DESIGNING A TEACHER PROGRAM WITH INTERDISCIPLINARY CONTENT: StarTalk

2018 STARTALK Spring Conference

 DESIGNING A TEACHER PROGRAM WITH
     INTERDISCIPLINARY CONTENT:
          One Belt One Road

      2017 STARTALK-Penn Chinese Language Teacher Advancement Program
Mien-hwa Chiang , Xueling Qu, Bonnie Wang, Maiheng Dietrich, (Kim Van Etten)

Session Outline
1. Mien-hwa Chiang (Univ. of Pennsylvania)
       What is an interdisciplinary teaching approach
        Why use China’s Belt and Road Initiative as a cultural theme
2. Xueling Qu (Philadelphia High School for Girls)
      Art Work Along the Silk Road Mogao Caves
3. Maiheng Dietrich (University of Pennsylvania)
      A STARTALK Teacher Trainer’s Challenges and Solutions

4. Bonnie Wang (Durham Academy Upper School, Durham, North Carolina)
       一带一路”对中级汉语课堂文化教学的启发
       B&R as a cultural supplement in intermediate-level Chinese teaching

SESSION OUTCOMES
• I can explain why and how interdisciplinary content can
  bring context, relevance, and usefulness to language
  instruction.
• I can describe strategies and techniques to transform online
  Chinese dand documentaries and news reports into
  teaching materials.

4.1
Implementing a Thematically Organized and
Standards-Based Curriculum

Integrating Culture, Content, and Language
training in a World Language Classroom

• What culture themes are covered in my world language
  class this semester?

4.1   My cultural themes this semester:
Culture                 Subjects taught in my school

4.1   My cultural themes this semester:
Culture                  Subjects taught in my school
• History                • Economics
• Geography              • Art history
• Arts                   • World history
• Religion               • Latin
• Food                   • World language
• Cities                 • English
• currents

4.1   What is One Belt One Road (OBOR)?
• Everything you need to know about One Belt One Road
• https://www.youtube.com/watch?v=tLBoom8M8Vw

• Kids singing OBOR song
  https://www.youtube.com/watch?v=6KFBHBMatXk

• OBOR explained
• https://www.youtube.com/watch?v=nSGsqoI_0KM&t=51s

Designing a Teacher Program with
Interdisciplinary Content
• Fact #1
• Fact #2

• End of 4.1

4.2Xueling Qu (Philadelphia High School for Girls)
Art Work Along the Silk Road Mogao Caves

4.2

• Art Work Along the Silk Road
• Mogao Caves
• An Example of Collaborate Teaching Across Disciplines

4.2

       敦煌在哪里？

敦煌是丝绸之路上
的重要城市，一个
有悠久 历史文化
的名城。

4.2莫高窟的地理位置
    The geographical location of Mogao Caves

• 莫高窟位于甘肃省
• 敦煌市

4.2   敦煌莫高窟
敦煌莫高窟像一颗明珠， 座落在
甘肃省三危山和鸣沙山的怀抱中，
四周布满沙丘，492个洞窟像蜂窝
似的排列在断崖绝壁上。
The Mogao Caves, also known as
the Thousand Buddha
Grottoes or Caves of the
Thousand Buddha, form a
system of 492 temples, an oasis
strategically located at a religious
and cultural crossroads on the Silk
Road.

4.2

4.2
16 米长的卧佛 16 meters long Sleeping Buddha

4.2

Wall painting飞天 “Flying to Sky” from
            Mogao Caves

4.2学生美术作品 我是一个IB学生。我的艺术课老师让我画我自己的脸。我要在绘画
          中加我的文化来历。因为我的家庭来历是中国，所以我用了中国的
                吉祥图。我的画儿的背景有中国的风景图像：池塘和水莲叶。这种
                风景在中国很有名。
                在我的画儿里，我用鱼画了我的头发。我在中文课学到鱼象征着丰
                富。我也有很多头发。我画鱼因为我对中国文化很有兴趣。
                此外，我的衣服有中国凤凰。凤凰代表美丽和力量。中国的历史有
                皇帝；在这个时候，皇帝穿的衣服有龙。中国的皇后穿的衣服有凤
                凰。
                最后，我觉得我们可以用美术来表现我们的文化背景。

               “As an IB student in Visual Art, a portrait following our cultural Being
               of Chinese descent, my portrait was heavily influenced by China’s
               national symbols and geographical surroundings. Naturally, since I
               have wavy hair, I instantly thought about koi fish swimming in water
               as a replacement of my hair. In addition to learning the Chinese
               language, the fish is a special representation of abundance, and in
               accordance to my hair, it is also of great volume and thickness.
               Following the idea of water, my background is painted with waves
               and lily pads to fully incorporate the appearance of both the fish and
               China’s environment. For my clothing”          -Ashley Wu

• End of 4.2

4.3   Challenges
COMMON ISSUES:
▪ Activity for activity’s sake
▪ Language instruction focus on pure vocabulary learning
▪ Cultural instructions focus on facts and activity
▪ Lack consideration of student’s receptive ability—language or cultural
  information inappropriate for student’s proficiency or cognitive level
▪ Lack a clear goal/purpose when designing curriculum and activities

4.3 Sample Illustration Of The Issues
                                    Stage 1—Desired Results

  Established Goal(s):

      SWBAT Name countries and animals associated to them in the Silk Road.
      SWBAT Describe and compare the learned animals
      SWBAT Connect animals with target countries
      SWBAT Identify the differences in animals in countries along the Silk Road.

  Understanding (big ideas)                       Essential questions

                                                  1.   Who is Marco Polo?
                                                  2.   Where did he come from?
  Students will understand the role of the Silk   3.   What countries did Marco Polo visit
  Road in connecting Oriental and Western              during the Silk Road?
  culture                                         4.   What kind animals did he see during his
                                                       trip in 1271 on Silk Road?

4.3   Solutions
 CHANGE OUR WAY OF THINKING:
 ▪    Establish a clear purpose for everything we put in our curriculum and lesson plan

 BACKWARD DESIGN STATEMENT:
 ▪    Curriculum, assessment, and instruction should cultivate student understanding instead of simple fact
      memorization

 DEFINITION OF BIG IDEAS:
 ▪    Broad and abstract
 ▪    Universal in application
 ▪    Timeless—carry through the ages
 ▪    Represented by different examples that share common attributes (transferability)

4.3 Example Goals for A Themed-based Unit:
China’s Belt And Road Initiative

POTENTIAL BIG IDEAS:
▪ Interdependence
▪ Mutually beneficial

POTENTIAL ESSENTIAL QUESTIONS:
▪ Why do we need friends?
▪ How to we make friends?
▪ Why do people/countries trade?
▪ How does trade affect the global economy?

4.3 Example Goals for A Themed-based Unit:
China’s Belt And Road Initiative (cont’d)

 POTENTIAL RESULTS:
 ▪ Focus on important ideas
 ▪ Require intellectual inquiries
 ▪ Connect to other subject matters and community
 ▪ Enable differentiated instructions

End of 4.3

4.4

4.4

Chinese Class at Durham   Chinese Class at Durham Academy       Instructional Level
Durham Academy Middle     Academy                               (ACTFL Standards)
Middle School             Upper School

                          Advanced Writing and Researching in   Pre-Advanced (Intermediate
                          Chinese                               (Intermediate High)

                          AP Chinese Language and Culture       Intermediate Mid
                          or
                          Advanced Topics in Chinese Culture

                          Chinese 4                             Intermediate Low-Mid

                          Chinese 3                             Intermediate Low

Chinese 7th & 8th Grade   Chinese 2                             Novice High

Chinese 5th & 6th Grade   Chinese 1                             Novice

Economy:
                                                              Transportation:
The Old Silk Road                 international trading
                                                              railroads, highways,
古丝绸之路                                                         gas and oil pipelines,
                                                              and ports.
                                                                      Geography:
                                                                      Euro-Asia Continent
Historical Chinese Culture:        “一带一路”
 ●   Timeline                      One Belt One
 ●   Figures                       Road or                          Politics:
 ●   Significant Events            Belt & Road                      global relations,
 ●   Fine Arts                     Initiative  China’s              government decisions
                                               impact on            in global participation
                                               the Euro-Asia        (c.w/ Trump pulled
                                               and the              the U.S. out of the
                                               global world         Trans-Pacific
                                                                    Partnership)
                       Sociology: societal relations, population
                       and diversity, social value and beliefs

Stage 1: Desired Results
Stage 2: Assessment Evidence   Backward Design
Stage 3: Learning Plan

4.4
Use authentic
materials to
stimulate the
input

4.4
Use EdPuzzle to
edit the video
insert questions
wherever you
want

01:43-03:14

END OF 4.4

SESSION OUTCOMES
• I can explain why and how interdisciplinary content can
  bring context, relevance, and usefulness to language
  instruction.
• I can describe strategies and techniques to transform online
  Chinese dand documentaries and news reports into
  teaching materials.

Sharing: Lesson Learned

• #1

• #2

• #3

Thank you             ●   Q&A

谢谢

by

2017 STARTALK-Penn
Chinese Language
Teacher Advancement
Program

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