Q1 Global Literacy though Mandarin Immersion and STEM
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Global Literacy though Mandarin Immersion and STEM (Q1) Speakers: Tara Fortune, Molly Wieland
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Semelhante a Q1 Global Literacy though Mandarin Immersion and STEM
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Q1 Global Literacy though Mandarin Immersion and STEM
- 1. Global Literacy Through Mandarin Immersion and STEM Molly Wieland, Ph.D., Hopkins Public Schools Tara Fortune, Ph.D., CARLA - University of Minnesota
- 12. The Process What We Have Learned
- 13. Lesson 1 It Takes a Village!
- 21. Lesson 4 “Interpreting” the Story Juan Daniel into Mandarin is a Balancing Act
- 24. Lesson 5 Use a Common Framework to Design the Unit/Lessons
- 27. Lesson 6 Well-designed Lessons Can Be a Tool for Teacher Development
Notas do Editor
- To prepare globally literate citizens, today’s educators need to respond to national calls for increased proficiency in critical languages and subject matters such as Mandarin and Science, Technology, Engineering, Math (STEM). With USDE Foreign Language Assistance Program funding, Minnesota’s Mandarin Immersion Collaborative is leading the way by developing STEM-based curriculum for elementary Mandarin immersion programs.
- Four Mandarin immersion programs started in 2007 Among the first early-total Mandarin immersion programs in the US
- Best practice in language immersion education emphasizes the importance of integrating content, culture and language learning both at the lesson and unit level. We will use a sample content-culture-language integrated STEM lesson designed for Gr. 3 Mandarin immersion students to exemplify this practice. We will focus on how we have reinterpreted an Engineering is Elementary unit developed by the Science Museum of Boston so that it can be used with third graders in Mandarin immersion programs.
- We are translating some of the EiE materials into Chinese, but we are we are hoping to illustrate through this presentation that developing high quality immersion curriculum involves so much more than just translation.
- Procedure: Small groups of participants will analyze pre- and post-versions of a lesson. Using the original lesson, half of participants will discuss necessary curricular and instructional adaptations given the immersion setting; using the redesigned lesson, remaining participants will identify critical lesson design features for the immersion context. Following group reporting, we will invite feedback to inform our work. We will be collecting the EiE photocopies after the presentation due to copyright restrictions.
- The activities in yellow appear in the lesson that the group reviewed for this presentation
- The activities in yellow appear in the lesson that the group reviewed for this presentation
- The activities in yellow appear in the lesson that the group reviewed for this presentation
- The activities in yellow appear in the lesson that the group reviewed for this presentation