1. 中文教学中的协作学习与合作谈话 Collaborative Learning & Collaborative Conversation in Teaching Chinese
Chuan Yuan Anderson
(Palos Verdes Peninsula High School)
Cheri Luo ( Mayfair High School) 
Emily Soong (Carson Senior High School)
Minqi Zhu (Long Beach Polytechnic High School)

2. 协作学习与合作谈话教学检测 Assessment of Collaborative Learning & Collaborative Conversation
* Why Collaborative Learning & Conversation
* Collaborative Conversation Rubric:
* Setting Goals: SMART as a guidance

3. Collaborative Learning & Collaborative Conversation
Encouraging students to reach out to each other to solve problems and share knowledge not only builds collaboration skills, it leads to deeper learning and understanding.
A collaborative conversation is a teaching and learning event in which people talk critically and analytically about a topic under study in a small group.  It often takes the form of a conversation between one of our classes or a smaller group of students, and a teacher.  It can also be student to student without a teacher involved. 
In the new state Common Core Standards, the “collaborative conversation” is an important skill which students practice in many contexts.  The goals of such a conversation are student engagement around a serious theme, collaborative contributions from many students, and critical thinking skills, such as debate. 

4. Managing Classroom Talk to Enhance Learning
The talk of the classroom is necessarily academic in nature and includes a variety of cognitive functions that help students explain their thinking and learn from others. For instance, students need to be able to compare and contrast ideas, ask questions, and describe phenomena. We find it useful to provide sentence starters related to the different types of thinking necessary in any learning environment. We post these sentence starters around the room and refer to them during guided instruction. In addition, we remind students of the language objectives for the types of language they will use in their collaborative learning activity

5. What are they picking up, what are they missing?
Via the discussions, teachers should be gathering information about how their students are reading and thinking about text in addition to their speaking and listening skills:
What are they picking up, what are they missing? 
What skills and strategies do they need more work with? 
How are students articulating their ideas?
How well do students listen to others and take-up their ideas? 
What types of questions do they ask?

6. Collaborative Conversation leaves a rich trail of evidence including how students are reading, thinking, and learning. Teachers should establish a system for capturing that data in a relatively simple way that also provides meaningful information when gauging student growth and progress. Collaborative Conversation can fall under the umbrella of formative assessment.

7. Collaborative Conversation emphasizes

8. 协作学习与合作谈话检测标准 Rubrics for Collaboration Conversation
Speaking & Listening Criteria
Beginning
Not Meeting Standard
(1)
Approaching
Progress toward Standard
(2)
Meeting Standard
(3)
Exceeding Standard
(4)
Comes to discuss prepared
Follows agree-upon rules
Carries out assigned roles
Poses specific questions to
clarify or follow-up information
Responds to specific questions
to clarify or follow -up
Makes comments that
contribute to the discussion
Reviews key ideas and
explains own ideas

10. Bloom’s Taxonomy of Measurable Verbs
Benjamin Bloom created a taxonomy of measurable verbs to help us describe and classify observable knowledge, skills, attitudes, behaviors and abilities. The theory is based upon the idea that there are levels of observable actions that indicate something is happening in the brain (cognitive activity.) By creating learning objectives using measurable verbs, you indicate explicitly what the student must do in order to demonstrate learning.
Verbs that demonstrate Critical Thinking

11. Last Remark: Standards
Goal Setting for
Chinese Language Instruction S M A R T
SPECIFIC
MEASURABLE
ATTAINABLE
REALISTIC
TIMED-FRAMED

12. SMART for Chinese Language Instruction
1St Year Chinese Class: Given a textbook message, students will be able to answer yes or no and true or false questions at the formulaic phrase level with 80% accuracy by the end of each unit.
2nd Year Chinese Class: Given a prepared text under a contextualized situation, students will be able to solve a survival problem in multiple ways, asking and answering with a created complete and well-organized sentence.
3rd Year Chinese Class: Given an authentic material, and direct instruction in transitional words, students will be able to present a short paragraph with a planned introduction, body and conclusion; or engage in collaborative conversations about the topic.

13. 谢谢！ Thank you !