M. Bacon, D.K. Hakam, M. Patterson: Continuous Innovation: Making K–12 Mandarin Immersion Work (Q2)
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This document summarizes a presentation on making K-12 Mandarin immersion programs effective. It discusses the goals of achieving high levels of language proficiency by grade 12, providing data on students' current performance, and outlining plans to improve instruction to help students meet targets. These include refining the elementary curriculum, increasing content instruction through the language, and developing a proficiency-based high school program with language requirements for individual courses. The presenters sought input on continuous improvements to help students gain advanced proficiency in Mandarin.
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M. Bacon, D.K. Hakam, M. Patterson: Continuous Innovation: Making K–12 Mandarin Immersion Work (Q2)
- 1. Continuous Innovation: Making K-12 Mandarin Immersion Work National Chinese Language Conference April 16th 2011 Portland Public Schools: Mary Patterson, KojoHakam and Michael Bacon
- 2. Overview Introductions Why are we here? 3 Simple Questions Where are we going? Where are we now? How do we get where we want to be? Q & A
- 3. Why are we here? Share experiences and lessons learned in articulating a K-12 (K-16 Program) Learn from our Mandarin immersion colleagues Pose questions to help start a national dialogue
- 4. The Long Journey… 任重道远。。。
- 5. Where are we going? Targeted Outcomes
- 6. Where are we going? Changing how languages are learned - full professional proficiency - learning language through content - real-life application of knowledge - K-16 sequence
- 7. Our Proficiency Targets Upon completion of… 5th Grade: Novice High/Intermediate Low 8th Grade: Intermediate Mid 9th Grade: Intermediate Mid/High 10th Grade: Intermediate High 11th Grade: Intermediate High/Advanced Low 12th Grade: Advanced Low/Advanced Mid
- 8. ACTFL Proficiency Scale Flagship University Scholar Benchmark MIP Graduation Benchmark & Flagship Entrance Requirement 8th Grade Benchmark 5th Grade Benchmark
- 9. Speaking Report by: Center for Applied Second Language Studies (CASLS), University of Oregon January 2011 Sponsored by: US Department of Education
- 10. Reading Report by: Center for Applied Second Language Studies (CASLS), University of Oregon January 2011 Sponsored by: US Department of Education
- 11. Writing Report by: Center for Applied Second Language Studies (CASLS), University of Oregon January 2011 Sponsored by: US Department of Education
- 12. Setting Outcome Targets Why? Accountability Celebration Improvement How? ACTFL National Standards LinguaFolio CAN DOs National and Local Data Teacher training and involvement
- 13. Where are we now? Assessments and Results
- 14. Assessment Tools
- 17. Reading Grade 7-11 NOELLA
- 20. Reading 9-16
- 21. Listening 7-11
- 22. Assessments and Results How do we use them? Data Dialogues w/teachers Informing students and parents Analyze to inform and prioritize work Challenges: Summative vs. Formative Limitations of current assessments Aligning our instruction and curriculum
- 23. How do we Get “there’? Continuous Learning
- 24. How do we get ‘there’? Backwards Planning High School and Middle School (6-8) Start Planning Now with Targets in Mind Builds on elementary program, but not just an extension Developmentally appropriate with capstone experiences Proficiency Based Entrance Criteria, Courses and Grades (HS) Alignment of instruction and curriculum to outcomes Extended Learning Opportunities Assessment for Learning: Clear Targets and Effective Feedback Extended Learning Opportunities
- 25. Why Proficiency? If you put a student who hasn’t mastered Algebra in a Pre-Calculus class, how would that effect the… Algebra student? Pre-Calculus students? Teacher?
- 26. HS Proficiency-Based Program Minimum entry proficiency requirements for every course Based on national standards (ACTFL) Level-appropriate classes Classroom tasks closely tied to proficiency guidelines
- 27. Chinese Language & Culture Studies Program
- 32. U of O Connections
- 35. Teaching Language Through Academic Content What does the data tell us? Writing: Explicitly teach about the similarities/differences between English and Mandarin language structures. Need for Targeted PD: Reading instructional strategies/SIOP
- 36. Content Allocation Aligning academic content K-12 Core standards Transference Balancing the instructional Day
- 37. Assessment Plan Trimester Scored writing sample/rubric Selection of 2-3 performance tasks (pre, mid/post), (Textbook Practice Workbooks) Traditional Assessment – dictation, making phrases/sentences,stroke order Reading Comprehension
- 38. Questions?
Notas do Editor
- Superior: 辩论、抽象、延长的演讲、国际性Advanced:范围很广、掌握时间、段落、社会Intermediate: 有连续性的句子、简单的段落、日常生活
- Research shows that listening is usually a strong point among immersion students. We see here that even in third grade, about 85% of students have reached or exceeded the program goal of Level 4. This means that they can at least understand everyday conversations or announcements on familiar topics.
- Reading is always a challenge in Chinese. Here we see that only about half of 5th graders are meeting the program goal of Level 4.
- Here are reading scores for middle and high school students.
- Over 90% of the 8th graders are meeting or exceeding the Level 5 goal. Of some concern is the small numbers of students reaching level 6 by 10th and 11th grade. It is also interesting to see the 9th graders out-performing the 10th and 11th graders. It is not unusual to see significant fluctuations between grade levels. It is also common to see lower scores in “pioneer classes.” The curriculum, the teachers, and the overall program improves with time.
- Writing also shows 80%-90% success rate with 9th graders performing at particularly high levels. Do not get too excited about the 100% success rate for 11th graders. This represents only three students.
- In reading, CHS students are performing at a slightly lower level than 3rd/4th year college students. This is not surprising since the college curriculum puts a greater emphasis on reading. As in lower grades, reading is a major challenge to overcome for students to be prepared to enter directly into Flagship courses.
- Using our new assessment tool, the Computerized Assessment of Proficiency, we can now compare Cleveland HS students with college students. In listening, CHS freshmen and sophomores are performing at about the level of a 3rd or 4th year college student. Those who can attain the Advanced (expanding) level by graduation will be ready to start directly into Flagship courses.
- 1. Unlike the past, students must demonstrate proficiency requirements to be eligible for a course2. The ACTFL proficiency guidelines are both state and national standards3. All students will be in courses that are within their ‘range’ of abilities4. Classroom Tasks require students to maximize their language abilities; continuous self-assessment (linguafolio) It should be mentioned that this is what we have been doing in the classroom already
- Most 8th grade students will enter the Zonghe Course, and take Global Perspectives (GP) as a 9th grade requirement. This class prepares them for the other classes in the programStudents completing Chinese 4 prior to 12th grade have the option of taking GP.
- Began w/ textbook. We set program goals and teachers used what may be termed traditional assessments to track performance: dictation, stroke order, making phrases, sentences, reading comprehension. Teacher made assessmentsDeveloped language framework and began to focus more on thematic instruction aligned to performance tasks to measure functional use of languageNow looking at performance in terms of the ACTFL Guidelines. Now need to provide staff with targeted PD help to link guidelines to the classroom. Develop performance tasks that specifically link to these guidelines
- Math in elementary but social studies in middleMath core standards – can’t spiral instructionLooked at each content area with support from specialists – working on a list of skills that may easily transfer from one language to the next.