A Chinese Curriculum Companion to Support the Georgia Performance Standards for World Languages (K-12) Dr.Yumin Ao Confucius Institute Department of Foreign Languages Kennesaw State University April 11, 2015

Topics for Today 21st century skills, ACTFL standards and GPS A Georgia Chinese curriculum companion The Role of Georgia Department of Education

What knowledge and skills are most important for the 21st century world?

21st Century Skills Cognitive skills: critical thinking, problem-solving and knowledge application, creativity Interpersonal skills: communication, collaboration, leadership, global and cross-cultural awareness Intrapersonal skills: self-direction, motivation, learning how to learn Soland J., Hamilton L., and Stecher B. (2013). Measuring 21st century competencies: guidance for educators. New York: Asia Society. Retrieved from http://asiasociety.org/files/gcen-measuring21cskills.pdf.

Integrating 21st Century Skills with Content The keys to integrating 21st century skills into classroom are application, connections and participation. The role of teachers in a 21st century classroom shifts from that of the “expert” to that of the “facilitator. ” Beers S. 21st (2014). Century Skills: Preparing Students for their Future. Retrieved from http://www.yinghuaacademy.org/wp-content/uploads/2014/10/21st_century_skills.pdf.

交际 社区 文化 比较 贯通 1.1 Interpersonal Communication 理解诠释 1.2 Interpretive Communication 语言沟通 1.2. Presentation Communication 表达演示 5.1 School and Community 学以致用 5.2 Lifelong Learning 学无止尽 2.1 Practice of Cultures 文化习俗 2.2. Product of Cultures 文化产物 交际 社区 文化 4.1 Language Comparison 比较语言 4.2 Cultural Comparison 比较文化 3.1 Making Connections 触类旁通 3.2 Acquiring Information 博文广见 比较 贯通

Georgia Performance Standards for World Languages (K-12) Define the level of student work Isolate and Identify the skills Suggest themes and tasks Provide sample student work and teacher commentary on that work

Implementation of standards-based Chinese instruction in Georgia.How ?

Chinese Language Programs in CIKSU (2014) Student Types Class Student Enrollment Pre-K 25 398 Elementary School (K-5) 286 6,608 Middle School 2 36 High School 17 326 College Distance Learning 4 90 TOTAL 336 7,472

Chinese Curricula Development Year State/Country Title 1995 New Zealand Chinese in the New Zealand Curriculum 2007 UK Curriculum Guide for Chinese Alberta, Canada 9-year program Guide to Implementation Chinese Language and Culture (Grades:4-5-6) 2008 Minnesota, USA Chinese Language Programs Curriculum Development Project 2009 Ohio, USA K-4 Content-Enriched Mandarin Chinese Curriculum and Professional Development Modules 2010 Iowa/CLA, USA Chinese Curriculum Development 2013 Australia Australian Curriculum: Languages (Chinese)

A Chinese Curriculum Companion to Support the GPS What do teachers expect of a standards-based Chinese instruction? What do teachers teach? How do teachers choose age-appropriate contents and approaches? How do teachers accommodate different learning styles? How do teachers know what students have learned?

Process and features GP Standards-based: alignment between content descriptions and achievement standards, addressing the national standards Backward-designed: planning with the end in mind Age-appropriate: learning is sequential, developmentally appreciate learning, sequences of teaching plans suited to students’ cognitive abilities

Key elements in developing a Chinese curriculum companion Content: Clarity in the expectations Alignment between the content and standards Articulated scope and sequence Sufficient guidance for teachers Structure: Structure and language of documentation Framework-based

Content of a Unit Module Thematic Units are based on the GPS suggested topics to the different levels. Each Unit Module contains: A. Unit Description B. GPS Standards and Indicators C. Performance-based Assessment D. A 5-day Module Lesson Plan E. Attachments F. Home Connection

Sample Unit Module K-Unit 2 Body Parts 

What role do the world language specialists of Georgia Department of Education play in the process?

GP Standards-based Chinese curriculum and instruction Language Skills: Oracy Literacy Learning Strategies: Communicative Cultural perspectives Cognitive Interdisciplinary Resources & Tech. Georgia Performance Standards for Modern Languages (K-12) Chinese language skills & cultural competences Assessment process: Formative Summative Home Connection

Development of modules Consultations Professional development Textbook development Pilot in schools  Analysis of feedback Conferences and symposiums Publication

Curriculum and Instruction: Teaching Chinese in An American Context The 5th Annual Conference of the Southeast Chinese Language Association (SECLA) Curriculum and Instruction: Teaching Chinese in An American Context Oct. 24, Kennesaw, Georgia Please Mark your calendar!

Thank you. If you had any question, please contact us at: 3391 Town Point Drive, Ste. 1900, Kennesaw, Georgia 30144 Tel: (470)578-2571 Email: yao@kennesaw.edu