Project-based Learning in the Chinese Classroom - Part 1
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PBL can be easily used in the Chinese language classroom. Part 1 describes the difference between PBL and projects.
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Project-based Learning in the Chinese Classroom - Part 1
- 1. 李莎荣 Shaz
- 2. 我来自澳大利亚.
- 3. 目前住在美国。
- 15. 另一个工作是，给中文老师培训.
- 16. 在中文课堂上准备开始基于项目的学习。 Getting Started with PBL in the Chinese classroom
- 17. What’s the first thing you think of when you hear Project-based Learning? 当你听到“基于项目的学习”时，首先想到是什么？ ? ? ? ?
- 18. Session #1 • Understand the difference between projects and PBL • Explain the 8 elements of PBL • Explain why use PBL?
- 19. What is school? Traditional school was designed in the industrial revolution to train kids from the farm to become factory workers. Applying the principles of mass production and standardization, education trained students with the skills needed at that time.
- 20. Factory work
- 22. Society has changed a great deal but our teaching methods have not.
- 23. The future of education is PBL
- 24. Teacher vs. student directed learning
- 26. Many teachers have a traditional view about their roles in PBL classes.
- 27. Acknowledge how we were educated sage on stage direct teaching keep on track avoiding mistakes plan, teach, assess passive learners
- 28. I use the same strategies to teach. I teach the whole class together. I assess at the end of a unit. I assess all students the same way.
- 29. 摸着石头过河
- 30. PBL: Not school-like at all!! Take note of your thoughts today
- 31. Then and Now
- 33. Projects vs PBL What’s the difference?
- 36. Projects vs PBL Enjoyable Active Hands on learning
- 37. PBL Engaging Emotionally and Intellectually Heads on learning
- 39. PBL Focus: Driving Question, Problem or challenge
- 40. Projects vs PBL food food is an important factor in our health how important is food to our obesity crisis? How can we improve our food options at school? How can we numbers 1-100 Counting Subtraction Addition How can we help 2nd grade students learn to add and subtract numbers in Chinese? Chinese hand signs of numbers
- 41. Projects vs PBL school education literacy Language study of Chinese s numbers 1-100 Counting Subtraction Addition How can we help 2nd grade students learn to add and subtract numbers in Chinese? Chinese hand signs of numbers
- 42. Projects real learning real learning real learning real learning project Add-on after real learning happens “dessert”
- 43. The real learning. Organizes instruction PBL PBL real learning PBL real learning PBL real learning PBL real learning PBL real learning
- 45. Product and process assessed PBL
- 46. School-world products Projects Give back content to the teacher that the teacher gave them.
- 47. Do you FILL THE BUCKET? 填鸭式教学 47
- 48. Fill the bucket content teacher focus knowled ge student dependence everyone learns the same content and the same way知识 学生过度依赖 以老师为重心 内容 大家学习一样的方法和 一样的内容 48
- 49. FIRE? 启发式教学 49
- 50. Light the fire applying knowledge student focus contentstudent independenc e content and learning style are adjusted to the student’s needs 学以致用 独立学习 以学生为重心 内容 依学生的需求， 调整学习的内容 和方式50
- 51. How can I know if it is a Project or PBL?
- 52. What are the elements of PBL?
- 53. CONTENT STANDARDS Significant Content Grammar Vocabulary Writing Speaking Listening 1. 重要的内容
- 54. Significant Content PBL digs deeper!
- 55. Key Knowledge and Understanding Content Standards
- 56. Key Knowledge and Understanding
- 58. I Can Statements
- 60. Embed lots of opportunities for language use!
- 61. Driving Question Challenging Problem or Question 2. 1. Make a Chinese menu. 2. Write a presentation to introduce your family. 3. Write a script to present a weather report. 4. Make a poster about the animals you like. ? 最基本的问题是什么？
- 62. Driving Question Challenging Problem or Question 2. An engaging problem or question makes learning more meaningful for students.
- 63. Students are learning because they have a real need to know something, so they can use this knowledge to solve a problem or answer a question that matters to them. Driving Question2. Students are not just gaining knowledge to remember it.
- 64. Does it generate a need to communicate? Driving Question2. proficiency proficiency
- 65. 3. Student Voice and Choice Voice Choice 学生的声音和学生的选择
- 66. Having a say in a project creates a sense of ownership in students; they care more about the project and work harder. 3. Student Voice and Choice
- 67. 哎呀！ 我的衣服是太大了。 妈妈，我需要买新的衣服吧 Theme: Mom, I need new clothes! 3. Student Voice and Choice the questions they generate
- 68. Brainstorm with students I need new clothes! What clothes do you need? How will we get to the store? When will we go? What do the clothes cost? How would you describe your clothes? What are your favorite clothes? Who will go with me? 跟学生一起动动脑 谁想跟我门一起去买东西？ 您最喜欢什么样的衣服？ 你需要买什么样的衣服？ 描述你的衣服 我门将如何去商店？ 这件衣服多少钱？ 我们什么时候去呢？
- 69. Size Descriptions Theme: Mom, I need new clothes!Names of clothes Color of clothes What is this? This is my... 这是什么..这是我的... T恤 毛线衣 长裤 短裤 连衣裙 裙子 帽子 围巾 手套 鞋子 袜子 大衣 红色 绿色 蓝色 白色 黑色 黄色 粉红色 紫色 这是什么颜色? Wear 穿运动鞋 戴帽子 Numbers Money 我们坐…….去… 火车 船 总线 出租车 走路 自行车 多少钱？ 元 太贵/很便宜 Family/friends 爸爸 妈妈 朋友 一二三四五六七八九十 Transpor t Likes/dislikes 我喜欢………. 我不喜欢…… 我最喜欢…… 太贵了 很便宜 好看 不好看 Expressions 太 最 大 小 大一点 小一点 我觉得.. 太长 太短 很舒服 很漂亮 很帅 Topic: Clothing Names of clothes What is this? This is my... 衣服的名字 这是什么..这是我的... 衣服的颜色 T恤 毛线衣 长裤 短裤 连衣裙 裙子 帽子 围巾 手套 鞋子 袜子 大衣 红色 绿色 蓝色 白色 黑色 黄色 粉红色 紫色 Wear 穿运动鞋 戴帽子 Color of clothes 这是什么颜色?
- 70. Student Voice and Choice the tasks and roles they will take on as team members Students can choose:
- 71. Student Voice and Choice the resources they will use to find answers to their questions Students can choose:
- 72. group work mini-lesson technology videos songs learning centers partner work inquiry 学习中心 小型课程 Student Voice and Choice the resources they will use to find answers to their questions Students can choose:
- 73. Workstations are areas in the classroom where students work alone or with a partner/group using instructional materials to explore, practice, and expand their learning. What Are Work Stations/Learning Centers?
- 74. Differentiation Inquiry Student-focused Learning styles One-on-one time Active learning Engagement 差别 调查 学生为焦点 学习方式 主动学习 Why Use Learning Centers?
- 75. Student Voice and Choice the products they will create. Students can choose:
- 76. Student Voice and Choice Stage One Stage Two Stage Three Teacher-Centered Learner-Centered Learner-Driven Teacher creates projects that encourage learner voice and some choice. Teacher and learners co-design projects with learner voice and choice Learners design projects that allow learner voice and choice of best way to demonstrate mastery
- 77. More advanced students may go even further and select the topic and nature of the project itself. Food and it’s impact on teenagers How can we educate teenagers about obesity? How can we plan a thank you meal for fire fighters? Student Voice and Choice
- 78. 4. 21st Century Competencies Collaboration in the classroom 在课堂上合作 沟通Critical Thinking 批判性思维 Creativity 创造力
- 80. 21st Century Competencies Creativity and Innovation Making something new Implementing something new
- 81. 5. Authenticity How does the project bring the community into the classroom? How do students engage with authentic audiences? 完全真实
- 82. AUTHENTICITY In the classroom, authenticity is all about a“real-world” problem, audience and product. 5. Authenticity 将知识应用到现实世界的问题中。
- 83. Meets a real need in the world is used by real people is relevant to the lives of students Authentic task Authentic purpose Authentic audience 该项目与学生的生活息息相关。 该项目必须真的有人可以使用和操作。 该项目必须满足现实世界的真实需求。 5. Authenticity
- 84. Sliding Scale of Authenticity How Authentic is your project? Fully Authentic Work that is real to students or work that has a direct impact on the real world Somewhat Authentic Work that simulates the real world No Authentic Work that does not resemble work done in the real world. (outside of school) 完全真实 有点真实 一点都不真实
- 85. Design a Chinese menu. How Authentic is your project? Fully Authentic Work that is real to students or work that has a direct impact on the real world Somewhat Authentic Work that simulates the real world No Authentic Work that does not resemble work done in the real world. (outside of school) urant review in neighborhood and design website to share with co 设计一份中文菜单
- 86. Plan a Travel Guide for a group of Chinese tourists How Authentic is your project? Fully Authentic Work that is real to students or work that has a direct impact on the real world Somewhat Authentic Work that simulates the real world No Authenticity Work that does not resemble work done in the real world. (outside of school) 为一群中国游客制定一份旅行指南
- 87. Create a video about how to care for a pet. How Authentic is your project? Fully Authentic Work that is real to students or work that has a direct impact on the real world Somewhat Authentic Work that simulates the real world No Authenticity Work that does not resemble work done in the real world. (outside of school) 制作一个关于怎么照顾宠物的视频
- 88. Give a talk about your hobbies. How Authentic is your project? Fully Authentic Work that is real to students or work that has a direct impact on the real world Somewhat Authentic Work that simulates the real world No Authenticity Work that does not resemble work done in the real world. (outside of school)
- 89. Keep a Food Journal for a week How Authentic is your project? Fully Authentic Work that is real to students or work that has a direct impact on the real world Somewhat Authentic Work that simulates the real world No Authenticity Work that does not resemble work done in the real world. (outside of school)
- 90. To inquire is to seek information or to investigate — it’s a more active, in-depth process than just “looking something up” in a book or online. Sustained over time and academically rigorous 6. Sustained Inquiry Inquiry is iteration.
- 91. The inquiry process takes time, which means a Gold Standard project lasts more than a few days. In PBL. 6. Sustained Inquiry Inquiry is iteration.
- 92. 6. Critique and Reflection Students give and receive feedback
- 93. 6. Critique and Reflection
- 94. A “product” can be: • a tangible thing • a presentation • a solution to a problem • answer to a driving question 7. Public Product
- 95. 7. The Product Square Driving Question Product Audience Need to know
- 96. “Public Product” that most makes PBL stand out as different from traditional instruction. 7. Public Product
- 97. • ups the quality of work • links the community to the kids • Critique from experts/adults or peers • Presenting work to the real world Why is a public product important?
- 99. Public product Invite a vet into the classroom for students to present their ways to educate others about caring for pets. How can I teach others about caring for pets? Driving Question: Entry Event: 引导问题：我如何教别人照顾宠物？
- 100. Public product Publish online on website or create a video A possible Public product: How can I teach others about caring for pets? Driving Question:
- 102. Public product The best projects set out to make a dent. The dent might be big or small, but at least the project has made a difference. Steve Jobs had the mantra, “Let’s make a dent in the universe.” He was on a mission to change the world.
- 103. Projects can make a difference by... • educating others • solving a problem • calling people to action • building something useful • planning an event • raising money for a purpose • recognizing or inspiring others • designing a better way to do something Public product
- 104. Students can and do learn Chinese without rote, drill and memorization. Why PBL? 学生的确可以在学习中文时，无需死记硬背、练习和记忆。
- 105. Students retain the content longer and have a deeper understanding of it (Penuel & Means, 2000) Why PBL?
- 106. PBL supports the development of 21st-century skills which include collaboration, critical thinking, creativity, and communication. Why PBL?
- 107. In PBL classrooms, students have a better attitude toward their learning and show better attendance (Thomas, 2000) Why PBL?
- 108. PBL, with its emphasis on depth rather than breadth, creates learning that "sticks." learning in a context that is relevant and connected to the real world. Why PBL?
- 109. How to avoid Fluff!
- 110. How To Avoid Fluff! Focus on the Academic Standards 专注于学术标准
- 111. How To Avoid Fluff! Don't Make It the Cherry on Top Student choice and voice should take place during the learning process project PBL
- 112. How To Avoid Fluff! Teach for Deeper Understandings 教导更深入的理解 Go deeper vs. just “getting it.”
- 113. How To Avoid Fluff! Set up Checkpoints Checkpoint: Student Conference Checkpoint: Partner Talk Checkpoint: Class Share Checkpoint: Gallery Walk Checkpoint: Reflection
- 114. How To Avoid Fluff! Embed Benchmarks into the PBL Activities Summative Assessment
- 116. Examples Make the Great Wall Write a Chinese menu Make a class newspaper How can we tell Chinese speakers about our Mandarin program? Hands on Dessert project Main Course project PBL Task Learning
Notes de l'éditeur
- 大家好 今天我非常高兴能跟大家一起来交流 首先请让我来做一下自我介绍
- So back to the box. The way it has always been done. for the next 2 days Want us to think outside this box and be open to anything that will help students learn more effectively.
- Teacher centered.
- Student centered.