i4 engaging chinese language students through stem - costea spinnato-wang

Engaging Chinese Language Students Through STEM

Ruby CosteaMaryland State Department of Education

Shuhan C. Wang, PhDELE Consulting International

2013 NCLC, Boston, MA April 7, 2013

Overview

I. Explain Maryland’s Race to the Top World Languages Pipelines project .

II. Describe the collaborative process of developing World Language-STEM (Science, Technology, Engineering, and Mathematics)-focused curriculum modules for K-5 students.

III. Highlight essential components and share samples of curriculum modules and lessons.

IV. Conduct a Q & A session about the project. 2

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In 2010, Maryland was the only state to receive federal Race to the Top funding to support world languages.

Race to the Top

World Languages Pipelines Project

Establishment of Spanish dual-language K- 5 programs, and Arabic and Chinese FL programs; Funding to LEAs for start-up costs and innovated technology use

Development of STEM-focused WL curriculum modules to be utilized in K-5 programs statewide

Development of online courses in teaching STEM content for world language teachers in ES

Development of proficiency assessment to be administered to WL students

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RTTT World Languages Pipeline Grants

Year 1: Planning Year 2: 4 programs in 4 counties  

ACPS – Chinese partial immersionAACPS – Arabic after-school and summer camp PGCPS – Chinese STEM WCPS – Spanish dual-language

Year 3: 4 programs in 3 counties AACPS – Chinese after-school and summer camp PGCPS – Spanish STEM HCPSS – Chinese/Spanish scienceHCPSS – Spanish dual immersion STEM

Year 4: In progress5

WL-STEM classes

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STEM–focused WL Modules: Process

National experts as advisors: Dr. Shuhan Wang and Dr. Carol Ann Dahlberg

Teacher curriculum development workshop in July

Write –> Review –> Revision process

Convert ESOL to Arabic, Chinese, and Spanish

Review –> Revision process again

Post online

User feedback7

STEM-focused WL Modules: Structure

Modules are to be integrated with existing curriculum where teachers find the most appropriate fit; they are not a complete curriculum.

Designed to reinforce STEM concepts but not to teach STEM content: Content-Related.

Keep the priorities of language development and culture experiences. 8

Standards for Foreign Language Learning in the 21st Century

Performance-based assessment and instruction

Understanding by Design/Backward DesignStage 1 – Identify desired results.Stage 2 – Determine acceptable evidence.Stage 3 – Plan learning experiences and instruction.

Story Form

Guiding Principles for Language Learning

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Guiding Principles for STEM Learning

Aligned with the Maryland Common Core State Standards for Mathematics and the Next Generation Science Standards of Science

The format of the lessons incorporates the key elements of STEM design, commonly known as the 5Es, within the structure of a language lesson

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EVALUATION• Students assess their

knowledge, skills and abilities.

• Activities permit evaluation of student development and lesson effectiveness.

ENGAGEMENT

• Object, event, or question is used to engage students.

• Connections are facilitated between what students know and can do.

EXPLORATION• Objects and phenomena are explored.

• Hands-on activities, with guidance

EXPLANATION

• Students explain their understanding of concepts and processes.

• New concepts and skills are introduced as conceptual clarity and cohesion are sought.

ELABORATIONActivities allow students to apply concepts in contexts and build on or extend understanding and skill.

5Es

Structure of a Module5Es 5CsEngagement Lesson 1

/ Day 1

Communication

Culture

Connections

Comparisons

Communities

Exploration Lesson 2/ Day 2

Explanation Lesson 3/ Day 3

Elaboration Lesson 4/ Day 4

Evaluation Lesson 5/ Day 5

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A Sample Module: From Seeds to Table

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From Seeds to TableEnduring Understanding: Living things and their environment form a system, in which they need each other.Essential Questions: What are the living things in our environment? How does environment affect living things? Context and Storyline: • The teacher brings in seed packets for common ingredients for salad.

Students will select a plant and grow these seeds while they keep a log recording how they take care of the plant and the progress of the plant’s growth.

• Students study the conditions for different plants to grow. They will understand that plants and other living things interact with one another and also with the environment.

• At the end, students make their own salad by using different parts of plants. They will report on the growth of their own plants and make a pledge to take care of the plant.

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5 LessonsModule Duration and Lessons: Depending on the length and frequency of classes per week, we suggest the five lessons in this module could be taught during the period of three to five weeks. On the average, each lesson may be taught over a week, with 30 minutes classes three to five times per week. Lesson 1 –沙拉從哪裡來？Lesson 2 –我们来种种子。Lesson 3 –环境改变的实验！Lesson 4 –植物的不同部位 ,功能也不同。Lesson 5 –做沙拉 , 和我对我的植物的誓言。

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Knowledge and Skills Identified

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STEM Background Information

Module and Lesson Can-Do Statements

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Text and Teacher Guide

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Performance Assessment & Teacher Reflection

小种子找到了它的家

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从前，有一个小的种子，从一棵大树上掉下来。小种子说：“我能去哪里呢？哪里是我家？“

大风来了，小种子飞在空中。飞呀飞，小种子在空中飞呀飞小种子说：“我能去哪里？哪里是我家 ?”小种子唱，“阳光，空气，土和水，这些都是我需要的东西。我的家需要他们。”这些都是我需要的东西。

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种子

茎

根

叶子

水果

Worksheet 4c – Learning Content

Worksheet 2a: Literacy Development

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Worksheet 3a – Conduct an Experiment

Sample Assessments

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Next Steps

More WL programs in elementary schools

New WL-STEM modules for G 4 & 5

MD Online LinguaFolio Jr. Online Continuing Professional Development

courses

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Questions and Comments?

MSDE Modules http://marylandpublicschools.org/MSDE/divisions/instruction/wl_escm.htm

(http://bit.ly/MSDEWLSTEMmodules)

Thank you!

Ruby Costea World Languages Specialist MSDErcostea@msde.state.md.us

Shuhan C. Wang, PhDELE Consulting Internationalshuhancw@gmail.com