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Network for Program Excellence Meeting April 6, 2008

Jennifer Liu Indiana University University of Oregon. Chinese Pedagogy Institute 教师培训. Network for Program Excellence Meeting April 6, 2008. 时间、地点. Schedule: 6/17(Sun)-6/29(Fri) Location: Bradford Woods (Week 1: 6/17-6/23) Bloomington campus (Week 2: 6/24-6/29). 培训目标.

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Network for Program Excellence Meeting April 6, 2008

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  1. Jennifer Liu Indiana University University of Oregon Chinese Pedagogy Institute 教师培训 Network for Program Excellence Meeting April 6, 2008

  2. 时间、地点 Schedule: 6/17(Sun)-6/29(Fri) Location: • Bradford Woods (Week 1: 6/17-6/23) • Bloomington campus (Week 2: 6/24-6/29)

  3. 培训目标 Goals and Objectives Chinese Pedagogy Institute (CPI) is designed to enhance the knowledge and skills of both current and prospective high school teachers of Chinese through a course of study worth 4 graduate credits through Indiana University’s School of Education that partially fulfills requirements for secondary teacher certification in Chinese: 1) EDUC L520: Advanced Study in Foreign Language Teaching (3 credit hours); 2) EDUC M501: Laboratory/Field Experience (1 credit hour).

  4. 培训模式 Training Model

  5. 培训内容 Instructional Content • SLA, Standards, & Lesson Planning • Vocabulary & Grammar • Listening & Speaking • Curriculum Design, Material Selection, Program Advocacy • Classroom Management • Literacy (Character, Reading, Writing) • Culture • Technology • Learning Strategies • Assessment

  6. 培训结果 Program Outcome Knowledge gain • class discussions, reflective journals, lesson plans, and unit plans Skill development • Teaching—“before” (mock teaching) and “after” (practicum) videos • Technology—5-8 minute best moments for e-portfolio, http://www.indiana.edu/~celtie/cpi/cpi.html Perspective change • Questionnaire on Chinese Language Teaching and Learning (49 common “misconceptions”) • Students’ ability to learn • Becoming professionals—pursuing degree programs, attending conferences, offering regional workshops, etc.

  7. 建议设计阶段 Recommendation Project planning • Strong administrative support is a must. • Find a site that is conducive to group bonding and dynamics. • Check and confirm trainees’ language proficiency, both English and Chineseto ensure that their language proficiency is sufficient to benefit from the experience. • Ensure that every trainee is ready and able to be away from home for the duration of the Institute. • Design a procedure to ensure that all who register will attend the training program. • Obtain necessary information from trainees early on, and let them know what is expected as soon as possible. • Demonstrate cooperative learning and teaching by building an instructional team with trainers complementing each other’s expertise. • Assess what technological resources (Internet access, printing, etc.) will be needed to complete assignments and ensure that they are provided.

  8. 建议执行阶段 Recommendation Project implementation • Provide one or more full-time assistants to help with administrative and other tasks. • Email teacher trainees the reading materials for the first day and have them come prepared. This will reduce the stress on the evening of their arrival. • Prepare a template for lesson plans and unit plans. • Observe group dynamics closely, and make necessary pairing adjustments or allow trainees to find their own partners for pair work to avoid personality conflicts. • Empower teacher trainees by highlighting their individual strengths. • Never assume a trainee will be a good mentor simply because he or she is more experienced. • Design activities to help teachers become more receptive. • Teach trainees to think about and analyze teaching scenarios rather than blindly imitate “masters.” • Adjust curriculum and methodology to address trainees with a wide range of backgrounds and proficiency.

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