Teamwork and videotape innovative tools for improving instruction
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This document describes an innovative teacher training program that uses teamwork and videotaping to improve Mandarin Chinese language instruction. Teachers film short lessons, review the videos with their peers, receive feedback, and film follow-up lessons to demonstrate their progress integrating strategies to enhance comprehension. Over multiple tapings, the teachers slow their speech, use clearer visuals and gestures, simplify vocabulary and grammar, and get students more engaged. Participants found this an intensive process that significantly strengthened their teaching skills and understanding of how to make the language meaningful and accessible to students.
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Teamwork and videotape innovative tools for improving instruction
- 1. TEAMWORK AND VIDEOTAPE: INNOVATIVE TOOLS FOR IMPROVING INSTRUCTION Sandra Talbot Dr. Myriam Met SPECIAL THANKS TO STARTALK FOR Tessa Dahl THEIR GENEROUS FUNDING IN SUPPORT Marty Chen OF OUR UTAH STARTALK TEACHER TRAINING PROGRAM 2011.
- 2. PROGRAM MODEL Narrow the Focus A Teacher’s Belief System Self Evaluation Videotape 3 minute lesson plan 4 opportunities to improve Outside evaluators Grade-level team members USOE Chinese Immersion Coordinators Mimi
- 3. Providing Support Focus on Comprehensible Input Overview focused feedback, information, and modeling Making abstract content concrete
- 4. Safe collaborative environment Positive conversation Clear communication
- 5. VIDEO 1 1stGrade: Day 1 3rd Grade: Day 1
- 6. Group Work – 5 minutes Dividein teams, up to 4 Evaluate Videos Checklist Use small group strategies outlined Positive conversation Clear Communication
- 8. Tapings 1 and 2 Setting objectives Using clear visuals Providing context Multiple encounters with new vocabulary Manageable content Including characters
- 9. Taping 3 Continue To Work On Significant Progress Rate of speech Animation Simplified language Amount of speech Clearer visuals Role of characters Building on Visuals: clarity background knowledge Relying on Integrating characters colleagues for mini- Moving from input to lessons output
- 10. Guided instruction With end goals in mind Implementation of new ideas
- 11. Video 4 Grade 1 Grade 3
- 12. Taping 4 Significant Results Teacher speech Making language Animated, facial expressions meaningful Slower and simpler Context Meaningful repetition Multiple examples, objects, Songs and manipulatives Use of compare/contrast Manageable to make meaning content Focused language use Characters presented Student meaningfully involvement Scaffolded output
- 13. Impact “This is the most inspiring and intensive training that I have ever had.” Carol Bi, Arizona
Notes de l'éditeur
- What is this a picture of? Couldn’t always tellPictures too smallBody language: like a video without soundCaregiver speech—speed; simplify and eliminate ‘filler’ languageMultiple encounters is not repeating the same thing the same way over and over againHow many words can you teach at once?
- Contrast opposites buy vs. sellCharacters after oral languageVideo: use teachers to help you. In your classroom you will use students so think about the fact that they don’t know as much Chinese as your colleagues here. Therefore, keep their role simple in terms of comprehension and language production. Don’t elicit language from students within minutes of presenting new words or expressions
- Dramatic and/or animated presentation; use of story to create contextMotivation and interest through songImproved word usage – fewer words and better use of words. More comprehensible. More repetition. Slower and simplerMultiple pictures or examples of same concept. Have them all ready and posted instead of flipping through them.Point to characters after reinforcing word meaning through pictures or objectsGood job of teaching one word at a time. labeling after demonstrating Illustrate characters with pics for buy and sell