FLGED-GE.2124 .001
Adv. Chinese for Teachers of Chinese (I) Spring 2015
Instructors: Wei-ling Wu, Ph.D.
Robin Harvey
New$York$University$
Steinhardt$School$of$Culture,$Education,$and$Human$Development$
Department$of$Teaching$and$Learning$
Multilingual$Multicultural$Studies$
TESOL/Foreign$Language$Ed/Bilingual$Ed$Programs$
FLGEDIGE.2124.001,$Advanced$Chinese$for$Teachers$of$Chinese$I$
Thursdays,$4:55$–$6:35$p.m$*$Jan$29,$Feb$5,$Mar$12,$26,$Apr$9,$23,$30,$May$7$
Saturdays$9:30$–$3:00,$February$7,$21,$28$
194$Mercer$Street,$Room$210$
Spring$2015$
!
Instructors:$$ WeiIling$Wu,$Ph.D.$$([email protected])$
$
$
Robin$Harvey$([email protected])$ $
Telephone:!
212I992I9367$(Harvey)$
Office!Hours:$$ Harvey:$Tuesdays$1:00$–$3:00$p.m.;$Thursday$2:00$–$3:30$p.m.,$and$by$appointment$
Office:$$ $
East$Building,$239$Greene$Street,$Room$313$
$
CATALOG!DESCRIPTION$
This$course$aims$to$prepare$participating$teachers$for$Chinese$classrooms$in$light$of$the$ACTFL$National$
Foreign$Language$Standards.$Through$discussion$and$projects,$participants$will$become$familiar$with$the$
process$ of$ curriculum$ development$ and$ lesson$ planning,$ and$ will$ develop$ strategies$ for$ instruction$ and$
assessment.$Participants$will$also$gain$understanding$of$the$working$environment$and$classroom$culture$
of$American$schools$and$build$up$skills$for$effective$teaching.$
$
COURSE!OVERVIEW!
This$ course$ is$ intended$ for$ future$ Chinese$ teachers,$ to$ advance$ their$ understanding$ of$ methods$ and$
practices$in$teaching$Chinese$as$a$foreign$language.$
$
LEARNER!OBJECTIVES!
Students$will$be$able$to:$
• Create$a$facilitative,$collaborative,$and$lowIanxiety$learning$environment$
• Devise$ &$ implement$ appropriate$ classroom$ management$ strategies$ for$ the$ American$ (NYC)$
classroom$
• Identify$the$characteristics$of$young$learners$and$strategies$for$teaching$them$FL$
• Understand$the$immersion$classroom$in$its$various$forms$
• Design$thematic$units$and$lesson$plans$for$the$Chinese$classroom$
• Apply$the$standards$and$best$practices$(including$backward$design)$in$curriculum,$unit$and$lesson$
plan$design$
• Utilize$a$variety$of$instructional$strategies$in$teaching$Chinese,$including$but$not$limited$to$specific$
strategies$for$teaching$pronunciation,$grammar,$vocabulary$and$the$four$language$skills$(listening,$
speaking,$reading$&$writing)$and$three$modes$of$communication$
• Assess$ students’$ needs$ and$ achievements$ through$ various$ assessments$ including$ standardized$
tests$
• Experience$ the$ process$ of$ planning$ instruction$ and$ assessment$ for$ communicative$ proficiency$ in$
meaningful$cultural$contexts.$$$
• Develop$ ChineseIspecific$ strategies$ to$ engage$ students$ with$ varied$ learning$ needs.$ $ Participants$
are$required$to$design$a$thematic$unit$and$create$a$lesson$plan.$
1
FLGED-GE.2124 .001
Adv. Chinese for Teachers of Chinese (I) Spring 2015
Instructors: Wei-ling Wu, Ph.D.
Robin Harvey
COURSE!FORMAT:!
Classes$will$be$conducted$in$seminar$style,$using$a$combination$of$direct$instruction,$small$and$large$group$
discussion,$and$small$and$large$group$activities.$$Outside$of$class,$discussions$will$be$held$on$NYU$Classes.$
$
NYU!Classes:!
This$ course$ has$ an$ NYU$ Classes$ site.$ The$ syllabus,$ details$ about$ assignments,$ and$ other$ general$ course$
information$will$be$available$on$the$NYU$Classes.$In$addition,$students$will$be$expected$to$participate$on$
the$NYU$Classes$discussion$board.$
$
COURSE!REQUIREMENTS!&!CLASS!SCHEDULE!(PART!I,!DR.!WU)!
Course$requirements$for$Dr.$Wu’s$segment$of$the$course$(PART$I)$account$for$50%$of$your$final$grade$for$
the$course.$$All$assignments$must$be$submitted$by$email$to$Dr.$Wu$in$the$format$she$has$requested.$$No$
hardcopies$will$be$accepted.$$$
!
Saturday,!February!7!
Unit$design$and$lesson$planning$
1. Standards$and$backward$design$
2. Thematically$organized$units$and$unit$mapping$
3. Connecting$language$functions$and$forms$in$context$
$
4. Designing$assessment$to$collect$evidence$of$learning$
5. Lesson$plan$format$$
!!!!!!Assignment:!!ProjectIIIunit$design$and$mapping$(draft)$
!
Saturday,!February!21!
$ Instructional$strategies$for$communicative$proficiency$$$
1. Student$needs$in$secondIlanguage$acquisition$
2. Comprehensible$input$and$use$of$the$target$language$
3. Developing$interpersonal$communication$skills$
4. Developing$presentational$communication$skills$
5. Developing$interpretive$communication$skills$$
$$$$$$Draft!Due:!$Project—unit$design$and$mapping$$
$$$$$$Assignments:!!Project—a$lesson$plan$(draft)$
!
Saturday,!February!28!
$ Engaging$students$to$learn$
1. Using$technology$and$instructional$resources$
2. Motivational$strategies$and$activities$
3. Classroom$management$
$$$$$$Draft!Due:$$$$$$Project—a$lesson$plan$
$$$$$$Assignments:!!Project—$finalize$the$project$(unit$design,$mapping$and$lesson$plan)$
$ $
COURSE!REQUIREMENTS$
$
A.$$$Attendance!&!Participation:$$$You$are$required$to$attend$all$three$classes$unless$special$permission$is$granted$
by$the$instructor.$$If$permission$is$granted,$it$is$your$responsibility$to$obtain$notes$and$make$up$all$the$work$for$the$
lesson$missed.$$Classroom$discussion$is$an$important$part$of$the$learning.$$Your$participation$will$help$you$digest$
and$internalize$the$course$contents.$
$
2
FLGED-GE.2124 .001
Adv. Chinese for Teachers of Chinese (I) Spring 2015
Instructors: Wei-ling Wu, Ph.D.
Robin Harvey
B.$$$Project:$$$$$You$will$choose$a$theme$of$your$own$interest$and$design$a$thematicIunit$with:$1)$the$unit$design,$
2)$the$unit$mapping,$and$3)$a$lesson$plan,$that$reflect$your$understanding$of$the$learning$
!!!!!!
!!!!!!Requirements!for!project!submission:!!!
• Project!due!date:!!10:00pm,!Saturday,!March!15,!2015!
• Submit$your$paper$through$NYU$Classes$site$AND$by$email$to$Dr.$Wu.!
• Include$the$unit$design,$unit$mapping,$and$the$lesson$plan$in!one!file.!
• Name!the!file$as:$$15$NYU$4$Lily$Chang$
.$
• Type!the!subject!of!your!eZmail$also$as:$15$NYU$4$Lily$Chang$
.$
• Include!your!English!name!and!Chinese!name!on$the$top$of$the$first$page$of$your$project.$
• Save!your!file!as!Word!97Z2003!for!the!instructor!to!type!comments!in!the!file.!!If$you$send$your$
assignment$in$a$PDF$file$or$any$readIonly$file,$you$will$get$a$grade$only,$without$any$comments$
from$the$instructor.!$
• Points!will!be!taken!off!from$those$projects$that$fail$to$follow$the$above$requirements$or$are$
turned$in$later$than$the$due$date.$$
$
GRADING:!
Attendance$and$participation$ 40%$$$$$$$$$
Final$Project$ 60%$
The$final$grade$for$the$course$will$be$a$combination$of$the$grade$for$Dr$Wu’s$portion$of$the$course$(50%)$and$the$
grade$you$receive$from$Professor$Harvey$(50%).$$
$
REQUIRED!READINGS:!
1. Standards(for(Foreign(Language(Learning:(Preparing(for(the(21st(Century$(Executive$Summary).$$1999.$$
Lawrence,$KS:$Allen$Press.$http://www.actfl.org/files/public/StandardsforFLLexecsumm_rev.pdf$
2. Standards(for(Chinese(Language(Learning.$$1999.$Lawrence,$KS:$Allen$Press.$
3. ACTFL(Integrated(Performance(Assessment.$Alexandria,$VA:$ACTFL,$2003.$
http://www.actfl.org/i4a/pages/index.cfm?pageid=3565$
4. Glossary.$Teaching$Foreign$Languages$KI12:$A$Library$of$Classroom$Practices.$
http://www.learner.org/libraries/tfl/key_terms.html#performance_assessment$
5. Characteristics(of(High(Quality(World(Language(Teaching(and(Learning.$2011.$
http://www.education.ky.gov/KDE/Instructional+Resources/Highly+Effective+Teaching+and+Learning/$
6. Teaching(in(the(Target(Language.$Helena$Curtain.$
http://nclrc.org/about_teaching/topics/PDFs/FeatureCurtainITeachingintheTargetLanguageFINAL.pdf$
7. Thematic,(Communicative(Language(Teaching(in(the(K–8(Classroom.$Mari$Haas.$Center$for$Applied$
Linguistics.$http://www.cal.org/resources/digest/0004thematic.html.$
$
RECOMMENDED!READINGS:!
1.$ Hadley,$Alice$Omaggio.$Teaching(Language(in(Context((3rd(Edition).$Heinle$&$Heinle$Press,$2001.$
2.$$$Curtain,$H.$A.$&$Pesola,$C.$A.$Languages(and(childrenLLMaking(the(match:(New(Languages(for(Young(
Learners,(Grades(KL8((3rd$Edition).$Reading,$MA:$AddisonIWesley,$2003.$
3. Kublder,$C.$C.,$Y.$Biq,$G.$C.$Henrichson,$R.$Walton,$M.$Wong,$W.$L.$Wu,$and$C.$Yu.$$1997.$$NFLC(Guide(
for(Basic(Chinese(Language(Programs.$$Washington$DC:$NFLC.$$(Recommendations$for$Chinese$
language$instruction).$
$
COURSE!REQUIREMENTS!&!CLASS!SCHEDULE!(PART!II,!PROFESSOR!HARVEY)!
**Course$ requirements$ for$ Professor$ Harvey’s$ segment$ of$ the$ course$ (PART$ II)$ account$ for$ 50%$ of$ your$
final$grade$for$the$course.$$All$assignments$must$be$submitted$through$NYU$Classes.$$$
$
3
FLGED-GE.2124 .001
Adv. Chinese for Teachers of Chinese (I) Spring 2015
Instructors: Wei-ling Wu, Ph.D.
Robin Harvey
Required!Readings!
The$required$readings$are$provided$on$NYU$Classes.$Readings$must$be$completed$in$advance$of$the$date$
they$are$due,$and$students$should$come$prepared$to$discuss.$
$
1. Reading!Assignments!and!Class!Participation!(30%)!
Class$participation$in$the$form$of$attendance,$comments,$questions,$and$active!engagement!in$classroom$
discussion$and$on$the$NYU$Classes$Discussion$Board$(Forum)$is$required$for$this$course.$$
• Attend$all$classes$$
• Complete$all$readings$in$advance$of$class$meetings$
• Come$to$class$prepared$with$all$necessary$materials$and$handouts$
• Actively$participate$in$NYU$classes$forums$discussions$and$inIclass$whole$and$small$group$discussions$
(
2. Written!Assignments!&!Projects!!(30%)!
• Successful!American!Classroom!graphic!organizer/comparison$chart$with$reflection.$
• Thinglink/Aurasma/Tech!based!Project:$Creative$approaches$to$teaching$grammar,$reading$&$
writing,$or$your$choice$of$topic,$in$Chinese.$$Visually$and$creatively,$using$video,$audio,$images,$
links$to$additional$resources,$etc.,$show$us$your$approach.$
• Planning!Commentary:!reflection$on$process$of$developing$thematic$unit$using$template.$
• Rock!That!Movie!Night:!video$review$and$reflection.$
• Professional!Conference!writeZup:"You$are$required$to$attend$at$least$one$L2/FL$teaching$
professional$conference$or$workshop$or$other$related$activities.$$Evidence$of$attendance$and$a$
summary$of$the$conference$must$be$submitted.$$Many$events$are$held$here$on$campus:$"
! Project$DCLT$Friday$Night$Forum$(February$6,$March$6,$April$15)$
! CLTAIGNY$Annual$Conference$(May$2,$2015$at$Pace$University)$$
$
3. Final!Group!Project!&!Presentation!(40%)!
Your$final$project$for$this$class$will$be$a$group$project.$Groups$will$be$made$up$of$4$members,$each$of$
whom$will$have$responsibility$for$one$aspect$of$the$project.$$ALL$group$members$are$expected$to$
contribute$to$each$section$of$the$project,$and$to$be$able$to$answer$questions$or$make$a$presentation$
about$any$section$of$the$project.$$Project$requirements$are$as$follows:$$
•
•
•
•
•
3I5$members$per$group$
Clearly$defined$roles$for$each$group$member$
Possible$themes/topics$include$the$following:$
o Integration$of$Technology$(websites,$software,$apps,$etc.)$
o Literature/StoryITelling/Poetry$
o Teaching$grammar$
o Teaching$vocabulary$
o Teaching$literacy$skills$(reading$&$writing)$
o Textbooks/supplementary$resources$
o Culture$(Chinese$culture$and$American$culture)$
Project$format:$$20I30$pages$eIportfolio$and/or$binder$
o Theory/research$(1$member)$
o Activities$(2$members)$
o Resources$(1$member)$
Oral$presentation$to$class$
4
FLGED-GE.2124 .001
Adv. Chinese for Teachers of Chinese (I) Spring 2015
Instructors: Wei-ling Wu, Ph.D.
Robin Harvey
Grading!Formula$
This$course$is$offered$for$a$grade$and$not$pass/fail.$$The$final$grade$will$be$composed$of$your$grade$from$Professor$Wu’s$
portion$of$the$course$(50%,$see$her$syllabus$for$details)$and$Professor$Harvey’s$portion$of$the$course$(50%).$$$Please$see$
the$rubric$in$Appendix$A$for$details$of$Steinhardt’s$grading$policies.$
$
Grade!scale!
Percentage$
93I100$
90I92$
87I89$
84I86$
80I83$
77I79$
$$
Letter$Grade$
A$
AI$
B+$
B$
BI$
C+$
$
Percentage$
74I76$
70I73$
67I69$
64I66$
0I63$
$
Letter$Grade$
C$
CI$
D+$
D$
F$
$
!
STUDENTS!WITH!DISABILITIES!
Students$with$physical$or$learning$disabilities$are$required$to$register$with$the$Moses$Center$for$Students$with$Disabilities,$
726$Broadway,$2nd$Floor,$(212I998I4980)$and$are$required$to$present$a$letter$from$the$Center$to$the$instructor$at$the$
start$of$the$semester$in$order$to$be$considered$for$appropriate$accommodation.$!
$
STATEMENT!ON!ACADEMIC!INTEGRITY!!"Your$degree$should$represent$genuine$learning"$
The$relationship$between$students$and$faculty$is$the$keystone$of$the$educational$experience$in$The$Steinhardt$School$of$
Culture,$Education,$and$Human$Development$at$New$York$University.$This$relationship$takes$an$honor$code$for$granted.$
Mutual$trust,$respect$and$responsibility$are$foundational$requirements.$Thus,$how$you$learn$is$as$important$as$what$you$
learn.$A$university$education$aims$not$only$to$produce$high$quality$scholars,$but$to$also$cultivate$honorable$citizens.!
Academic$integrity$is$the$guiding$principle$for$all$that$you$do;$from$taking$exams,$making$oral$presentations$to$writing$
term$papers.$It$requires$that$you$recognize$and$acknowledge$information$derived$from$others,$and$take$credit$only$for$
ideas$and$work$that$are$yours.$
You$violate$the$principle$of$academic$integrity$when$you:$
•
•
•
•
Cheat$on$an$exam;$
Submit$the$same$work$for$two$different$courses$without$prior$permission$from$your$professors;$
Receive$help$on$a$takeIhome$examination$that$calls$for$independent$work;$
Plagiarize.$
Plagiarism,$one$of$the$gravest$forms$of$academic$dishonesty$in$university$life,$whether$intended$or$not,$is$academic$fraud.$
In$a$community$of$scholars,$whose$members$are$teaching,$learning$and$discovering$knowledge,$plagiarism$cannot$be$
tolerated.$
Plagiarism$is$failure$to$properly$assign$authorship$to$a$paper,$a$document,$an$oral$presentation,$a$musical$score$and/or$
other$materials,$which$are$not$your$original$work.$You$plagiarize$when,$without$proper$attribution,$you$do$any$of$the$
following:$
•
•
•
•
•
•
Copy$verbatim$from$a$book,$an$article$or$other$media;$
Download$documents$from$the$Internet;$
Purchase$documents;$
Report$from$other's$oral$work;$
Paraphrase$or$restate$someone$else's$facts,$analysis$and/or$conclusions;$
Copy$directly$from$a$classmate$or$allow$a$classmate$to$copy$from$you.$
5
FLGED-GE.2124 .001
Adv. Chinese for Teachers of Chinese (I) Spring 2015
Instructors: Wei-ling Wu, Ph.D.
Robin Harvey
Your$professors$are$responsible$for$helping$you$to$understand$other$people's$ideas,$to$use$resources$and$conscientiously$
acknowledge$them,$and$to$develop$and$clarify$your$own$thinking.$You$should$know$what$constitutes$good$and$honest$
scholarship,$style$guide$preferences,$and$formats$for$assignments$for$each$of$your$courses.$Consult$your$professors$for$
help$with$problems$related$to$fulfilling$course$assignments,$including$questions$related$to$attribution$of$sources.$
Through$reading,$writing,$and$discussion,$you$will$undoubtedly$acquire$ideas$from$others,$and$exchange$ideas$and$
opinions$with$others,$including$your$classmates$and$professors.$You$will$be$expected,$and$often$required,$to$build$your$
own$work$on$that$of$other$people.$In$so$doing,$you$are$expected$to$credit$those$sources$that$have$contributed$to$the$
development$of$your$ideas.$
Avoiding$Academic$Dishonesty$
•
•
•
•
•
Organize$your$time$appropriately$to$avoid$undue$pressure,$and$acquire$good$study$habits,$including$note$taking.$
Learn$proper$forms$of$citation.$Always$check$with$your$professors$of$record$for$their$preferred$style$guides.$
Directly$copied$material$must$always$be$in$quotes;$paraphrased$material$must$be$acknowledged;$even$ideas$and$
organization$derived$from$your$own$previous$work$or$another's$work$need$to$be$acknowledged.$
Always$proofread$your$finished$work$to$be$sure$that$quotation$marks,$footnotes$and$other$references$were$not$
inadvertently$omitted.$Know$the$source$of$each$citation.$
Do$not$submit$the$same$work$for$more$than$one$class$without$first$obtaining$the$permission$of$both$professors$
even$if$you$believe$that$work$you$have$already$completed$satisfies$the$requirements$of$another$assignment.$
Save$your$notes$and$drafts$of$your$papers$as$evidence$of$your$original$work.$
Disciplinary!Sanctions$
When$a$professor$suspects$cheating,$plagiarism,$and/or$other$forms$of$academic$dishonesty,$appropriate$disciplinary$
action$may$be$taken$following$the$department$procedure$or$through$referral$to$the$Committee$on$Student$Discipline.$
Departmental!Procedure$
•
•
The$Professor$will$meet$with$the$student$to$discuss,$and$present$evidence$for$the$particular$violation,$giving$the$
student$opportunity$to$refute$or$deny$the$charge(s).$
If$the$Professor$confirms$the$violation(s),$he/she,$in$consultation$with$the$Program$Director$and$Department$
Chair$may$take$any$of$the$following$actions:$$
o Allow$the$student$to$redo$the$assignment$
o Lower$the$grade$for$the$work$in$question$
o Assign$a$grade$of$F$for$the$work$in$question$
o Assign$a$grade$of$F$for$the$course$
o Recommend$dismissal$
Once$an$action(s)$is$taken,$the$Professor$will$inform$the$Program$Director$and$Department$Chair,$and$inform$the$student$
in$writing,$instructing$the$student$to$schedule$an$appointment$with$the$Associate$Dean$for$Student$Affairs,$as$a$final$step.$
Copies$of$the$letter$will$be$sent$to$the$Department$Chair$for$his/her$confidential$student$file$and$the$Associate$Dean$for$
Student$Affairs.$The$student$has$the$right$to$appeal$the$action$taken$in$accordance$with$the$School's$Student$Complaint$
Procedure$as$outlined$in$The$Steinhardt$School$of$Culture,$Education,$and$Human$Development$Student's$Guide.$
Referral!to!the!Steinhardt!Committee!on!Student!Discipline$
In$cases$when$dismissal$is$recommended,$and$in$cases$of$repeated$violations$and/or$unusual$circumstances,$faculty$may$
choose$to$refer$the$issue$to$the$Committee$on$Student$Discipline$for$resolution,$which$they$may$do$through$the$Office$of$
the$Associate$Dean$for$Student$Affairs.$
The$Steinhardt$School$Statement$on$Academic$Integrity$is$consistent$with$the$New$York$University$Policy$on$Student$
Conduct,$published$in$the$NYU$Student$Guide.$
6
FLGED-GE.2124 .001
Adv. Chinese for Teachers of Chinese (I) Spring 2015
Instructors: Wei-ling Wu, Ph.D.
Robin Harvey
$
Topics$for$Investigation$
Date$
Thursday!
January!
29!
4:55$$
Thursday!
February!
5!
4:55$
Room!
TBA!
Teaching!in!the!American!
Classroom!)$$
Readings/Assignments$$
READINGS$DUE$ON$THIS$
DATE$
$
!
Assignments$Due$
Written$Assignments$and$Presentations$
Presentations$$
$
$
$
$$!
• Introduction$to$the$
course/Syllabus$review$
• Standards$and$the$Common$
Core$(Harvey$
Creating!a!Positive!Classroom!
Environment!
(Maquita$Alexander$and$Pearl$
You,$Washington$Yu$Ying$Public$
Charter$School)$
Saturday,! Unit!design!and!lesson!planning!
February!
6. Standards$and$backward$
7!
design$
$
7. Thematically$organized$units$
and$unit$mapping$
8. Connecting$language$
functions$and$forms$in$
context$ $
9. Designing$assessment$to$
collect$evidence$of$learning$
10. Lesson$plan$format$$
Saturday,! Instructional!strategies!for!
February! communicative!proficiency!!!
21$
• Student$needs$in$secondI
language$acquisition$
• Comprehensible$input$and$
use$of$the$target$language$
• Developing$interpersonal$
communication$skills$
• Developing$presentational$
communication$skills$
• Developing$interpretive$
communication$skills$
American$Classroom$
Management$(in$NYU$
Classes)$
Due:$Graphic$Organizer/Successful$
Chinese$Classroom$(upload$to$NYU$
Classes)$
Forum!Leader!Begins!Discussion!on!
the!Successful!Chinese!
Classroom/Creating!a!Positive!
Classroom!Environment!by!Sunday,!
Feb!8.!Thoughtful!responses!due!by!
Thursday,!Feb!12)$
Assignment:$$ProjectIII
unit$design$and$
mapping$(draft)$(Due$
Feb$21)$
$
$
!
Project—a$lesson$plan$
(draft)$(Due$Feb$28)!
7
Due:$$ProjectIIIunit$design$and$
mapping$(draft)$
FLGED-GE.2124 .001
Adv. Chinese for Teachers of Chinese (I) Spring 2015
Topics$for$Investigation$
Date$
Readings/Assignments$$
READINGS$DUE$ON$THIS$
DATE$
$
Saturday,! Engaging!students!to!learn$
February!
• Using$technology$and$
28!
instructional$resources$
• Motivational$strategies$and$
activities$
• Classroom$management$
!
Instructors: Wei-ling Wu, Ph.D.
Robin Harvey
Assignments$Due$
Written$Assignments$and$Presentations$
Presentations$$
$
Due:$$Project—a$lesson$plan$(draft)$
$
Thursday,! Assessment!by!IPA!Z!projectZ
March!12! based!learning!Z!Chinese!AP$$
Bing$Qiu,$Bronx$High$School$of$
Science$
$
Adapting!Assessments!for!all!
learners!
Sunday,!
$
March!15!
10:00!
p.m.!
Sample$Chinese$IPA’s$
(NYU$Classes)$
NYU!Classes:!Forum!Leader!Begins!
Discussion!on!“Assessment!&!
Thematic!Units”!by!Thursday,!
March!12.!Thoughtful!responses!&!
discussion!due!by!Sunday,!March!
22.$
$
Thursday,! NYU!SPRING!BREAK!–!NO!CLASS!
March!19!
!
Project!Due:$$ThematicIunit$with:$
1)$the$unit$design,$2)$the$unit$
mapping,$and$3)$a$lesson$plan$that$
reflect$your$understanding$of$the$
learning.$$
$
Follow!formatting!instructions$
carefully.$Upload$to$NYU$Classes$
and$email$to$Dr.$Wu:$
[email protected]$
Rock!That!Movie!Student!Videos:!!
Watch,!review$and$assess$video$
projects$developed$by$students$in$
NY$area$Chinese$classrooms.!!Rubric$
will$be$provided.$$$
Thursday,! Focus!on!form!I—Teaching!
March!26!
Chinese!
vocabulary!and!characters$$
Jianlan$Zhao,$NEST$+$M$$
Why$Learning$to$Write$
in$Chinese$is$a$Waste$
of$Time:$A$Modest$
Proposal$(NYU$
Classes)$
Reflection$on$videos,$rubric$and$
place$in$the$Chinese$curriculum.!
Due:!!Planning$Commentary$
(template$on$NYU$Classes).$Respond$
to$questions$about$planning$your$
thematic$unit.$
NYU!Classes:!Forum!Leader!Begins!
Discussion!on!“Why!Learning!to!
Write!in!Chinese!is!a!Waste!of!
Time”!by!Thursday,!March!26.!
Thoughtful!responses!due!by!
Sunday,!March!29.$
$
8
FLGED-GE.2124 .001
Adv. Chinese for Teachers of Chinese (I) Spring 2015
Topics$for$Investigation$
Date$
Thursday,! No!class!–!appointments!for!final!
April!2!
group!project.!
Readings/Assignments$$
READINGS$DUE$ON$THIS$
DATE$
$
Instructors: Wei-ling Wu, Ph.D.
Robin Harvey
Assignments$Due$
Written$Assignments$and$Presentations$
Presentations$$
$
DUE:$$Topic/theme$for$final$group$
project.$In$a$few$sentences,$explain$
your$plans$for$your$final$paper$or$
project.$Make$an$appointment$with$
me$this$week$to$discuss.$
$
$
NYU!Classes:!Forum!Leader!Begins!
Discussion!on!Teaching!Chinese!
Vocabulary/Characters!by!
Thursday,!April!2.!Thoughtful!
responses!due!by!Sunday,!April!5.)$
Thursday,! Focus!on!form!II!—teaching!
April!9!
reading,!writing,!and!grammar$$
Zijie$Hu,$NEST$+$M$
Readings$on$Grammar$
(NYU$Classes)$
$
Thursday,! No!class:!!Group!Project!progress!
April!16! meetings!!
$
$
NYU!Classes:!Forum!Leader!Begins!
Discussion!on!Teacher!Approaches!
&!My!Approach,!reflecting!on!
presentations!by!teachers!in!our!
class,!work!done!with!Dr.!Wu,!and!
your!own!approach!by!Thursday,!
April!9.!Thoughtful!responses!due!
by!Thursday,!April!16.!
!
DUE:$$Progress$report$on$project.$
Identify$research$&$resources$used$
for$project$and$share$basic$outline$of$
project$and$breakdown$of$work.$
Make$an$appointment$with$me$this$
week$to$discuss.$
Thursday,! Teaching!culture/sample!
April!23! thematic!units!Dr.!Frank!Lixing!
Tang!
Readings$on$Culture$
(NYU$Classes)$
$
Due:$Project:$Creative$
approaches$to$teaching$grammar,$
reading$&$writing,$or$vocabulary$
in$Chinese.$$Choose$your$format:$
Technology$(Aurasma,$Thinglink),$
poster,$etc.$BE!PREPARED!TO!
SHARE!IN!CLASS.!
Thursday,! Final!Class!&!project!
April!30! presentations$
$
Group$final$project$presentations$I$
Thursday!
May!7!
Sunday!
May!10!
$
Final!Project!presentations$
$
Group$final$project$presentations$II!
$
$
Final!paper!due:!Upload!to!NYU!
Classes$
$
Due:!Professional$Conference$
WriteIUp$
9