Learning Mandarin at HKIS parents and teachers in partnership

1
Learning Mandarin at HKIS
parents and teachers in partnership

• 28 April 2004
• LP Parent Advisory Group Information Session

2
Objectives

• to explain schools philosophy for Mandarin
  education
• to outline LP Mandarin curriculum and approach to
  teaching Mandarin
• to explore ways to strengthen the partnership
  between parents and teachers in enhancing
  childrens Mandarin
• to allow parents to share ideas on how to support
  their childs Mandarin learning
• to explain planned audit of Mandarin and to
  capture feedback from parents about current
  program

3
Agenda

• a. Schools philosophy for Mandarin education and
  challenges
• b. Mandarin curriculum, a typical class, after
  school program
• c. Break-out session and report back
• d. Planned audit

4
Schools philosophy

• Recognizing that HKIS is located in China, and
  that one of the schools student learning results
  is to gain an understanding and appreciation of
  China and Chinese culture, the school offers a
  program of Mandarin instruction at all grade
  levels.

• aim to develop proficiency to use Mandarin as a
  foreign language for our regular and intermediate
  level students and as a near-native language for
  our advanced level students.
• set firm foundation for students to continue
  learning Mandarin throughout their lives

5
Challenges

• There are various challenges in the provision of
  Mandarin to LP children.

• students come with mixed abilities in Mandarin,
  from novices to native speakers
• logistics 6 teachers, almost 700 students, and
  40 mins to provide for R1, 90 minutes for R2 and
  150 minutes for Grades 1 and 2, per 6-day cycle
• parent expectations vary from it would be neat
  if my child could pick up a bit of Chinese while
  we are here to a knowledge of Mandarin is
  essential for the future I want my child to be
  fluent.

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Challenges - continued

• There are various challenges in the provision of
  Mandarin to LP children.

• meeting standards of other subjects within the
  current schedule, as well as Mandarin
  expectations
• accommodating individual differences in language
  learning
• identifying appropriate published resources for
  our population
• environmental circumstances in Hong Kong are not
  conducive to practicing the language on the street

7
Curriculum

• There is a curriculum plan for each grade and
  level.
• R2, G1 and G2 children are divided into beginner,
  intermediate and advanced levels.

common assessments
concepts
key instructional strategies
topic
time span
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Curriculum
This is an example of a curriculum for Grade 2,
advanced.

• Concepts
• reading text (p.13), dialogue (exercise p.24),
  vocabulary reading, etc
• writing vocabulary for dictation (exercise
  p.25), write about environment around home, etc
• oral language dialogues about location of
  classrooms, library, etc
• culture Feng Shui 1

Topic The location of my school
Timing 9 classes, November
9
Curriculum

• Grade 2, advanced level continued.

• Common assessments
• read aloud text, dialogue, vocabulary list, word
  order quiz, reading comprehension
• sentence making (pattern drills), free
  sentence-making (timed), dictation, etc
• find out information on web about Feng Shui

• Key instructional strategies
• quizzes, text book exercises
• dictation
• paired oral practice
• book report

10
A Typical Class
Chinese Studies classes are designed to optimize
how young children learn languages best.

• repetition, changes in instruction to maintain
  attention, content matched to childrens
  interests
• daily attention to speaking, listening, reading
  and writing
• a typical class includes
• 1) review of past material
• 2) introduction to new material
• 3) focus on a skill area (eg. writing)

11
A typical lesson

• Example of an R1 class

example
R1 lesson on animals Review - vocabulary
covered in last lesson New material -
introduce new vocabulary through a song and
a story Writing / listening - read a story,
learn to write simple characters for animals,
white board
12
After school program

• HKIS offers an after school Mandarin program 200
  children participate in this highly popular
  program.

• classes meet twice each week for one hour
• advanced class for Grades 1 and 2 have either
  listening and speaking, or reading and writing,
  focus
• to enhance the language development of young
  children during their peak acquisition years
• additional Mandarin in a fun-filled, nurturing
  environment
• hands-on activities such as storytelling, games,
  cooking

13
Break-out session

• Objectives
• - to obtain feedback from parents on the
  current
• Mandarin program at HKIS
• - to share ideas on how parents can support
  their
• childs Mandarin learning
• Logistics
• - break into groups according to childs
  Mandarin level
• Feedback
• - report back to larger group on key ideas

14
Feedback from break-out session
15
(No Transcript)
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• HKIS CURRICULUM REVIEW CYCLE
• RESEARCH/STUDY Phase I
• Collection and Comparison of
• Current HKIS Curriculum Schoolwide and
  divisional programs and student achievement
• Current educational research
• US and International Standards and Benchmarks
• US and International Frameworks (Strands and
  Topics)
• US and International programs and models

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• DEVELOPMENT Phase II (a)
• Formulate or revise Philosophy (related to
  Mission and SLRs)
• Review R-12 Standards adopt, modify or replace
• Adopt/revise divisional Benchmarks to fit R-12
  Standards
• Outline framework of major subject area strands
  R-12
• Formulate grade level expectations, if needed
• Outline Framework of Topics R-12 (for units)
• Pilot and adopt major texts, programs, resources
• DEVELOPMENT Phase II (b)
• Develop collaboratively grade level and/or course
  
• unit plans based on backward design
• Formulate essential questions
• Select R-12 standards, benchmarks (and grade
  level expectations, if needed)
• Develop common assessments based on benchmarks
  EQs

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• IMPLEMENTATION Phase III
• Implement, collaboratively evaluate, and refine
  unit plans
• Use new programs and resources provide related
  in-service
• Integrate cross curriculum skills writing,
  reading, technology, information literacy
• Integrate non-academic Student Learning Results
  as appropriate
• Liaise and update with R-12 divisional reps and
  Curriculum Director
• MONITORING/EVALUATION Phase IV
• Collect and analyze student work re benchmarks
  and assessments to guide instruction
• Liaise with Curriculum Director, Principals and
  divisional reps/teacher leaders to monitor
  implementation
• Evaluate and compare student results internally
  and externally e.g. 6 traits, standardized tests,
  to assess program changes

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• R-12 CHINESE STUDIES/MANDARIN
• CURRICULUM REVIEW 2004/5
• TIMELINE
• Jan.- April , 2004 Determine Leadership
  Structure A. Beck, B. Wehrenberg, Principals
• April May , 2004
• 1. Select/Confirm External Curriculum Auditing
  Team S. Rinker (in consultation with HOS,
  Principals)
• For 1 week, curriculum audit of HKIS Mandarin
  Program in September
• 4 members including representation from
• LP, UP, MS and HS expertise from each division
• Similar K-12 EARCOS School(s) with Mandarin
  programs e.g. Chinese International School,
  Taipei American School, Shanghai American School
• Exemplary International Mandarin models
• e.g. Australia, Canada, US
• Background, Training, Experience from Hong Kong,
  Taiwan, and Beijing (Mainland)
• University (PhDs with current scholarship
  research) from Hong Kong University, Beijing
  University, Taiwan University

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• 2. Compile internal data on current HKIS Program
  for Auditing Team S.Rinker
• Demographics (past and current and changing)
• Parent input PAG, Parent Night, Survey
• Student input Admissions Survey
• Faculty input divisional meetings, survey
• Curriculum documents
• Assessments internal and external
• 3. Determine Internal Mandarin Curriculum Review
  Team
• S.Rinker and Principals
• 2 LP Mandarin teachers
• 2 UP Mandarin teachers
• 2 MS Mandarin teachers (inc. Curr. leader)
• 2 HS Mandarin teachers (inc. Dept. Chair)
• 1 LP/UP administrator1 MS/HS administrator
• Curriculum Director
• PAG INPUT QUESTIONS
• WHAT DO YOU CONSIDER THE 3 TO 4 MAJOR STRENGTHS
  OF THE LP MANDARIN PROGRAM?

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Conclusion

• Evaluation forms
• Thank you for participating

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Learning Mandarin at HKIS
parents and teachers in partnership

• 28 April 2004
• LP Parent Advisory Group Information Session