Transcript Day 2 Backward Design 6-8.odp - GVA

Pat Lo, Director
Asian Languages BETAC, NY State
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 What
is your most memorable experience as
a teacher?
 Tell me an embarrassing moment or a proud
moment you have had as a language learner.
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 What
is the name of the activity?
 How is it organized?
 How does this task support growth in
students’ participation?
 What are the things to watch out for?
 How can I apply it in my own class?
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Stages in the Backward Design Process
Identify
desired
results
Enduring Understandings
Essential Questions
Determine
acceptable
evidence
Performance
Assessments
“I can”
statements
Plan learning
experiences
and instruction
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 Understand
Your Program and
Setting the Goals




Exploratory program?
Proficiency building program?
How much time do I have?
Am I the students’ only contact with the Chinese
culture and language?
 Establish
a scope and sequence
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Carnival Spirit: 9 天加勒比海
Norwegian: 8 天百幕達（紐約出發）
逢每月一日、十五日出發 $699 起
加拿大五天四夜遊 $ 259.00 起
黃石公園六天五夜 $ 335.00 起
華盛頓DC兩天一夜 $99.00 起
1200 Rt. 1 Suit 008
Edison, NJ 07745
Tel#: 777-666-8888
Pathmark對面
法國巴黎飛機團
意大利、西班牙逍遙遊
中國絲綢之路
$999.95
567 Northern Blvd.
Queens, NY 10333
Tel#: 718-555-9999
JC Penny對面
Website: www.fuxiangtravel.com
According to the advertisement,
(1) the 8-day cruise to Bermuda departs from New York on the 1st and the
15th of every month.
(2) the trip to Yellow Stone Park starts from $335.00.
(3) the 5-days trip package to Canada is available.
(4) all of the above is true.
房屋出售
Syosset, NY - 4 卧室 , 大厨房 , 3
洗澡间 , 2.5 厕所 , 1 车库 , 游
泳池 , 大花园 , 好学区
请电 : (908) 874-4139
This announcement is for:
1. a house for sale
2. a restaurant opening
3. an event at a local school
4. a music concert
Think-Pair-Share
 What
can these test items inform us about
what student should be able to do?
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 What
relevant goals (content standards,
learning outcomes) will this design
address?

Enduring understandings that go beyond facts
and skills to focus on larger concepts, principles
or processes.

Identification of key knowledge and skills
students will acquire as a result of this unit.

Projection of what students will eventually be
able to do as a result of such knowledge and
skills.
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GVA Summer Camp
 我们生活中的许多现象都可以用科学来解释。
 了解科学的道理可以帮助我们解决一些生活中的
小问题。
 学生了解搭建桥梁，必须对抗地心引力
 学生了解实验和记录数据，是科学方法中很重要
的部分
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 Given
the bridge-building project, what
essential questions for language and culture
development could be incorporated?
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6 facets of understanding: Students
 Can
explain
 Can interpret
 Can apply
 Have perspective
 Can empathize
 Have self-knolwedge
Understanding by Design , Grant Wiggins & Jay McTighe, 2005
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6 facets of
understanding:
Students
 Can explain
 Can interpret
 Can apply
 Have perspective
 Can empathize
 Have selfknowledge
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Stages in the Backward Design Process
Identify
desired
results
Enduring Understandings
Essential Questions
Determine
acceptable
evidence
Performance
Assessments
“I can”
statements
Plan learning
experiences
and instruction
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
Formative Assessments
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On-going
Maybe informal
Immediate feedback to inform instruction
Summative Assessments
◦
◦
Cumulative in nature
Maybe high-stake
It's not teachers just collecting
information/data on student learning; it's
what they do with the information they
collect.
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Performance Tasks:


Through what authentic performance tasks
will students demonstrate the desired
understandings?
By what criteria will performances of
understanding be judged?
Other Evidence:


Quizzes, tests, observation, homeworks,
journals
Students reflect upon and self –assess their
learning
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
Focus on language use – what students should
know and be able to do (and their reflection on
that process)

Congruent with a learner-centered,
communicative approach to language teaching

Student performance is evaluated on the basis of
clearly defined performance indicators, criteria,
and standards that emphasize students’
strengths instead of highlighting their
weaknesses.

are authentic, connected to everyday life

provide opportunities for students to show what they
can do as well as what they know

involve students in the process of evaluation

integrate tasks involving multiple skills and
knowledge of culture

help all learners to do their best with the goal of
improving overall student performance
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 AP
test items
 Personal Letter (situation)
Imagine you received a letter from a pen pal
at a Chinese sister school. The letter asks
about your school subjects. Write a reply in
letter format. First, write about your school
subjects in general. Then choose ONE school
subject and describe either what you like or
what you dislike about this school subject.
Justify your opinion with specific examples.
Situation: Your e-pal from China will be visiting the US
and she/he would like to visit your school while in the
US.
Your task: Provide a map and directions for your
friend to travel to school from a specific location
(subway, bus stop, etc.) Describe the neighborhood
that your school is in on the phone.
You will be evaluated based on your oral presentation
and your writing ( written directions and the map).
The criteria include: task completion, fluency, quality
of interaction, comprehensibility of message,
vocabulary use, presentation, and language control.
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 interpersonal
 situation

I am your friend. We have just found a $20 bill.
We will talk about what we are going to do with
it. You will start the conversation.
Criteria
Conversation must be sustained for 6 rounds
(back and forth). Each round will be awarded for
2 points for language appropriateness (1 point)
and language form (1 point).
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(Teacher initiates) You and I are with a tour
group in (country). When we arrive at the
hotel where the group is planning to stay, we
find out that our rooms will not be ready for
some time. We talk about it. I will start the
conversation.
(Student initiates) I am a swimming pool
attendant in (country). You have lost
something at the pool. You come to me for
help. You start the conversation.
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
GVA Science Camp (presentational)
◦
◦
Though working on a science project to build a
bridge using different materials, students will
chart the results and report in groups which
bridge can hold the most weight.
The oral presentation will include the following
elements:



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Brief introduction of group members
What materials are used
How the bridge is built
How much weight the bridge can hold
How strong the bridge is in comparison to other
groups ( 我们搭的桥比…牢，但是没有…搭的桥牢。）
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 http://www.ncssfl.org/docs/LFrevisedgrid-October2009
 PDF
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Stages in the Backward Design Process
Identify
desired
results
Enduring Understandings
Essential Questions
Determine
acceptable
evidence
Performance
Assessments
“I can”
statements
Plan learning
experiences
and instruction
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 What
activities will support the learning
objectives and goals?
 Time management…
 Differentiated learning
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1.
2.
3.
4.
5.
6.
7.
8.
Linguistic
Logical/ Mathematical
Spatial
Bodily/ Kinesthetic
Musical
Interpersonal
Intrapersonal
Naturalistic
http://literacyworks.org/mi/assessment/findyourstrengths.html
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
http://startalk.umd.edu/teacher-development/worksho
Step 1: Objectives
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Standards, Goals, and Objectives (homework)
Writing Content Objectives (homework)
The Five C’s (in class – life science and
embedded culture)
Beyond Vocabulary Obligatory language
(academic language) and content compatible
language
Proficiency Guidelines
Writing Language Objectives
Conclusion
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STEP 2 Assessment
STEP 3 Instruction
Planning for instruction
 Make Content Understandable
 Sequencing
 Pacing
 Instructional Materials
 Planning Types of Practice
 Activity
 Delivering the Lesson

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 Activities


Three-Step Interview
Think-Pair-Share
Knowledge
Backward Design
Unit/Lesson
Planning
Can-Do Statements
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 Viewing
the lesson plan template
 Preparing for micro-teaching
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