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Learning Chinese Incorporating the 21 st Century Skills CLEF Conference, Oct 18, 2013

Learning Chinese Incorporating the 21 st Century Skills CLEF Conference, Oct 18, 2013 C.L.A.S.S. Workshop I. Yu- Lan Lin Baocai Jia. Goals:. Apply the 21 st Century Skills in the K-12 instruction Apply revised Bloom’s Taxonomy in classroom activities

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Learning Chinese Incorporating the 21 st Century Skills CLEF Conference, Oct 18, 2013

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  1. Learning Chinese Incorporating the 21st Century Skills CLEF Conference, Oct 18, 2013 C.L.A.S.S. Workshop I Yu-Lan Lin BaocaiJia

  2. Goals: • Apply the 21st Century Skills in the K-12 instruction • Apply revised Bloom’s Taxonomy in classroom activities • Differentiate between proficiency levels

  3. 21st Century Skills

  4. 21st Century Skills • Life and Career Skills • Learning and Innovation Skills • Information, Media and Technology Skills • Core Subjects and Themes

  5. Core Subjects and Themes • English • World Languages • Arts • Math • Economics • Science • Geography • History • Government/Civics • GlobalAwareness • Financial, economics, business, entrepreneurial literacy • Civic literacy • Health literacy • Environment literacy

  6. Why K-12 Instruction advances with the 21st Century Skills? • Because they support: • Standardsand Assessment • Curriculum and Instruction • Professional Development • Learning Environments

  7. Present and Future Instruction • use the language • integrated skills • cultural perspectives • learner-centered • beyond classroom • Theme-based • group project • Nativespeakers • Native materials • Native culture • Nativecontexts • Globalmindset • Global issues • Global approach

  8. Life and Career Skills • Flexibility and Adaptability • Initiative and Self-Direction • Social and Cross-Cultural Skills • Productivity and Accountability • Leadership and Responsibility

  9. Learning and Innovation Skills • Creativity • Critical Thinking • Communication • Collaboration

  10. Information, Media, Technology Skills • Information Literacy • Media Literacy • Technology Literacy

  11. Bloom’s Taxonomy • Lower order : • knowledge: name, list, locate, define, recall • comprehension: retell, translate, summarize, discuss, classify • application:problem-solve; paraphrase, illustrate • Higher order : • analysis: compare/contrast, find trends, identify ideas • synthesize: compose,justify, invent, infer, predict • evaluation: convince, judge, critique, rate, recommend,

  12. Higher Order Thinking Skills • Before • analysis: compare/contrast, find trends, identify ideas • synthesize: compose, justify, invent, infer, predict • evaluation: convince, judge, critique, rate, recommend, • Today • analysis: compare/contrast, find trends, identify ideas • evaluation: convince, judge, critique, rate, recommend • creativity: build, plan, design, invent, imagine

  13. Proficiency • -Functions: What can students do with • language? • -Content: What can students talk about? • -Contexts: Where does the talking take place? • -Text type: How long are the texts? • -Accuracy: How correctly is the language?

  14. Identify Proficiency Levels • 1.我住在Boston, 我在Northwest高中, 九年级。 • 2. 我的学校是Eastside高中,它在Boston的东方,一个安静的城.学校有五百学生, 三十老师, 学校新, 好看,我喜欢它。 • 3.我最喜欢的运动是游泳,我每天下课,在学校的游泳池练习,我希望参加奥运会。 • 4. 如果有时间,我们先去吃饭, 再来看下一场的电影吧。 • 5. 这篇文章写的是一个很不平凡的平凡的人物。他在村字里用最简单的材料和泥土,为孤苦的老人和孤儿建筑房子, 从他年青的时侯开始,一直到他老,从不放弃没人愿意收养的人. 我看了非常感动,我觉得这是爱心最高的表现.

  15. Communicate Clearly • Articulate thoughts and ideas effectively • Negotiate meaning • Communicate to instruct, persuade, inform, etc. • Utilize multimedia and technology • Communicate in diverse contexts

  16. Collaborate with Others • Demonstrate effective team work • Be flexible and be willing to compromise • Value team members’ shared responsibilities and contributions • Focus on outcomes

  17. Communication/Colaboration Activities • Novice: paired activity: Information Gap • Intermediate: in groups of 4: students make suggestions to improve school meal • Advanced: in groups of 4: a Jigsaw activity; • in teams: a debate

  18. Creative Activities • Novice: in small groups: create a song; a board game • Intermediate: in groups of 4: create a skit, retell a story with puppets • Advanced: in small groups: create a classroom museum

  19. Information/Media Literacy • Ability to evaluate information critically and competently • Ability to exam how perspectives of messages are conveyed • Ability to process a fundamental understanding of the ethical/legal issues surrounding the access and use of information

  20. Information/Media Literacy Activities • Novice: individually, or in small groups, students collect information from Internet on Chinese food • Intermediate: in small groups, students access web information to prepare a PPT • Advanced: in small groups, students research how Chinese and US media reported on Oct 1 golden weekend.

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