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Bao Jun Tan T527 Project Presentation

Promoting the Reading of Chinese Reading Materials A Curriculum Design for School Reading Programme. Bao Jun Tan T527 Project Presentation. Context. Bilingual Education Policy in Singapore Increasing trend of English-speaking Chinese families

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Bao Jun Tan T527 Project Presentation

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  1. Promoting the Reading of Chinese Reading Materials A Curriculum Design for School Reading Programme Bao Jun Tan T527 Project Presentation

  2. Context • Bilingual Education Policy in Singapore • Increasing trend of English-speaking Chinese families • Ineffectiveness of Reading Programme in school • Students lack motivation to read Chinese in and outside of classroom • Subject: Chinese Language • Target Group: Middle School Students (7th & 8th Grade) • Age: 13-14 years old • Computer labs, language softwares, IT skills • Teacher Collaborators from Singapore

  3. Targets of Difficulty Chinese characters are logographic = visual symbols (instead of phonetic ones)! Saya suka membaca! (Malay) Ik hou van lezen! (Dutch) Adoro leggere! (Italian) 我喜欢阅读!

  4. Targets of Difficulty 1. Students find it difficult to read and understand Chinese characters. 2. Students lack exposure to the variety and availability of Chinese reading materials.

  5. Curriculum Design Overview Understanding Goals 1 Generative Topics 1 (Thematic Year Long Curriculum) • Understand and appreciate Chinese writing. • Understand the connections between the writings and their own experiences. • Understand the importance of overcoming reading difficulties. • Understand how knowledge can be shared with the community. ToD 1: Difficult to read characters ToD 2: Lack exposure to variety of reading materials Throughlines Unit 1: How do people write about love? Unit 2: (Fantasy World) Unit 3: (Festivals) Unit 4: (Hobbies) Unit 5: (Games) • Cultivate lifelong interest in reading Chinese • Develop essential reading skills for • future language learning • 3. Appreciate beauty and culture of Chinese K F M K M M F P 1 Wiske (2005): Featuresfor Generative Topics and Understanding Goals.

  6. “To understand means to be able to perform flexibly.” – David Perkins1 1Martha Stone Wiske (1998). Teaching for Understanding, p. 42.

  7. Curriculum Design Overview Performances of Understanding • Song Appreciation & • Class Discussion (Introductory) 2. Song Selection & Proposal Writing(Guided) 3. Create, Reflect & Share (Culminating) **Wiggins (2005): Desired Results, Evidences, continuum of assessments

  8. Curriculum Design Overview Performances of Understanding Ongoing Assessments • Song Appreciation & • Class Discussion (Introductory) Reflection Worksheet (Informal, Self, Teacher) Youtube 2. Song Selection & Proposal Writing(Guided) 3. Create, Reflect & Share (Culminating) **Wiggins (2005): Desired Results, Evidences, continuum of assessments

  9. Curriculum Design Overview Performances of Understanding Ongoing Assessments • Song Appreciation & • Class Discussion (Introductory) Reflection Worksheet (Informal, Self, Teacher) 1. Project Rubrics (Informal, Self) 2. Peer Feedback (Informal, Peer) Youtube 2. Song Selection & Proposal Writing(Guided) • Websites • Language Softwares • Ning.com 3. Create, Reflect & Share (Culminating) **Wiggins (2005): Desired Results, Evidences, continuum of assessments

  10. Curriculum Design Overview Performances of Understanding Ongoing Assessments • Song Appreciation & • Class Discussion (Introductory) Reflection Worksheet (Informal, Self, Teacher) 1. Project Rubrics (Informal, Self) 2. Peer Feedback (Informal, Peer) Youtube 2. Song Selection & Proposal Writing(Guided) 1. Project Rubrics (Formal, Teacher; Informal, Self) 2. Peer Feedback (Informal, Peer, Community) • Websites • Language Softwares • Ning.com 3. Create, Reflect & Share (Culminating) • Multimedia tools • Ning.com **Wiggins (2005): Desired Results, Evidences, continuum of assessments

  11. Curriculum Design Overview Performances of Understanding • Understand and appreciate Chinese writing. • Understand the connections between the writings and their own experiences. • Understand the importance of overcoming reading difficulties. • Understand how knowledge can be shared with the community. Ongoing Assessments UGs • Song Appreciation & • Class Discussion (Introductory) Reflection Worksheet (Informal, Self, Teacher) 1. Project Rubrics (Informal, Self) 2. Peer Feedback (Informal, Peer) Youtube 2. Song Selection & Proposal Writing(Guided) 1. Project Rubrics (Formal, Teacher; Informal, Self) 2. Peer Feedback (Informal, Peer, Community) • Websites • Language Softwares • Ning.com 3. Create, Reflect & Share (Culminating) • Multimedia tools • Ning.com **Wiggins (2005): Desired Results, Evidences, continuum of assessments

  12. Curriculum Design Overview: Performances of Understanding Generative Topic: How do people write about love? Component 1: Song Lyrics Component 2: Short Passages • Song Appreciation & Class Discussion (Introductory) Informal, Self 5. Create, Reflect & Share (Culminating) Informal, Self, Peer 2. Song Selection & Proposal Writing(Guided) 4. Passage Selection & Proposal Writing(Guided) 3. Create, Reflect & Share (Culminating) Informal, Self, Peer Formal, Teacher; Informal, Self, Peer 1 Wiggins (2005): Perform-Feedback-Revise-Perform

  13. “In order for meaningful learning to occur, the task that students pursue should engage active, constructive, intentional, authentic and cooperative activities.” - Jonassen et al (2008). Meaningful Learning with Technology

  14. Why use Technology? Language Software (PenPlus & SpeechPlus) Online Dictionaries Youtube Videos (Music) Internet Websites Multimedia Tools (Videocam, Video Editing Software, Cameras etc.) Ning.com ToD 1. Students find it difficult to read Chinese characters. ToD 2. Students lack exposure to the variety and availability of Chinese reading materials. Students are presented opportunity to collaborate to reconstruct their understandings actively and share it with the community. 1 1 Jonassen et al (2008). Meaningful Learning with Technology, p. 2.

  15. Insights • Alignment of Understanding Goals to Performances of Understanding and Ongoing assessments (Backward Design) • Alignment of assessment rubrics to UGs • Varied modes of assessments for diverse learners with same assessment rubrics to achieve same set of goals, tapping on multiple intelligences 1 1 Veenema & Gardner (1996). Multimedia & Multiple Intelligences. The American Prospect.

  16. Dilemmas • Time constraints vs. Meaningful integration of technologies • High Ability vs. Low Ability students – How to ensure effective collaboration?

  17. Thank you! Special Thanks to… Stone Shane Feedback partners: Jodi & Jennifer Teacher Collaborators Colleagues who have helped me along the way

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