1. Bao Jun Tan T527 Project Presentation

2. Bilingual Education Policy in Singapore Bilingual Education Policy in Singapore Increasing trend of English-speaking Chinese families Increasing trend of English-speaking Chinese families Ineffectiveness of Reading Programme in school Ineffectiveness of Reading Programme in school Students lack motivation to read Chinese in and outside of classroom Students lack motivation to read Chinese in and outside of classroom Subject: Chinese Language Subject: Chinese Language Target Group: Middle School Students (7 th & 8 th Grade) Target Group: Middle School Students (7 th & 8 th Grade) Age: 13-14 years old Age: 13-14 years old Computer labs, language softwares, IT skills Computer labs, language softwares, IT skills Teacher Collaborators from Singapore Teacher Collaborators from Singapore

3. Chinese characters are logographic = visual symbols (instead of phonetic ones )! Saya suka membaca! (Malay) Ik hou van lezen! (Dutch) Adoro leggere! (Italian) 我喜欢阅读 !

4. Difficult to pronounce and decipher the meaning of Chinese characters Tedious to check difficult vocabulary with traditional dictionaries No motivation to read a Chinese book

5. Throughlines 1.Cultivate lifelong interest in reading Chinese 2.Develop essential reading skills for future language learning 3. Appreciate beauty and culture of Chinese Generative Topics 1 (Thematic Year Long Curriculum) Understanding Goals 1 Unit 1: How do people write about love? Unit 2: (Fantasy World) Unit 3: (Festivals) Unit 4: (Hobbies) Unit 5: (Games) 1.Understand and appreciate Chinese writing. 2.Understand the connections between the writings and their own experiences. 3.Understand the importance of overcoming reading difficulties. 4.Understand how knowledge can be shared with the community. 1 Wiske (2005): Features for Generative Topics and Understanding Goals. ToD 1: Difficult to read characters ToD 2: Lack exposure to variety of reading materials

6. “To understand means to be able to perform flexibly.” – David Perkins 1 1 Martha Stone Wiske (1998). Teaching for Understanding, p. 42.

7. Performances of Understanding 2. Song Selection & Proposal Writing (Guided) 1.Song Appreciation & Class Discussion (Introductory) 3. Create, Reflect & Share (Culminating) **Wiggins (2005): Desired Results, Evidences, continuum of assessments

8. Performances of Understanding 2. Song Selection & Proposal Writing (Guided) 1.Song Appreciation & Class Discussion (Introductory) 3. Create, Reflect & Share (Culminating) Ongoing Assessments Reflection Worksheet (Informal, Self, Teacher) Youtube **Wiggins (2005): Desired Results, Evidences, continuum of assessments

9. Performances of Understanding 2. Song Selection & Proposal Writing (Guided) 1.Song Appreciation & Class Discussion (Introductory) 3. Create, Reflect & Share (Culminating) Ongoing Assessments 1. Project Rubrics (Informal, Self) 2. Peer Feedback (Informal, Peer) Reflection Worksheet (Informal, Self, Teacher) Youtube Websites Language Softwares Ning.com Websites Language Softwares Ning.com **Wiggins (2005): Desired Results, Evidences, continuum of assessments

10. Performances of Understanding 2. Song Selection & Proposal Writing (Guided) 1.Song Appreciation & Class Discussion (Introductory) 3. Create, Reflect & Share (Culminating) Ongoing Assessments 1. Project Rubrics (Informal, Self) 2. Peer Feedback (Informal, Peer) Reflection Worksheet (Informal, Self, Teacher) 1. Project Rubrics (Formal, Teacher; Informal, Self) 2. Peer Feedback (Informal, Peer, Community) Youtube Websites Language Softwares Ning.com Websites Language Softwares Ning.com Multimedia tools Ning.com Multimedia tools Ning.com **Wiggins (2005): Desired Results, Evidences, continuum of assessments

11. Performances of Understanding 2. Song Selection & Proposal Writing (Guided) 1.Song Appreciation & Class Discussion (Introductory) 3. Create, Reflect & Share (Culminating) Ongoing Assessments UGs 1.Understand and appreciate Chinese writing. 2.Understand the connections between the writings and their own experiences. 3.Understand the importance of overcoming reading difficulties. 4.Understand how knowledge can be shared with the community. 1. Project Rubrics (Informal, Self) 2. Peer Feedback (Informal, Peer) Reflection Worksheet (Informal, Self, Teacher) 1. Project Rubrics (Formal, Teacher; Informal, Self) 2. Peer Feedback (Informal, Peer, Community) Youtube Websites Language Softwares Ning.com Websites Language Softwares Ning.com Multimedia tools Ning.com Multimedia tools Ning.com **Wiggins (2005): Desired Results, Evidences, continuum of assessments

12. Generative Topic: How do people write about love? 2. Song Selection & Proposal Writing (Guided) 1.Song Appreciation & Class Discussion (Introductory) 3. Create, Reflect & Share (Culminating) 4. Passage Selection & Proposal Writing (Guided) 5. Create, Reflect & Share (Culminating) 1 Wiggins (2005): Perform-Feedback-Revise-Perform Informal, Self Informal, Self, Peer Formal, Teacher; Informal, Self, Peer Informal, Self, Peer

13. “In order for meaningful learning to occur, the task that students pursue should engage active, constructive, intentional, authentic and cooperative activities.” - Jonassen et al (2008). Meaningful Learning with Technology

14. 1.Language Software (PenPlus & SpeechPlus) 2.Online Dictionaries 3.Youtube Videos (Music) 4.Internet Websites 5.Multimedia Tools (Videocam, Video Editing Software, Cameras etc.) 6.Ning.com 1.Language Software (PenPlus & SpeechPlus) 2.Online Dictionaries 3.Youtube Videos (Music) 4.Internet Websites 5.Multimedia Tools (Videocam, Video Editing Software, Cameras etc.) 6.Ning.com 1 Jonassen et al (2008). Meaningful Learning with Technology, p. 2.

15. Alignment of Understanding Goals to Performances of Understanding and Ongoing assessments (Backward Design) Alignment of assessment rubrics to UGs Varied modes of assessments for diverse learners with same assessment rubrics to achieve same set of goals, tapping on multiple intelligences 1 1 Veenema & Gardner (1996). Multimedia & Multiple Intelligences. The American Prospect.

16. Time constraints vs. Meaningful integration of technologies High Ability vs. Low Ability students – How to ensure effective collaboration?

17. Special Thanks to… Stone Shane Feedback partners: Jodi & Jennifer Teacher Collaborators Colleagues who have helped me along the way