Yongfang ZhangWofford College

zhangy@wofford.edu

Outlines Performance-based instruction

Designing performance-based instruction

Resources for K-12 Chinese

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Outlines Performance-based instruction Design performance-based instructionResources for K-12 Chinese

What is performance?

-- Let’s think about greetings

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Greetings!First time greeting at the beginning of today’s meeting

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• Greeting at the beginning of today’s meeting between two acquaintances

• Greeting in a shopping mall between friends

• Greeting in front of the students if working at the same school

Comparison between our Greetings and those from the Textbooks

SimilarityFunction: greetings

DifferencesAuthentic vs scaffold Situated vs isolatedPerformance vs skill training

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The Great Wall 《北京故事》 载华：你好！莉莉：你好个什么呀？又不是美国人，见了生人还得你好你好的。

What’s with this Ni hao? You’re not an American going around yelling Ni hao, Ni hao every time you see a stranger.

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Definition of Performance

“Performance is what human beings are about every day of their lives” (Turner, 1982).

Performance entails work that requires students to apply knowledge and skills in authentic contexts (Wiggins, 1993).

“Performances are situated events defined by five specified elements inferred from Carlson (1996): place, time, script, participants, and audience” (Walker, 2000).

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Scenario I Scenario IISpeaking/ listening

Can talk with Chinese native speakersCan understand what Chinese native speakers are talking Can respond appropriately in a timely manner.

Can understand some words/phrases in Chinese native speakers’ sentences, without knowing that the native speakers are intended to talk with him/herGive no response.

Reading/ writing

Can read and understand written version ChineseCan produce written texts that Chinese native speakers should be able to understand.

Can watch a movie and understand some words/phrases/sentences in the Chinese subtitle.

Performance-based Instruction vs Traditional InstructionApplication (Practice)Application by doingSituated contextsSimulate real-world experience

AuthenticCan be applied to real world setting

Engaged actively in tasks to solve real-world problems

Active, creative learningTeacher models and facilitates

Learning skills (Theory)Memorization of facts and detail

Skills covered in isolation

School assignmentsInauthenticDon’t transfer to real-world setting

Solve contrived problems

Passive learningTeacher transmits information

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Clarifications Performance-based instruction does not completely discard the traditional training, rather it moves beyond the traditional language skill training

Performance tasks are directly relate to the real world. Performance-based activities are not an “add-on” but rather an integrated part of existing lessons, units. That is, they are not simply plugged in from an external source but emerge from the ongoing class work.

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Outlines Performance-based instruction

Designing performance-based instruction

Resources for K-12 Chinese

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Designing Performance-based Instruction

Creating opportunities for students to apply in situated contexts

Creating Chinese environment

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Learning by ApplyingIdentifying the goals and objectivesDetermining tasksProviding context (place, time, script, participants, and audience)

Eliciting tasks Providing model & feedback

Let’s design a class for greeting!

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Identifying Goals and Objectives

Goal: be able to greet appropriately Objectives:

Close to current reality: be able to greet classmates, teacher, Chinese neighbor, etc.

Simulate the future: be able to greet a business partner

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Determining TasksLearning experience:

Greeting the teacher √√Greeting a classmate √√Greeting a friend √√Greeting a Chinese neighborGreeting a businessmanEtc.

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Authentic TasksStudents need real-life reasons to use language as a tool for communicationStudents need to have real-life reasons to want to understand what is being said to them and to make themselves understoodStudents need to use language to communicate about topics that are engaging and motivatingStudents need to use language with meaning and for a purpose

Providing Contextplace, time, script, participants, audience

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Eliciting Performance Task

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Student

Principal

Teacher

Friend

Providing ModelModel

Jumping in the performance by taking a role (T/S mode, S/T mode)

Directing two top students to start the performance

Providing video clips

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Providing FeedbackWhy is feedback needed?What types of feedback are there? To what do we provide feedback?How to give feedback?

Reasons to Provide Feedback

Students need to know how they do in class (assessment)

Students need to improve (improvement)Don’t know they don’t knowKnow they don’t knowKnow they knowDon’t know they know

Students need motivation/encourage

Types of FeedbackPositive vs negative (corrective)

Explicit vs implicit Language vs behavior

Ways to Provide Feedback

During the performance vs after performance

In class vs after classImmediate feedback vs giving students some time

Correct all errors vs focus on a couple of errors at one time

Feedback I: RepetitionChorus

When to use? Learning, or error patternAdvantages: quick, less pressure, engaged Disadvantages: less effective

IndividualWhen to use? Particular studentAdvantages: specific Disadvantages: slow, not-involved

Ratio of using bothIndividual should be more than chorusChorus should go back to individual

Feedback IIEncourage self-correction

Give students time to self correctHelp students develop self-correction model: 再见 for fourth tone, 你好 for two third tone sandi

Reverse builduphăo, lăoshī hăo 好，老师好hăo, nĭ hăo, Lín Lù nĭ hăo 好，你好，林路你好。

Provide correction in phrases我不是，你贵姓，我也是，我的照片，我爸爸，我妈妈，几口人，我没有，你今年，我喜欢，你喜欢，我很忙

Come back to normal communication美国人你是哪国人？我是美国人。

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Tips for Providing FeedbackListen and watch carefully what the learners say/ do

Always be ready to provide a modelIndicate what you are correcting: be specific Avoid often giving feedback immediatelyAvoid focusing too much on one student for a extended amount of time

Don’t imitate the students’ error/behaviorsProvide only a correct model Give feedback without exaggerationUse more positive feedbackBack to the student who made the error Provide model (teacher, peer students, already learned items)

Designing Performance-based Instruction

Creating opportunities for students to apply in situated contexts

Creating Chinese environment

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Creating Chinese Environment IHow can we help our learners to be able to use Chinese?

Shall we use Chinese or English in our class for our instruction?

ComparisonThe girl The boy

used English from time to time

used Chinese all the time

decoded and repeated word for word.

listened to and comprehended the whole question.

spoken more fluent and more accurate

used some strategy to ask the tester to repeat.

studied 3 years studied 3 months

What Caused the Differences?

Both are serious learners and have made their commitment to Chinese learning the boy works full time and takes Chinese the girl has taken Chinese for three years

The boy The girl

Performance based classes

No English in class

Grammar based classes

A lot of instruction by English

Pros Cons

Use English

Can help students understand our intentionCan make the transition between activities quicker and clearerCan make students comfortableCan save time

You use five minutes English, your students will push to ten minutesStudents need to switch code between Chinese and English from time to time Students may rely on translation

Use Chinese

More Chinese input More Chinese outputPush students to use ChineseNo code-switch between English and Chinese.More authentic, like real communication.Students can learn some strategies: ---中文怎么说。请你再说一遍。对不起，我听不懂。

May make students feel frustrated at the beginning.Hard to give homework instruction. Hard to explain grammar.

A quotation from the Boy

“I personally would like to adhere to the Chinese only rule during class because I think it enables us to cover more material and learn more new things and also create our own sentences in addition to what is in the drills. I also think it is easier to stay in a Chinese frame of mind rather than switching back and forth. Sometimes I feel like we might be sliding backwards or not reaching our full potential, but I don’t know. These are just my thoughts.”

Use Chinese & Avoid EnglishInstruction:

Classroom instructional expressions Ask good students who understand or who preparedUse Teacher/Student modes: whenever starting a new exercise, the teacher demonstrates by acting one role with a good student, and then transfers to student/student mode to practice the same content a couple of times until every student is clear

Content: Ask students to prepareIf students could not prepare, do in-class hands-on training

Context: Visual aidsBody gesture: Hand gesture instead of “please follow me”. Just once or a couple of times, the students will for sure know what do you want them to do

Questioning

Instructional Expression http://k12chineseflagship.osu.edu/files/CI700/ci700.html

Integrated Chinese (3rd ed.) Level 1 Part 1 page 16

Chinese: Communicating in the Culture: Unit 0: http://flpubs.osu.edu/uploads/Unit0Stage1-5.pdf; http://flpubs.osu.edu/catalog_details.cfm?PubKey=88&ReturntoSearch=yes

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Visual Aids Resources

http://office.microsoft.com/en-us/clipart/default.aspx

www.google.com, search picturesRealiaOwn photos

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Use English When Must but with CautionEnglish is not forbidden completely, we can use it to assign homework, explain grammar, etc.

Distinguish Chinese and English use. For example, if you must explain grammar, separate a short period of time for both students and teacher to use English to talk about the grammar or any questions.

Create Chinese Environment II

Extra-curriculum activitiesChinese TableVisit to Chinese communities: market, neighborhood

Festival celebrationChinese performance showEtc.

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Outlines Performance-based instruction

Designing performance-based instruction

Resources for K-12 Chinese

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Resources for K-12 Teachers IStandards for foreign language learning: preparing for the 21st centuryhttp://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf

http://www.actfl.org/i4a/pages/index.cfm?pageid=4283

American Council on the Teaching of Foreign Language: Program Standards for the Preparation of Foreign Language Teachershttp://www.ncate.org/documents/ProgramStandards/actfl2002.pdf

State Standards

Resources IIConfucius Institute

http://english.hanban.org/K-12 Chinese flagship

http://k12chineseflagship.osu.edu/http://casls.uoregon.edu/ppsflagship/en/index.php

Core/Alternative licensure programsStartalk teacher programs

http://startalk.umd.edu/

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Resources IIIArticles by Dr. Galal Walker http://chineseflagship.osu.edu/website/galalwalker/PP.htmRemembering the future Performed Culture: Learning to Participate in Another CultureLearning Less Commonly Taught Languages: An Agreement on the Bases for the Training of Teachers (with Scott McGinnis)

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Resources IVBooks published by Foreign Language Publications at The Ohio State University (http://flpubs.osu.edu)Class Professional Standards for K-12 Chinese Language Teachershttp://flpubs.osu.edu/catalog_details.cfm?PubKey=287&ReturntoSearch=yesChinese Pedagogy An Emerging Fieldhttp://flpubs.osu.edu/catalog_details.cfm?PubKey=153&ReturntoSearch=yesNFLC Guide for Basic Chinese Language Programs (2nd Ed.)Performed Culture: An Approach to East Asian Language PedagogyThe Pedagogy of Performing Another CulturePerformance-based Pedagogy for Communicating in Cultures

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