1. Pat Lo, Director Dr. Susan Rui, Resource Specialist NY State Asian Languages BETAC May 15, 2010 Applying the Backward Design in Chinese Language Teaching

2. Topics for Today “Backward Design” – What and Why? “Backward Design” in language program planning – long term curriculum planning “Backward Design” in language unit planning New York State Asian Languages BETAC

3. Backward Design Process Identify desired results Determine acceptable evidence Plan learning experiences and instruction Wiggins and McTighe, 1998 New York State Asian Languages BETAC

4. Desired Results for This Workshop Participants will gain some understanding of the Backward Design. Participants will reflect on their own teaching and apply the ideas and strategies learned today. New York State Asian Languages BETAC4

5. Acceptable Evidence to Assess Achievement of This Workshop’s Desired Results As a result of this workshop’s learning experiences and instruction, participants will be able to: orally provide a simple definition of the Backward Design; engage in discussions on designing performance tasks; critique performance tasks; and, complete a reflection sheet on how to apply the learned ideas and strategies. New York State Asian Languages BETAC5

6. Workshop Learning Experiences and Instruction Participants will: Discuss the Backward Design process and examine their own programs and teaching process. Discuss planning for long-range curriculum and short-term units. Apply the principles of the Backward Design Process in developing a unit New York State Asian Languages BETAC6

7. Understanding Your Program and Setting the Goals Exploratory program or proficiency building program Contact hours in school and students’ contacts with the Chinese culture and language resources outside the school New York State Asian Languages BETAC

8. Backward Design Long-range curriculum planning Scope and sequence Benchmarks New York State Asian Languages BETAC8

9. Example: Setting Goals for Chinese Programs in New York State Public Schools College Board AP/SAT NY State Regents Examination International Baccalaureate Effort Index Native Speakers Heritage Language Speakers Non-heritage Language Speakers

10. Setting Benchmarks Students will be able to… Level 1 (R & W) recognize and pronounce Pinyin. recognize strokes and stroke order. recognize some basic compounds, radicals and 200-250 learned Hanzi. write up to 150 Hanzi learned in class. write phrases and sentences in Pinyin or Hanzi to express themselves. New York State Asian Languages BETAC

11. Setting Benchmarks Students will be able to… Level 2 (R & W) recognize up to 450 learned Hanzi. use a bilingual or Chinese dictionary. read basic sentences and short texts with comprehension. write up to 300 Hanzi from memory. use the computer to write, or handwrite, short passages related to personal life. New York State Asian Languages BETAC

12. Setting Benchmarks Students will be able to… Level 3 (R & W) recognize up to 800 learned Hanzi. use the principles of building Hanzi to guess the meaning of new Hanzi. locate specific information in familiar materials. write up to 500 Hanzi from memory. compose short descriptive passages on familiar topics. compose brief e-mails for exchange of information and personal interaction.

13. Setting Benchmarks Students will be able to… Level 4 (R & W) recognize up to 1100 learned Hanzi. locate specific information in textual materials, including short letters, messages, notes. write up to 800 Hanzi from memory. take simple notes. Use varied sentence patterns to write a personal essay. New York State Asian Languages BETAC

14. Standards should be embedded in instruction and assessments. National Assessment of Educational Progress (NAEP) The FL NAEP Assessment Framework Visual

15. Possible Themes and Topics Personal identity Life skills Community and neighborhood Science, math, and technology Nature and environment Beauty and aesthetics (arts) Current events New York State Asian Languages BETAC

16. Examples of Spiral Themes NYS suggested theme: Health and Welfare HS Level 1 (possible topics) Fast Food, Recipes HS Level 2 (possible topics) Ethnic Foods, Restaurants HS Level 3 (possible topics) Food Groups, Nutrition HS Level 4 (possible topics) Living a happy and healthy life Cultural Connection (possible topics) Famous Chinese Cuisines, Tea, Chinese table manners

17. Examples of Spiral Themes A suggested new theme: Nature and Environment HS Level 1 (possible topics) Weather, Seasons, Animals and Plants HS Level 2 (possible topics) Geography, Natural Habitats HS Level 3 (possible topics) Pollution, Global Warming HS level 4 (possible topics) Recycling, Energy Conservation Cultural Connection (possible topics) Unique sceneries in China, Panda as an endangered species

18. Mid-way Summary Turn and talk to your neighbor. Sentence frame: One thing I learned about “Backward Design” is … New York State Asian Languages BETAC18

19. Backward Design Unit planning Topic (part of the theme) What are students expected to do? What instruments and criteria are used to assess student learning? What instructional activities can lead to the desired results? New York State Asian Languages BETAC19

20. Topic: Directions and Neighborhood Identify desired results Determine acceptable evidence Plan learning experiences and instruction Wiggins and McTighe, 1998

22. Performance Task Situation: Your e-pal from China will be visiting the US and she/he would like to visit your school while in NY. Your task: Provide a map and directions for your friend to travel to school from a specific location (subway, bus stop, etc.) Describe the neighborhood that your school is in on the phone. You will be evaluated based on your oral presentation and your writing ( written directions and the map). The criteria include: task completion, fluency, quality of interaction, comprehensibility of message, vocabulary use, presentation, and language control. New York State Asian Languages BETAC22

23. Samples of Speaking Tasks NY Regents Comprehensive Examinations in Modern Language (Teacher initiates) You and I are with a tour group in (country). When we arrive at the hotel where the group is planning to stay, we find out that our rooms will not be ready for some time. We talk about it. I will start the conversation. (Student initiates) I am a swimming pool attendant in (country). You have lost something at the pool. You come to me for help. You start the conversation. New York State Asian Languages BETAC23

24. The Performance Assessment Interpretive mode Interpersonal mode Presentational mode Communication 24 New York State Asian Languages BETAC

25. Interpretive Mode Comprehension of words, concepts, ideas, meaning of entire piece Must be motivated by a culturally authentic piece students hear, view, listen to or read. Text, poem, film, work of art, song, advertisement, music video, book Translation is not an Interpretive Mode task. 25New York State Asian Languages BETAC

26. Sample Interpretive Activities listening with visuals filling in graphs and charts following a route on a map checking off items on a list drawing what is being described listening for the gist searching for specific clues to meaning composing a title for a reading paraphrasing in native language/target language vocabulary brainstorms in categories, synonyms, near synonyms Identifying the main idea 26New York State Asian Languages BETAC

27. Interpersonal Mode Spontaneous exchanges that involve negotiation of meaning between people. Unrehearsed, unrefined. Negotiating meaning – In everyday communication, spoken exchanges take place because there is some sort of information gap between the participants. Memorized, or scripted dialogue readings are not Interpersonal Mode tasks. 27New York State Asian Languages BETAC

28. Presentational Tasks involve the transfer of knowledge to a new and different context from what was initially learned. require learners to solve problems, create a new product, use the content in a new way. allow learners time to rehearse, revise, rewrite, consult sources, or otherwise prepare ahead of time. New York State Asian Languages BETAC28

29. Sample Presentational Tasks Summary of text Brochure Design oral/video presentation Letter Advertisement New beginning or ending of story, song Visuals based on topic or text New York State Asian Languages BETAC Solve a problem Design a survey and present findings Skits Radio shows or PSAs Essays Plays or videos Poem, Song, Rap Storyboard 29

30. Now you try it. Topic: Happy Mother’s Day Identify desired results Determine acceptable evidence Plan learning experiences and instruction Wiggins and McTighe, 1998

31. Final Thoughts for Curriculum Planning Plan backwards and think about the goals first. Take a teamwork approach (planning with supervisors and other teachers). Think about vertical planning (scope and sequence). Decide the benchmarks, and then the topics, at each level. Embed culture in lessons. New York State Asian Languages BETAC

32. Final Thoughts for Teaching Create a linguistically rich environment for learning. Teach Hanzi from the beginning. Apply spiraling and snowballing approaches. Teach tolerance for the unknown and ambiguity. Embed cultural component in lessons. New York State Asian Languages BETAC

33. THE END New York State Asian Languages BETAC (ALBETAC) ALBETAC@gmail.com http://steinhardt.nyu.edu/metrocenter/albetac/ THE BEGINNING