effective microteaching and demonstration teaching · year 2015 russian and chinese teacher...
TRANSCRIPT
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Effective Microteaching
and Demonstration
Teaching
Janice Dowd
James Wildman
STARTALK Fall 2019
Phoenix, AZ
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Glastonbury, CT
Strong language program
Celebrating 60 years of
continuous teaching of
Russian
History of our STARTALK journey
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Glastonbury, CT
Program
13 years
Student and Teacher
programs
Chinese: 13 years
Russian: 10 years
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Chinese Student Program
Four Weeks
Year 1: Chinese 1, 2, 3 (12-15
students per class)—high
school
Year 2: Chinese 1, 2, 3, & 4
Year 3: include middle school
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Chinese Student Program
Year 4: Elementary Program
K-6
Year 6: Expanded elementary
program for returning students
Year 9: After-camp program
for elementary students
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Original Teacher
Trainee Program
Two Sessions—two full weeks,
including weekends
20 trainees per session
MOPI training
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First year—Chinese
Three levels of student classes: Chinese 1, 2, & 3
Trainees observed classes, discussed what was viewed
Trainees taught 45-minute lessons in the student program over three days
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Years 2 – 13: Chinese
Student program: Chinese 1,
2, 3, & 4
Teachers observed with
Glastonbury questions
Discussion of observations
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Russian Program
First year: only teacher
training program
Mini-demonstrations to
students at GHS with students
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Russian Program—Year 2
Student program and teacher
trainee program
Glastonbury, CT & Arlington,
VA
Glastonbury Russian tradition
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Year 2014
Russian Teacher Training
Program: first session in VA,
second in CT
Russian trainee program
combined with Chinese
program in Connecticut
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Year 2015
Russian and Chinese teacher
training programs (two
sessions) combined in CT
Trainees in both sessions—
reduced number
Student programs—both four
weeks
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Trainee Curriculum
World Readiness Standards for Learning Languages (updated)
STARTALK Principles
Principles of observation
Techniques and Strategies for teaching in the TL
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Trainee Curriculum
Learning Styles
Differentiation of Instruction
MOPI
Literacy and Authentic Tales
Music in the language
classroom
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Trainee Curriculum
Assessment
The Three Modes of
Communication
Coaching
Total Participation Techniques
Writing to Read
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Trainee Curriculum
Green screens and creating videos
Technology in the language classroom
IPA (Integrated Performance Assessment)
Error correction
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Trainee Curriculum
TELL domains, assessments,
and research
Can-Do Statements
Proficiency Guidelines
Learning Targets
Training students to teach
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Student Program Themes
A trip to China/Russia
Olympics
Authentic Tales
Exploring My Diverse World
Exploring Moscow
China/Russia Today
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Student Program Themes
Shandong Today
Unlocking the Mystery of the Shandong Province
Unlocking the Mystery of the Tang Dynasty
Unlocking the Mystery of the Journey to the West
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Creating Materials for the
Student Program Theme
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Creating Materials for the
Student Program Theme
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Why Do We Change?
Trainees return
Students return
Grow our own
Professional Development is
not a “one shot deal”
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Microteaching
From the first program—some
form of teaching
Important: before teaching,
trainees observe classes
List of questions (before
STARTALK Lookfors)
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Microteaching with
Others
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Observations
Observed different levels
Different times of the day
Only concentrated on certain
questions
Post observation discussions
Protocols of observation
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Observation Questions—
Glastonbury Lookfors Which Standards are being addressed in the lesson
and what evidence is there?
What techniques does the teacher use to avoid using English and to stay in the target language?
When a student makes a mistake, how does the teacher correct the student? Does the teacher correct all mistakes? What mistakes does she not correct? Why do you think she does that?
Do you think students learned the material for the lesson? What evidence do you have?
Did all students participate? Why or why not? (What did the teacher do?)
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Observation Tools
Arno Bellack, The Language of the Classroom, moves = initiatory, soliciting, reflective/responsive, reactive
John Fanselow—FOCUS (Foci for Observing Communications Used in Settings)
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Student to Teacher vs
Student to Student Talk
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Student to Teacher vs
Student to Student Talk
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Microteaching--Russian
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Microteaching--Chinese
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STARTALK Lookfors
Based on STARTALK PrinciplesTL use and CI
Student-centered
Authentic materials
Performance-based assessment
Integrating content, culture, and language
Standards-based
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Implementing a standards-based and thematically organized curriculum
Practice Evidence
The statements that follow are not likely to be observed during an actual lesson. They are
more indicative of the planning that occurs prior to the development of an individual lesson
plan.
The thematic unit is standards-based. The
content is cognitively engaging and relevant
to the learner.
Every unit assesses a student’s increasing
ability to use language for real-world
purposes.
Each lesson supports the goals of the unit by
having clearly stated learning targets that
indicate what students will know and be able
to do by the end of the lesson.
Grammar is not the focus of the course, unit,
or lesson. The teacher teaches grammar as a
tool for communication, avoiding
meaningless rote drills and ensuring that all
practice requires attention to meaning.
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Facilitating a learner-centered classroom
Practice Evidence
Planning
The teacher has clearly established what
learners should know and be able to do as
a result of the lesson.
The teacher allows for learner choice when
possible.
Learning experiences are age-appropriate.
Learning experiences are appropriate for
the proficiency level of the learner.
Instructional materials are well-prepared
and organized. Learners have easy access
to materials and resources during the
lesson.
Lesson design is research-based and
learning experiences are sequenced in
ways that allow for maximum student
learning.
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Learning Experiences
Learners clearly understand the learning
targets for the lesson.
The teacher actively models language
production prior to having learners work
collaboratively or individually. Learners
clearly understand how to engage in
language tasks.
Learners work individually, in pairs, and in
small groups. The learner, not the teacher, is
the more active participant.
The lesson varies in the level of intensity,
and the teacher incorporates physical
movement as needed.
All learners are engaged and work
collaboratively to complete meaningful
tasks in the target language.
Learners use the target language for real-
life purposes.
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Assessment
The teacher offers support and
encouragement while providing descriptive
feedback.
The teacher allows for ongoing feedback
from a variety of sources to improve the
learner’s performance.
Learners work independently, demonstrating
progress toward learning targets and self-
assessing their progress.
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Using target language and providing comprehensible input for instruction
Practice Evidence
The teacher uses the target language at
least 90 percent of the time.
The teacher uses a variety of strategies to
make language comprehensible.
The teacher provides multiple, varied
opportunities for students to hear new
words/expressions used in highly visualized
contexts that make meaning transparent.
The teacher monitors learner
comprehension and makes adjustments as
necessary.
The teacher avoids the use of translation by
using verbal and non-verbal strategies and
also avoids eliciting translation from
learners.
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Integrating culture, content, and language in a world language classroom
Practice Evidence
Planning
Culture- and content-related instruction is
designed to allow learners to make
meaningful connections to the world
around them.
Language performance tasks are
transferable to real-world tasks.
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Learning Experiences
Linguistically and culturally authentic
language is used by the teacher and made
comprehensible for learners.
Learners gain understanding of the
perspectives of native speakers of the
language. Authentic products and practices
give meaning and context to the learning
experiences.
Content from other disciplines is used to
provide meaningful and engaging contexts for
learning.
Culture, content, and language are integrated
in ways that allow for meaningful
communication in the target language.
Learners use the target language as they work
with the content and cultural goals of the unit
and lesson.
Assessment
Language growth is assessed as learners
process culture and content.
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Adapting and using age-appropriate authentic materials
Practice Evidence
The teacher uses a variety of authentic
materials, both print and non-print.
The teacher adapts the task, not the text.
The materials and tasks are appropriate to
the language proficiency and age level of
the learners.
Whenever possible, the teacher uses
authentic images from the target culture.
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Conducting performance-based assessment
Practice Evidence
The statements that follow may or may not be part of an individual lesson. They describe
the overall concept of assessment as it occurs throughout, and at the end of, a unit of
instruction.
The teacher uses formative checks for
learning at the end of each learning
episode to adjust instruction as needed
and to provide timely feedback to learners.
Learners know how well they are doing with
respect to specific learning goals and they
know what they can do to improve their
performance.
Learners have the ability to assess their own
learning.
Learners engage in summative real-world
performance tasks in the three modes to
demonstrate how well they have met the
performance goals of the unit.
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Conducting performance-based assessment
Practice Evidence
The statements that follow may or may not be part of an individual lesson. They describe the
overall concept of assessment as it occurs throughout, and at the end of, a unit of instruction.
The teacher uses formative checks for
learning at the end of each learning episode
to adjust instruction as needed and to
provide timely feedback to learners.
Learners know how well they are doing with
respect to specific learning goals and they
know what they can do to improve their
performance.
Learners have the ability to assess their own
learning.
Learners engage in summative real-world
performance tasks in the three modes to
demonstrate how well they have met the
performance goals of the unit.
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Post-Observation Class
Discussion
Discuss what was seen
Beware of criticism, not
supervisors
Discuss techniques and
activities that are useful
Discuss in small groups
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Written Critique
Three parts
Short description of lesson (5 – 10
sentences)
Good points, what you will
“borrow”
What you would change
In English or TL
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You Cannot Do It All
Use only one tool to observe
Target certain ideas/concepts
to view
Focus their observations
First time observations may be
overwhelming
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Purpose of Observations
To understand students’
proficiency level
To see what the students are
studying
To help them formulate their
own microteaching lessons
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Video
Observe and answer question:
Target language use
How create comprehensible input
Did all students participate? How did
the teacher encourage participation?
http://www.learner.org/libraries/tfl/fre
nch/scott/analyze.html (3:00 - 8:30)
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Rutgers STARTALK Video
https://startalk.umd.edu/public/resources/classroom-
video-collection/rutgers-chinese?st=1
(1:00 – 15:00)
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After Observations
Choose which level to teach
Speak with the classroom
teacher to decide on lesson
focus
Divide into groups
Lessons are group lessons
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Lesson Planning
Use STARTALK template
Work to develop a lesson in which all group members must teach
Have a pre-microteaching conference with director and instructional lead
Talk to the classroom teacher
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Lesson Plan Template
https://startalk.umd.edu/publi
c/curriculumresources_student
Click on Key Learning
Experiences Template
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Before Microteaching
Lesson
Prepare all materials
Observe class one last time to
ensure that students will be
able to complete the tasks—
right level
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Working with Classroom
Teachers
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Microteaching
In the regular classroom
Schedule varies
Observed by other trainees,
lead instructor, and director
Videotaped
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Post Microteaching
Discussion in language groups
of what happened
Use post-it notes to make
anonymous comments
Private post-observation
conference with director and
lead instructors
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Teacher Comments
Enjoyed the teaching
Experimented with new
techniques
Felt supported
Enjoyed getting to know
students
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Working with Students
in the Reading Room
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Creating Videos of
Stories
Observed classes
Wrote script
Taught script to students
Practiced with and directed
students
Filmed final production
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Videos
Russian 2
Chinese 3
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Changes for 2020
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PEARLL
Professionals in Education
Advancing Research and
Language Learning
Summer institutes
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Essential Questions
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Designing Learning Targets
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Observation Tool Kit
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Questions