Pat Lo, DirectorDr. Susan Rui, Resource Specialist
NY State Asian Languages BETAC May 15, 2010
Applying the Backward Design in Chinese Language Teaching
Topics for Today
“Backward Design” – What and Why?
“Backward Design” in language program planning – long term curriculum planning
“Backward Design” in language unit planning
New York State Asian Languages BETAC
Backward Design Process
Identifydesiredresults
Determineacceptableevidence
Plan learningexperiencesand instructionWiggins and McTighe, 1998
New York State Asian Languages BETAC
Desired Results for This Workshop
Participants will gain some understanding of the Backward Design.
Participants will reflect on their own teaching and apply the ideas and strategies learned today.
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Acceptable Evidence to Assess Achievement of This Workshop’s
Desired Results
As a result of this workshop’s learning experiences and instruction, participants will be able to:
orally provide a simple definition of the Backward Design;
engage in discussions on designing performance tasks;
critique performance tasks; and,
complete a reflection sheet on how to apply the learned ideas and strategies.
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Workshop Learning Experiences and Instruction
Participants will:
Discuss the Backward Design process and examine their own programs and teaching process.
Discuss planning for long-range curriculum and short-term units.
Apply the principles of the Backward Design Process in developing a unit
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Understanding Your Program and Setting the Goals
Exploratory program or proficiency building program
Contact hours in school and students’ contacts with the Chinese culture and language resources outside the school
New York State Asian Languages BETAC
Backward Design
Long-range curriculum planning Scope and sequence
Benchmarks
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Example: Setting Goals for Chinese Programs in New York State Public Schools
College Board AP/SAT
NY State Regents
ExaminationInternational
Baccalaureate
Effort Index
Native Speakers
Heritage Language Speakers Non-heritage
Language Speakers
Setting Benchmarks
Students will be able to…
Level 1 (R & W)recognize and pronounce Pinyin.recognize strokes and stroke order.recognize some basic compounds, radicals and 200-250 learned Hanzi.write up to 150 Hanzi learned in class.write phrases and sentences in Pinyin or Hanzi to express themselves.
New York State Asian Languages BETAC
Setting Benchmarks
Students will be able to…
Level 2 (R & W)recognize up to 450 learned Hanzi.use a bilingual or Chinese dictionary.read basic sentences and short texts with comprehension. write up to 300 Hanzi from memory.use the computer to write, or handwrite, short passages related to personal life.
New York State Asian Languages BETAC
Setting Benchmarks
Students will be able to…
Level 3 (R & W)recognize up to 800 learned Hanzi.use the principles of building Hanzi to guess the meaning of new Hanzi.locate specific information in familiar materials.write up to 500 Hanzi from memory.compose short descriptive passages on familiar topics. compose brief e-mails for exchange of information and personal interaction.
Setting Benchmarks
Students will be able to…
Level 4 (R & W)recognize up to 1100 learned Hanzi.locate specific information in textual materials, including short letters, messages, notes.write up to 800 Hanzi from memory.take simple notes. Use varied sentence patterns to write a personal essay.
New York State Asian Languages BETAC
Standards should be embedded in instruction and assessments.
National Assessment of Educational Progress (NAEP)
The FL NAEP Assessment Framework Visual
Possible Themes and Topics
Personal identity
Life skills
Community and neighborhood
Science, math, and technology
Nature and environment
Beauty and aesthetics (arts)
Current events
New York State Asian Languages BETAC
Examples of Spiral Themes
NYS suggested theme: Health and Welfare
HS Level 1 (possible topics)Fast Food, Recipes
HS Level 2 (possible topics) Ethnic Foods, Restaurants
HS Level 3 (possible topics) Food Groups, Nutrition
HS Level 4 (possible topics)Living a happy and healthy life
Cultural Connection (possible topics)Famous Chinese Cuisines, Tea, Chinese table manners
Examples of Spiral Themes
A suggested new theme: Nature and Environment
HS Level 1 (possible topics)Weather, Seasons, Animals and Plants
HS Level 2 (possible topics) Geography, Natural Habitats
HS Level 3 (possible topics) Pollution, Global Warming
HS level 4 (possible topics)Recycling, Energy Conservation
Cultural Connection (possible topics)Unique sceneries in China, Panda as an endangered species
Mid-way Summary
Turn and talk to your neighbor.
Sentence frame:
One thing I learned about “Backward Design” is …
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Backward Design
Unit planning Topic (part of the theme)
What are students expected to do?
What instruments and criteria are used to assess student learning?
What instructional activities can lead to the desired results?
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Topic: Directions and Neighborhood
Identifydesiredresults
Determineacceptableevidence
Plan learningexperiencesand instructionWiggins and McTighe, 1998
Performance TaskSituation: Your e-pal from China will be visiting the US and she/he would like to visit your school while in NY.
Your task: Provide a map and directions for your friend to travel to school from a specific location (subway, bus stop, etc.) Describe the neighborhood that your school is in on the phone.
You will be evaluated based on your oral presentation and your writing ( written directions and the map).
The criteria include: task completion, fluency, quality of interaction, comprehensibility of message, vocabulary use, presentation, and language control.
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Samples of Speaking Tasks NY Regents Comprehensive Examinations in Modern Language
(Teacher initiates) You and I are with a tour group in (country). When we arrive at the hotel where the group is planning to stay, we find out that our rooms will not be ready for some time. We talk about it. I will start the conversation.
(Student initiates) I am a swimming pool attendant in (country). You have lost something at the pool. You come to me for help. You start the conversation.
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The Performance Assessment
Interpretive mode
Interpersonal mode
Presentational mode
Communication
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Interpretive Mode
Comprehension of words, concepts, ideas, meaning of entire piece
Must be motivated by a culturally authentic piece students hear, view, listen to or read.
Text, poem, film, work of art, song, advertisement, music video, book
Translation is not an Interpretive Mode task.
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Sample Interpretive Activities
listening with visuals filling in graphs and
charts following a route on a
map checking off items on
a list drawing what is being
described listening for the gist
searching for specific clues to meaning
composing a title for a reading
paraphrasing in native language/target language
vocabulary brainstorms in categories, synonyms, near synonyms
Identifying the main idea
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Interpersonal Mode
Spontaneous exchanges that involve negotiation of meaning between people. Unrehearsed, unrefined.Negotiating meaning – In everyday communication, spoken exchanges take place because there is some sort of information gap between the participants. Memorized, or scripted dialogue readings are not Interpersonal Mode tasks.
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Presentational Tasks
involve the transfer of knowledge to a new and different context from what was initially learned.
require learners to solve problems, create a new product, use the content in a new way.
allow learners time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time.
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Sample Presentational Tasks
Summary of text Brochure Design oral/video
presentation Letter Advertisement New beginning or
ending of story, song Visuals based on
topic or text
New York State Asian Languages BETAC
Solve a problem Design a survey and
present findings Skits Radio shows or
PSAs Essays Plays or videos Poem, Song, Rap Storyboard
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Now you try it.Topic: Happy Mother’s Day
Identifydesiredresults
Determineacceptableevidence
Plan learningexperiencesand instructionWiggins and McTighe, 1998
Final Thoughts for Curriculum Planning
Plan backwards and think about the goals first.Take a teamwork approach (planning with supervisors and other teachers).Think about vertical planning (scope and sequence). Decide the benchmarks, and then the topics, at each level. Embed culture in lessons.
New York State Asian Languages BETAC
Final Thoughts for Teaching
Create a linguistically rich environment for learning.
Teach Hanzi from the beginning.
Apply spiraling and snowballing approaches.
Teach tolerance for the unknown and ambiguity.
Embed cultural component in lessons.
New York State Asian Languages BETAC
THE END
New York State Asian Languages BETAC (ALBETAC)
http://steinhardt.nyu.edu/metrocenter/albetac/
THE BEGINNING