Standard 7: Instructional Strategies
- The teacher uses various instructional strategies to ensure that all learners develop a deep understanding of content areas and their connections, and build skills to apply and extend knowledge in meaningful ways.
- A teacher needs to apply a variety of instructional strategies and provide opportunities to engage students in classroom in order to develop students' higher order thinking skill and ability to solve real-world problems.
Goal:
- I will apply various instructional strategies such as writing, reading, listening, and speaking center, unrehearsed interactive puzzle solving speaking task, and total participation techniques to my daily lesson.
Reflection:
- I believe one should not use only one instructional strategy to teach all students over time. It should be necessary to use a variety of instructional strategies to support and expand individual student’s communication skills and content understanding. To demonstrate my understanding and employment of various instructional strategies, I have included writing, reading, listening, and speaking center, unrehearsed interactive puzzle solving speaking task, and total participation techniques. I use various and appropriate strategies and resources to adapt instruction based on individual and/or groups of learners needs in order to deepen learning and promote engagement and involvement. Students like different activities to interact with the teacher and peers. I found that when I use a same strategy for both RED and BLUE class and I get different results, so I learned that as a teacher I need to be like a bamboo which can be bend but not be broken.
Evidence:
1. Games:
1. Games:
- Listening Game:
- YCT-t10: http://chinesedli.epizy.com/html5_listening_YCT_t4/html5_listening.html
- YCT-t9: http://chinesedli.epizy.com/html5_listening_YCT_t1/html5_listening.html
- YCT-t8: http://chinesedli.epizy.com/html5_listening_YCT_t8/html5_listening.html
- YCT-t7: http://chinesedli.epizy.com/html5_listening_YCT_t7/html5_listening.html
- YCT-t6: http://chinesedli.epizy.com/html5_listening_YCT_t6/html5_listening.html
- YCT-t5: http://chinesedli.epizy.com/html5_listening_YCT_t5/html5_listening.html
- YCT-t4: http://chinesedli.epizy.com/html5_listening_YCT_t4/html5_listening.html
- YCT-t3: http://chinesedli.epizy.com/html5_listening_YCT_t3/html5_listening.html
- YCT-t2: http://chinesedli.epizy.com/html5_listening_YCT_t2/html5_listening.html
- YCT-t1: http://chinesedli.epizy.com/html5_listening_YCT_t1/html5_listening.html
- Matching Game:
- YCT-t10: http://chinesedli.epizy.com/html5_match_YCT_t4/html5_match.html
- YCT-t9: http://chinesedli.epizy.com/html5_match_YCT_t1/html5_match.html
- YCT-t8: http://chinesedli.epizy.com/html5_match_YCT_t8/html5_match.html
- YCT-t7: http://chinesedli.epizy.com/html5_match_YCT_t7/html5_match.html
- YCT-t6: http://chinesedli.epizy.com/html5_match_YCT_t6/html5_match.html
- YCT-t5: http://chinesedli.epizy.com/html5_match_YCT_t5/html5_match.html
- YCT-t4: http://chinesedli.epizy.com/html5_match_YCT_t4/html5_match.html
- YCT-t3: http://chinesedli.epizy.com/html5_match_YCT_t3/html5_match.html
- YCT-t2: http://chinesedli.epizy.com/html5_match_YCT_t2/html5_match.html
- YCT-t1: http://chinesedli.epizy.com/html5_match_YCT_t1/html5_match.html
- Sentence restructure games:
- YCT-t10: http://chinesedli.epizy.com/html5_unscramble_YCT_t4/html5_unscramble.html
- YCT-t9: http://chinesedli.epizy.com/html5_unscramble_YCT_t1/html5_unscramble.html
- YCT-t8: http://chinesedli.epizy.com/html5_unscramble_YCT_t8/html5_unscramble.html
- YCT-t7: http://chinesedli.epizy.com/html5_unscramble_YCT_t7/html5_unscramble.html
- YCT-t6: http://chinesedli.epizy.com/html5_unscramble_YCT_t6/html5_unscramble.html
- YCT-t5: http://chinesedli.epizy.com/html5_unscramble_YCT_t5/html5_unscramble.html
- YCT-t4: http://chinesedli.epizy.com/html5_unscramble_YCT_t4/html5_unscramble.html
- YCT-t3: http://chinesedli.epizy.com/html5_unscramble_YCT_t3/html5_unscramble.html
- YCT-t2: http://chinesedli.epizy.com/html5_unscramble_YCT_t2/html5_unscramble.html
- YCT-t1: http://chinesedli.epizy.com/html5_unscramble_YCT_t1/html5_unscramble.html
- Vocabulary guessing game:
- Unit 10- 星,期,几,年: http://chinesedli.epizy.com/html5_k_10_vocabulary/html5_lotto.html
- Unit 9- 走, 去, 来, 田: http://chinesedli.epizy.com/html5_k_9_vocabulary/html5_lotto.html
- Unit 8-今, 明, 昨, 是: http://chinesedli.epizy.com/html5_k_8_vocabulary/html5_lotto.html
- Unit 7- 月,天,日,生: http://chinesedli.epizy.com/html5_k_7_vocabulary/html5_lotto.html
- Unit 6- 男,女,雨,土 : http://chinesedli.epizy.com/html5_k_6_vocabulary/html5_lotto.html
- Unit 5- 马,牛,羊,鸟,虫: http://chinesedli.epizy.com/html5_k_5_vocabulary/html5_lotto.html
- Unit 4- 山,水,火,人: http://chinesedli.epizy.com/html5_shan_shui_huo_ren/html5_lotto.htm
- Unit 3- 不,坐,里,在: http://chinesedli.epizy.com/html5_k_3_vocabulary/html5_lotto.html
- Unit 2- 大,小,上,下: http://chinesedli.epizy.com/html5_shang_xia_da_xiao/html5_lotto.htm
- Unit 1- 1-10: http://chinesedli.epizy.com/html5_k_1_vocabulary/html5_lotto.html
2. Activities:
Computer game:
Computer game:
- In our class we have listening, reading, writing, matching, guessing, gomoku(five-in-a-row), and sentence reconstruction computer games. Students can play games single or play with partner even whole class can play the game at the same time. Students like to compete with each other.
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Sentences writing:
- Students listen to the audio and write sentences on their worksheet and then read to teacher or partners.
Listening & Chinese games:
- First: two students play computer game together. When they both get two 100% they can get spin ticket stickers. Then: 1 student do it.
- We have 10 computers in my classroom now.
Reading & Writing:
- Students read books and write down Chinese characters they recognize.
Reading & Speaking:
- Two students play Gomoku (five-in-a-row). Students need to say the Chinese character then circle it. The student wins when s/he circles 5 words in a row. There are two version one is computer version and another is hard copy version.
Writing & Reading:
- Students need to complete worksheet of vocabulary and sentences that we have accumulated from weekly test by them self. When students completed their worksheet they need to read the questions and answer questions to their working partner. Students also need to tell their partner why the answer is correct or incorrect.
Guessing Chinese character 1: (Vocabulary guessing)
- Students take turns to be a "tester" to ask other students what Chinese character it would be. The one who guess the right answer take next turn. (This video is oral version. Another version is that all students write down the Chinese character on small whiteboard.)
Guessing Chinese character 2: (Sentences writing.)
- 1. Teacher uses a software (the right side) for students to guess vocabulary and write it down
- 2. Students use the vocabulary to make their own sentence. (the left side)
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Math game:
- Three students play together. Two students hold a number card on their head without watching it and the third students add the sum up and say the sum. students who hold the card on their head will need to guess the number on their hand. Student who guess the number on the card first is the winner.
Magic sentence writing.
- 1. Students use white crayon to write their own sentence on their worksheet.
- 2. students use marker to draw on it and then the sentence will come out. (See video below.)
Math game: (Scaffolding)
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Drawing a picture, writing a sentence, and guessing the sentence.
- First, each student draw a picture on their first page of notebook. Second, students use the picture to make a sentence and write it on the next page of notebook. then all students need to show their piture and ask other students what the picture is. Students need to ask and answer the sentence by looking the picture to each other. (Videos 1&2)
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Weekly vocabulary writing game.
- Students need to write vocabulary on their worksheet: For example, 姐(older sister),妹(younger sister),长(long),爱(love),想(think of),样(一样=the same),都(all/both)。(The Chinese characters are running as shown below.)
- The first week: Students need to KNOW how to write them. Achievement Assess: what students KNOW about the language. Students need to REMEMBER the vocabulary, so there is only one correct answer.
- The second week: Students need to USE these vocabulary to make their own sentences. Proficiency Assess: what students can DO with the language. Students can USE the vocabulary to form a sentence, so there are many possible answers.
- The goal: Students should be able to apply their old knowledge to new or real life situations which is from achievement* to proficiency**.
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3. Total Participation Techniques:
- Unrehearsed interactive puzzle solving speaking task
- Think-pair-share
- Quick-writes
- Quick-draws
- Whiteboard splash
- Thumbs-up when ready
- Processing cards
- Ranking
- Numbered heads together
- Thumb up/down vote
- Small whiteboard hold ups
- Line-up (Speed dating)
- Three 3's in a row
- Categorizing and sorting
- Mouth it, use body part to do air- write, show me using your fingers
- Cut-and-pastes
- Read-aloud
- Graphic organizers
- picture notes
- T-chart
- What is missing on the desk
4.Mastery learning:
- Goal: students will be able to get 2 100% on listening computer game. (Choose the right Chinese character.)
- Students must demonstrate mastery on unit exams, typically 80% (our goal is: 2 100% on listening game), before moving on to new material. Students who do not achieve mastery receive remediation through tutoring, peer monitoring, small group discussions, or additional homework. Additional time for learning is prescribed for those requiring remediation. Students continue the cycle of studying and testing until mastery is met. ( Source: http://edutechwiki.unige.ch/en/Mastery_learning).
- 1. Students need to get 2 100% on listening computer game. When a student completed it early, s/he will help other students. The helper cannot direct tell the answer to their partner. Instead, the helper needs to write the "key words" on the whiteboard for their partners to recolonize the key words and find the correct answer themselves. (See video 1& 2 below.)
- 2. If students cannot get 2 100% in 15 minutes they need to stay in class during the recess and the teacher will help them one on one during that time. (See video 3 below.)
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Reflection:
- I like to apply technology tools as one of my instructional strategies to my daily lesson. Students want to play computer games I designed and get 100% for a spin ticket sticker. I design different games for my students to play in classroom for students who completed assignment early and as a center. Some students are easy to give up when they do not get right answer but some students are trying harder to find the correct answer. I apply differential strategy for different students. For adapted level students they can play listening game to choose correct picture, the essential level students they can play listening game to choose correct Chinese character or sentence, for advanced level students they can play reading sentence reconstruction game. I also pair higher level kids with lower level kids to work together in my classroom. However, I found that many students just want the "correct" answer from their working partner. The strategy I use to prevent it happens is that I ask students to not only write/say the answer but also to justify their answer (telling the reason/why this is correct and not correct).