This Learning Module is part of the Chinese Mandarin (CM) Refresher Course. Through this learning module, post-basic learners will reinforce and make progress on their CM language competency under the topic "Diet and Health", based on their individual competency level.
Integrated Chinese; Learning-by-Design; Differentiate Instruction; Content Based Instruction; Self reference assessment
The Chinese Mandarin (CM) Refresher Course is a five-week intensive language course designed for adult learners who lack CM language training or exposure over a significant period of time, intended to review, reinforce, and upgrade their CM language competency. Some learners might just have recently graduated from other language training while some might not have any exposure to the language for years. Gaps among the learner's proficiency levels under such course setting challenge the instructional design and delivery. Therefore, this learning module reconstructs the pre-existing refresher course content from Speaking Chinese (DLIFLC, 2014), by applying the Differentiate Instruction Theory to address the learner differences issue. The curriculum is based on content-based instructional design that guides and develops learner’s language competence over a wide range of topics. On their individual learning progress, learners will comprehend and advance their CM proficiency in all four skills through the knowledge processes identified by Kalantzis and Cope (2012). This integrated learning module represents one of the topics - Diet and Health. The module learning time is 40 hours.
The design principles are described in the following sections.
Content-based Instruction (CBI) is the second language acquisition theory embedded in this curriculum design. Through understanding and comprehending the content on specific topics, communicative competence will be developed (Leaver & Stryker, 1989). CBI contains four characteristics (Leaver & Stryker, 1989, pp. 270-271): 1/ subject matter core; 2/ use of authentic texts; 3/ learning of information; and 4/ appropriate to the specific needs of students. Over the five-week course period, a spectrum of subjects based on our learners’ needs is distributed for extensive exposure. This learning module presents one subject matter topic. Materials are adapted from Speaking Chinese (United States. Defense Language Institute Foreign Language Center, 2012)
In order to address the various competency levels, the learning module adapts differentiate instruction approach and learning-by-design framework in the design. Hall (2002) defines differentiate instruction as following:
To differentiate instruction is to recognize students varying background knowledge, readiness, language, preferences in learning, interests, and to react responsively. Differentiated instruction is a process to approach teaching and learning for students of differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is, and assisting in the learning process.
Differentiate instruction approach addresses the student variations presented in the CM refresher course. Therefore, in this learning module, learners will choose one to two activities to work on based on their own learning progress in each update. All works will be peer-reviewed with a rubric, revised and collected in the final portfolio. The work design features integrated skills comprehension. Learners will choose their specific emphasis in the work process. The following document demonstrates the activity collection and the rubric designed for peer-review.
To accompany the CBI embedded curriculum, the learning module follows the Learning by Design framework and organized with the eight knowledge processes identified to assist learners in mastering the content. Also, the work project includes a collection of activities designed to exercise language through different knowledge processes.
Learners enrolled in the CM Refresher Course vary in proficiency levels and learning styles. Therefore the integrated learning module utilizes the self-referenced assessment model (Cope & Kalantzis, 2012) as an essential principle to address the individual needs.
Before the course starts, each learner will complete two sets of pre-assessment: 1/ Online Diagnostic Assessment (ODA) to receive their current listening and reading proficiency level reference; and 2/ the self-assessment in three linguistic modalities: listening, reading and speaking.
Finally, learners bring their ODA and self-assessment profiles to the one-on-one oral proficiency diagnostic interview session with the instructor. By the end of the oral proficiency diagnostic interview, the Instructor will go over the self-assessment profiles with the students and assist each student to establish their learning goal utilizing the SMART model. To make sure their goals are clear and reachable, each one should be:
A Knowledge Survey will be distributed to learners at the third week to review their learning process toward the learning goal and revised if necessary. At the end of the course, learners will examine their portfolio with the instructor and establish a follow-up learning plan.
One of the core values of this curriculum is self-referenced assessment. Three phases are designed to facilitate this approach:
[Initial self-assessment]
[Mid-term self-assessment] (Knowledge survey)
[Final self-assessment] (portfolio)
[SMART feedback]
While learners utilize SMART goals to check their own progress, instructors can use the same principle to provide meaningful feedback. The video below explains how to apply SMART feedback:
Laser Learning. (2018, Apr. 25). Achieving Quality Through Giving SMART Feedback. Retrieved from: https://www.youtube.com/watch?v=uWvjgS27qaM
1/ Complete the following pre-course analysis and upload to your google classroom drive folder:
2/ Schedule an interview with the instructor for the oral diagnostic interview.
3/ According to your ODA, oral diagnostic interview and self-assessment results, set your learning goal for the next five (5) weeks using the SMART model. The following video explains how the model works:
DecisionSkills. (2014, May 22). SMART Goals - Quick Overview. Retrieved from: https://www.youtube.com/watch?v=1-SvuFIQjK8&feature=youtu.be
Your goal should be:
We will review your self-assessment and learning goal at the beginning of the third week and revise if necessary.
Comments:
Which of the SMART model criteria is the most important to you in your own goal setting? Why?
The first update on the topic “Diet and Health” focuses on “experiencing the know” learning process. Key verbs for this process are: “Connect with”, “Research”, “Predict” and “compare”.
Knowledge Process
Connect and Research
Guide learners to brainstorm the topic-related vocabulary; check the provided source (https://www.dealmoon.com/guide/2142) to make connections between CM and English terminology under similar concepts (without a dictionary). Write the vocabs on the whiteboard or use a shared document.
Predict
Before watching the video “Non-GMO food in China”, predict the content by completing the sentences below. Encourage learners to use the vocabulary discussed in the “Connect and Research” activity.
对于转基因食品，一般人。。。
基因生物技术其实就是。。。
对于这个农民来说，转基因食品是。。。
Compare
Watch the video individually to check their prediction and the content.
Knowledge Outcomes
The integrated learning activities are created based on The Learning by Design pedagogy (Kalantzis & Cope, n.d.). Each activity is embedded with one or more of the eight knowledge processes.
Learning Focus: Learners choose tasks according to their learning process and study goal.
Give learners the options to
Knowledge objectives:
Knowledge Process:
对于转基因食品，一般人。。。
基因生物技术其实就是。。。
对于这个农民来说，转基因食品是。。。
Knowledge Outcomes:
You can choose to
Comments:
Which task did you choose and why? Name one highlight of your work.
This update focuses on “Analyzing” learning process. Key verbs for this process are: “Analyze”, “Compare”, “Understand” and “Explain”.
Analyze and Explain
Guide learners to understand the chart and point out the language note about how to state a viewpoint
Understand and compare
Go over the video content with learners and pay attention to the cultural notes on the topic. Encourage learners to make comparisons with their own experiences.
Knowledge Outcomes
Learning Focus: Learners choose tasks according to their learning process and study goal.
Give learners the option to
Knowledge Objectives:
Knowledge Process:
Watch and study the following video, apply the content and key phrases to answer the following question:
就视频提供的信息和下面所提问题谈看法，运用相关词语。
当大洋彼岸的西方人已经开始拒绝一些快餐类食品时，中国的年青一代却对洋快餐乐此不疲，他们喜欢洋快餐因为它价格不贵、来得方便；有些小青年盲目崇洋，常喜欢邀朋友到快餐店聚一聚，显摆显摆慷慨和阔气；还有的把洋快餐的汉堡和薯条融入生活的每一顿。随着洋快餐消费在中国的日益增多，一些医疗专家指出，‘洋快餐’ 消费是造成中国年轻人群大量糖尿病和高血压发病的主要诱因。请你就快餐文化在中国的流行，谈谈个人的看法.
Knowledge Outcomes:
You can choose to
Comments:
Which task did you choose and why? Name one highlight of your work.
This update focuses on “Conceptualizing” learning process. Key verbs for this process are: “Interpret”, “Categorize”, “Identify” and “Explain”.
Interpret and Categorize
The image posts an unfamiliar concept with culturally specific notes. Guide learners to interpret the information presented and discuss how these elements are categorized.
Identify and Explain
The material content contains rich scientific factors to support an opinion. Guide learners to identify details responding to the content questions and explain the usage of those factors in an opinionated argument.
Knowledge Outcomes:
Same learning activity model and guidelines as update 1 &2. Assist learners to choose a different activity from their previous choices to experience various knowledge processes.
Knowledge Objectives:
Knowledge Process:
Study the following figure, what do you think it represents? Do you agree with the concept?
Watch the video and explain the reasons for the trend mentioned in the video content by answering the following questions.
通过回答下面几个问题来总结视频内容：
一、 经济发展之后，中国人的饮食搭配发生了什么变化?
二、 根据视频，北京的营养调查结果显示什么 ？
三、 1989年美国参议院营养听证会对中国饮食的评价是什么?
四、 提高健康水平的一个有效方法是什么？
Knowledge Outcomes:
You can choose to
Comments:
Which task did you choose and why? Is it the same from the previous choices? Why? Name one highlight of your work.
This update focuses on “Conceptualizing” learning process. Key verbs for this process are: “Deduct”, “understand”, “compare” and “analyze”.
Deduct and analyze
Guide learners to study and deduct the information in the given text to complete the paragraph.
Compare and understand
Watch and study the video with learners, compare their answers with the content and discuss the differences.
Knowledge Outcomes:
Same learning activity model and guidelines as the previous updates. Assist learners to work with partners to experience various knowledge processes.
Knowledge Objectives:
Knowledge Process:
https://drive.google.com/open?id=1E9tc-iKL2tWyLBB3swzm1BhgrJIBqx5_AWaG7DbrsDk&authuser=0
Knowledge Outcomes:
You can choose to
Comments:
Which task did you choose and why? Is it the same from the previous choices? Why? Name one highlight of your work.
This update focuses on “Experiencing” and Analyzing” learning process. Key verbs for this process are: “connect with”, “Evaluate”, “compare” and “summarize”.
Connect with and Evaluate
Discuss the image and meaning with leaners about the comic presented. Is the issue culturally specific or universal? Encourage learners to evaluate the message with their judgment.
Compare and summarize
Pair up learners, assist pair work to watch the video individually first, and then compare notes with their partner, use the questions to guide their comprehension of the content.
Knowledge Outcomes:
Same learning activity model and guidelines as the previous updates. Assist learners to choose a different activity from their previous choices to experience various knowledge processes.
Knowledge Objectives:
Recall and increase the knowledge base about food safety
Understand the food safety issues in China and summarize the information
Knowledge process:
What does this comic remind you of in your own experience on this topic? Do you think the message is correct?
Brainstorm the language related to food safety and organize them in groups.
Watch this video twice and discuss the following questions with your peer:
一、国家出台了什么措施？
二、检察机关采取了什么样的行动？
三、农产品质量包括那些方面？
四、今年三月以来什么事件又浮出了水面？
Form groups to compose an oral summary that addresses the details above with a conclusion.
Knowledge Outcomes:
You can choose to
Comments:
Which task did you choose and why? Describe a method you used to complete the work.
This update focuses on “Applying” and "Analyzing” learning process. Key verbs for this process are: “Apply”, “Compose”, ”Demonstrate” and “Conclusion”.
Apply, Compose, Demonstrate and Conclusion
During the debate, emphasize
1/ the use of vocabulary patterns and phrases learned, especially the proverbs and idioms,
2/ correct wording and diction, and 3/ the coherence of ideas in paragraphs.
Knowledge Objectives:
Apply and organize information to support arguments
Construct a strategic debate plan that includes an opening statement, supporting arguments and conclusion
Knowledge process:
Search online to find a chart or figure that illustrates the current status of the worldwide obesity issue. Examine and induce data. Present your findings to the class.
Knowledge Outcomes:
[Debate]
Topic: The relationship between fast food and obesity.
Divide into “affirmative” and “negative” teams
Before commencing debate on the central topic, divide into subgroups to prepare some specific debate outlines that support each point of view; you may also conduct further searches online to find facts and supporting evidence.
During the debate, use as many of the vocabulary items and phrases you have learned in this lesson as possible, especially the proverbs and idioms.
During the debate, pay careful attention to correct wording and diction, and concentrate on expressing your ideas in paragraphs.
Comments:
Organize and review the works in your current portfolio. Which task did you like the most? If you can change one thing about it, what would that be?
Hall, T. (2002). Differentiated instruction. Wakefield, MA: National Center on.
ILR Homepage. (n.d.). Retrieved from https://www.govtilr.org/
Leaver, B. L., & Stryker, S. B. (1989). Content‐based instruction for foreign language classrooms. Foreign language annals, 22(3), 269-275.
Kalantzis, M., & Cope, W. (n.d.). Learning by Design. Retrieved from https://newlearningonline.com/learning-by-design
United States. Defense Language Institute Foreign Language Center. (2014) Diet and Health. Speaking Chinese (pp.205-260).