Connecting with Common Core Standards in Chinese Classroom Application

1. 2014 春季研討會 – Chapman University Alice Ong (陳雅文) – Palos Verdes Peninsula Unified School District Classroom Application of Common Core State Standards (CCSS在中文課的實際應用） 三點聲明：1）個人心得 2）沒有政治立場 3）請指出錯誤或提出補充 一個抱歉： 我知道我不可以code switch

2. 1. Why Common Core Standards? (http://www.pvpusd.k12.ca.us/images/uploads/ccss_parenthandbook.pdf) • California educators have joined a national movement to adopt common standards and assessments for English language arts and mathematics. Currently, standards for what students should know and be able to do vary among states, as does the difficulty of the assessments used to determine whether students are meeting those standards. Common standards allow for collaboration among states on best practices and professional development. Common learning goals provide a clear vision of what educators and parents in all states should aim for. These learning goals help ensure that students meet college and work expectations, are prepared to succeed in a global economy and society, and are provided with rigorous content and application of higher knowledge thinking. Benchmarked against international standards, the Common Core Standards assist students in their preparation to complete the requirements for enrollment at a California public university.

3. 2. What are Common Core Standards?http://www.corestandards.org/ • Math Standards • ELA (English Language Arts) Standards • ELA applies to all subjects • Standards of other subjects are coming?

4. 3. CA ELA Standards and CCSS Crosswalk (http://www.scoe.net/castandards/multimedia/k-12_ela_croswalks.pdf) • Note that there are CA World Language Standards http://www.cde.ca.gov/be/st/ss/documents/worldlanguage2009.pdf

5. 4. What kind of work will our students do when they enter the workforce? (1/2)

6. 4. What kind of work will our students do when they enter the workforce? (2/2) • Tony Wagner, Ed. D., Harvard University • The global achievement gap is the gap between what we are teaching and testing in our schools, even in the ones that are most highly-regarded, versus the skills all students will need for careers, college, and citizenship in the 21st century. (http://www.pvpusd.k12.ca.us/images/uploads/8_23_13_SecondaryMaterials.pdf)

7. 5. So how do we connect with our students of today and our leaders of tomorrow and prepare them for success in college and career? (http://www.pvpusd.k12.ca.us/images/uploads/21st_Century_Learning%20_January_2013.pdf) • One way is through what we teach and how we teach it! • "Fewer ‐ Higher ‐ Clearer" • These are the hallmarks of the new CCSS. Becoming truly college‐ and career ready requires that students deeply understand and can apply both the CCSS and the 21st century skills of critical thinking, creativity, communication and collaboration (the 4 C’s).

8. What do we teach? (1/2)Partners for 21st Century Skills- http://www.p21.org

9. 6.1.a Learning and Innovation Skills – 4 CsCreativity and Innovation Critical Thinking and Problem Solving Communication and Collaboration

10. 6.1.a. Depth of Knowledge Wheel (http://www.pvpusd.k12.ca.us/images/uploads/Intermediate_ELA_Toolkit_2.pdf)

11. 6.1.b.1. Core subjects: 3Rs – reading, writing and arithmetic • English, reading or language arts • World languages • Arts • Mathematics • Economics • Science • Geography • History • Government and Civics

12. 6.1.b.2. 21st century interdisciplinary themes: • Global awareness • Financial, economic, business and entrepreneurial literacy • Civic literacy • Health literacy • Environmental literacy

13. 6.1.c. Information, Media and Technology Skills • Information Literacy • Media Literacy • ICT Literacy (Information Communication Technology)

14. 6.1.d. Life and Career Skills • FLEXIBILITY AND ADAPTABILITY: Adapt to Change, Be Flexible • INITIATIVE AND SELF-DIRECTION: Manage Goals and Time, Work Independently, Be Self-directed Learners • SOCIAL AND CROSS-CULTURAL SKILLS : Interact Effectively with Others, Work Effectively in Diverse Teams • PRODUCTIVITY AND ACCOUNTABILITY : Manage Projects, Produce Results

15. 7. What do we teach? 2/2 (http://www.pvpusd.k12.ca.us/images/uploads/8_23_13_SecondaryMaterials.pdf)

16. 8. Application in My Classroom (Pedagogy)(http://www.pvpusd.k12.ca.us/images/uploads/8_23_13_SecondaryMaterials.pdf) 8a. Thoughtful Engagement Learning Target: Statements of intended learning based on the standards for the students to self-assess (I know…., I can…) Examples of statements which are not learning target: Learning objectives: For teachers to plan instructions and assessments

17. 8a. Daily Learning Target RIS 中文2 第二十周 – 二零一四年一月二十号（第十六课对话一）

18. 8b. Learner Attitude and Motivation to Learn (1/3) Feedback (How to Give Effective Feedback to Your Students by Brookhart): • Timely: Happens during learning 課堂上馬上反問學生對不對。 • Descriptive of the work, not the student. “你很用功！” vs. “我很喜歡你用很多不一样的生詞。” • Not evaluative but descriptive: “很好！你的發音好多了。” vs. “你的第一聲现在很好了。High pitch!” • Positive: “你說得很好因為老師要你練習的你都練習了。” vs. “你說得很好可是。。。”

19. 8b. Learner Attitude and Motivation to Learn (2/3) • Clear and Specific: Rubrics RIS/MIS 中文1A L4 Oral Quiz 爱好- 约朋友 Requirements: 1) Each person needs to use at least four of the following phrase: 没事儿， 爱好，周末，常常， 做什么， 有的时候， 只， 有意思，没有意思，太。。了， 忙，不忙，好吗，好不好，可是，还，几？2) Minimum 7 sentences each person. 1A. To open the conversation by asking your friends what their interests are. 你没事儿的时候喜欢做什么？你的爱好是什么？你有什么爱好？

20. 8b. Learner Attitude and Motivation to Learn (3/3) 6. Differentiated: “你可以考得更好的.” vs. “你寫字慢慢寫，不要急。你同一個字寫得不一樣。這樣很難記得字怎麼寫，多練習是沒有用的。” 7. Students must be given the opportunities to apply the feedbacks • Rewrite an essay， • Make an accurate sentence after being corrected, • Pronounce a phrase correctly after being corrected.

21. 9. Application in My Classroom (Activities) that meets the Framework of 21st Century Learning: by theme, authentic real life tasks • See next two slides

24. 11a. Critical Thinking (Knowledge of Wheel) • L4 D1: 高文中是stalker吗？ • Level 2: Make observations, use context clues, interpret, infer, • Level 3: Draw conclusions, cite evidence, develop a logical argument, • Workbook reading comprehension and listening comprehension: • Level 3: cite evidence • Compare two International Cities: • Level 1: Identify, list, state • Level 2: Categorize, organize, classify, collect and display, compare, • Level 3: Compare, differentiate, • Is Taiwan part of China? • Level 2: Infer, interpret, relate, • Level 3: Assess, draw conclusion

25. 11b. Collaboration • Pair practice: each person has at least 11 partners, half boys and half girls 我的伙伴huǒ bàn • High-low pairs: group A w/ group B • Work with a partner of own choice on workbooks • Dine at a Chinese restaurant together (L12) • Work as a group to teach other group your favorite sports (L18) • Work together to act out a skit for travel theme (L19)

26. 12. Assessment – Smart Balanced Assessment Consortium • Take the Practice Test - http://sbac.portal.airast.org/practice-test/ • Assessment will be implemented in 2014-15 school year.