Transcript Designing Standards-based Curriculum: Elementary Schools

Designing Standards-based
Curriculum: Elementary Schools
Marcia Harmon Rosenbusch, Director
National K-12 Foreign Language Resource
Center
Iowa State University, Ames, Iowa
Eileen Lorenz, Project Director
Chinese K-5 FLES Project
Center for Applied Linguistics (CAL),
Washington, DC
Curriculum Design in Elementary
School World Languages
Historical perspective
“If you don’t know where you are going how will you
know when you get there?”
Elements in curriculum design
Framework for Curriculum
QuickTime™ and a
TIFF (LZW) decompressor
are needed to see this picture.
Backward Design
•
Enduring understandings: Universal truths
that are at the heart of the discipline and that
have value beyond the classroom.
•
Essential questions: Questions that help us
discover universal truths.
National Student Standards
Define what students should know and be able to do.
1.
2.
3.
4.
5.
Communication
Cultures
Connections
Comparisons
Communities
FIVE
GOALS
National Student Standards
Goal 1. Communication
Three Modes of Communication:
Interpersonal
Interpretive
Presentational
National Student Standards
Goal 2. Cultures
Perspectives
Products
Practices
Accountability, Achievement, and
Assessment
How will we know when we get there?
Define performance tasks for language
assessment (interpersonal, interpretive,
presentational).
Defining Thematic Teaching
•
•
•
•
What is thematic teaching?
Links concepts (content), language and
culture;
Grounded in developmentally appropriate
learning;
Provides a meaningful framework for
teaching/learning;
Addresses the National Standards.
CRICTOR BY TOMMI UNGERER





Language arts
Characters, setting, problem, solution
Math – Estimation, measuring, metric system
Science – Boa constrictor and other snakes
Social studies – elements of a French village
Language – Descriptive language, initial
sounds, sequencing
CHARACTERISTICS OF STUDENTS




Self-centered
Developing language and concepts
Rapid concept development
Need to be involved in learning
LA PETITE CHENILLE




Language arts – sequencing of events
Math – estimation and non-standard
measurements
Science – life cycle of the butterfly,
categories of foods
Language – naming foods, describing,
expressing preferences, class book
PANDA BEAR, WHAT DO YOU SEE?

Reading/Language arts – naming classroom
objects
Locating (near/far, under/over)
Describing (color, sizes, shapes)
Expressing preferences
Identifying (show me or name)
Following directions
PANDA BEAR - CONTINUED



Math – counting
Science – Shapes (circle, triangle, square)
and classifications
Social studies – classroom organization,
classroom rules, places in classroom
INTEGRATED PERFORMANCE
ASSESSMENT




Teacher observation of students with
checklist
Matching activities
Following directions
Where is panda?
PANDA BEAR WHO DO YOU SEE?



Language – greeting classmates and staff
Math – counting
Social studies – getting to know classmates,
greeting and leave taking.
INTEGRATED PERFORMANCE
ASSESSMENT



Teacher observations with checklist
Matching activities
Panda says hello
Chinese K-5 FLES


Collaborators
Purpose of Project
–
–
–
–
Develop a K-5 FLES Chinese language framework
Develop proficiency-focused and standards-based
curriculum and materials;
Train teachers in best practices;
Train teachers in classroom-based assessment and
ELLOPA and SOPA;
Chinese K-5 FLES

Purpose of Project (continued)
Research



Students’ progress in Chinese language proficiency;
Attitudes toward the Chinese language and culture of
students, administrators, teachers, parents and the
community;
Student progress on standardized assessments of
English language arts and mathematics as compared to
the progress of control groups.
Backward Design
Enduring Understanding
Essential Questions
Overarching Theme
Kindergarten: Who are we?
Who am I? What would my life be like if I were Chinese?
Who are we at school?
Who are we at home?
Who are we in the community?
How are you and I the same or different?
Hands on Practice
A. Language;
B. Grade Level Work Group: 1
2
3
4
5
1. Introduce yourselves;
2. Identify recorder;
3. For your grade level, review a) Essential Questions; b) Grade
Level Theme; c) Sub-themes;
4. Choose a sub-theme to focus on;
5. Brainstorm ideas of how to address that sub-theme and write
them on the web;
6. Develop one idea in more detail;
7. Share with group.
Share your ideas
Designing Standards-based
Curriculum: Elementary Schools
Marcia Harmon Rosenbusch, Director
National K-12 Foreign Language Resource
Center
Iowa State University, Ames, Iowa
[email protected]
Eileen Lorenz, Project Director
Chinese K-5 FLES Project
Center for Applied Linguistics (CAL),
Washington, DC
[email protected]