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Abstract
This report demonstrated the improvement of Mandarin Chinese unit ‘Lifestyle’ in
Stage 4, Year 7. The unit of work was initially aimed to cater for 8 classes consist of
high, mixed and low ability at Erskine Park high school. This report suggests
recommendations to the original unit outline by improving differentiated instruction
to cater for students with a diversity of learning needs. In order to successfully apply
the changes, the reconstructed unit has been incorporated the framework of
Understanding by Design (UbD). The main areas of consideration are the
improvement of Literacy and Numeracy skills, the enrichment on personal and social
capability, sequencing and assessment in the unit.
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Table of contents
Executive summary……………………………………………………………………………………………….….3
Goals………………………………………………………………………………………………..……………4
Recommendations………………………………………………………………………………………..4
Background information……………………………………………………………………………………………5
Comparative table…………………………………………………………………………………………………….6
Recommendations……………………………………………………………………………………………………8
Reconstructed unit………………………………………………………………………………………………….11
Concept map……………………………………………………………………………………………….12
References………………………………………………………………………………………………………………22
Unit Outline…………………………………………………………………………………………………24
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Executive summary
Reference: Statistics and tables above are retrieved from the MySchool Website.
Retrieved from: https://www.myschool.edu.au/school/41845
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Goals
The redesigned unit of work will:
Address the needs of core skills such as literacy and numeracy and what
pedagogical strategy best support to assist students.
Incorporate the provision of ICT throughout the unit in order to support
students’ learning.
Integrate differentiation catering to ensure that learning is accessible for a
diversity of learners in the classroom.
Immerse students with ideas and people from diverse background and
perspectives, and challenge them to compare and connect aspects of Chinese
Mandarin language to theirs through critical thinking and problem-solving
skills.
Recommendations
The suggested recommendation will be based on the unit catered for 8 different Year
7 classes with streaming of students for Gifted and Talented, high, mixed and low
ability. Furthermore, there are students with LBOTE background, diagnosed
disabilities as well as students who are influenced by socio-economic status. This
means that there will be diversity in students’ academic levels, learning pace,
preferences and needs. Hence, the recommendations in this report will mainly target
on differentiation, the development of literacy and numeracy and the improvement
of assessment task and sequencing.
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Background information
This unit was taught at Erskine Park high school that is located in the Western
Sydney as a professional practice one (PP1) in Term 2 of 2018. Mandarin Chinese is a
compulsory subject for all Year 7 students at the school, with 8 classes that consist of
approximately 20-25 students in each class. There were one Gifted and Talented, one
high and two low ability and the rest of the classes consisted of students with mixed
abilities. The class consisted of relatively even amount of female and male for all 8
classes, with the majority of the class from Australian background and about 5% of
students from Islander or Indian background. Although most students speak English
as their first language, there was a significant diversity in their learning styles and
needs. Each class had few students with different learning styles, needs and
diagnosed disability with autism, attention deficit hyperactivity disorder (ADHD) or
dyslexia.
The unit focused on the topic of ‘eating and drinking habits’ with guidelines from
the old stage 4 Chinese Syllabus. I had only been given an unit of work with very little
detail and no scope and sequences, concept map, assessment task and marking
criteria at Erskine Park high school. Out of 30 compulsory days of PP1, I taught
maximum 3 lessons a week from the third weeks into PP1 due to the ongoing Year 7
half yearly exams. For the first two weeks, I spent my time helping my supervisor
create exam papers and marking them as well as observing classes in different
faculties. 12 lessons for four weeks might seem fairly less, however, I had all year 7
classes so basically I was teaching the same content over and over with differentiation
to activities and sequences of the lesson for low, mixed and high ability classes.
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Comparative table
Area of Strengths of the area of Concerns of the area of Suggested Research support for
consideration consideration consideration Changes to the changes suggested.
counteract
concerns
Since the unit is on Having said that literacy is Increases a Differentiated
Mandarin Chinese naturally incorporated into the variation of instruction can
Literacy language, literacy unit, the original unit simply activities and support students of
component has added deliver a piece of knowledge resources all levels and needs to
into the unit. about new vocabulary or relevant to remain engaged in
phrases. It lacks on the achieve skills learning and allow
provision of scaffolding, a needed for students to move
variety of activity and resources assessment beyond the zone of
to support students with and the aim of proximal
different learning needs and the unit. development
styles. (Morgan, 2014;
Vygotsky, 1978).
Students have been No opportunity to practice the Changes Understanding the
taught how to count use of measure words to count activity to use of patterns and
Numeracy numbers prior to the food and drinks items. practice order in students’
unit. In the eating and understanding own and others’
drinking unit, numeracy of the language system can
has been incorporated different develop the targeted
constantly when linguistic numeracy skills the
reading pricing on the features second language
menus. between acquisition
English and (Eisenchlas, Schalley
Chinese. & Guillemin, 2013).
Students are aware NA NA NA
that some
pronunciation of the
numbers change by
specific rules.
(e.g. number two is
usually pronounced
‘er’, however, when
you count two items of
food or drink they need
to pronounce it as
‘liang’).
N/A Language learning should Redesign the Critical and creative
Critical and enable students to reflect and assessment thinking skills can be
Creative embrace ideas from different task which enhanced through the
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Recommendations
Having the original unit of work with very little detail and structures, no scope
and sequence, assessment task, marking criteria and concept map at the initial stage,
significant concerns have been placed on how this unit would fit into the whole year
plan of the course by effectively teaching and engaging students in learning and
achieving threshold concepts. Unit outline should inform clear goals of what teachers
want students to achieve at the end of the unit with a detailed guideline in each
lesson as to do so. Similarly, scope and sequence and concept map give a summary of
what should be taught and the order in which each teaching should be taken place.
Implementing assessment can benefit both teachers and students to measure
effective teaching and report student achievement through learning. On these bases,
the initial unit was reconstructed with a clear focus on improvements of assessment
task, differentiated instruction and the development of threshold concept (Meyer &
Land, 2005) that are relevant to students’ learning needs and to achieve improved
Literacy and Numeracy skills as well as to better design the structure of curriculum.
These improvements are demonstrated in the redesigned unit through incorporating
the Understanding by Design (UbD) framework (McTighe & Wiggins, 2012), providing
teachers insights of desired outcomes for students’ learning from the chosen unit, as
well as “focusing on teaching and assessing understanding and learning transfer”(p.1).
The Understanding by Design concept has been used in the reconstructed unit
in terms of setting clear goal of learning of the unit and planning classroom activity. In
the initial unit, the unit aim stated vaguely about the need to learn vocabulary and
phrases in Chinese to discuss one’s preferences. In language learning, the important
of provide learning that is real life purpose and meaningful is clearly stated in the
Syllabus (NESA, 2009). The redesigned unit has a clear aim of learning Chinese
language as a tool to gain understandings of the relationship between language and
culture and differences and similarities in Chinese and Australian eating and drinking
habits. Sequencing and types of the activity added into the reconstructed unit outline
assist the development of required skills and knowledge relevant to achieve the unit
aim and academic outcomes for the assessment task (Yurtseven & Altun, 2017).
Threshold concept (Meyer & Land, 2005) is also relevant to language learning, for
example, when understanding the target language culture and linguistic system itself
that are different or similar to students’ own, it helps students to embrace otherness
and accepting their own cultural identity.
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ability and providing scaffold instructions to ensure that students have enough
assistance to develop required literacy skills and knowledge to complete the unit and
assessment. Similarly, the development in numeracy skills has been incorporated into
the reconstructed unit by checking the understanding of students on the linguistic
features of numbers and measure words in their first language and identifying the
similarities and differences with Chinese language system. Being literate in students’
first language affects on the proficiency in the second language (Eisenchas et al,
2013). Using numeracy in a second language shows that students have developed the
ability to critically analyse and respond to mathematics in different linguistic system.
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about questions posed by the teacher, share ideas with a partner and engage in
learning (Brame & Biel, 2015). Cooperative learning like Think-Pair-Share can develop
students’ abilities of effective communication, working collaboratively, making
decisions and role modeling (Brame & Biel, 2015).
There was no original assessment task provided in the initial unit of work,
critical and creative thinking has been integrated in the reconstructed unit with the
consideration into creating an assessment task that reflect on these general
capability. Assessment task should be based on assessing students’ ability to locate
and analyse information and respond appropriately to a spoken text rather than
testing on their ability to memorise and substitude words which does not reflect
critical and creative thinking (Shirkhani & Fahim, 2011).
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Reconstructed unit
China
Identifying people’s likes and dislikes on Discuss leisure activity in a relation to
food and drinks hobbies and sports
Describing likes/dislikes and traditional Compare similarities and differences in
meal in China leisure activities between China and
Unit description
Role-playing waiter and customer at Australia
restaurant Likes and dislikes for your leisure activities
Ordering food and drink in specific context The most popular leisure time activities in
and using correct measurements for prices China
Creating three-meal menu for a school
camp
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Criteria Mark
12-15
Demonstrates understanding of main ideas and supporting information in the
spoken texts
Locate appropriate information from the spoken text and express own ideas with
the use of sophisticated linguistic features
Compose short comments with a substantial level of sophistication in the use of
vocabulary and structures
Compose a writing with most Hanzi used accurately
8-11
Demonstrate most of the relevant ideas and supporting information in the
listening component of the task
Locate appropriate information from the spoken text and express own ideas with
the use of appropriate linguistic features
Writes most of the vocabulary and structures accurately and consistently
Writing contains Hanzi and pinyin
4-7
Demonstrates some of the relevant ideas and supporting information in the
spoken texts
Locate some information from the listening component of the task and express
ideas with good understanding of linguistic features
Show an attempt to write with good understanding of vocabulary and structures
Attempt to write in Hanzi and pinyin with some errors
1-3
Ideas in the written texts may contain information that are irrelevant to the
listening component of the task
Writing shows a basic language structure and vocabulary with some errors
Writes mostly in pinyin with a limited use of Hanzi
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Unit outline (Red: Added new information, green: Changed activity, purple:
literacy and numeracy)
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Activity worksheet (e.g. interview, surveying the class What do you like or dislike eating? (你喜欢/不喜欢吃什么?)
and information gap activity). Asking what others like and dislike
Do you like drinking/eating ___ (food or drink item)? (你喜欢吃______
Range of menus (both printed and electronic).
(noun)吗?)
Electronic devices such as tablets and laptops. how about this? (这是怎么样?)
What do you eat in the morning/lunch and dinner? (你早上/午餐/晚
上吃什么?)
What do you drink in the morning/lunch and dinner? (你早上/午餐/
晚上喝什么?)
Ordering food and drink at restaurants
Very yummy (很好)
Not very good (不好)
So so (不错)
It is excellent! (味道很好)
Describing food and drink items
Have you got any seats available? (请问,还有没有位子?)
I would like to order ______. (我要)
Please do not put ____. (别放___)
Can you serve the food quickly? (请上菜快一点儿)
Welcome! (请进请进!)
What would you like to eat? (想吃点儿什么?)
Apart from ____ that you ordered, is there anything else you need? (除
了___以外,还要什么?)
I am sorry but ______ is sold out. (对不起, ____卖完。)
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Measure words
个: one of…(versatile use)
瓶/杯: a bottle or a glass of…
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- The lesson finishes off with a memory game (who Pieces of paper for
can remember the most!). Students pair up and memory game.
recall as much vocabulary as possible in 3
minutes. Whichever team has most item and
correctly pronounced them win.
Lesson 3 – Do you know how to use chopstick?
- Teacher asks students whether or not they have
eaten at Chinese restaurants or with Chinese
people before. Ask them if they have noticed
anything differ from their own eating habits.
Observation and feedback
- Teacher discusses about eating and drinking habit on class discussion.
that are specific to China (e.g. using
Class discussion about
chopstick/sharing the dishes together).
eating and drinking
- Some taboos or information students need to PPT slides and possibly habits in China and
know about eating and drinking in China. printed resources for students learning the
*If you use chopstick to point at someone, it eating and drinking differences to their
shows a sign of disrespect. habits in China. own culture.
*Using chopstick to tap on bowls or tables
indicates begging for money.
*Using chopstick the wrong way can be seen rude
and cause people to lose faces. Demonstrating their
*Food is served in the rotating table in China for understanding on the
sharing, whereas in the West, people usually have taboos in China
one dish per head. through a discussion.
*In China, young people need to wait till elder
Using chopstick the
starts eating and taking food on plate. Otherwise,
right way and picking
it is considered rude and disrespectful. Verbal feedback on level
YouTube clip. up M&Ms.
- Watch the YouTube clip about ‘how Chinese of accuracy on using
people eat using chopsticks’ and discuss with the Chopstick and M&Ms. Re-counting what they chopsticks.
class. learn in this lesson.
- Students practice holding chopsticks and picking
up M&Ms. Written feedback on
- After completing the activity, students complete Worksheet: short worksheet activity.
the short answer questions about eating and answer questions.
drinking habit.
Lesson 4 – what do you like or dislike? Teacher verbally
- Teacher initiates a discussion with students what correcting the tone,
social exchanges might occur when talking about Actively participating sound and pronunciation.
food or drinks. in class discussion to
demonstrate their
- Teaches students new grammar structures with
understanding of
explanation of grammatical rules. Compare the
social exchanges that
differences as opposed to English.
are culture-specific to
Examples: PPT slides, worksheet of Chinese language.
Statement sentence -> Subject + Verb + Object word substitution.
Question sentence -> you need to put a question Students demonstrate
particle 吗 at the end of the sentence the ability to choose
- Do you like eating/drinking _______? -> I like/I do correct answers for
not like. word substitution. Actively observe and give
- Practice the structure with word substitution feedback on the activities.
exercise.
- Introduces ‘how about this?’ (这是怎么样?) to
use it when you ask for someone’s opinion about
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two macro skills: listening and responding. The worksheet to listen and respond.
should at least have two or three variation so students can
practice with different people.
(1) Information gap activity 1: Students will work in
pairs and ask each other questions in Chinese in
order to find the information that is missing.
Lesson 8 – What do you eat/drink at breakfast, lunch and
dinner? Understanding and Teacher walks around the
- Introduces a typical food and drink items in China Photos or video to show comparing similarities class and gives verbal
for each meal. what typical meal looks and differences advice.
like in China. between typical dishes
- New vocabulary
and drinks in China Enforcing the correct
Breakfast (早饭)/ Lunch (午饭)/ Dinner (晚饭) and their own. pronunciation.
- New structure
What do you eat in the morning/lunch and Vocabulary cards or
flashcards. Gathering information
dinner? (你早上/午餐/晚上吃什么?) about what other
What do you drink in the morning/lunch and people likes to each
dinner? (你早上/午餐/晚上喝什么?) for breakfast, lunch
and dinner.
- In pairs, students interview the class about what
they eat and drink for breakfast, lunch and dinner.
- Class discusses and chooses the popular menu for
each meal.
Lesson 9 & 10 – Reading menus
- Expose students to a range of restaurant and fast Varieties of menus.
food shop menus.
Actively engaging
- After reading the menus, students locate any
students in discussion and
words or phrases that are culture specific
Being able to running it smooth.
information.
recognise some
- Students watch a video of Chinese family dining YouTube link to watch characters and prices
out at Chinese restaurant and consider the the video. on the menus.
following points in Think-Pair-Share:
How family initiated the conversation
Level of modesty and formality when
commenting about food
Compare formality in English and
Chinese
Constantly
Phrases that are culturally specific (e.g.
participating in the
eat slowly -> 慢慢吃) PPT slides with phrases. discussion to reflect
- Teacher introduces some phrases and words that their understanding.
are commonly used when ordering or talking
about food and drinks.
Waiter
(1) Welcome! (请进请进!)
(2) What would you like to eat? (想吃点儿什么?)
(3) Apart from ____ that you ordered, is there
anything else you need? (除了___以外,还要
什么?)
(4) I am sorry but ______ is sold out. (对不起, ____
卖完。)
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Customer
(5) Have you got any seats available? (请问,还有
没有位子?)
(6) I would like to order ______. (我要)
(7) Please do not put ____. (别放___)
(8) Can you serve the food quickly? (请上菜快一点
儿)
Lesson 11 –Dining at Chinese restaurant Flashcard, cards, board
- Recaps on the vocabulary and structures games or kahoot to do a Successfully revising Oral feedback on
that are previously covered. Teacher revision. the vocabulary items. structure, words and
models the pronunciation. phrases being revised.
- Teacher poses questions to the class (Think-
pair-share)
Fill in blank worksheet.
- What measure words do you know in
English or your first language?
- Is there particular rule to it?
- What about measure words for food and
drink items specifically?
- Active discussions on the questions above
and introduces measure words in Chinese.
个: one of…(versatile use)
瓶/杯: a bottle or a glass of…
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References
Anderson, M. (2016). Learning to choose, choosing to learn. Retrieved from
http://www.ascd.org/publications/books/116015/chapters/The-Key-Benefits-of-
Choice.aspx
Brame, C. J. & Biel, R. (2015). Setting up and facilitating group work: Using
cooperative learning groups effectively. Retrieved from
https://cft.vanderbilt.edu/guides-sub-pages/setting-up-and-facilitating-group-work-
using-cooperative-learning-groups-effectively/
Fields, B. (2000). The teacher and student diversity: the one size fits all
approach. Retrieved from https://www.aare.edu.au/publications-
database.php/2794/the-teacher-and-student-diversity-the-one-size-fits-all-approach
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Appendix
Original unit of work
Eating and drinking| Stage 4 | Chinese Mandarin Year: year 7
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- Apart from ____ that you ordered, is there anything else you need? (除了___以外,还要
什么?)
- I am sorry but ______ is sold out. (对不起, ____卖完。)
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