This workshop will consider the curriculum of Chinese language and literacy teaching. It will focus on how to teach literacy skills within Systems of Strategic Actions in Reading and A Processing System for Writing by explicitly linking Chinese language instruction with the Fountas and Pinnell strategies. Attendees will be given guidance on how to communicate with English department to build stronger collaborations between Chinese and English language instruction and improve academic achievements.
45 minutes in day, 5 times in a week, how can we improve student’s writing, reading, listening and speaking skills all together in such limited time? In this workshop you will learn about: 1) how to engage all the students in oral and writing assessments; 2) How to integrate writing skills, presentation skills and communication skills altogether; 3) How to create criteria for oral and written assessment. Also, you will have a chance to share your perspectives and start to set up activities that are suitable and meaningful for your students.
Various teaching pedagogies are reviewed including concept-based teaching and learning, which the MYP curriculum is based on. It is believed that the MYP curriculum should be viewed as a framework, and the actual teaching of Chinese in the classroom needs to be well thought in order to help the students achieve mastery of language knowledge and skills, which can support deeper and conceptual thinking and understanding.
Formative and summative assessments should adhere to concepts and unit plans, therefore it is important to choose proper assessment criterion and make description specification clear to both the teacher and students. In this presentation, different types of formative and summative assessments will be introduced and the result of actual practice of using formative and summative assessments with this Year 7 class will be shared.
The speaker will share her experience on how to improve the four language skills of Listening, Speaking, Reading and Writing to students who study Chinese as a 2nd Language.
Various teaching pedagogies are reviewed including concept-based teaching and learning, which the MYP curriculum is based on. It is believed that the MYP curriculum should be viewed as a framework, and the actual teaching of Chinese in the classroom needs to be well thought in order to help the students achieve mastery of language knowledge and skills, which can support deeper and conceptual thinking and understanding.
This workshop will consider the curriculum of Chinese language and literacy teaching. It will focus on how to teach literacy skills within Systems of Strategic Actions in Reading and A Processing System for Writing by explicitly linking Chinese language instruction with the Fountas and Pinnell strategies. Attendees will be given guidance on how to communicate with English department to build stronger collaborations between Chinese and English language instruction and improve academic achievements.
45 minutes in day, 5 times in a week, how can we improve student’s writing, reading, listening and speaking skills all together in such limited time? In this workshop you will learn about: 1) how to engage all the students in oral and writing assessments; 2) How to integrate writing skills, presentation skills and communication skills altogether; 3) How to create criteria for oral and written assessment. Also, you will have a chance to share your perspectives and start to set up activities that are suitable and meaningful for your students.
Formative and summative assessments should adhere to concepts and unit plans, therefore it is important to choose proper assessment criterion and make description specification clear to both the teacher and students. In this presentation, different types of formative and summative assessments will be introduced and the result of actual practice of using formative and summative assessments with this Year 7 class will be shared.
The speaker will share her experience on how to improve the four language skills of Listening, Speaking, Reading and Writing to students who study Chinese as a 2nd Language.
Writing is a synthetic ability which affected by many factors: interest and talent, reading, practice, skills, etc...In international schools, the time allocated for reading and writing in Chinese is limited, and the reading preference is biased towards English books. Practical writing skills and regular training routines will help CSL students to improve writing and gain confidence, whilst cultivating good writing habits. This workshop is geared towards practitioners teaching CSL students. I will share some practical and memorable writing methods (SAR) that I used in the classroom. Writing is a process that guides students to think and express their feelings. I utilized Kath Murdoch’s inquiry cycle, guided questioning and technology, to guide students in their thinking and to express their feelings. These tools enhance student’s writing skills, afford them the opportunity to observe and reflect upon life whilst developing a passion for reading and an understanding of the writer’s craft.
What is the difference between Confucian and Western approaches to learning? Is there room for both in the Chinese classroom? Is it enough to rely only on what we can borrow from the West and how can international schools reconnect with the rich tradition of confucian education? We will reflect on in these questions in the workshop and try to define a new direction towards learning and how this can make an International school more international.
Chinese teachers tend to focus on teaching language knowledge in isolation which makes it difficult for students to integrate what they have learned across the curriculum. Concepts and essential questions are effective tools to guide teachers in planning their language lessons. Their purpose is to enable the teacher to transition from teaching content to encourage the development of language skills. Concepts and essential questions also enable students to have a deeper understanding, applying new learning across all areas of the curriculum. Essential questions promote synthesising new information and making connections. While at the same time they provide teachers with better direction when planning for students’ needs. During our presentation, we will share examples that illustrate how teachers can design essential questions through concepts, and also plan learning engagements to improve the effectiveness of Chinese teaching and learning.
With the rapid development of IB in China, it is necessary and urgent to study the construction of IB PYP Chinese Mother Tongue Curriculum. IB PYP Chinese mother tongue teaching materials are an important basis for teaching implementation, because of the lack of theoretical guidance and practical research, it has become a major challenge for IB schools and Chinese teachers. Mrs. Zhu is going to share with you how IB PYP mother tongue teaching materials can be compatible with Chinese language courses in local schools, and how to balance the stand-alone units of Chinese and integration with other subjects
Teaching Chinese to near native students in international schools is a special field worth exploring since it is neither teaching Chinese as a native language nor as a foreign language. According to my observation, the effect of teaching Chinese to near native students in international schools is yet to improve. The main issues lie in the following areas. Firstly, students begin learning Chinese from kindergarten, but most of their proficiency level is not high when finishing secondary school. Secondly, the students learning Chinese tend to have a bottleneck at the stage of Primary three and four. Some of them will even quit. Thirdly, the speaking and writing ability of the students is generally weak. I will explore teaching Chinese to near native students from a few perspectives, such as what type of course it is, what and how the students should be taught as well as the goal of teaching Chinese to near native students. I will also share and discuss the experience and results of teaching Chinese to near native students in the past years.
Assessment for Learning occurs throughout the learning process. It helps students to understand exactly what they are to learn, what is expected of them and are given feedback on how to improve their learning. In this presentation, I will introduce a number of assessments for learning when doing class activities to guide Chinese teachers on how to use them as effective learning tools.
Writing is a synthetic ability which affected by many factors: interest and talent, reading, practice, skills, etc...In international schools, the time allocated for reading and writing in Chinese is limited, and the reading preference is biased towards English books. Practical writing skills and regular training routines will help CSL students to improve writing and gain confidence, whilst cultivating good writing habits. This workshop is geared towards practitioners teaching CSL students. I will share some practical and memorable writing methods (SAR) that I used in the classroom. Writing is a process that guides students to think and express their feelings. I utilized Kath Murdoch’s inquiry cycle, guided questioning and technology, to guide students in their thinking and to express their feelings. These tools enhance student’s writing skills, afford them the opportunity to observe and reflect upon life whilst developing a passion for reading and an understanding of the writer’s craft.
An effective teacher has a bigger impact on students’ learning than an expensive educational initiative. To be an effective teacher you need a good classroom management plan because this builds the foundation of all pedagogies. Classroom management is not about discipline and control. It is about creating a positive, active and challenging learning environment by establishing routines and procedures, which give students control over their learning and engage them in the learning process. This highly experiential workshop is relevant for teachers of any grade and any subject. It is full of practical examples and sound advice about new ways of managing your classroom from next Monday! Resources include videos and the Classroom Management Tool Kit for Busy Teachers.
Chinese teachers tend to focus on teaching language knowledge in isolation which makes it difficult for students to integrate what they have learned across the curriculum. Concepts and essential questions are effective tools to guide teachers in planning their language lessons. Their purpose is to enable the teacher to transition from teaching content to encourage the development of language skills. Concepts and essential questions also enable students to have a deeper understanding, applying new learning across all areas of the curriculum. Essential questions promote synthesising new information and making connections. While at the same time they provide teachers with better direction when planning for students’ needs. During our presentation, we will share examples that illustrate how teachers can design essential questions through concepts, and also plan learning engagements to improve the effectiveness of Chinese teaching and learning.
With the rapid development of IB in China, it is necessary and urgent to study the construction of IB PYP Chinese Mother Tongue Curriculum. IB PYP Chinese mother tongue teaching materials are an important basis for teaching implementation, because of the lack of theoretical guidance and practical research, it has become a major challenge for IB schools and Chinese teachers. Mrs. Zhu is going to share with you how IB PYP mother tongue teaching materials can be compatible with Chinese language courses in local schools, and how to balance the stand-alone units of Chinese and integration with other subjects
“I hate Chinese”可能是中文老师们最害怕听到学生所说的话，可惜在国际学校里，的确有很多外國学生对中文学习欠缺动机，因而衍生許多行为问题，造成师生关系紧张。中文对二语学生来说是个“外星文”，很多学生学习多年仍然没有进展，老师们也十分无奈。中文教学如何突破给人“难”和“闷”的刻板印象？中文老师如何和外国学生建立融洽的师生关系？如何帮助二语学生有效地学习中文？如何让学生从“I hate Chinese”变成“I love Chinese”? 这个讲座将分享师生关系的建立和一些有趣的教学策略，也欢迎大家分享经验！
Teaching Chinese to near native students in international schools is a special field worth exploring since it is neither teaching Chinese as a native language nor as a foreign language. According to my observation, the effect of teaching Chinese to near native students in international schools is yet to improve. The main issues lie in the following areas. Firstly, students begin learning Chinese from kindergarten, but most of their proficiency level is not high when finishing secondary school. Secondly, the students learning Chinese tend to have a bottleneck at the stage of Primary three and four. Some of them will even quit. Thirdly, the speaking and writing ability of the students is generally weak. I will explore teaching Chinese to near native students from a few perspectives, such as what type of course it is, what and how the students should be taught as well as the goal of teaching Chinese to near native students. I will also share and discuss the experience and results of teaching Chinese to near native students in the past years.
Assessment for Learning occurs throughout the learning process. It helps students to understand exactly what they are to learn, what is expected of them and are given feedback on how to improve their learning. In this presentation, I will introduce a number of assessments for learning when doing class activities to guide Chinese teachers on how to use them as effective learning tools.
