Standard 2: Learning Differences
The teacher understands individual learner differences and cultural and linguistic diversity.
- I understand that as all students come from different background, they learn differently. Some students may learn the best by visual while some may learn the best by sense of hearing.
Goal:
- My goal is to help students gain and develop their ability to use the target language-Chinese in class and beyond the class by different ways. In order to do so, I designed some topic related computer materials for students to repeat learning topic at home or other place where has internet access. Also, insert learning material/concept into class activities is another goal I am practicing. In addition, I have higher kids to help lower kids on these computer games, class activities, and even daily instruction time by asking them to pair together and discuss content topic.
Goal Reflection:
- It is nearly impossible to design just few computer games or class activities to meet all students' need and background knowledge. In order to fulfill my goal, I use Utah State Dual Language Immersion curriculum and lesson plans which provided by Chinese DLI team as a base to design my computer games and class activities. Also, it becomes my daily procedure to pair students and have them to share their toughs on topic which we call it "think, pair, share." It would be sometime 2 minutes or 3 and sometimes just few seconds.
Evidence:
1. Computer games:
Picture 1: sentence restructure game
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Picture 2: Listen to the audio and choose the words
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Picture 3: Listen to the audio and choose the picture
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Picture 4: Match the picture and words
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Other pictures: Students playing computer games in class
2. Class activities:
Picture 1: math activity (I hide cards with math question in classroom and students will need to find these cards and solve problems and write down on the sheet.)
Picture 3: 大风吹 (big wind blow): This activity is practicing students' speaking and listening skill (and exciting at the same time).
Video 1: Chinese words listening and recognizing: Students will need to listen to the teacher's sentence and find the word. Girls need to find the word on the pink sheet and boys find it on the blue sheet.
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Picture 2: Through a ball Q & A: A student through a ball and ask a question. The student who catch the ball will need to answer the question and then ask another question to next person.
Picture 4: Vocabulary Bingo (Students need to say the vocabulary to circle the word.)
Video 2: Living and non-living things : When we first introduced living things to students, students think that only animals are living things. I then showed them a video about hoe plants move to prove that plants are living things, too. Students were asked to pretend that they were seeds and grow up like they did in the video. |
Other pictures of students doing class activities:
3. Pair students to discuss:
Picture 1: Students pair reading
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Picture 2: Student pair discussion
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Video 1: Students hole vocabulary cards they wrote themselves. 2 students in a pair. One student asks: "what is this" and the other student will need to answer "this is XXX"
And the first student will need to pull out a second card and ask "what does XXX eat?" and the other student need to answer the words on the card (XXX eat XXX). |
Other pictures pairing student to discuss
Evidence Reflection:
- I truly love how these computer games and class activities I designed helped students learning differentiated. Also, I love how these high kids helped low kids to get improved academically. These computer games are attractive to students so students love to play them and wanted to get 100 points on each game. Sometimes, when a students cannot get 100 points on a game, another kid would come and help him/her to get 100 points. I don't even need to pair them to help each other but they do this themselves without me asking. It looks like every student play the same game which may lack of differentiate but it actually happens when higher kids are helping lower kids to get their best. It works the same way in classroom activities. I especially love to hear the "oh" sound when a student realized something that his/her partner gave him/her when we do "think, pair, share." It makes me feel that everyone in the classroom could be the teacher to teach something to others when they have different level of knowledge.