred from Carlson (1996): place, time, script, participants, and audience” (Walker, 2000).
Yongfang Zhang 7
Scenario I Scenario IISpeaking/ listening
Can talk with Chinese native speakersCan understand what Chinese native speakers are talking Can respond appropriately in a timely manner.
Can understand some words/phrases in Chinese native speakers’ sentences, without knowing that the native speakers are intended to talk with him/herGive no response.
Reading/ writing
Can read and understand written version ChineseCan produce written texts that Chinese native speakers should be able to understand.
Can watch a movie and understand some words/phrases/sentences in the Chinese subtitle.
Performance-based Instruction vs Traditional InstructionApplication (Practice)Application by doingSituated contextsSimulate real-world experience
AuthenticCan be applied to real world setting
Engaged actively in tasks to solve real-world problems
Active, creative learningTeacher models and facilitates
Learning skills (Theory)Memorization of facts and detail
Skills covered in isolation
School assignmentsInauthenticDon’t transfer to real-world setting
Solve contrived problems
Passive learningTeacher transmits information
Yongfang Zhang 9
Clarifications Performance-based instruction does not completely discard the traditional training, rather it moves beyond the traditional language skill training
Performance tasks are directly relate to the real world. Performance-based activities are not an “add-on” but rather an integrated part of existing lessons, units. That is, they are not simply plugged in from an external source but emerge from the ongoing class work.
Yongfang Zhang 10
Outlines Performance-based instruction
Designing performance-based instruction
Resources for K-12 Chinese
Yongfang Zhang 11
Designing Performance-based Instruction
Creating opportunities for students to apply in situated contexts
Creating Chinese environment
Yongfang Zhang 12
Learning by ApplyingIdentifying the goals and objectivesDetermining tasksProviding context (place, time, script, participants, and audience)
Eliciting tasks Providing model & feedback
Let’s design a class for greeting!
Yongfang Zhang 13
Identifying Goals and Objectives
Goal: be able to greet appropriately Objectives:
Close to current reality: be able to greet classmates, teacher, Chinese neighbor, etc.
Simulate the future: be able to greet a business partner
Yongfang Zhang 14
Determining TasksLearning experience:
Greeting the teacher √√Greeting a classmate √√Greeting a friend √√Greeting a Chinese neighborGreeting a businessmanEtc.
Yongfang Zhang 15
Authentic TasksStudents need real-life reasons to use language as a tool for communicationStudents need to have real-life reasons to want to understand what is being said to them and to make themselves understoodStudents need to use language to communicate about topics that are engaging and motivatingStudents need to use language with meaning and for a purpose
Providing Contextplace, time, script, participants, audience
Yongfang Zhang 17
Eliciting Performance Task
Yongfang Zhang 18
Student
Principal
Teacher
Friend
Providing ModelModel
Jumping in the performance by taking a role (T/S mode, S/T mode)
Directing two top students to start the performance
Providing video clips
Yongfang Zhang 19
Providing FeedbackWhy is feedback needed?What types of feedback are there? To what do we provide feedback?How to give feedback?
Reasons to Provide Feedback
Students need to know how they do in class (assessment)
Students need to improve (improvement)Don’t know they don’t knowKnow they don’t knowKnow they knowDon’t know they know
Students need motivation/encourage
Types of FeedbackPositive vs negative (corrective)
Explicit vs implicit Language vs behavior
Ways to Provide Feedback
During the performance vs after performance
In class vs after classImmediate feedback vs giving students some time
Correct all errors vs focus on a couple of errors at one time
Feedback I: RepetitionChorus
When to use? Learning, or error patternAdvantages: quick, less pressure, engaged Disadvantages: less effective
IndividualWhen to use? Particular studentAdvantages: specific Disadvantages: slow, not-involved
Ratio of using bothIndividual should be more than chorusChorus should go back to individual
Feedback IIEncourage self-correction
Give students time to self correctHelp students develop self-correction model: 再见 for fourth tone, 你好 for two third tone sandi
Reverse builduphăo, lăoshī hăo 好,老师好hăo, nĭ hăo, Lín Lù nĭ hăo 好,你好,林路你好。
Provide correction in phrases我不是,你贵姓,我也是,我的照片,我爸爸,我妈妈,几口人,我没有,你今年,我喜欢,你喜欢,我很忙
Come back to normal communication美国人你是哪国人?我是美国人。
Yongfang Zhang 25
Tips for Providing FeedbackListen and watch carefully what the learners say/ do
Always be ready to provide a modelIndicate what you are correcting: be specific Avoid often giving feedback immediatelyAvoid focusing too much on one student for a extended amount of time
Don’t imitate the students’ error/behaviorsProvide only a correct model Give feedback without exaggerationUse more positive feedbackBack to the student who made the error Provide model (teacher, peer students, already learned items)
Designing Performance-based Instruction
Creating opportunities for students to apply in situated contexts
Creating Chinese environment
Yongfang Zhang 27
Creating Chinese Environment IHow can we help our learners to be able to use Chinese?
Shall we use Chinese or English in our class for our instruction?
ComparisonThe girl The boy
used English from time to time
used Chinese all the time
decoded and repeated word for word.
listened to and comprehended the whole question.
spoken more fluent and more accurate
used some strategy to ask the tester to repeat.
studied 3 years studied 3 months
What Caused the Differences?
Both are serious learners and have made their commitment to Chinese learning the boy works full time and takes Chinese the girl has taken Chinese for three years
The boy The girl
Performance based classes
No English in class
Grammar based classes
A lot of instruction by English
Pros Cons
Use English
Can help students understand our intentionCan make the transition between activities quicker and clearerCan make students comfortableCan save time
You use five minutes English, your students will push to ten minutesStudents need to switch code between Chinese and English from time to time Students may rely on translation
Use Chinese
More Chinese input More Chinese outputPush students to use ChineseNo code-switch between English and Chinese.More authentic, like real communication.Students can learn some strategies: ---中文怎么说。请你再说一遍。对不起,我听不懂。
May make students feel frustrated at the beginning.Hard to give homework instruction. Hard to explain grammar.
A quotation from the Boy
“I personally would like to adhere to the Chinese only rule during class because I think it enables us to cover more material and learn more new things and also create our own sentences in addition to what is in the drills. I also think it is easier to stay in a Chinese frame of mind rather than switching back and forth. Sometimes I feel like we might be sliding backwards or not reaching our full potential, but I don’t know. These are just my thoughts.”
Use Chinese & Avoid EnglishInstruction:
Classroom instructional expressions Ask good students who understand or who preparedUse Teacher/Student modes: whenever starting a new exercise, the teacher demonstrates by acting one role with a good student, and then transfers to student/student mode to practice the same content a couple of times until every student is clear
Content: Ask students to prepareIf students could not prepare, do in-class hands-on training
Context: Visual aidsBody gesture: Hand gesture instead of “please follow me”. Just once or a couple of times, the students will for sure know what do you want them to do
Questioning
Instructional Expression http://k12chineseflagship.osu.edu/files/CI700/ci700.html
Integrated Chinese (3rd ed.) Level 1 Part 1 page 16
Chinese: Communicating in the Culture: Unit 0: http://flpubs.osu.edu/uploads/Unit0Stage1-5.pdf; http://flpubs.osu.edu/catalog_details.cfm?PubKey=88&ReturntoSearch=yes
Yongfang Zhang 34
Visual Aids Resources
http://office.microsoft.com/en-us/clipart/default.aspx
www.google.com, search picturesRealiaOwn photos
Yongfang Zhang 35
Use English When Must but with CautionEnglish is not forbidden completely, we can use it to assign homework, explain grammar, etc.
Distinguish Chinese and English use. For example, if you must explain grammar, separate a short period of time for both students and teacher to use English to talk about the grammar or any questions.
Create Chinese Environment II
Extra-curriculum activitiesChinese TableVisit to Chinese communities: market, neighborhood
Festival celebrationChinese performance showEtc.
Yongfang Zhang 37
Outlines Performance-based instruction
Designing performance-based instruction
Resources for K-12 Chinese
Yongfang Zhang 38
Resources for K-12 Teachers IStandards for foreign language learning: preparing for the 21st centuryhttp://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf
http://www.actfl.org/i4a/pages/index.cfm?pageid=4283
American Council on the Teaching of Foreign Language: Program Standards for the Preparation of Foreign Language Teachershttp://www.ncate.org/documents/ProgramStandards/actfl2002.pdf
State Standards
Resources IIConfucius Institute
http://english.hanban.org/K-12 Chinese flagship
http://k12chineseflagship.osu.edu/http://casls.uoregon.edu/ppsflagship/en/index.php
Core/Alternative licensure programsStartalk teacher programs
http://startalk.umd.edu/
Yongfang Zhang 40
Resources IIIArticles by Dr. Galal Walker http://chineseflagship.osu.edu/website/galalwalker/PP.htmRemembering the future Performed Culture: Learning to Participate in Another CultureLearning Less Commonly Taught Languages: An Agreement on the Bases for the Training of Teachers (with Scott McGinnis)
Yongfang Zhang 41
Resources IVBooks published by Foreign Language Publications at The Ohio State University (http://flpubs.osu.edu)Class Professional Standards for K-12 Chinese Language Teachershttp://flpubs.osu.edu/catalog_details.cfm?PubKey=287&ReturntoSearch=yesChinese Pedagogy An Emerging Fieldhttp://flpubs.osu.edu/catalog_details.cfm?PubKey=153&ReturntoSearch=yesNFLC Guide for Basic Chinese Language Programs (2nd Ed.)Performed Culture: An Approach to East Asian Language PedagogyThe Pedagogy of Performing Another CulturePerformance-based Pedagogy for Communicating in Cultures
Yongfang Zhang 42