F1 leveraging startalk resources and impact - hart ingold
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F1 leveraging startalk resources and impact - hart ingold
- 1. Leveraging STARTALK Resources and Impact National Chinese Language Conference 2013 Betsy Hart & Jiahang Li
- 2. Today we will introduce . . . 1. The STARTALK project 2. Lesson-planning resources 3. Teacher professional development resources www.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 Chinese teachers – Professional development – Planning 2. Know how these resources can help you to plan more effectively 3. Understand how STARTALK programs leverage new Chinese programs www.startalk.umd.edu
- 5. Mission Statement To provide summer language learning opportunities for students and professional development opportunities for teachers of critical languages
- 6. STARTALK • Part of the National Security Language Initiative (NSLI) • Summer programs for students and teachers of critical languages www.startalk.umd.edu
- 7. Current STARTALK Languages • Arabic • Chinese • Dari • Hindi • Portuguese • Persian • Russian • Swahili • Turkish • Urdu
- 8. STARTALK-Endorsed Principles for Effective Teaching • Implementing standards-based and thematically 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 assessment www.startalk.umd.edu
- 9. What STARTALK Resources are Available for Lesson Planning? Lesson-Planning Guide: From Paper to Practice Lesson-Planning Template Lesson-Planning Checklist
- 10. Lesson-Planning Guide: From Paper to Practice www.startalk.umd.edu
- 12. 12 •What will students be able to do at the end of this lesson that they could not do when the lesson started? •This should be a real-life learning target stated in student-friendly language. “You will be able to figure out and tell someone how to use the metro system in Madrid to get from place to place.” What vocabulary, structur es, and culture do students need in order to meet the learning target?
- 13. 13 At the end of the lesson, how will you know that students can do the learning target?
- 14. 14 •give 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 hear words/expressions supported by visualized contexts that make meaning 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
- 17. Teacher Professional Development • Classroom video collection – Rutgers, The State University of New Jersey – OneWorld Now! www.startalk.umd.edu
- 19. Teacher Professional Development • Multimedia workshop – Student-Centered Language Classroom Through Cooperative Learning – Chinese Immersion: Lesson-Planning in the Content-Based Classroom www.startalk.umd.edu
- 20. Language-Specific Materials for Chinese • Chinese Student Programs Resource List • Chinese Teacher Programs Resource List www.startalk.umd.edu
- 21. STARTALK Impact Three Measures of Impact Program Director Survey Student Participant Survey Teacher Participant Survey
- 22. Generating Interest Manage for Quality ACTFL standards Best practices Resources Effective teachers Language- specific materials Classroom Outcomes Real-life communication Meaningful assessments
- 23. STARTALK Impact Program Director Survey
- 24. Have school-based or university language programs been started in your community as a result of your STARTALK program? Yes 34 (26%) No/I don't know 97 (74%)
- 25. Have after-school, community, or heritage programs been started in your community as a result of your STARTALK program? Yes 28 (22%) No/I don't know 101 (78%)
- 26. Has academic year enrollment in your institution's world language program increased as a result of a STARTALK program? Yes 55 (42%) No 51 (39%) No Program 25 (19%)
- 27. STARTALK Impact Student Survey Sample size = 1,011
- 28. Did you continue to study your STARTALK language after the program? Yes 783 (77%) No 228 (23%)
- 29. How did you continue the study of your STARTALK language? 338 (44%) 133 (17%) 49 (6%) 28 (4%) 229 (29%) K-12 School Program College/University Community Program Study Abroad Other
- 30. Has STARTALK had other influences on you? Yes 566 (61%) No 364 (39%)
- 31. STARTALK Impact Teacher Survey Sample size = 312
- 32. Current Career 80% 10% 7% 2% 1% 1% Teacher 80% Language Teaching Field 10% Outside of Language Teaching 7% Unemployed 2% Student in Language Education1% Student outside of Language Education 1%
- 33. Are you currently teaching a STARTALK language? 0% 10% 20% 30% 40% 50% 60% 70% Yes 63% No 37%
- 34. Have you incorporated STARTALK principles in your classroom? Yes 369 (94%) No 23 (6%)
- 35. Did the STARTALK program facilitate your progress toward certification? Yes 152 (50%) No 155 (50%)
- 36. What does this mean for Chinese programs? • Interest has been generated among students • Teachers are moving toward certification • Resources are available • Instructional materials • Teacher development materials
- 37. How do we leverage these resources and interest? • Identify stakeholders • Make the case for the study of Chinese • Do not dismiss the small steps • Engage in creative thinking
- 38. Questions? Betsy Hart: bhart@nflc.umd.edu Jiahang Li: jli@nflc.umd.edu www.startalk.umd.edu
Notes de l'éditeur
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- JIAHANG—do we have a list of sample lesson plans?
- JIAHANG FIND 2nd Chinese video
- Betsy
- JIAHANGmultimedia workshops were developed to enable teachers who cannot participate in on site STARTALK programs to improve their skills in critical areas. The workshops were adapted from programs offered in the summer of 2009 to teachers of the world languages included in STARTALK, but most of them are useful for any language teacher, teacher educator, or teacher supervisor. The workshops cover a wide range of skills, knowledge, and techniques that all world language teachers need. Anyone may use these workshops, and they may be incorporated into any teacher education or professional development program
- JIAHANG
- BETSYSo, now that we have run programs for six years and developed these resources, has there been an impact on the teaching of Chinese in the US?And what impact has STARTALK had on language learning in the US?We have attempted to measure this impact through three distinct surveys
- How do we generate interest?That was a huge question during 2007, the first year of the program. We were building it, but we did not know if anyone would come. But the demand for these programs, both for teachers and students, far exceeded the supply of classes. Don’t forget, there are no costs to participants for these programs. But if we did not offer good programs, and ones that both students and teachers felt worthwhile (remember these are summer programs) we would fail. So, to keep interest at high levels, we began to focus on implementing quality programs and managing for that quality. Analysis of 2007 programs led to the conclusion that the most successful programs shared common features: they focused on teaching for communicative purposes and they implemented instructional strategies that we quickly identified and characterized as the STARTALK-endorsed best practices, or high yield instructional strategies…..At the planning level, we did that by mandating curriculum that incorporated ACTFL standards, and STARTALK-endorsed best practices. We did this by:Integrating quality checks into all steps2)Reflecting on what worked and what needed improvement and3) Incorporating feedback into the process and to stakeholdersWe trained teachers to offer these programs, focused on communicative skills, and we compiled or developed language-specific materials for all languagesIn the classroom, we discouraged the “drill and kill” model of teaching, but focused on lessons that produced real-life communication and offered meaningful formative assessments.Now, I will show you a short video to demonstrate quality instruction.
- BETSYThis study was conducted in the 2012 and reached 132 program directors.
- BETSY34 program directors report that school-based or university language programs have been started because of STARTALK.(your school, district, university, or city/region)We found that: Of the 34 schools, 28 K-12 programs and 6 university programs, in all parts of the country and the majority of the high school programs are the result of parental demand. There are 29 programs that reported after-school or heritage started because of interested generated in STARTALK55 program directors report increased enrollment in their language programs because of STARTALKWe are finalizing a report to document this impact. Look for a message that it has been posted to our website.
- BETSY28 program directors report that after-school, community, or heritage programs have been started.We support these programs, especially in states where credit is given for proficiency.
- BETSYAnother astounding statistic. 55 program directors see increased enrollment as a result of STARTALK
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- BETSYThis is the most critical question in our survey: This aligns with data we collect at the end of summer programs. Since we began surveying student participants in 2007, between 74% and 78% report that their intent to continue studying their STARTALK language.But, this survey asked students from earlier programs did you continue to study your STARTALK language? 77% said yes; we are still sifting through that data, but almost 50% of those that continued study did so in more traditional settings. 83% report that STARTALK influenced their perspectives on other cultures or world views.Directly from students: 77% of them did continue to study their STARTALK language
- BETSY77% continued studying their STARTALK language after they completed the STARTALK program. 44% of those who continued did it in a K-12 school program, 17% at a college/university, 6% in a community program and 4% participated in a Study Abroad program. Q 15 has a follow up question with 229 responses. It is q 15B. We need to think through how to incorporate that information.
- BETSY-It has made me more outgoing and unafraid to be in situations where people speak other languages.become more confident and knowledgeable-It makes me love other languages more. I was inspired to take a different language in college most Americans have never heard of, Slovak.-I have begun talking to many more native speakers in an effort to continue to explore the culture.-It was a massive motivator in my life. After attending STARTALK I could do anything.-It led to applying to the Arabic flagship programAbility to critically focus on language learning as a skill.-StarTalk taught me how to effectively study foreign languages. I feel as if learning a third language would be much simpler after this experience.-When I go to the Chinese restaurant I greet people in Chinese and say thank you in Chinese. Sometimes when I overhear other families talking at dinner, I can understand some of the words they are saying.-Because I was under great instruction by my STARTALK teachers, learning a language I've come to really enjoy, I might also want to be a Chinese teacher one day.-I can talk to family now in Hindi-It made me so much more outgoing and into meeting new people.
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- BETSY195 people said yes 114 people said no
- BETSYWhen asked if their STARTALK experience impacted their teaching in any other way 85% responded “YES”. - I understand the direction of our language programI can guide my colleagues in the right direction96 % responded that participation in ST impacted their education or career. ADD quotes.
- BETSY50% said that it provided information, 32%- by giving credit, 18% by providing necessary contacts, 16% by encouragement and strengthening confidenceBecause many noted not just one type of impact, the numbers don’t sum up to 100%
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