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Integrating 21st Century Skills into Standards-based Chinese

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Integrating 21st Century Skills into Standards-based Chinese ... use the language Learner-Center Integrated skills Backward design Cultural ... II: Cultures ... – PowerPoint PPT presentation

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Title: Integrating 21st Century Skills into Standards-based Chinese


1
Integrating 21st Century Skills into
Standards-based Chinese
  • 2013 NECTFL Workshop
  • Dr. Yu-Lan Lin
  • ylin_at_boston.k12.ma.us

2
Goals
  • 1) Gain a deeper understanding that the
    standards-based instruction is at the core of
    todays language Instruction.
  • Design 5C/P21 learner-centered instructional
    activities.

3
Traditional Learning
4
21st Century Learning
5
21st Century Learner
6
Teaching Methodologies/Approaches
  • Grammar-Translation Method
  • Direct Method
  • Audio-lingual Method
  • Cognitive Approach
  • Proficiency Approach
  • Standards-based Instruction

7
Traditional Language Instruction
  • Cover the content
  • -Use climb the ladder model
  • -Learn all basic facts and skills
  • -Excessive teacher talk
  • -Rote memorization
  • -Drills and worksheets
  • -Translation

8
Traditional Language Class
  • Heavily dependent on textbooks
  • Isolated voc./ grammar elements
  • Sequential/hierarchical order
  • Practice skills without contexts
  • Little flexibility- correct answers
  • Little creativity- fill in the blanks
  • Students rarely work cooperatively
  • Rigid test format

9
Consequence of Traditional Teaching
  • Not using content in authentic situations
  • Not using skills in more complex ways
  • Not moving beyond the first rung of ladder
  • Not interesting, not stimulating, not motivating,
    not engaging students
  • Not learning in a meaningful way

10
Traditional Student Outcome
  • May be able to answer recall questions
  • May be able to perform basic skills
  • Do poorly on application, analysis, and
    explanation
  • Display boredom, passivity, and apathy

11
Cognitive Approach
  • Krashens Hypotheses
  • The acquisition-learning hypothesis
  • The monitor hypothesis
  • The natural order hypothesis
  • The input hypothesis
  • The affective filter hypothesis

12
The acquisition-learning hypothesis
13
Monitoring Hypothesis
  • Rules monitor acquisition
  • Correcting language output
  • Has individual differences

14
Natural Order Hypothesis
  • Follows a predictable natural order
  • Independent of the learners' age, L1 background,
    and conditions of exposure

15
Input Hypothesis
  • Comprehensible
  • Interesting
  • i 1
  • Not grammatically sequenced
  • Using context
  • Using other cues

16
Krashens i 1
17
Affective Filter Hypothesis
  • Affective Filter
  • -Low motivation,
  • -Low self-confidence
  • -Anxiety  

18
Proficiency Approach
  • Functions
  • Contents
  • Contexts
  • Text types
  • Accuracy

19
Standards-based Instruction
20
21st Century Skills
21
P 21
  • Life and Career Skills
  • Learning and Innovation Skills
  • Information, Media and Technology Skills
  • Core Subjects and Themes

22
21st Century Skills Support
  • Standards and Assessment
  • Curriculum and Instruction
  • Professional Development
  • Learning Environments

23
Life and Career Skills
  • Flexibility and Adaptability
  • Initiative and Self-Direction
  • Social and Cross-Cultural Skills
  • Productivity and Accountability
  • Leadership and Responsibility

24
Learning and Innovation Skills
  • Creativity
  • Critical Thinking
  • Communication
  • Collaboration

25
Information, Media, Technology Skills
  • Information Literacy
  • Media Literacy
  • Technology Literacy

26
Core Subjects and Themes
  • English
  • World Languages
  • Arts
  • Math
  • Economics
  • Science
  • Geography
  • History
  • Government/Civics
  • Global Awareness
  • Financial, economics, business, entrepreneurial
    literacy
  • Civic literacy
  • Health literacy
  • Environment literacy

27
Past and Present
  • Learn about the language
  • Teacher-Center
  • Isolated skills
  • Cover a textbook
  • Big C, small c
  • One-size-fits-all instruction
  • Classroom learning
  • Individual work
  • Learn to use the language
  • Learner-Center
  • Integrated skills
  • Backward design
  • Cultural perspectives
  • Differentiated instruction
  • Beyond classroom
  • Group project

28
Present and Future
  • Learn to use the language
  • Learner-Center
  • Integrated skills
  • Backward design
  • Cultural perspectives
  • Differentiated instruction
  • Beyond classroom
  • Group project
  • Native speakers
  • Native materials
  • Native culture
  • Native contexts
  • Global mindset
  • Global approach
  • Global interaction
  • Global issues

29
Standard I Communication
  • 1.1 Interpersonal
  • Communication
  • 1.2 Interpretive
  • Communication
  • 1.3 Presentational
  • Communication

30
Teaching Communication Incorporating Technology
Literacy
  • When planning to carry out an e-pal exchange with
    students in China
  • When planning to present information on the
    educational system in China

31
Standard II Cultures
32
Teaching Culture Incorporating Creativity and
Innovation
  • When planning to introduce a familiar story such
    as ????
  • When planning to teach Chinese geography

33
Standard III Connections
  • Making Connections
  • Acquiring Information

34
Teaching Connections Incorporating Information
Literacy
  • When planning to expand the theme of clothing
    in the unit
  • When planning to connect with most current event
    in China, such as Chinese new leaders

35
Standard IV Comparisons
  • Linguistic Comparison
  • Cultural Comparison

36
Teaching Comparisons Incorporating Critical
Thinking Skills
  • When studying ???
  • When studying proverbs, such as ????

37
Standard V Communities
  • School and Community
  • Lifelong Learning

38
Teaching Communities Incorporating Collaboration
  • When studying consumption of energy in China
  • When engaging in a school wide campaign

39
Outcomes of 5C/P21 Instruction
  • Away from learning to work towards working to
    learn
  • Away from memorization towards thinking and
    understanding
  • Away from students as recipients of information
    to students as knowledge builders
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