비한국계 중고교생 한국어 몰입식 교육 사례를 바탕으로 한 ......recognize...

비한국계중고교생한국어몰입식교육사례를바탕으로한형성평가의개발제안

-신혜영,문지혜,권지선,김우주

AATK,UniversityofTorontoJune22,2018

IceBreaker

Agenda (90min)– Less isMore!!

◼ Icebreaker(색,맛,감정)5min◼ Introduction&Objectivesoftheworkshop5min◼ StarTalkOverview(standards,objectives,curriculum,learningplanandLook-Fors)10min◼ StartTalkprograminNYC(generalinformation)10min◼ Whyformative/ongoingassessmentsfornovice-levelnon-heritagelearners?10min◼ Activity1(interpretivemode)10min◼ Activity2(interpersonalmode)10min◼ Activity3(presentationalmode)10min◼ Conclusion(challengesandsolutions)10min◼ Discussion– assessmentmethodforeachactivity(advantages&disadvantages,suggestions?)10min

ObjectivesoftheWorkshop/Can-Do

Afterthisworkshopsession,participantscan…

1. Recognizevariousmethodsofongoingassessmentsfornovice/low-levelKoreanlanguagelearners

2. IdentifydifferentassessmenttoolsforTHREEmodesofcommunication3. RecognizeStarTalkcurriculumandprinciples4. Understandthefeaturesofformativeassessments

STARTALK6Principals

1. ImplementingaStandards-BasedandThematicallyOrganizedCurriculum

2. FacilitatingaLearner-CenteredClassroom

3. UsingtheTargetLanguageandProvidingComprehensibleInputforInstruction

4. IntegratingCulture,Content,andLanguageinaWorldLanguageClassroom

5. AdaptingandUsingAge-AppropriateAuthenticMaterials

6. ConductingPerformance-BasedAssessment

UnderstandingSTARTALKTerminology

◼ LearningPlan◼ LearningEpisodes◼ EvidenceofLearning◼ Can-DoStatement◼ ClassroomLook-Fors

STARTALKCurriculumGuide

https://startalk.umd.edu/public/curriculumresources


NoviceMid:Icanrequestandprovideinformationbyaskingandansweringafewsimplequestionsonveryfamiliarandeverydaytopics,usingamixtureofpracticedormemorizedwords,phrases,andsimplesentences.


•Howwilllearnersexchangeinformationandideasinconversations?

IcanhaveintroductoryconversationswithpeopleImeetonmytripinculturallyappropriateways.

Interpersonal Program Can-Do Statements



Studentsassumetherolesofdifferentpeoplewhoareattheairport.Theytalkwitheachothertofindoutwhotheyare,wheretheylive,andwheretheyaregoing.Aftercompletingtheinitialconversations,studentsrepeatthetaskmultipletimestoformcommongroupsbasedon1)wheretheylive,2)wheretheyaregoing,and3)whethertheirassignedroleisanadultorachild.

Interpersonal Performance

Assessment Tasks




Studentsassumetherolesofdifferentpeoplewhoareattheairport.Theytalkwitheachothertofindoutwhotheyare,wheretheylive,andwheretheyaregoing.Aftercompletingtheinitialconversations,studentsrepeatthetaskmultipletimestoformcommongroupsbasedon1)wheretheylive,2)wheretheyaregoing,and3)whethertheirassignedroleisanadultorachild.LessonCan-DoStatements:

● Icangreetdifferentpeopleappropriately.Interpersonal.Interpersonal● IcanindicatewherepeoplearefrombasedonwhatIhear.Interpretivehttps://startalk.umd.edu/public/curriculumresources

FrancisLewisSTARTALKProgram

K-Talk!SeoultoSoulfor6-8thgradersTargetProficiencyLevel:NoviceMid1instructionallead,2languageinstructors,culturalinstructors(K-pop,Art,Cooking,TaeKwonDo),4-6teachingassistants2016:3weekprogram8-2pm,90hours,25students2017:5weekprogram8-noon,100hours,25students2018:5weekprogram9-2pm,110hours,35students

90% plus usage of target language in the classroom

WhyFormativeAssessments?

True or False Questions:1. Informativeassessments,thefocusisonstudentsratherthanteachers(O/X)2. Informativeassessments,thefocusisontheoutcomeoflearning.(TUTD)3. Informativeassessments,theframeofreferenceisalwayscriterion(evaluate

accordingtothesamecriteria)ratherthannormative(comparingagainstotherstudents).(SUSD)

4. Formativeassessmentsarehigher-stakesthansummativeassessments.(SA)5. Formativeassessmentscanbedonebothformallyandinformally.(yourown)


Multiple-Choice Questions:

Please your cell phone to join to play at http://www.kahoot.com/


◼ Howdoweknowwhetherandwhatstudentsarelearningatnovice/low-level?

→Ongoingformativeassessmentsallowteacherstounderstandwhatstudentsarelearningandhowtheyareprogressingtowardstheirlearninggoals

→Formativeassessmentsareparticularlyeffectiveforstudentswhoarenotdoingwellinclassorwhoarenoviceinalanguage,whichnarrowthegapbetweenlowandhighachieverswhileraisingoverallachievement.


◼ Assessment of learning -> Summative assessment

◼ Assessment as learning -> Formative assessment

◼ Assessment for learning -> Both assessments

LearningEpisode1– InterpretiveMode

5 가지맛

매워요, 써요, 셔요, 짜요, 달아요

LearningEpisode1– InterpretiveMode

◼ 쓴 맛 (1분 13초~1분 25초)

◼ 짠 맛 (57초 ~ 1분 1초)

◼ 신 맛 (54초 ~ 1분 2초)

◼ 매운 맛

◼ 단 맛

LearningEpisode2– InterpersonalMode

Narrowing the gap (Romanized chart for the tastes)2-3 rounds사진 각각 두 개씩 나누어 준다.

파트너가 가진 음식에 대해서 묻는다 (맛으로만 묻는다)

Q 1 : 매워요? 달아요? 셔요? 짜요? A: 네/아니요

Q 2: ( 치킨 )이에요/예요? A: 네/아니요

ORQ: 맛이 어때요? A: 매워요. 달아요, 셔요, 써요, 달아요

LearningEpisodes3- PresentationalMode

광고 찍기--- 광고 리허설

2명 한 조가 되어서 제품 하나를 선택해서 광고를 찍는다

Expected outcomes (image 찾아서 image로 체크리스트를만든다)

1) 맛을 표현할 수 있다

2) 적절한 표정과 제스처

3) 제품을 적절히 골랐는가

4) 두 명 다 공헌을 했는가

Checklists for self assessment + peer assessment

Conclusion(challengesandsolutions)

발표자들이 이제까지 사용했던수업/평가 전략을 써 보세요

UniversalsignsGesturesVisualImagesSimplelanguageRoutinesTime(onlineclock)Performancebasedactivitiestocheckstudents’progress

Discussion– AssessmentMethodforEachActivity(Advantages,Disadvantages&Suggestions?)

Presenters

◼ HyeYoungShin [email protected]◼ Jihye [email protected]◼ Jisun Kwon [email protected]◼ Woojoo Kim [email protected]

비한국계 중고교생 한국어 몰입식 교육 사례를 바탕으로 한 ......recognize...

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