lucy 2 gtsi 2012_standards-based instructional planning

Chinese Guest Teacher Summer Institute

以学习标准为本的教学设计

Standards-based Instructional Planning Lucy C. Lee 竹露茜

全美中小学中文教师协会

Chinese Language Association of Secondary-Elementary Schools (CLASS)

七月二十八日 11:30-12:30 am

Outcomes for Session

了解教学计划的设计目标

明白教学计划设计的步骤

怎麽使用有效的教學活动

Presentation ©Lucy C. Lee 2012

语言教学的目标所强调的是要让学生不断地

• 用真实生活中的语言做有意义的沟通

• USING LANGUAGE IN REAL-LIFE

SITUATIONS – Meaningful, purposeful communication


以学习目标为本的反向课程设计

Step 1

Identify Themes, Enduring Understandings, Essential Questions

to Design Thematic Units

Step 2

Design the Summative Performance Assessment

Step 3

Design the Instructional Plan

Source: Wiggins and McTighe

UbD Helps us understand 帮助我们了解教学目的和重点

• –What is worthy of understanding in this unit 什么内容是值得教的？

• –What counts as evidence that students really understand and can use what we’re teaching? 有那些依据可以评鉴学生的学习结果？

• –What knowledge and skills must we teach to enable them to apply their knowledge in meaningful ways? 有哪些语言知识和交际功能是必须教给学生的？


1. Identify desired results

2. Determine acceptable evidence

3. Plan learning experiences & instruction

Stages of “Backward” Design

Source: Jennifer Eddy

教案设计的步骤


STEP 1 UNDERSTAND WHAT YOUR TEACHING GOALS ARE Clear articulation of

goals and objectives across levels and grades


21世纪的美国语言教学

National Standards for Foreign Language

Learning in the 21st Century

Source: ACTFL

美国中小学生中文学习目标

学生能在实际生活中

运用语言沟通的能力

透过文化的了解和比较

与其它学科贯连

享受学习中文乐趣


Key Points 以学习标准为本的课程设计

• Thematic-based instruction 以主题教学为基础 • Themes reflect interests shared by students and

teachers 反映学生的兴趣 • Uses authentic materials 使用真实语料 • Instruction is in target language用目标语进行教学 • Real life communicative tasks 设置与日常生活相关

的任务 • Frequent, varied assessments linked to

performance outcomes 不时不断地评估教学成果


Educational Trends 美国教育主流的趋势

• Communicative Approach to Language Learning

• Backwards Design

• Performance Assessments

• Formative Assessment

• Online & Digital Learning

• Differentiated Instruction


Source: P21.org

Source: ACTFL

STEP 2 KNOW YOUR STUDENTS WELL What they can do and what they are interested

in learning

Set Attainable Expectations


中国

文化美学

艺术

数学

科目

历史

社会

学科

自然

科学

教学

主题

体育

健康教育

语言

学习

Source: Languages and Children: Making the Match

STEP 3

ALWAYS USE

AUTHENTIC RESOURCES

Teachers know resources and

use them to create positive

experiences for all students


Curriculum Planning课程设计

• Integrated content与其他的科目结合 • Connect to students’ knowledge and

interests 扩展学生已有的知识，配合学生的兴趣

• Active learning 生动有趣的教学活动 • Meaningful experiences进行有意义的沟通 • Address all learning goals 达到教学目的


Curriculum Planning for a Unit

• Decide on a Theme

• Webbed into Multiple Topics

• Connect with content areas

• Instructional Activities

• A Culminating Activity


Scope and Sequence 课程架构列表

Topics Functional

Objectives

Linguistic

Structure

……….

……….

……….

Students will be

able to

………..

………..

………..

……….

……….

……….

• Functional Objectives 学习目标:

– Ask and answer questions about a familiar topic

– describe an current event

• Topics 课题: – School, leisure activities, celebration

• Linguistic Structure语言点: – “把” 字句、被動句、疑問句、反問句….

Scope and Sequence Example


Unit Inventory: Title

Language

function

Subject

content

Culture Language

Structure

Vocab Materials Classroom

Activities

Targeted Standards:

Outcomes:


教案设计

• Goals 教学目标

• Content and Skills 教学内容

• Outcomes 教学结果

• Instructional Approach 教学程序

• Assessment 教学评估


Daily Lesson Plan

• Objectives of the lesson

• Lesson Topic and Vocabulary

• Instruction and Activities

• Formative and Summative Assessments

• Resources/Materials


Reflection Log 教学反思 Date Topics Objectives Student

outcomes/

products

Activities

that

worked

Activities

that didn’t

work


教案小贴士

• Include all information

• Imagine you are sick and the lesson must be taught by someone else—for example, give examples of sentences to be used in presentation

• Be specific. If there is an exercise in the textbook, tell the page and number.


Sample Instructional Activity 教学活动（一）

• Person A: 我是……….，你呢？

• Person B: 您贵姓？

• Person C: 我说 …….., 你呢？

• Person D: 你从哪儿来？


Sample Instructional Activity 教学活动（二）

•大风吹，吹什么？

•吹…… 的人.


Wrap Up

Questions for Discussion:

How can teachers guide learners to successful communication？

” Knowing how, when, and why, to say what to whom”


lucy 2 gtsi 2012_standards-based instructional planning

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