1.Leveraging STARTALK Resources and ImpactNational Chinese Language Conference 2013Betsy Hart & Jiahang Li

2. Today we will introduce . . .1. The STARTALK project2. Lesson-planning resources3. Teacher professional developmentresourceswww.startalk.umd.edu 3. Today we will share. . . .Lessons learned From the classrooms Teachers Students After the STARTALK program New programs initiated Increased interest in learning Chinese 4. By the end of the session you will . . .1. Be aware of multiple resources for Chineseteachers Professional development Planning2. Know how these resources can help you toplan more effectively3. Understand how STARTALK programs leveragenew Chinese programswww.startalk.umd.edu 5. Mission StatementTo provide summer language learningopportunities for students andprofessional development opportunitiesfor teachers of critical languages 6. STARTALK Part of the National Security LanguageInitiative (NSLI) Summer programs for students andteachers of critical languageswww.startalk.umd.edu 7. Current STARTALK Languages Arabic Chinese Dari Hindi Portuguese Persian Russian Swahili Turkish Urdu 8. STARTALK-Endorsed Principles forEffective Teaching Implementing standards-based andthematically organized curriculum Facilitating a student-centered classroom Using the target language for instruction Integrating culture into language instruction Adopting and using authentic materials Conducting performance-based assessmentwww.startalk.umd.edu 9. What STARTALK Resources areAvailable for Lesson Planning?Lesson-Planning Guide: From Paper to PracticeLesson-Planning TemplateLesson-Planning Checklist 10. Lesson-Planning Guide: FromPaper to Practicewww.startalk.umd.edu 11. Lesson-Planning Templatewww.startalk.umd.edu 12. 12What will students be ableto do at the end of thislesson that they could notdo when the lessonstarted?This should be a real-lifelearning target stated instudent-friendly language.You will be able to figureout and tell someone howto use the metro system inMadrid to get from place toplace.Whatvocabulary, structures, and culture dostudents need in orderto meet the learningtarget? 13. 13At the end of thelesson, how will youknow that students cando the learning target? 14. 14give students a reason for needing/wanting to invest in the lesson?make the learner the active participant and NOT the teacher?engage ALL learners (as compared to just one or two at a time)?provide multiple and varied opportunities for students to hearwords/expressions supported by visualized contexts that makemeaning transparent?provide authentic reasons for using the words and expressions?vary in level of intensity and mode?represent the BEST use of instructional time?Do the activities in the lesson 15. Sample Lesson Planswww.startalk.umd.edu 16. Lesson-Planning Checklistwww.startalk.umd.edu 17. Teacher Professional Development Classroom video collection Rutgers, The State University of NewJersey OneWorld Now!www.startalk.umd.edu 18. Example: Novice Levelwww.startalk.umd.edu 19. Teacher Professional Development Multimedia workshop Student-Centered Language ClassroomThrough Cooperative Learning Chinese Immersion: Lesson-Planning in theContent-Based Classroomwww.startalk.umd.edu 20. Language-Specific Materialsfor Chinese Chinese Student Programs Resource List Chinese Teacher Programs Resource Listwww.startalk.umd.edu 21. STARTALK ImpactThree Measures of Impact Program Director Survey Student Participant Survey Teacher Participant Survey 22. Generating InterestManage for QualityACTFLstandardsBestpracticesResourcesEffectiveteachersLanguage-specificmaterialsClassroom OutcomesReal-lifecommunicationMeaningfulassessments 23. STARTALK ImpactProgram Director Survey 24. Have school-based or universitylanguage programs been started inyour community as a result of yourSTARTALK program?Yes34 (26%)No/I dont know97 (74%) 25. Have after-school, community, orheritage programs been started in yourcommunity as a result of yourSTARTALK program?Yes28 (22%)No/I dontknow101 (78%) 26. Has academic year enrollment in yourinstitutions world language programincreased as a resultof a STARTALK program?Yes55 (42%)No51 (39%)No Program25 (19%) 27. STARTALK ImpactStudent SurveySample size = 1,011 28. Did you continue to study yourSTARTALK languageafter the program?Yes783 (77%)No228 (23%) 29. How did you continue the study of yourSTARTALK language?338 (44%)133 (17%)49 (6%)28(4%)229 (29%)K-12 School ProgramCollege/UniversityCommunity ProgramStudy AbroadOther 30. Has STARTALK hadother influences on you?Yes 566 (61%)No 364 (39%) 31. STARTALK ImpactTeacher SurveySample size = 312 32. Current Career80%10%7%2% 1% 1%Teacher 80%Language Teaching Field10%Outside of LanguageTeaching 7%Unemployed 2%Student in LanguageEducation1%Student outside ofLanguage Education 1% 33. Are you currently teachinga STARTALK language?0%10%20%30%40%50%60%70%Yes 63%No 37% 34. Have you incorporated STARTALKprinciples in your classroom?Yes369 (94%)No23 (6%) 35. Did the STARTALK program facilitateyour progress toward certification?Yes152 (50%)No155 (50%) 36. What does this mean for Chineseprograms? Interest has been generated amongstudents Teachers are moving towardcertification Resources are available Instructional materials Teacher development materials 37. How do we leverage theseresources and interest? Identify stakeholders Make the case for the study ofChinese Do not dismiss the small steps Engage in creative thinking 38. Questions?Betsy Hart: bhart@nflc.umd.eduJiahang Li: jli@nflc.umd.eduwww.startalk.umd.edu