Transforming Heritage Language Teachers in a Learning Community

Transforming Heritage Language Teachers in a Learning Community 2016 STARTALK Fall Conference, Atlanta, GA An Chung Cheng, Piling Chiu, Lan-Chi Gaular, Yue Gu STARTALK-CHELER Chinese Leadership Program at the University of Toledo

Overview Framework and the STARTALK-CHELER Chinese Leadership Program Moving from teacher- to learner-centered experience Building teacher learning community with technology Teacher transformation as evident in microteaching

Context of heritage language schools & STARTALK-CHELER Program Framework An Chung Cheng University of Toledo Anchung.cheng@utoledo.edu

Needs of Chinese Heritage Schools (CHS) Teachers Characteristics of CHS teachers Part-timers Passionate to maintain language and culture heritage Highly educated Professionals in diverse fields Bilinguals with various levels of English proficiency Many not trained in FL education in the U.S. Challenges CHS teachers face Mismatch between self FL learning experience in homeland and the FL teaching in the U.S. Learner-centered v.s. Teachercentered classroom Limited PD opportunities

Transformational Learning Transformative learning as a change process that transforms frames of reference, which refers to the structures of assumptions through which we understand our experiences. They selectively shape and delimit expectations, perceptions, cognition, and feelings. ( Mezirow, 1997) A disorienting dilemma (catalyst for transformation) Critical reflection on assumptions in light of new knowledge and experience Trusting social context for dialogue as reflective discourse (Cranton 1994, Imel 1998)

Outcomes of transformation include Change in assumptions Change in perspective Change in behavior (Cranton 1992)

Blended model of the STRTRALK-CHELER Program

Teacher Learning Community The goal is to advance the collective knowledge and to support the growth of individual knowledge. Focus on learning rather than teaching Work collaboratively on matters related to learning Team members hold themselves accountable for the kind of results that fuel continual improvement

Aiming for.. Increasing knowledge Improving teaching skills Creating opportunities of critical reflection and reconceptualization

In Alignment with the STARTALK-Endorsed Instructional Principles Piling Chiu Naperville North High School pchiu@naperville203.org

Learning Topics Curricular Planning Framework & Components 21 st Century Learning Six STARTALK Endorsed Principles for Effective Teaching and Learning

Bloom Taxonomy

跟上時代 : 對二十一世紀學習者的期望

Learning Targets At the end of today, I can understand and address the learning characteristics of the 21 st century learners. facilitate a student-centered classroom to maximize student learning. create I meaningful CAN and communicative learning activities to develop student Chinese proficiency.

孔夫子名言 1. Everyone is entitled to education. 有教無類有教无类 2. Differentiate your instructions to address different learning needs. 因材施教

孔夫子名言 I hear and I forget. I see and I remember. I do and I understand. 不聞不若聞之, 聞之不若見之, 不闻不若闻之, 闻之不若见之, 見之不若知之, 知之不若行之 ; 见之不若知之, 知之不若行之 ; 學至於行之而止矣学至于行之而止矣

Instructional Strategy: Put the Instructors in the Learners Shoes 21 st Century Learning Facilitating a Learner-Centered Classroom with Meaningful and Communicative Learning Activities

Instructional Strategy: Put the Instructors in the Learners Shoes 1. Instructor=>Facilitator give directions provide personal assistance promote discussions, interaction, debriefing, reflection watch the time

Instructional Strategy: Put the Instructors in the Learners Shoes 2. Learner-Centered Learners collaborated to compile the list of the 21 st Century learning characteristics

Activity 1: Expectations for the 21 st century learners 1. Form groups of 3 2. List as many as possible (at least 6) expectations for the 21st century learners on https://padlet.com/pchiu/21 3. You have 10 minutes to complete this group task.

Instructional Strategy: Put the Instructors in the Learners Shoes 3. Meaning Learning Activity learners identify and understand the vocabulary by explaining it to others

Activity 2: Concentration 64 Each group takes turns to say a different characteristics that appears twice on the Padlet wall in a timely manner. Concentration 64 No repeat or hesitation I will start by saying Name one of the 21 st century learning characteristics

Instructional Strategy: Put the Instructors in the Learners Shoes 4. Communicative Learning Activity Learners communicate with each other to identify the word being explained in the target language (English)

Activity 3: Explain it, please! 1. One person in each group faces the back of the room. 2. The rest of the group explain the word highlighted on the board in English. 3. The person facing the back tries to guess the word.

Activity 4: Debriefing 1. What did you learn about the 21 st Century learning characteristics? 2. How did you learn them? 3. How did you feel during the learning process?

Building teacher learning community with technology Lan-Chi (Ivy) Gauler Maumee Valley Country Day School igauler@mvcds.org

Building Teacher Learning Community with Technology - 6/14/16 - Join WeChat Group - 6/19/16 - Online Session Starts - 7/17/16 - Onsite Session Starts - 10/10/16 - FL - Hurricane???

Critical Reflection through Micro-Teaching Yue Gu St. John s Jesuit High School and Academy ygu@sjjtitans.org

Thanks to the support of the STARTALK!