Get ready Standards-Based Teachers .


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Planning Gauges Based Instructors. Mary Curran and Lucy Lee mary.curran@gse.rutgers.edu Graduate Institute of Training Rutgers, The State College of New Jersey Llee@livingston.org Livingston School Region, New Jersey STARTALK Meeting, October, 2009. Arrangement for the Presentation.
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Planning 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

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Plan for the Presentation Background on the Rutgers/West Windsor-Plainsboro Teacher Student Program Lesson Demonstration and Critique Keys to Preparing Standards-Based Teachers

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STARTALK Teacher and Student Program Summer Camp for Middle and High School Students Professional Development for Teacher Candidates

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Princeton and West Windsor-Plainsboro Regional School Districts\' Chinese Summer Camp Two week, non-private program for center and secondary school understudies Three understudy levels: learner, halfway, and legacy Three lead educators Standards-based, inundation program

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STARTALK Teacher Training Opportunities Methods Course Practicum Course Pre-camp Preparation Meeting Two-week Summer Camp Post-camp Reflection Meeting

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Teacher Program Objectives Preparing instructors to participate in principles based instructional method mirroring the Chinese dialect and culture Developing a pre-benefit involvement for instructor applicants Providing educator competitors with the chance to increase genuine showing knowledge with real understudies, and figure out how to adapt to the noteworthy social contrasts between the Chinese and American educational systems Awarding grants to educators in legacy Chinese dialect schools to pull in them to the government funded school field Tracking of program members to start an examination concentrate taking after the Chinese dialect educator readiness experience of the members Fostering another era of master educators and educator mentors

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Methods Course Readings: H. Window ornament & C. A. Dahlberg, (2005). Dialects and Children- - Making the Match: New Languages and Young Learners. Boston, MA: Allyn & Bacon. J. L. Shrum & E. W. Glisen, (2008). Educator\'s Handbook: Contextualized Language Instruction Boston, MA:Heinle. Prologue to SLA and dialect instructional method Designing a performanced-based topical unit, day by day lesson arrangements and exercises adjusted to New Jersey world dialect measures and ACTFL guidelines for Chinese learning Designing incorporated, execution based appraisals

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Practicum Course Standards-based Instruction Observations of Experienced Teachers Micro-educating Guided Reflections with Teacher Educators Opportunities to Create Short-and Long-Term Professional Development Plans

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Standards-Based ACTFL/NCATE/NJPTS Pre-practicum Meeting Course prerequisites (3 graduate credits) Attendance Participation Focus on Daily Topics in Discussions and Journals Final Reflection Paper Post-practicum Meeting

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Teachers\' Daily Schedule Arrive at Princeton High School Help with understudy landings and check in Participate in jujitsu welcome, warm-up movement Observe and help instructors Conduct little gathering exercises Eat lunch with understudies Assist people group visitor instructors Attend and aid every day coming full circle program Meet for guided reflection, get ready for following day, and make materials

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Demonstration Lesson Please watch and take an interest in our demo lesson, which concentrates on the subject of the Olympics and games. Consider what input you would provide for a beginner educators after your perception.

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他 是 谁? Tā shì shéi

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游泳 y ó uyǒnɡ

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T ā 她 sh ì 是 sh é i 谁?

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他 是 谁? Tā shì shéi

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游泳 y ó uyǒnɡ

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游泳 y ó uyǒnɡ

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棒球 b à nɡqi ú

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足球 z ú qi ú

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篮球 l á nqi ú

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乒乓球 pīnɡpānɡqi ú

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羽毛球 yǔm á oqi ú

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网球 wǎnɡqi ú

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D A C E B

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大风吹 dà fēng chuī 吹什么 ? chuī sh é nme 吹乒乓球 chuī pīngpāng qi ú

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交换讯息 lánqiú bànɡqiú wǎnɡqiú yǔmáoqiú pīnɡpānɡqiú zúqiú Yeye Nainai Mama Baba Gege Wo Meimei

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问卷 Q: 你喜欢打 篮球 吗 ? nǐ xǐhuān dǎ l á nqi ú mama? A: 我喜欢/我不喜欢 wǒ xǐhuān/wǒ b ù xǐhuān

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Presentation: 他们 是 谁? Tā men shì shéi

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Sheila Taormina 现代五项竞赛 射击 shè j í 击剑 j í ji à n 游泳 y ó u yǒng 马术 mǎ sh ù 跑步 pǎo b ù 五个项目的比赛。 Sheila Taormina has been preparing in, swimming and running , additionally exceeding expectations in games she had never even comprehended, shooting, fencing and horseback riding . Before 2005, she had never taken an interest in any of those new games in any way. A t 2008 Beijing Olympic, she was speaking to the United States in the mission for Olympic gold in the Modern Pentathlon occasion.

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Modern Pentathlon 现代五项 xi à nd à i wǔxi à nɡ

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Reflections What were the qualities of this lesson? What could be enhanced with this lesson? How might you offer input to an instructor in the wake of watching this lesson?

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谢谢!

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Teachers\' Daily Schedule Arrive at Princeton High School Help with understudy entries and check in Participate in judo welcome, warm-up movement Observe and help instructors Conduct little gathering exercises Eat lunch with understudies Assist people group visitor educators Attend and aid day by day coming full circle program Meet for guided reflection, anticipate following day, and make materials

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Teachers\' Daily Schedule Arrive at Princeton High School Help with understudy landings and check in Participate in kendo welcome, warm-up action Observe and help educators Conduct little gathering exercises Eat lunch with understudies Assist people group visitor educators Attend and aid every day coming full circle program Meet for guided reflection, get ready for following day, and make materials

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Teachers\' Daily Schedule Arrive at Princeton High School Help with understudy landings and check in Participate in yoga welcome, warm-up action Observe and help instructors Conduct little gathering exercises Eat lunch with understudies Assist people group visitor instructors Attend and aid day by day coming full circle program Meet for guided reflection, get ready for following day, and make materials

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Teachers\' Daily Schedule Arrive at Princeton High School Help with understudy landings and check in Participate in jujitsu welcome, warm-up action Observe and help instructors Conduct little gathering exercises Eat lunch with understudies Assist people group visitor instructors Attend and aid day by day finishing program Meet for guided reflection, get ready for following day, and make materials

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Teachers\' Daily Schedule Arrive at Princeton High School Help with understudy entries and check in Participate in judo welcome, warm-up action Observe and help educators Conduct little gathering exercises Eat lunch with understudies Assist people group visitor educators Attend and aid day by day coming full circle program Meet for guided reflection, get ready for following day, and make materials

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Teachers\' Daily Schedule Arrive at Princeton High School Help with understudy landings and check in Participate in yoga welcome, warm-up action Observe and help educators Conduct little gathering exercises Eat lunch with understudies Assist people group visitor educators Attend and aid day by day coming full circle program Meet for guided reflection, get ready for following day, and make materials

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End of the Day

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Additional Activities Accompany understudies on field trip Meet for one-on-one criticism sessions with instructor coaches Create lessons for a day ago celebration

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Additional Activities Meet for one-on-one input sessions with educator mentors Teacher competitors pick objectives for the practicum together with instructor coaches Teacher applicants consider their long haul proficient improvement needs

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Last Day Festival

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Keys for Preparing Standards-Based Teachers K-12 joint effort which models best practice; Teacher hopefuls have the chance to watch, hone with REAL K-12 understudies, and reflect; Teacher applicants get input and direction;

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Keys for Preparing Standards-Based Teachers Teacher applicants get to be individuals from an educator learning group; Teacher applicants have the chance to watch different levels of guideline; Teacher applicants have the chance to practice; Teacher applicants watch how to make associations with the group;

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Keys for Preparing Standards-Based Teachers Teacher hopefuls get on-going guided support and chances to reflect; Programs are sufficiently subsidized for educator support, materials, and instructor competitor grants; and Teacher hopefuls discover that turning into an instructor is a deep rooted handle.

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