Using AI Technology to Create Dynamic Adaptive Curriculum · Create Dynamic Adaptive Curriculum...
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YALAN KING | XIN CHEN | CHING - FEN HUANG | LUCY SUI Equipping the Platform Using AI Technology to Create Dynamic Adaptive Curriculum October 2018
Transcript of Using AI Technology to Create Dynamic Adaptive Curriculum · Create Dynamic Adaptive Curriculum...
YALAN KING | XIN CHEN | CHING-FEN HUANG | LUCY SUI
Equipping the Platform
Using AI Technology to Create Dynamic Adaptive
Curriculum
October 2018
At the end of this session
I can:
Give examples of Artificial Intelligence
Describe best practices from CFL research
Use AI to personalize learning for my students
What is Differentiation?
3
Teacher response
student differences
Share how we:
Collaborate with local and global partners for authentic content and real world interactions
Use Big Data Analytics and Artificial Intelligence to personalize learning
Engage students with interactive learning plans
Integrate Blended Learning
Program Design
Theme Discover San Francisco Chinatown
Direct connections with native speakers through integration of
Local & Global community
Technology
iPads / computer lab
40 minutes with Tutors in China
Meals in Chinatown
Field trips daily & weekly
Community Mural Project
5
Chinese Historical Society of America
HOW DO YOU ASSIGN READING?
Do your students read Chinese for fun?
Can they find their own books?
Do you have to pick books for them?
Do you modify material for your students?
How do you know they read and understood?
The Challenge
We want our students to read a lot but…
Materials are:
Not leveled by standards
Not enough
Not easy to find
❑ Match students’ developmental
reading level and interests
- Charles PerfettiUniversal Theory of Reading
Enduring Understanding
“These reading glasses don’t work. I got a C in Reading Comprehension.”
Differences in characteristics
of word comprehension
impacts reading ability
and comprehension.
What is ARTIFICIAL INTELLIGENCE?
You use AI everyday
Streamlines your searches
Search result order
Remembers products you’ve bought
Makes recommendations on new products
Auto corrects when texting/typing
Figures out what you are trying to say
Language Learning with AI
Definition
Extremely large data sets
that may be analyzed
computationally to reveal
patterns, trends, and
associations, especially
relating to human behavior
and interactions.Natural Language Processing (NLP)
program computers to process and analyze
large amounts of natural language data
Language Learning with AI
Machine Learning – finds the patterns
Affinity Knowledge Learning System (AKLS)
Identifies relationships such as common occurrences
Recognizes patterns
Groups similar elements for faster learning
and better retention
Co-location
Word Pond
Learn words that often appear together
Character PondWords that share the same character
Radical Pond
Practice writing by
Following stroke order
50 top radicals animated
Words that share the same radical
Length
Layout
Structure & Organization
Illustrations
Words /Characters
Graded Vocabulary List
Phrases and Sentences
Literary Features
Content and Theme
Some Criteria for Leveling Bookshttps://startalk.umd.edu/public/resources
/WordFrequencyDictionary?st=1
Word Vector
glassslipper
midnight pumpkin
mice
Native Speakers
By grade 5, successful
readers have developed
some degree of syntactic
awareness. They can
identify sentences that
follow and violate phrase
order rules, and they use
connecting words correctly.
AI follows Research for CFL
Chinese as a Foreign
Language
CFL learners who have
developed some degree
of syntactic awareness are
better at reading and
understanding texts.
Pedagogical
Implications
Teach students to notice
and use Chinese word and
phrase order, as well as
simple connecting words
that create text cohesion
such as the words for but,
and because, and words
that indicate sequence.
Provide activities that
guide students to use these
words in speech and
reading/writing.
https://startalk.umd.edu/public/resources/
chinese-literacy-development?st=1
Native Speakers
By grade 2, successful
readers develop
orthographic awareness.
They recognize recurring
components and placement
in the characters.
AI follows Research for CFL
Chinese as a Foreign
Language
College level CFL students
perform better on character
recognition tests if their
instruction includes attention
to the component parts of
characters.
Pedagogical
Implications
Teach students to notice that
characters are composed of
recurring component parts,
and provide activities that
reinforce their ability to
identify the component
parts of characters.
https://startalk.umd.edu/public/resources/
chinese-literacy-development?st=1
Chinese as a Foreign
Language
CFL learners who are
aware of the semantic
radicals within characters
are better at learning and
remembering characters.
Native Speakers
By grade 3, successful
readers notice that many
characters include a
component that provides
semantic information about
the character, and they
are able to use this
component to guess the
meaning of characters that
they have not yet learned.
AI follows Research for CFL
Pedagogical
Implications
Teach students to notice
radicals that provide
meaning information about
the characters. Provide
activities to identify these
radicals so that they can
use radical knowledge to
remember characters.
Examples: the mouth
radical口 in words 吃 eat,
喝 drink, 咬 bite
https://startalk.umd.edu/public/resources/
chinese-literacy-development?st=1
Challenges in Student
Programs
Programs ~ 3 weeks in length
Multi-level classrooms VARY in proficiency
NOT our kids
Abilities
Backgrounds
Learning styles
Make authentic content comprehensible
Cut & Paste
LEVEL content in seconds
LEVEL
LEARN
Affinity Knowledge Learning
Dynamic Curriculum
Vocabulary List
SHARE
Add link to Google classroom
SHARED with ME
Pondlet library 400+
ACTFL
TOCFL
HSK
FLAGSHIP STARTALK
AP
Lesson Plan
Learning Episode #2 Number of minutes for this episode: _160M___
Lesson Can-Do Statement Identify the lesson Can-Do Statement(s) from the curriculum (stage 3) that are the goals for this learning episode.
Vocabulary How are culture and/or content part of the language chunks and words that learners will use?
Check for Learning What formative task will learners do to provide evidence that they met the lesson Can-Do Statement?
(IL) I can understand basic information on Chinese Amercian’s contribution from their mini-stories.
贡献，成就，创始人
理念，创新，冲突
成功因素
Students will work in 3 different stations to read and understand the 3 famous Chinese Amercian’s contribution with 2 follow-up questions. Next, they will do a research project about another famous Chinese Amercian and then present it to the whole class.
Lesson Plan
Learning Experiences What sequence of activities will learners engage in before they complete the check for learning for this episode? How will learners move through a cycle of input, sharing, guiding, and applying in each episode? Consider how you might differentiate in order meet the needs of all learners.
Warm up (Think-Pair-Share): Everyone will get a strip with the “Kindness Expression in Chinese” which they practiced on last Friday’s field trip and find a partner to practice it. Then the partner will say the “Kindness Expression” on his/her strip and they exchange the strip. They will go to the next person to do the same. Students will repeat this activity until time is up.
Activity 1: The teacher will give each student a sheet to ask students to do a quick matching activity.
Activity 2: Students will stay in the assigned group and each group will be assigned one paragraph about a famous Chinese American’s mini-story.
Activity 3: Each group will go to one station to read the paragraph together and answer the 2 follow-up questions (3 stories are designed by Ponddy Smart Reader so students can get the help when they read them).
Activity 4: After 10 minutes, they will move to the next station and read the 2nd different paragraph and answer another 2 follow-up questions.
Activity 5: Students will finish the last round (3rd paragraph).
Activity 6: The teacher will random pick a student to answer the follow-up question.
Activity 7: Students will work in pairs and do a research project.
Instantly Level Student Writing
Cut & Paste
我叫Leila Allen，中文名字是安亚。我的中文老师给了我这个名字因为“安”的发音跟”Allen”听起来很象。我家有四口人：我爸爸，我妈妈，我哥哥，和我。我爸爸是程序员。他上大学的时候学了生物学，现在是生物学实验所的程序员。他们学DNA，我觉得很有意思。我爸最喜欢的爱好是学历史和玩历史战争的游戏。他教过我玩儿一些很难的游戏。我要复习历史的时候，他每一次想跟我玩历史的游戏。我觉得那是很好学习的方法，可是要花很多时间，有点儿不方便。我妈妈是搜索引擎的参议。她工作过在很多公司，讲了很有意思的工作故事。她有一次工作了在一个舞会物资的公司，很多人二月搜索生诞节的东西，真奇怪。我妈妈发现这是因为搜索引擎不行。大家多知道舞会的网站一定有生诞节的东西，所以搜索诞节可以试一试引擎行不行。我妈妈又聪明有对我好。我心中不快的时候他给我很多帮忙。我哥哥也很聪明，但是他非常不喜欢上学，更喜欢看书和上网学习。我有时候和他辩论，不过我们一起说很有意思的话。
我叫Leila Allen，中文名字是安亚。我的中文老师给了我这个名字因为“安”的发音跟”Allen”听起来很象。我家有四口人：我爸爸，我妈妈，我哥哥，和我。我爸爸是程序员。他上大学的时候学了生物学，现在是生物学实验所的程序员。他们学DNA，我觉得很有
Instantly Level Student Writing
SMARTTEXTBOOKS
✓ Thematic
✓ Can-do-statements
✓ Vocabulary
✓ In-context definitions
✓ Grammar Points
✓ Gamified exercises
✓ Text / Dialogue
✓ Video
✓ Native Audio
✓ English on/off
✓ Pinyin on/off
Pondlets - Interactive Learning Modules
Student Demo Account
https://chinese.ponddy.com
USERID: ozy
Password: Iamstudent (I am student)
PonddyTutors
1-to-1 Distance Learning
39
Mandarin Institute STARTALK Immersion Middle School Grade 6-7
学生姓名 教学内容 Topic课堂表现 Performance
Can do statement Evidence 课堂参与情况 Feedback听 Listening 说 Speaking
ChristopherSoo
一、简述中国与美国的日期二、日常问题的问答三、复述今天所学的中国城介绍四、看中国城的图片，进行简单的描述。
好，基本能听懂老师的问题。
能简单地回答问题，但并不太流畅。能基本完整表达自己的观点。只是有的句子过于简单，有些句子的语序存在问题。
1. I can ask and give some information about the
Chinatown community.
2. I can understand when someone describes physical descriptions from a photo or
artwork
中国城介绍：中国城在三藩市，中国城有很多中国人，还有很多商店，还有很多图书馆，图书馆有很多中文的书。还有很多人在参观中国城是怎么样的。中国城还有医院、餐馆，还有公园。人们到中国城去买菜、去图书馆看书，学生可以在中国城读书。大家可以去公园玩，饿了的时候可以去餐馆吃中国菜。看图说话：中国城有一个很大的门
。中国城里有很多商店，商店里在卖水果。中国城有很多人，还有很多不同颜色的房子。
1.学生较积极回答问题。多数问题能回答正确。2.对于日常的问答，如去了哪里，吃了什么，学习了什么等，学生都能正确回答，而且比第一天要回答得更加详细。3.对于中国城的介绍，学生能够基本描述出来，因为是新学的内容，所以不够熟练。看图说话环节，学生能够准确描述不同图片的特点。4. 在学习过程中纠正并教授学生一些新的词汇，参观、问答、医院。
Naomi Tung-Nachtrab
一、词汇复习：博物馆、讲、淘金热、排华法案、歧视、华工、筑铁路、休息、说谎、做生意。（学生在复述排华法案故事的时候 会用到
的词汇）二、让学生精简地复述排华法案的
故事并发表看法。三、意识到学生在句子表达的时候，关联词使用较为单一，几乎大量使用“和”。所以复习了：因为...所以、
虽然...但是....四、引导学生完整地复述出课堂的内容，并适当输入部分单词。包括：
周朝的历史、美术课、中国城
非常好，完全能听懂老师的问题。
表达很积极，哪怕有不会的单词也能坚持说下去，能清楚地表达自己的观点。
1.I can exchange simple information about early Chinese
immigration history and
Excursion Act.2.I can give a short presentation
of a story that I learn .
3、 I can role play with my tutor about chinatown .
1.我昨天去了华人历史博物馆，里面说了排华法案。因为那个时候有淘金热，很多美国人不让中国人来工作。那个时候有很多华工在中国筑铁路，他们不可以有很长的休息时间，很艰苦。我觉得这样歧视华人是不好。以前歧视黑人也不好。2.周朝的历史——有一个人，他很聪明，可是我忘记了他的名字。周朝的王要这个聪明的人做一个更棒的地方。可是第一次王不要自己去，他叫一个人去。聪明的人对那个人说，你的官太小，我不要跟你去。那个人回去跟王说，那个人不帮我。第二次王又叫了一个人去，聪明的人说，你的官也不大，我不要跟你说话。最后王自己去，所以那个聪明的人去帮他了。老师让我们一个人演王，一个人演聪明的人，还有其他人。我是演王。3.我们今天有美术课，每个人要放图片到一个很大的墙上。让我们想135年以后地球是什么样，想未来新的东西，新的科技，每个人都有一份。4、我们和搭档一起，一个要去三藩市的中国城，一个不要去，我要让他一起去。5、我问学生，如果我不想去，你可以说一下中国城，让我想一起去吗？学生：中国有很多很好吃的餐厅，还有很好吃的三明治，很多不同的糕点店。，他们还有很多小商店，他们有很多不同的小东西，还有沙拉很好吃。
1.学生很积极，参与度非常高。2.学生在教师引导下可以很好地复述课堂移民故事。
MaryPilotte
一、词汇学习：地址方位，大小、形状，颜色二、表述中国城。三、老师描述一种动物学生猜是什么。四、学生描述一种动物、水果、工
作，老师猜是什么。
好，基本能听懂老师的问题。
能较为流畅地回答问题，能够较为流利地表达自己的观点。
1. I can ask and give some information about the
Chinatown community .
2.I can understand when someone describes physical descriptions from a photo or
artwork .
1（描述中国城）.我不知道中国城在哪里，我就不去了（我还没去过）。我知道中国城有公园、博物馆、餐馆。2.（讲今天学的故事）有一个很老的老公（老头），有一个fishing rod （钓鱼杆），然后他就放在水上面，不是放水下去，没有进来水，不叫他来找鱼，叫鱼来找他。皇帝知道，他是很聪明，他就要他帮，中国人就去老头，你可不可以帮我，帮我们，他说你太小，我不要帮你。他就告诉大王这个，找大的人找老头。你还太小，我要一个大的人，大王想着想着，我自己要去问了老头。老头就说了好。你就自己去我就帮你。3.（描述水果）它是黄色，如果你摸摸，很spiky（扎手），如果你吃太多的，你的tongue（舌头）就会痛。4.（描述动物）这个动物是一点点小（这个动物有点小），不是太大，它可以是咖啡色、黑色、红色，我想不可以是白色，它最喜欢吃的是nut（坚果），背上有一个tail（尾巴）比它一样的高，它的tail fluffy（毛茸茸）。5.（描述工作）如果你有这个的job（工作），如果你现在住在加州，如果你有这个工作你会住在Washington，你的房子是白色，如果你说要做一个东西，美国人都要做这个东西。
学生很认真，玩猜一猜游戏的时候很开心。
NicholasOlson
一、词汇学习：中国城、餐馆、龙、街道、红色 二、语法;到……，
因为……
非常好，完全能听懂老师的问题。
能流畅地回答问题，部分句子存在语序、
语法错误。
1.I can ask and give some information about the
Chinatown community.
2.I can understand when someone describes physical description from a photo or
artwork.
1.中国城在旧金山，我觉得它不太大。 2.他们在买卖东西，有很多肉，牛肉、猪肉、鱼肉，菜只有一点儿（很少）。 3.城门有三个门，中间的一个门大，两边的两个门小，门的前面有两只石狮子。城门有绿色、金色和银色，城门的顶上是绿色，城门的顶下（下面）是金色，门是银色，狮子也是银色。城门上有两条龙。4.我的家人没吃（不吃）豆腐，因为我的哥哥不能吃，他对豆腐过敏。 5.我喜欢中国的美食。 6.今天上了美术课，在课上我们找自己喜欢的照片。
1.学生在今天的课堂上表现很好，由于今天没有去实地走访中国城，对中国城信息的了解不是很多，学生用了很多“我觉得……”这样的句子。2.学生的表达能力很强，听说能力很好，课堂参与度很高。性格有点腼腆，需要鼓励。
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I can:
Give examples of Artificial Intelligence
Describe best practices from CFL research
Use AI to personalize learning for my students
