Wei-ling Wu--presentation "Chinese Teaching
Case Study: Analysis and Application":
To set up the stage: gracious gratitude to host and
to audience---objectives--layout—humor
开场介绍：“本来我们有做系列的计划，可是请她的人实在太多了…她在幕后做了这么多的事情，我转了这么多的地方能像芝加哥做得热火朝天的是没有的…我们芝加哥出来的老师做的报告水平很高，就是因为我们有这么好的trainers，她常年在外接触，大事小情都要自己亲力亲为，另外真的要谢谢老师们，周一到周五这么忙，周六一天又奉献这里，我尽力使大家听到新的东西，我来以前把前几年来做报告的笔记都翻出来，今天都是新的体会和例子。”
1. to bridge the gap in standards and
implementation
2. to share ideas and strategies for effective
teaching and learning.
3.to think what could be done differently for our
own classrooms to improve teaching.
有人问我怎么能教的更有效，no major invention四大发明那么重要的变革再也没有了; traditional--shift and change a bit—twist a
little bit to be more effective 就是我们原来作习惯的东西，就是稍微动一动, 怎么把我的教学变得更有效To think what
could be done differently 其实说心里话，还不是最主要的，老朋友见面， 一年一次对话，跟你们在一起不是做大报告，讨论教学，相互鼓励，交流心得，所以也不要坐在那儿一天不讲话，学习的过程一定要交流。
1.standards and concepts.
Q-A-F: five C's; 3 modes in communication; backward
design;
今天主要是中小学 gear towards K-12
先考一考你：Five Cs；Communication:
3 modes；Backward
Design: Assessment 验证的任务, how to teach怎么教怎么靠，教的时候奔着目标去教。现在的问题是
implementation to classroom (most important) 现在我越来越觉得怎么进入课堂最重要，今天的是我进入教室以后发现的问题。今天我们看两个教案，你们用这个framework，我们一起看病，然后我给你们我的想法
Asian Society--Deep coaching
TEG classroom (TEG program)
Instructional Videos
Asia Society--TEQ (Instructional Videos for Chinese
Language Teachers) Teachers Enthusiasm Questions
Yiyu Liu's Grade 6 Chinese class at Medfield Public
Schools in.
Lesson plan analysis: --group analysis ---then
trainer comments
1) choose one lesson plan and analyze it;
2) write your key points on slips of paper, one
point per slip.
Use the white slips for the MS lesson plan.
Use the ___ color for the elementary lesson.
Use the black marker to write the strengths you
see.
Use the red marker to write the problems and
questions you would like to discuss.
3) Use the categories for analysis on the next
slide as a guide.
Next slide:
data-blogger-escaped-comment-[if !supportLists]1. data-blogger-escaped-comment-[endif]learning
objectives 心想 (functional, performance or can do;
also think about: content objective or cultural objective or language
objectives ) --NCSSFL-ACTFL Can-Do Statements (Progress indicators for language
teachers)
data-blogger-escaped-comment-[if !supportLists]2. data-blogger-escaped-comment-[endif]evidence
of learning (backward design) she uses formative assessment
(give scenario to encourage using target language) ===scenario gives you the
evidence.
data-blogger-escaped-comment-[if !supportLists]3.
data-blogger-escaped-comment-[endif]introduction to new materials 教
data-blogger-escaped-comment-[if !supportLists]4.
data-blogger-escaped-comment-[endif]guided practice 练
data-blogger-escaped-comment-[if !supportLists]5. data-blogger-escaped-comment-[endif]application.
用 事成
5 hours coaching of the teacher--this middle school
lesson.
（public humiliation--avoid, with nickname for
groups).
少年中文
考试--3 modes assessment--
good of the lesson; different types of objectives;
aligned;
after plenary, then she gave her interpretation on
the slides.
stay in the TL---say in Chinese, but instruction
written in English on handouts.
stop sign: 老师我可不可以用中文？Limit your answer to 30 seconds.
fussy student: who else--raise your hand? No one.
上厕所--做牌子，汉字拼音 （classroom management)
--中文说--学会保护自己
Introduction to new material
data-blogger-escaped-comment-[if !supportLists]l
data-blogger-escaped-comment-[endif]Context (idea, theme)
data-blogger-escaped-comment-[if !supportLists]l
data-blogger-escaped-comment-[endif]Comprehensible input (Krashen) ; Pica;
data-blogger-escaped-comment-[if !supportLists]l
data-blogger-escaped-comment-[endif]Comprehension check 这是什么--杯子--没有context； meaning-central； 哪个是杯子？
data-blogger-escaped-comment-[if !supportLists]l
data-blogger-escaped-comment-[endif]target language ; 抽象的怎么办？ 功课是一张学习单--有生字，汉字，拼音，英文，自己去看。上课时，生词单，放在桌子上。自己吃，撒种子 （这是高级阶段）---就不要考单词了。 把生词给你，你自己去自学，上课就开始讨论。 上课的语言速度， volume，第一个月听不懂的不考试。只考单词。 习惯就好了。 三个月不计分，第四个月计分。
data-blogger-escaped-comment-[if !supportLists]l
data-blogger-escaped-comment-[endif]Interaction 不要干巴巴的IRE Display Q; (数钱的游戏： 带钱来--过内容，数钱）； 介绍新课不要用quizlet. 如果show picture cards, ask them where the plants five,
use character cards to introduce new words; ask them to figure out the meaning.这个有启发。要先做功课，然后课上带着学生来讲东西，讨论。 input,
recast, 小鸡的妈妈=母鸡
data-blogger-escaped-comment-[if !supportLists]l
data-blogger-escaped-comment-[endif]Guided practice.
what do you expect to see in a good Chinese
classroom? (a lot of interaction, a lot of drilling, a lot of application. He
work. yesterday I buy. Chinatown; need drill. How do you do it? Yao's picture
of practicing. How do you do guided practice: 1) focused; 2) context; 3)
density (pace--clapping hand; repetition high pace).; 4) participation. 5)
learning check. 6) accountability. Project---group activity; possibly
different grade for members of the group.
ex.: make sentences (out of context). mechanic
reaction. Here's a mother for you. :) 不但而且---手上拿牌子，不但。。。而且。。。。句子条 （说说学校的饭）； 说说你的房间。说说你的朋友；
Repetition: yes, in class, yes; 30 seconds enough
(repeat for pronunciation); repeat for fluency (321)--how to make it fun:
competition; 我的哥哥会唱中国歌 --一起来说，一起拍手说， pick up the
pace, chorus---competition; 2 and 2 you each 3 times; (time--shorted time--打擂台）；然后跟老师比 （一共四分钟；好玩一点儿）--mindful
repetition.
Young kids: 1) 苹果--pointing (mindful), circle, tough. 2) 大声地说，小声地说，快快滴说，慢慢睇说，生气的说。。。不要小和尚念经有口无心。
older beginning students:
1) change the picture of a store beside the school:
学校旁边有。。。前边半句repeat.
student does it; teacher does; ti chorus;
simultaneous repetition (shadow reading: 教材-audio tape, 第一遍，静听。第二遍，录音louder; chorus
can't be louder than recording; follow the intonation--big improvement on
fluency and intonation; 养成念句子的习惯； 跟录音练习两遍； 不需要靠； 每天都两遍; consecutive repetition (A--A;
B--B; C--C)
跟康康来。f
http://www.thismamaloves.com/one-fish-two-fish-recipes-crafts
cards: 你什么时候有空？ 星期一。 星期二 （卡片--manipulation). 就不用老师带着，要densitty;
onestudent gets to do the form 3 times in 3 minutes, better than chorus group.
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<w:LsdException Locked="false" Priority="64"
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Name="Medium Shading 2 Accent 6"/>
<w:LsdException Locked="false"
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SemiHidden="false" UnhideWhenUsed="false"
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SemiHidden="false" UnhideWhenUsed="false"
Name="Medium Grid 3 Accent 6"/> <w:LsdException
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UnhideWhenUsed="false" Name="Colorful Grid Accent
6"/> <w:LsdException Locked="false"
Priority="19" SemiHidden="false" UnhideWhenUsed="false"
QFormat="true" Name="Subtle
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Locked="false" Priority="21"
SemiHidden="false" UnhideWhenUsed="false"
QFormat="true" Name="Intense
Emphasis"/> <w:LsdException Locked="false"
Priority="31" SemiHidden="false"
UnhideWhenUsed="false" QFormat="true"
Name="Subtle Reference"/> <w:LsdException
Locked="false" Priority="32"
SemiHidden="false" UnhideWhenUsed="false"
QFormat="true" Name="Intense
Reference"/> <w:LsdException
Locked="false" Priority="33"
SemiHidden="false" UnhideWhenUsed="false"
QFormat="true" Name="Book Title"/>
<w:LsdException Locked="false"
Priority="37" Name="Bibliography"/>
<w:LsdException Locked="false" Priority="39"
QFormat="true" Name="TOC Heading"/>
</w:LatentStyles> </xml><![endif]
data-blogger-escaped-comment-[if gte mso 10]> <style> /*
Style Definitions */ table.MsoNormalTable {mso-style-name:"Table
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mso-style-noshow:yes; mso-style-priority:99;
mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt;
mso-para-margin:0in; mso-para-margin-bottom:.0001pt;
mso-pagination:widow-orphan; font-size:10.0pt; font-family:Cambria;}
</style> <![endif]
data-blogger-escaped-comment-StartFragment
data-blogger-escaped-comment-EndFragment
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