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相輔相 乘 !複合式短期課程設計與教學 Merging Virtual Learning Classroom Teaching and Immersion for Optimal Results CLEF 2015 Dr. Hanwei Tan, DLIFLC-CE-RE Ms. Chiayi Lin,

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Presentation on theme: "相輔相 乘 !複合式短期課程設計與教學 Merging Virtual Learning Classroom Teaching and Immersion for Optimal Results CLEF 2015 Dr. Hanwei Tan, DLIFLC-CE-RE Ms. Chiayi Lin,"— Presentation transcript:

1 相輔相 乘 !複合式短期課程設計與教學 Merging Virtual Learning Classroom Teaching and Immersion for Optimal Results CLEF 2015 Dr. Hanwei Tan, DLIFLC-CE-RE Ms. Chiayi Lin, DLIFLC-CE-DL

2 複合式課程設計 Blended Curriculum Design ❖ Course structure: (3-in-1) OLL (refresher) + RE (level enhancement) + Immersion (authenticity) ❖ Learning Objectives : Post-basic students will achieve the 47 week intermediate course goals in 20 weeks. ❖ Design Concept : Promoting self-directed learning by scenario-based instruction ❖ Means and methods : student-content (SC) and student- teacher (ST) interaction in collaborative environments

3 Blended Curriculum - Strength ❖ Course accessibility, flexibility and convenience - increase learning opportunities ❖ Student autonomy, motivation, and readiness ❖ Promotes student-content (SC) and student-teacher (ST) interactions in collaborative environments ❖ Builds up students’ knowledge and proficiency incrementally ❖ Cost

4 Merging Virtual Learning, Classroom Teaching, and Immersion for Optimal Results Pilot course (20 intensive weeks to achieve language enhancement). The course integrates three learning settings and interweaves four main threads: 1. Scenario/task-based Instruction 2. Semester Projects 3. Diagnostic Assessments and Backward Course Design 4. Evaluation/assessment

5 RE Interrelationship between Teaching Settings Immersion RE Consistent, Correlative Collaborative (overlapping and promoting each other) OLL Scenario based instruction Semester projects Diagnostic assessments Evaluation/assessment

6 Interrelationship between FLO Topic Connections: Integrative Spiral up Geography Culture & Society Science & Technology Military & Society Politics & Economy Compressed into 20 wks from 47 wks Level Enhancement

7 Assessments Assessments Presentation Project 2Project 3 OLL RE Integrates immersion lecture topics Presentation ODA Project 1 Blended Curriculum Design Pre- Immersion DA Entry DA Immersion Lecture Excursion Reflection FLO Topic Extension & Practice DLPT/OPI Preparation Post Immersion DA

8 2 hours OLL(DCO) 2 hours self- study(Sakai) Group class 2 hours OLL(DCO) 2 hours self- study(Sakai) One on one 2 hours OLL(DCO) 2 hours self- study(Sakai) Group class OLL Daily Schedules (4 weeks)

9 IntroductionContent ModulesConclusion AsynchronousInitial Assignment Assessment Course Evaluation SynchronousWarm-up/ team building Review Summary Next steps Assignment (self-correction/Reflection) Review (Tasks/Feedback) Collaboration Tailored one-on-one sessions Reference: environment OLL Instruction Design

10 OLL: DCO LMS: Sakai OLL Platforms

11 Assessments Assessments Presentation Project 2Project 3 OLL RE Integrates immersion lecture topics Presentation ODA Project 1 I mmersion Integrated RE curriculum Pre- Immersion DA Entry DA Immersion Lecture Excursion Reflection FLO Topic Extension & Practice Post Immersion DA Goals

12 1. Scenario/task-based Instruction Daily/weekly culminating activities to enhance learning 2. Projects Driven Terms Integrating OLL, RE and Immersion FLO Topics 3. DA and Backward Course Design For self-directed learning/tailored instruction 4. Evaluation/assessment Scaffolding learning to higher levels 4 Main Threads Interweaving the 3 settings

13 Monday Subtopic 1 Tuesday Subtopic 2 Wednesday Subtopic 3 Thursday Subtopic 4 Friday Culminating Activity Recap Consolidation Immersive Mode Learning Tests Daily Task Scenario Presentation Non-Immersive Mode Scenario Topic related speaking/Writing Topic Related Scholarly Hour Tailored HW Introduce Next week’s Topic 1.Scenario/task-based instruction: RE Weekly Schedule : 1 FLO Topic a Week

14 Daily & Weekly Schedule Days 1-5, 1st hr: Introduce/Review & discuss prior day's topics Days 1-4, 2nd-4th hrs Topical R/L texts, analysis & tasks Days 1-4, 5th hour Non-immersive activities (review, grammar, translation, etc) Days 1-4, 6th hour Mini-research, speaking tasks, topic expansion Days 1-4 Homework & preparation for culminating activity Day 5 2nd weekly recap 3rd-4th culminating activity, debriefing and reflection RE Classroom Instructions

15 2. Projects Driven Terms Connecting learning settings/terms and promoting learner autonomy. Students are encouraged to select a project and develop, expand and deepen it through the whole learning process; that is, select a preliminary project during the OLL learning stage, develop it during the resident learning period, convert it to a higher level research paper in the university immersion phase. Each term, students are required to do a presentation to report their research and progress. This effort represents the students’ research and understanding. It is a measurable tool that helps students develop self-directed learning and brings them closer to their objectives.

16 3. DA and Backward Course Design ❖ Backward course design: final results and the course goal(s) ➢ What do I want my students to be able to think and do by the end of this course? ➢ How will my students be different by the end of the course? ❖ DA defines the floor, that is, where the student stands and where differentiated/tailored learning design and self-directed learning start.

17 d

18 Henry Personality Types : ESTP Learning Styles Auditory 32 Visual 24 Tactile 24 Kinesthetic 14 MSLQ IGO7 EGO 2 TV 6 CB5 SEL&P 5 TA2 E&L Impulsive 1Ramdom1 Global2 Inductive 2 2+/2/1+ 13/1616/17/1723/25/19 Brown Personality Types : ESTJ Learning Styles Visual 34 Tactile 34 Kinesthetic 28 Auditory 14 MSLQ IGO6 EGO6.5TV7CB6 SEL&P6.5TA 4.6 E&L Global 3 Sequential 7 2+/2/1+ 13/1617/22/1723/25/19 Tyler Personality Types : INTJ/INFJ Learning Styles Auditory 34 Kinesthetic 30 Visual 28 Tactile 28 MSLQ IGO 6.3 EGO4.5TV6.7CB4SEL&P5TA 7 E&L Global 1 Sequential 6 Deductive 6 2+/2/1+ 17/2019/23/1719/25/19 Diagnostic Analysis Track

19 4. Evaluation/Assessments ❖ Purpose: consolidating learning, and adjusting teaching and learning accordingly. ❖ Forms: ➢ Periodic tests (achievement and proficiency) ➢ Homework checks ➢ Rubrics (Presentation, Debate/projects/scenario) DLPT, OPI ➢ Sakai “Blog”, “One-on-one Note,” Peer review, learning logs, journal entries ➢ Recall protocol, Response, Learner Autonomy

20 Discussion 1.Compressed schedule supported by effective design 2.Blended and collaborative learning 3.Promoting learner autonomy 4.Sustainment training 5.DA accuracy to guide learning and teaching

21 QUESTIONS? Thank you!


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