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The Golden Combination

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The Golden Combination Language-Immersion with Internationally-focused and Inquiry-based Curriculum Framework -- Bonnie Liao, Ph.D. ( – PowerPoint PPT presentation

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Title: The Golden Combination


1
The Golden Combination Language-Immersion with
Internationally-focused and Inquiry-based
Curriculum Framework -- Bonnie Liao, Ph.D.
(??) Lead Founder Board Chair Princeton
International Academy Charter School www.piacs.or
g -- Principal, YingHua Language
Schoolwww.yinghua.org -- Head of School,
YingHua International Schoolwww.yhis.org
2
Princeton International Academy
Princeton International Academy Charter
School www.piacs.org
  • What is the Mission?
  • To nurture and enable young people to acquire
    dual language fluency in Mandarin Chinese and
    English within the International Baccalaureate
    curriculum framework.
  • To inspire and challenges its students to excel
    as inquisitive and compassionate young leaders
    through a rigorous, inquiry-based education
    program that fosters
  • gt Academic, college-access, and career
    development
  • gt Ethical, emotional, linguistic, and
    social/cultural development
  • gt Physical development

3
Who are the founders?
Princeton International Academy Charter
School www.piacs.org
A diverse group of parents, teachers and
administrators with a common belief We can and
must prepare our children to enter a global
economy with new challenges and opportunities in
the 21st Century. Read the founders
statements of interest at www.piacs.org
4
PIACS Curriculum How do we get there?
Princeton International Academy Charter
School www.piacs.org
  • Two Unique Features of the PIACS Curriculum
  • Dual-Language Mandarin Immersion
  • International Baccalaureate Program

5
Princeton International Academy Charter
School www.piacs.org
Academic Objectives English Language Arts
  • 85 of PIACS students will score Proficient or
    Advanced on the New Jersey Assessment of Skills
    and Knowledge (NJASK) Language Arts Literacy
    tests for every grade level that the tests are
    administered to PIACS students.
  • Researches show that immersion students may
    initially lag behind their counterparts in a
    monolingual setting on measures of English
    language proficiency. Longitudinal studies show
    that not only do immersion students catch up, but
    they also often surpass their monolingual peers
    both academically and linguistically. The nature
    of Mandarin Chinese also contributes to the
    initial lag of performance in English language
    arts literacy Chinese is a tonal language with a
    logographic writing system, which is vastly
    different from a language such as English that is
    based on the Latin alphabet.
  • Source DoE Approved PIACS Charter, Part 1 Sec 2
    (available at www.piacs.org)

6
Princeton International Academy Charter
School www.piacs.org
Academic Objectives Mathematics
  • 95 of PIACS students will score Proficient or
    Advanced on the New Jersey Assessment of Skills
    and Knowledge (NJASK) Mathematics tests for every
    grade level that the tests are administered to
    PIACS students.
  • PIACS will employ the most successful methods of
    teaching mathematics, such as Singapore Math, to
    ensure that students achieve the highest possible
    international standards, while meeting and
    exceeding state standards .

Source DoE Approved PIACS Charter, Part 1 Sec 2
(available at www.piacs.org)
7
Princeton International Academy Charter
School www.piacs.org
Academic Objectives Mandarin Language Arts
  • 95 of students will demonstrate Chinese language
    acquisition with proficiency measured and
    documented throughout each year using
    norm-referenced assessment as the Early Language
    Learning Oral Proficiency Assessment (ELLOPA)
    (conducted in Chinese), the National Online Early
    Language Learning Assessment (NOELLA) (conducted
    in Chinese), language samples, storytelling/re-tel
    ling, observations, and teacher assessments..

Source DoE Approved PIACS Charter, Part 1 Sec 2
(available at www.piacs.org)
8
Dual-Language Mandarin Immersion
Princeton International Academy Charter
School www.piacs.org
  • What is immersion?
  • Immersion programs are the most effective type of
    world language program currently available in
    U.S. schools.
  • The target language is taught as a subject AND
    used as an instructional language.
  • Most effective type of Immersion Program 90-10.

9
Dual-Language Mandarin Immersion
Princeton International Academy Charter
School www.piacs.org
  • 90-10 Immersion Model at PIACS
  • Kindergarten - 100 Mandarin
  • Grade One - 90 Mandarin, 10 English (LA
    reading)
  • Grades Two and Three - 75 Mandarin, 25 English
  • Grades Four and Five - 50 Mandarin, 50 English

10
Immersion vs. other language Programs
Princeton International Academy Charter
School www.piacs.org
  • Immersion
  • Tonal language with logographic writing system -
    best suited for early immersion
  • Simultaneous learning of culture and language
  • High level of fluency
  • Motivated
  • Non-immersion
  • Limited contact time (typically 30-50 min. per
    lesson, 1 3 times per week)
  • Taste of language and culture
  • Not functional or fluent after a few years
  • Motivation issue
  • Immersion has been proven to be the most
    effective in language acquisition.

11
Dual-Language Mandarin Immersion
Princeton International Academy Charter
School www.piacs.org
  • Academic/Educational Benefits
  • Students achieve high level of functional
    proficiency in Chinese AND achieve academically
    at or above their non-immersion peers on
    standardized tests administered in English
  • Schooled through Chinese, students acquire the
    language skills as well as the content knowledge
    without needing to allocate additional
    instructional time at the expense of other
    subject areas
  • Effective model for third language children
    because it offers a learning environment that
    levels the playing field

12
Dual-Language Mandarin Immersion
Princeton International Academy Charter
School www.piacs.org
  • Linguistic Benefits
  • Contrary to concerns about the negative effect on
    English language development, immersion students
    demonstrate enhanced levels of English language
    skills and of metalinguistic awareness (knowledge
    about language)
  • Bilingual students display greater facility in
    learning a third language than monolinguals

13
Dual-Language Mandarin Immersion
Princeton International Academy Charter
School www.piacs.org
  • Cognitive Benefits
  • Research has shown that immersion students have
    greater cognitive flexibility and nonverbal
    problem-solving than their monolingual
    counterparts.
  • Socio-cultural Benefits
  • Immersion students develop higher levels of
    intercultural sensitivity and demonstrate greater
    openness to members of the target culture
    relative to non-immersion.

14
Dual-Language Mandarin Immersion
Princeton International Academy Charter
School www.piacs.org
  • Two-way Immersion
  • This model integrates English-speaking students
    and Chinese-speaking students in an academically
    challenging learning environment so that they
    learn from and with each other.
  • For Chinese-speaking students, first language
    literacy and formal schooling through a childs
    first language constitute key predictors of
    success in academic achievement and the
    development of academic English.
  • Becoming bilingual and bicultural in a heritage
    language promotes positive ethnic identity
    development.

15
What are our language teaching techniques?
Princeton International Academy Charter
School www.piacs.org
  • Integrate language, content, and culture
  • Promote continuous language growth and improve
    accuracy
  • Make information understandable
  • Create a rich language learning environment
  • Communicate with the students clearly and
    effectively
  • Provide opportunities to practice the language
    verbally
  • Provide support for diverse learner needs

16
Curriculum Framework at PIACS
Princeton International Academy Charter
School www.piacs.org
  • The PIACS curriculum, following the IB framework,
    addresses all nine NJ Core Content Curriculum
    Standards
  • English Language Arts Literacy
  • Mathematics
  • Science
  • Social Studies
  • World Languages
  • Visual and Performing Arts
  • Comprehensive Health and Physical Education
  • Technology 21st Century Life and Careers
  • Five components are emphasized within all content
    areas

17
Curriculum Framework at PIACS
Princeton International Academy Charter
School www.piacs.org
  • Five components are emphasized within all content
    areas
  • Concepts
  • Knowledge
  • Skills
  • Attitudes
  • Action

18
Comparisons with Traditional Curriculum-
Character Education
Princeton International Academy Charter
School www.piacs.org
  • Traditional Curriculum
  • No systematic guidelines
  • Teachers base character education on their own
    values
  • Our Learners profile
  • Inquirers
  • Thinkers
  • Communicators
  • Risk takers
  • Knowledgeable
  • Reflective
  • Well-balanced
  • Open-minded
  • Caring
  • Principled

19
Comparisons with Traditional Curriculum-
Professional development
Princeton International Academy Charter
School www.piacs.org
  • Our Framework
  • Teachers have weekly planning meetings both by
    grade level and content area
  • Teachers of all subjects support and complement
    each other to deliver an integrated curriculum
  • Traditional schools
  • Teachers are independent (teaching behind closed
    doors).
  • Teachers of different grade levels and subjects
    do not regularly or systematically communicate
    with one another.

20
Comparisons with Traditional Curriculum- Depth
vs. width
Princeton International Academy Charter
School www.piacs.org
  • Our Framework
  • Six units of inquiry
  • Interconnectedness of knowledge (Example unit on
    construction)
  • Inquiry process and tools, critical thinking
    skills (how conduct in-depth research on a given
    topic)
  • Relate projects to life outside the
    classroom/Perform community services related to
    new learning
  • Traditional Curriculum
  • Mile long and inch deep
  • Knowledge segmentation
  • Lack of conceptual understanding and deep
    connection of knowledge
  • Test driven

21
Summary
  • PIACS will create a new option for public
    eduction
  • Language full immersion
  • Internationally-focused inquiry-based curriculum
    framework
  • Unique combination
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