[lingling.xie]

How can I modify content, process, and product to accommodate different learning styles and abilities?
To accommodate different learning styles and abilities, consider various approaches. For content, offer materials in different formats such as text, audio, or visual aids. For auditory learners, include lectures or discussions, while visual learners may benefit from diagrams or charts. Process modification involves varying instructional methods like group work, pair work, individual projects, or hands-on activities to suit diverse preferences. Lastly, design can-do statements for different levels, and adjust product expectations, allowing students to demonstrate understanding through essays, presentations, or artistic creations, catering to their strengths.

What strategies can I use to manage classroom logistics effectively while implementing differentiated instruction?
Implementing differentiated instruction requires efficient classroom management. Always organize materials and physical space to facilitate smooth transitions between activities. Establish clear routines and expectations, providing students with structured guidance on how to navigate various learning tasks independently or in groups. Utilize technology for individualized instruction or provide stations with differentiated tasks to address diverse learning needs concurrently. Regularly assess and adjust seating arrangements, grouping strategies, and resource allocation to optimize learning environments.

How can I continuously assess and adjust my teaching strategies to meet the evolving needs of my students?
Regularly assess student progress through formative assessments, observations, and informal checks for understanding. Collect data on individual strengths, challenges, and learning preferences to inform instructional decisions. Use rubrics and performance-based assessments aligned with different levels of can-do statements to provide specific feedback and track growth over time. Engage students in self-reflection and goal-setting to foster ownership of their learning journey. Collaborate with colleagues to share insights, resources, and strategies for addressing emerging needs effectively. Continuously reflect on teaching practices, seeking feedback from students and adapting instruction based on evolving student needs and educational best practices.

[lingling.xie]

– What are some challenges and barriers in integrating technology into language education? How can these be addressed?
Integrating technology into language education presents both opportunities and challenges. One major challenge is access to technology and internet connectivity disparities among students, which can hinder equitable learning experiences. This can be addressed by ensuring schools provide access to devices and reliable internet, offering alternative offline resources, and designing activities that accommodate various levels of technological access.

– Can technology effectively simulate cultural immersion, which is vital for language learning? What are the limitations and advantages compared to traditional immersion methods?
Technology can effectively simulate cultural immersion through virtual reality (VR), online communities, and interactive multimedia. While these methods offer advantages such as accessibility and flexibility, they may lack the depth of traditional immersion experiences like studying abroad. However, they can still foster cultural understanding and language acquisition, especially when complemented with real-world interactions.

– What role does gamification in language learning apps and software play in enhancing learning outcomes? Does it lead to long-term retention of language skills?
Gamification in language learning apps and software can enhance engagement and motivation, leading to improved learning outcomes. By incorporating elements like rewards, challenges, and progress tracking, gamified platforms encourage consistent practice. While they may boost short-term retention, long-term success depends on complementing gamified learning with three modes of communication goals and tasks.

– What do you envision as the future of language learning with the advancement of technology? What emerging technologies could further revolutionize this field?
The future of language learning will likely see further integration of artificial intelligence (AI) and AI-driven tutoring systems. These advancements have the potential to provide tailored feedback, adaptive learning paths, and immersive experiences, revolutionizing language education by making it more personalized, engaging, and effective.

[lingling.xie]

– How can membership in a professional organization expand your teaching strategies and resources to benefit your students?
Membership in a professional organization expands teaching strategies and resources by providing access to a rich network of educators, experts, and resources. Through conferences, workshops, and online platforms, educators can stay updated on the latest pedagogical approaches, curriculum developments, and instructional materials. Collaborating with colleagues within the organization allows for the exchange of ideas, best practices, and innovative teaching methods. Additionally, professional organizations often offer professional development opportunities such as seminars and webinars focused on specific topics relevant to language teaching. These resources and networking opportunities enable educators to enhance their teaching practices, tailor instruction to diverse student needs, and create engaging learning experiences.

– In what ways do you believe professional organizations can shape the path of your career?- In considering your long-term career goals, how can active involvement in a professional organization propel you towards achieving them?
Professional organizations play an important role in shaping the educators’ careers by offering various avenues for professional growth and advancement. Networking opportunities within these organizations allow educators to connect with mentors, peers, and leaders in the field, facilitating knowledge sharing, collaboration, and mentorship. Additionally, involvement in committees, special interest groups, and leadership roles provides valuable leadership experience, visibility, and recognition within the profession. Participation in conferences, presentations, and publications allows educators to showcase their expertise, contribute to the advancement of the field, and build a professional reputation. Moreover, professional organizations often offer career development resources, such as job boards, mentorship programs, and professional certifications, which can enhance career prospects and opportunities for advancement.

– How do professional organizations provide platforms for advocacy and influence in shaping educational policies?
Professional organizations serve as influential platforms for advocacy and policy influence in the field of education. Through collective action and collaboration, these organizations can advocate for policies and practices that promote quality education, support educators, and benefit students. Professional organizations often engage in policy analysis, research, and advocacy efforts to address issues affecting education at local, state, and national levels. They may work closely with policymakers, government agencies, and other stakeholders to provide input on legislation, regulations, and funding priorities. Additionally, professional organizations may develop position statements, issue policy briefs, and organize advocacy campaigns to raise awareness, mobilize support, and effect change on key educational issues. By amplifying the voices of educators and leveraging their collective expertise and influence, professional organizations can shape educational policies and practices to better serve the needs of students, educators, and communities.

[lingling.xie]

How do performance-based assessments offer insights into a student’s language proficiency?
According to ACTFL (2015) guideline, “performance is the ability to use language that has been learned and practiced in an instructional setting.” Different from the traditional grammar and vocabulary test, the performance-based assessment relies on rubrics instead of the discrete-point to test the students’ ability. It is difficult to move toward the performance-based assessment because both teachers and students are so familiar and comfortable with the straightforward grammar and vocabulary point test. In order to conduct the performance assessment, teachers need to create the rubric and the task and make sure they understand the process and measure for the assessment. As classroom teaching migrates to learner-centered instruction, new assessments should align with the instruction procedures and provide a learner-centered assessment. This may even involve the students’ participation in the rubric construction. Performance-based assessment teaches students how to evaluate their own work through self-reflection and how to evaluate the work of their peers. It can be a challenge for the teachers to conduct this new assessment, because they need to create a cooperative learning environment and practice extensively to make themselves and students comfortable with the assessment process.
World language assessments are not only performance-based but also proficiency-oriented. Proficiency-oriented assessments allow students to apply the language they have learned in the target language community. “Proficiency is the ability to use language in real-world situations in a spontaneous interaction and non-rehearsed context and in a manner acceptable and appropriate to native speakers of the language.” (ACTFL, 2015, p. 4) World language teachers design the performance assessment task to practice the language skill in a real-world context. The task is designed to transfer to the proficiency task beyond the classroom.
Transfer is “using knowledge and skills in new and unanticipated situations different from how they were originally learned, on one’s own, without any cues or support” (Eddy, 2014, p.16) Performance assessment transfer tasks should have value in and beyond the classroom. Through practice in the performance-based assessment, learners can transfer the language knowledge and skills they have learned into a new real-world task by themselves and beyond themselves (Eddy, 2015). Vega stated that “performance assessments support transfer by requiring students to create product, presentation, performance, or portfolio and to grapple with problems that have real-world relevance for them” (Vega, 2015, p4). Performance assessment is a comprehensive assessment that uses multiple methods to measure and find evidence of students’ understanding and learning achievement. The goal of performance assessment is to move the learner toward a proficiency level. Performance assessment tasks should be designed for transferability and articulation between different levels of language learning.

[lingling.xie]

What are your top three goals for this academic year?

1. Apply and practice one or two strategies I learned from Startalk into my classroom.
2. Go deeper in designing and implementing IPA.
3. Improve the questioning and scaffolding skills in my classroom.

[lingling.xie]

During Phase 2 of my training in language teaching, I have learned several significant lessons that will undoubtedly shape my future teaching practice. One of the most crucial lessons I learned is the importance of comprehensible input and frequent check for understanding during the instruction. I have improved my teaching practice from the first micro teaching to the last one. I can keep reminding myself what are the can-do statements, frequently check for understanding and provide opportunities for students to practice. This is a very important growth in my professional training.
Another important lesson I learned is the significance of incorporating culture into language teaching with the IMAGE model. Image can be a powerful tool to enhance language learning by providing authentic materials and cultural experiences. I plan to integrate IMAGE model into my lesson to teach students the products, practices, and perspectives of the Chinese cultures.
In terms of continued professional growth and development, I am committed to staying updated on best practices, educational research, and advancements in the field of language teaching. I plan to attend conferences, workshops, and webinars to expand my knowledge and gain insights from experts in the field. Additionally, I will actively seek out opportunities for professional development and presentation of Chinese language teaching.
Navigating challenges and setbacks during Phase 2 training required good time management and resilience. When faced with difficulties, I found it helpful to seek support from my peers and mentors. Collaborating with others and discussing challenges allowed me to gain different perspectives and find effective solutions. Additionally, taking breaks and practicing self-care helped me maintain a positive mindset and regain focus during challenging times.
Looking back at my training, I am proud of the growth I have achieved. I have expanded my knowledge of language teaching theories and methodologies, gained practical experience through hands-on teaching, and developed communicating and mentoring skills. To celebrate these accomplishments, I plan to reflect on my journey, express gratitude for the support I received, and share my experiences with others in the world language teaching community.

[lingling.xie]

1. What did I learn from the webinar that I did not know before?
One key takeaway from the webinar was the evaluation of interpersonal assessment. Prior to attending the session, I was struggling of the assessment on interpersonal modes tasks. However, the webinar introduced me to the practical method of assessing learners’ ability to interact and communicate effectively with others. Interpersonal assessment not only evaluates linguistic proficiency but also considers the learners’ social and cultural competencies when engaging in conversations or collaborative tasks. Paul provided us a clear and easy scoring guideline to give to students during their interpersonal modes tasks. Furthermore, another key takeaways from the webinar was the concept of designing three modes of communication integrated performance assessment. Before attending the session, I was aware of the three modes of communication (interpersonal, interpretive, and presentational) but had not evaluated whether I integrating them effectively into a performance assessment format. The webinar presented a comprehensive guideline to design IPA in the formative and summative assessments.

2. What links can I make between my experience and other events/ideas from my studies or workplace?
During my studies, I remember a integrated performance assessment where interpersonal assessment played a crucial role. I will integrated the interpersonal assessments and its scoring guideline into my daily lesson. In my workplace, I have participated in designing different IPA for the summative assessment and final exams. The integrated performance assessment framework discussed in the webinar resonates with these experiences. By designing assessments that incorporate the three modes of communication, students can independently demonstrate that they have reached the unit goals in communicative tasks at appropriate points of time in the unit and teachers can collect different evidences for the students’ learning.

[lingling.xie]

Hi Zhao Laoshi,
You’ve provided an insightful overview of designing assessments that accurately measure what they intend to measure.
Your step-by-step approach to designing assessments is comprehensive and effective. By setting clear unit goals and objectives, teachers can align assessments with desired learning outcomes. Choosing appropriate assessment methods that focus on using language rather than mere knowledge is crucial for evaluating students’ language abilities. The consideration of functions, context, and text types ensures that assessments have a purpose beyond language practice and progressively challenge students. Developing assessment criteria, such as using single-point rubrics, can provide clear guidelines for both teachers and students. Finally, the application of assessments, timely feedback, and reflection allow for continuous improvement in teaching and learning. Keep up the excellent work in implementing these assessment strategies and fostering meaningful growth for your students!

[lingling.xie]

Hi Huang Laoshi,
I like your summarizing the key points about assessment! I agree that the purpose of assessment, as you mentioned, is to move beyond solely testing knowledge and instead focus on measuring a student’s ability to use language in real-life situations. Performance assessments require active language construction and go beyond passive understanding.
I believe to design assessments that effectively measure what they intend to measure, the focus should be on task-based performance assessments. These assessments involve classroom tasks where learners engage with the target language, emphasizing comprehension, manipulation, production, and interaction. The primary focus is on meaning rather than form. The completion of the task becomes the central aspect of assessment, and linguistic features are evaluated in relation to the task’s requirements.

[lingling.xie]

Step 1: First of all, let the audience know which video you watched.
Assessing and Grading for Learning – Laura Terrill

Step 2: Choose at least 2 questions below and write a thorough reflection.

What was the purpose of the assessment?
The purpose of the assessment to find the evidence to show what learnings can do with the language. That’s why we need to create unit golas that indicate what learner can do witht he language. The goal should convey not only what learner will do witht hte language , but also output goals with the assumption that all goals are addressed in each of the 3 modes. It should show clear evidence of the standards.

How do we design assessments that measure what they intend to measure?
We shoule create performance assessment that assess each mode the communication with tasks that are real-world. The performance assessment should be the proficiency oriented and involve all three modes of communication skills. The tasks should be real-world, address the essential question of the unit, and allow learners to demonstrate how well they have met the goals of the unit. Then we should create the rubrics that provide feedback on the performance. Grading must be consistent, accurate, meaningful and support learner.

[lingling.xie]

Hi, hasna.dahbi, thanks for sharing!
3 things fascinating
1. The summary is clear and brief.
2. The steps is easy to follow with the timing.
3. The modifications is meaningful for daily life.

2 things you can adapt
1. I can adapt the ideas and encourage students to do groceries in the Chinese supermarket.
2. I can adapt the way to prepare students for the activities.

1 wonder or question
Can you have the students role play spontaneous speaking instead of writing the dialogue?

[lingling.xie]

Dear Xia Laoshi, thanks for sharing!
3 things fascinating about the post
1. The process is simple and clear.
2. The topic is meaningful and relative.
3. The modification fits the level of the students.
2 ideas you can adapt
1. I can adapt your idea and process of “a city in China” in AP Chinese when we learn about Chinese cities.
2. I can adapt the reflection idea and change the questions to make students think deeper about the culture.
1 wonder or question
How can you scaffold and support the students in the group discussion?

[lingling.xie]

Name of Activity: Who are I
Activity Steps:
1.Warm-up: Divide the students into pairs and instruct them to pretend they are strangers meeting for the first time. Ask them to introduce themselves to each other, sharing basic information like their names and where they are from. Encourage them to have a brief conversation and get to know each other a little.
2.Brainstorming: Lead a class discussion about what information is interesting or important to know about someone when you first meet them. Brainstorm general categories of information that can be used to describe personal identity, such as name, nationality, hobbies, favorite music, etc. Write these categories on the board or large paper.
3.Personal Identity Stars: Explain to the students that they will now explore their own personal identities. Distribute paper and pens to each student. Instruct them to draw a representation of their identity as a star, with different aspects of their identity radiating out as beams or rays. Ask them to think of 8-10 important aspects of their identity and include them in their star drawing.
4.Finding Commonalities: Have the students mingle and compare their personal identity stars with others in the class. When they find someone who shares a beam or ray with them, they should write that person’s name near the beam. Encourage them to have conversations and learn more about each other’s identities. Allow sufficient time for this activity.
5.Group Discussion: Gather the students back into the whole class and facilitate a discussion about their experiences.
6. Group Brainstorm: Conduct a group brainstorming session to further explore the aspects of identity discussed in the activity. Write down the aspects mentioned by the students on the whiteboard or large paper. Encourage everyone to contribute and share their perspectives.
Modification of the activities:
1. Second step of brainstorming will be modified to vocabulary introduction. Introduce or review relevant vocabulary related to personal identity in Chinese. Write key vocabulary words and phrases on the board.
2. Cut the group brainstorm and just do the group discussion to shorten the time at the end.
This modification of the activity allows for a more streamlined and focused approach within a 40-minute Chinese lesson. The vocabulary introduction serves as quick reviews, while the main activity provides ample time for students to engage in conversations and practice using the vocabulary in context.

[lingling.xie]

I agree the OPI is good assessment for the students, especially grade 11, 12 and college students to show their interpersonal speaking skill on having a spontaneous conversation. It is useful for the students to have the OPI certification for placement in the college and hiring in the workforce.

[lingling.xie]

I agree with your opinion about AAPPL. AAPPL does provides us a clear path of students’ progressing in the different modes of communication. If we can assess students every year, students can chart their growth and the teachers can have the detailed data to assist in planning and instruction for the future classes. Especially for AP Chinese, AAPPL not only provides a great practice but also identify areas of strength and weakness for the teachers to address in order to improve the score. I compared the AAPPL score rating and the AP score, the interpersonal listening speaking score showed an alignment with the AP score.

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