Effective Teaching of Chinese through Cross-Curricular Thematic Units
43
Kuangchi (Kathy) Lee, M.Ed. ([email protected] ) Young Scholars of Central PA Charter School Yuanyuan Lin, MAT. ([email protected] ) University of North Carolina at Pembroke
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The presenters elaborated on the effectiveness of teaching with thematic units, and of making connections with other disciplines such as art, science, social studies, and physical education. Two real-world examples — Chinese ceramic art and silk-making — were presented; one is for K-8 while the other is at the college level.
Transcript of Effective Teaching of Chinese through Cross-Curricular Thematic Units
Kuangchi (Kathy) Lee, M.Ed. ([email protected])
Young Scholars of Central PA Charter School
Yuanyuan Lin, MAT. ([email protected])
University of North Carolina at Pembroke
Across curriculum
Common core 5 Cs.
Communication, Culture, Connections, comparison, and Community
Connections: CONNECT WITH OTHER DISCIPLINES AND ACQUIRE INFORMATION
Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language
Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures
What are the benefits to develop a thematic unit across the curriculum ？Why do we need to across curriculum?
1. Enhance their foreign language proficiency and cultural knowledge.
2. Learn in target language the vocabulary, terminology, and concepts used in academics or professional disciplines
3. Develop a keener cultural awareness and language skills necessary to participate more fully in today's shrinking, interdependent world.
Principles
A focus on communication and content
An emphasis on developing meaningful content-focused language use outside traditional language classes
An approach to language use and cross-cultural skills as means for the achievement of global intellectual synthesis, in which students learn to combine and interpret knowledge produced in other languages and in other cultures
Who are our learners?
Learning styles – “visual/spatial”, “bodily/kinesthetic”, “musical”, “interpersonal”, “intrapersonal”, “linguistic”, “logical/mathematical” (Howard Gardner’s multiple intelligences)
Language proficiency level
Different ability levels
Different cognitive needs
Different interests
Why teach with thematic units?
Thematic planning responding to the needs of the learner (Helena Curtain)
Makes instruction more comprehensible The theme creates a meaningful context for standards-based
Learning Changes the instructional focus from isolated pieces of
information to information revolving around a meaningful center
Effective thematic instruction uses a theme as "conceptual glue" for learners and strengthens bonds to knowledge.
Thematic planning puts the teacher in the role of instructional designer /curriculum developer.
Web: Subject Content
Webbing by Content
Disciplines
Physical Education
Mathematics
Social StudiesLanguage
Arts
Science
Music/Fine Arts
Geography
Culture
Source: Helena Curtain and Carol Ann Pesola Dahlberg
Web: Multiple Intelligences
Webbing by Multiple
Intelligences
Bodily Kinesthetic
Naturaist
Interpersonal
Intrapersonal
Musical
Logical Mathematical
Linguistic
Spatial
Source: Gardner, Howard . Multiple Intelligences: The Theory Into Practice.
Thematic planning responding to the needs of the learner (Helena Curtain)
Story
Games
Music/Songs/Chants
Dance
Poetry Rhymes
Drama/Role Play
What are effective teaching strategies?
Vygotsky’s ZPD (Zone of Proximal
Develiopment)
Standard-based instruction Proficiency-
based instruction
Content-based
instruction
Student-center instruction
WTC (Willingness to Communicate)
“Backward Design”
Planning
The PACE Approach
Web (Theme): Silk Road
Silk Road
Science
Language Art four skills
Social StudiesMath
PE/Health
Art
strength of fabrics
life cycle of silk worm
Process of making clothing from silk
vocab colors
pre, during, & post reading
vocab clothing
Numbers and measure words
skit or sequence the story with pictures
fashion show
clothing style
TPR putting on clothing
weather accepting clothing
cost comparison of materials
graphing-feeling
silk road country names
geographic features
Chinese history
Language Art four skills
vocab colors
vocab clothing
Numbers and measure words
skit or sequence the story with pictures
pre, during, & post readingArtclothing style
fashion show
Social Studies
Chinese historyChinese traditional clothes throughout the history
ScienceMath
Social Studies
silk road country names
geographic features
cost comparison of materials
Numbers/Calendar
life cycle of silk worm
Process of making clothing from silk
strength of fabrics
Unit Plan
Dress-up App and Photo Story
iMovie
https://www.youtube.com/watch?v=q9o5EPGr8J0&list=UU7nS03deGfhlg0hhawAtw9A&index=11
Pixton http://www.pixton.com/comic/5u19b9e6
…有沒有 ....? 在…?
the Magic Donkey
… 有沒有…?
Web (Theme): China, china
China,china
Science
Language Art four skills
Social StudiesMath
PE/Health
Art
The firing process
Chemistry reaction
Process of making pottery
vocab colors
Express likes and dislike
Vocab for different history term
Numbers and measure words
The sequence of making pottery
Ceramic
making pottery
The degree of firing process
Unit conversion
History of porcelain Different
kind of china
Chinese history
“China-china”
Grade level: college level or high school
Introduction of the unit :
china was introduced to Europe in the fourteenth century, Chinese porcelains were regarded as objects of great rarity and luxury. Students will be able to tell the process of making porcelain. Students will learn the history of Chinese porcelain. Implement Chinese
Learning by doing把字句 把泥土放在桌子上。 把泥土切小
把泥土放在转盘上 把两只手放在泥土上
转呀转 做好了
把他们放进烤炉 662 华氏度／350摄氏度烤七个小时。
把颜色刷在杯子上 把杯子再放进烤箱
漂亮的陶瓷做好了
Facilities available
Some other technologies 1.Students can make cartoons by using this website
(free):
http://goanimate.com
http://goanimate.com/videos/0s5-DohKYPqU
animation Some of the students work
http://goanimate.com/videos/0Y76mVDe15kQ
http://goanimate.com/videos/0VClgsNZzYX8
http://goanimate.com/videos/0hbwStrzFzJs
http://goanimate.com/videos/0lspHypRjK94
2. voice recording
http://vocaroo.com
Student’ work
http://vocaroo.com/i/s1VQHnEqMdGf
Students make their Chinese blog www.blogg.com
www.wordpress.com
The benefits to build the Chinese profile
Group Activity
Which level do you teach (elementary, middle, high school, or college)?
Do you implement thematic unit teaching in your instruction?
What kind of themes you might have in mind for your future teaching?
Reference
http://www.bsc.edu/academics/mfl/flac.cfm
https://www.actfl.org/advocacy/discover-languages/advocacy/discover-languages/advocacy/discover-languages/resources-1?pageid=3392
http://clacconsortium.org
Q & A
Thank you for your listening!
