STARTALK Becoming Star Teacher by alicejenny

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									       Preparing
Standards-Based Teachers
            Mary Curran and Lucy Lee
          mary.curran@gse.rutgers.edu
          Graduate School of Education
   Rutgers, The State University of New Jersey
              Llee@livingston.org
     Livingston School District, New Jersey
       STARTALK Meeting, October, 2009
        Plan for the Presentation

   Background on the Rutgers/West Windsor-
    Plainsboro Teacher Student Program

   Lesson Demonstration and Critique

   Keys to Preparing Standards-Based Teachers
                STARTALK
        Teacher and Student Program

   Summer Camp for Middle and High School
    Students

   Professional Development for Teacher
    Candidates
     Princeton and West Windsor-Plainsboro
Regional School Districts’ Chinese Summer Camp

   Two week, non-residential program for middle and high
    school students

   Three student levels: beginner, intermediate, and heritage

   Three lead teachers

   Standards-based, immersion program
                 STARTALK
         Teacher Training Opportunities

   Methods Course

   Practicum Course
       Pre-camp Preparation Meeting
       Two-week Summer Camp
       Post-camp Reflection Meeting
Teacher Program Objectives
   Preparing teachers to engage in standards-based pedagogy
    reflecting the Chinese language and culture
   Developing a pre-service experience for teacher candidates
   Providing teacher candidates with the opportunity to gain real
    teaching experience with actual students, and learn how to cope
    with the significant cultural differences between the Chinese and
    American school systems
   Awarding scholarships to teachers in heritage Chinese language
    schools to attract them to the public school arena
   Tracking of program participants to initiate a research study
    following the Chinese language teacher preparation experience
    of the participants
   Fostering a new generation of expert teachers and teacher trainers
                      Methods Course
   Course Readings:
       H. Curtain & C. A. Dahlberg, (2005). Languages and Children--
        Making the Match: New Languages and Young Learners. Boston,
        MA: Allyn & Bacon.
       J. L. Shrum & E. W. Glisen, (2008).Teacher’s Handbook:
        Contextualized Language Instruction Boston, MA:Heinle.
   Introduction to SLA and language pedagogy
   Designing a performanced-based thematic unit, daily lesson
    plans and activities aligned to New Jersey world language
    standards and ACTFL standards for Chinese learning
   Designing integrated, performance-based assessments
              Practicum Course
   Standards-based Instruction

   Observations of Experienced Teachers

   Micro-teaching

   Guided Reflections with Teacher Educators

   Opportunities to Create Short- and Long-Term
    Professional Development Plans
               Standards-Based
             ACTFL/NCATE/NJPTS
   Pre-practicum Meeting
   Course requirements (3 graduate credits)
       Attendance
       Participation
       Focus on Daily Topics in Discussions and
        Journals
       Final Reflection Paper
   Post-practicum Meeting
        Teachers’ Daily Schedule
   Arrive at Princeton High School
   Help with student arrivals and check in
   Participate in tai chi welcome, warm-up activity
   Observe and assist teachers
   Conduct small group activities
   Eat lunch with students
   Assist community guest teachers
   Attend and assist in daily culminating program
   Meet for guided reflection, plan for next day, and
    create materials
          Demonstration Lesson
   Please observe and participate in our demo
    lesson, which focuses on the theme of the
    Olympics and sports.

   Consider what feedback you would give to a
    novice teachers after your observation.
他 是 谁?
Tā shì shéi
游泳 yóuyǒnɡ
Tā 她
shì 是
shéi 谁?
他 是 谁?
Tā shì shéi
游泳 yóuyǒnɡ
游泳   yóuyǒnɡ
棒球
bànɡqiú
足球
zúqiú
篮球   lánqiú
乒乓球
pīnɡpānɡqiú
羽毛球
yǔmáoqiú
网球
wǎnɡqiú
        D
A


    C


B           E
大风吹 dà fēng chuī
  吹什么? chuī shénme



吹乒乓球 chuī pīngpāng qiú
  交换讯息

lánqiú   bànɡqiú   zúqiú     wǎnɡqiú       yǔmáoqiú   pīnɡpānɡqiú




                   Yeye           Nainai




                           Baba             Mama



                   Gege           Wo               Meimei
问卷
   Q:   你喜欢打篮球吗?
         nǐ xǐhuān dǎ lánqiú ma?

   A:   我喜欢 / 我不喜欢
         wǒ xǐhuān / wǒ bù xǐhuān
Presentation:
他们 是 谁?
Tāmen shì shéi
Sheila Taormina
   Sheila Taormina has been                  现代五项竞赛
       training in, swimming and
       running, but also excelling in
       sports she had never even
       understood before, shooting,
                                          1.   射击 shè jí
       fencing and horseback riding.      2.   击剑 jí jiàn
      Before 2005, she had never
                                          3.   游泳 yóu yǒng
       participated in any of those new
       sports in any capacity.
                                          4.   马术 mǎ shù
                                          5.   跑步 pǎo bù
      At 2008 Beijing Olympic, she
       was representing the United
       States in the quest for Olympic
       gold in the Modern Pentathlon
                                          五个项目的比赛。
       event.
Modern Pentathlon




现代五项      xiàndài wǔxiànɡ
                Reflections
What were the strengths of this lesson?


What could be improved with this lesson?


How would you give feedback to a teacher after
  observing this lesson?
谢谢!
        Teachers’ Daily Schedule
   Arrive at Princeton High School
   Help with student arrivals and check in
   Participate in tai chi welcome, warm-up activity
   Observe and assist teachers
   Conduct small group activities
   Eat lunch with students
   Assist community guest teachers
   Attend and assist in daily culminating program
   Meet for guided reflection, plan for next day, and
    create materials
        Teachers’ Daily Schedule
   Arrive at Princeton High School
   Help with student arrivals and check in
   Participate in tai chi welcome, warm-up activity
   Observe and assist teachers
   Conduct small group activities
   Eat lunch with students
   Assist community guest teachers
   Attend and assist in daily culminating program
   Meet for guided reflection, plan for next day, and
    create materials
        Teachers’ Daily Schedule
   Arrive at Princeton High School
   Help with student arrivals and check in
   Participate in tai chi welcome, warm-up activity
   Observe and assist teachers
   Conduct small group activities
   Eat lunch with students
   Assist community guest teachers
   Attend and assist in daily culminating program
   Meet for guided reflection, plan for next day, and
    create materials
        Teachers’ Daily Schedule
   Arrive at Princeton High School
   Help with student arrivals and check in
   Participate in tai chi welcome, warm-up activity
   Observe and assist teachers
   Conduct small group activities
   Eat lunch with students
   Assist community guest teachers
   Attend and assist in daily culminating program
   Meet for guided reflection, plan for next day, and
    create materials
        Teachers’ Daily Schedule
   Arrive at Princeton High School
   Help with student arrivals and check in
   Participate in tai chi welcome, warm-up activity
   Observe and assist teachers
   Conduct small group activities
   Eat lunch with students
   Assist community guest teachers
   Attend and assist in daily culminating program
   Meet for guided reflection, plan for next day, and
    create materials
        Teachers’ Daily Schedule
   Arrive at Princeton High School
   Help with student arrivals and check in
   Participate in tai chi welcome, warm-up activity
   Observe and assist teachers
   Conduct small group activities
   Eat lunch with students
   Assist community guest teachers
   Attend and assist in daily culminating program
   Meet for guided reflection, plan for next day, and
    create materials
End of the Day
           Additional Activities

   Accompany students on field trip

   Meet for one-on-one feedback sessions with
    teacher trainers

   Create lessons for last day festival
             Additional Activities

   Meet for one-on-one feedback sessions with
    teacher trainers
       Teacher candidates choose goals for the
        practicum together with teacher trainers
       Teacher candidates consider their long-term
        professional development needs
Last Day Festival
          Keys for Preparing
       Standards-Based Teachers
   K-12 collaboration which models best
    practice;
   Teacher candidates have the opportunity to
    observe, practice with REAL K-12 students,
    and reflect;
   Teacher candidates receive feedback and
    guidance;
           Keys for Preparing
        Standards-Based Teachers
   Teacher candidates become members of a teacher
    learning community;

   Teacher candidates have the opportunity to observe
    multiple levels of instruction;

   Teacher candidates have the opportunity to practice;

   Teacher candidates observe how to make
    connections to the community;
          Keys for Preparing
       Standards-Based Teachers

   Teacher candidates receive on-going guided
    support and opportunities to reflect;
   Programs are adequately funded for teacher
    support, materials, and teacher candidate
    scholarships; and
   Teacher candidates learn that becoming a
    teacher is a life-long process.

								
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