transforming heritage language teachers in a …•learner-centered v.s. teacher-centered classroom...
TRANSCRIPT
Transforming Heritage Language Teachers
in a Learning Community
An Chung Cheng, Piling Chiu, Lan-Chi Gaular, Yue GuSTARTALK-CHELER Chinese Leadership Program
at the University of Toledo
2016 STARTALK
Fall Conference,
Atlanta, GA
Overview
• Framework and the STARTALK-CHELER Chinese Leadership Program
• Moving from teacher- to learner-centeredexperience
• Building teacher learning community with technology
• Teacher transformation as evident in micro-teaching
Context of heritage language schools & STARTALK-CHELER Program Framework
An Chung Cheng
University of Toledo
Needs of Chinese Heritage Schools (CHS)
Teachers
Characteristics of CHS teachers
• Part-timers• Passionate to maintain
language and culture heritage • Highly educated Professionals
in diverse fields
• Bilinguals with various levels of English proficiency
• Many not trained in FL education in the U.S.
Challenges CHS teachers face
• Mismatch between self FL learning experience in homeland and the FL teaching in the U.S.
• Learner-centered v.s. Teacher-centered classroom
• Limited PD opportunities
Transformational Learning
Transformative learning as a change process that transforms “frames of reference”, which refers to “the structures of assumptions through which we understand our experiences.
They selectively shape and delimit expectations, perceptions, cognition, and feelings”. ( Mezirow, 1997)
• A disorienting dilemma (catalyst for transformation)• Critical reflection on assumptions in light of new knowledge
and experience• Trusting social context for dialogue as reflective discourse
(Cranton 1994, Imel 1998)
Outcomes of transformation include…
• Change in assumptions
• Change in perspective
• Change in behavior (Cranton 1992)
Blended model of the STRTRALK-CHELER Program
Teacher Learning Community
The goal is to advance the collective knowledge and to support the growth of individual knowledge.
• Focus on learning rather than teaching• Work collaboratively on matters related to learning
• Team members hold themselves accountable for the kind of results that fuel continual improvement
Aiming for..
•Increasing knowledge
•Improving teaching skills
•Creating opportunities of critical reflection and reconceptualization
In Alignment with the STARTALK-Endorsed
Instructional Principles
Piling ChiuNaperville North High School
Learning Topics
• Curricular Planning Framework &
Components
• 21st Century Learning
• Six STARTALK Endorsed Principles
for Effective Teaching and
Learning
Bloom Taxonomy
I CAN
Learning TargetsAt the end of today, I can…
facilitate a student-centered classroom
to maximize student learning.
understand and address the learning
characteristics of the 21st century
learners.
create meaningful and communicative
learning activities to develop student
Chinese proficiency.
孔夫子名言1. Everyone is entitled to education.
2. Differentiate your instructions to
address different learning needs.
有教無類有教无类
因材施教
孔夫子名言“I hear and I forget.
I see and I remember. I do and I understand.”
不聞不若聞之，聞之不若見之，不闻不若闻之，闻之不若见之，見之不若知之，知之不若行之；见之不若知之，知之不若行之；
學至於行之而止矣。学至于行之而止矣。
21st Century LearningFacilitating a Learner-Centered
Classroom with Meaningful and
Communicative Learning Activities
Instructional Strategy:Put the Instructors in the Learners’ Shoes
Instructional Strategy:Put the Instructors in the Learners’ Shoes
1. Instructor=>Facilitator
give directions
provide personal assistance
promote discussions, interaction,
debriefing, reflection
watch the time
Instructional Strategy:Put the Instructors in the Learners’ Shoes
2. Learner-Centered
Learners collaborated to compile the list
of
the 21st Century learning characteristics
Activity 1: Expectations for the 21st
century learners
1. Form groups of 3
2. List as many as possible (at least 6)
expectations for the 21st century
learners on
https://padlet.com/pchiu/21
3. You have 10 minutes to complete this
group task.
Instructional Strategy:Put the Instructors in the Learners’ Shoes
3. Meaning Learning Activity
learners identify and understand the vocabulary by explaining it to others
Activity 2: Concentration 64
Each group takes turns to say a different
characteristics that appears twice on
the Padlet wall in a timely manner.Concentration 64
No repeat or hesitation
I will start by saying
Name one of the 21st century learning
characteristics
Instructional Strategy:Put the Instructors in the Learners’ Shoes
4. Communicative Learning Activity
Learners communicate with each other to
identify the word being explained in
the target language (English)
Activity 3: Explain it, please!
1. One person in each group faces the
back of the room.
2. The rest of the group explain the word
highlighted on the board in English.
3. The person facing the back tries to
guess the word.
Activity 4: Debriefing
1. What did you learn about the 21st
Century learning characteristics?
2. How did you learn them?
3. How did you feel during the
learning process?
Building teacher learning community with technology
Lan-Chi (Ivy) Gauler
Maumee Valley Country Day School
Building Teacher Learning Community with Technology
- 6/14/16 -
Join WeChat Group
- 6/19/16 -
Online Session Starts
- 7/17/16 -
Onsite Session Starts
- 10/10/16 -
FL - Hurricane???
Building Teacher Learning Community with Technology
- 6/14/16 -
Join WeChat Group
- 6/19/16 -
Online Session Starts
- 7/17/16 -
Onsite Session Starts
- 10/10/16 -
FL - Hurricane???
Building Teacher Learning Community with Technology
- 6/14/16 -
Join WeChat Group
- 6/19/16 -
Online Session Starts
- 7/17/16 -
Onsite Session Starts
- 10/10/16 -
FL - Hurricane???
Critical Reflection through Micro-Teaching
Yue Gu
St. John’s Jesuit High School and Academy
Thanks to the support of the STARTALK!