- Jun 2024
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carla.umn.edu carla.umn.edu
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Although "Resources" are listed near the bottom of the flow chart, you should be looking for potential resources throughout the process.
Resources plays an important role in the backward design process. Quality resources can enhance student engagement and make teaching more effective.
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Here is where you incorporate games, pair work, quizzes, homework, skits, class discussions, research, internet activities, videos, reading practice, music.
The leaning activities suggested here give me more ideas for class activities I can use in my class.
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The integrated performance assessment includes the three modes of Communication: interpersonal, interpretive, and presentational.
For my final project, the assessment is delivering a two-minute talk on the subject of the unit. This aligns with the three modes of communication: interpersonal, interpretive, and presentational.
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Next organize the ideas as they relate to the 5 Cs Finally, prioritize what is most important, what is most interesting, what helps respond to the theme.
Very good point! I found that the five "C" goals Communication, Cultures, Connections, Comparisons, and Communities) help me prioritize my teaching content.
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Using "clothing" as the thematic center is not particularly intriguing: it is not a big idea. Instead of provoking communication, it signals a list of vocabulary words.
I disagree with the author. Clothing topics can indeed be significant. Clothing integrates history and reflects cultural and social development. It serves as a comprehensive cultural carrier with distinct characteristics of time, nationality, region, customs, and artistry. Moreover, it acts as a cultural symbol that reflects the politics, economy, thought, morality, and faith of different times. In my AP Chinese course, I include a unit on traditional Chinese clothing to explore these rich cultural dimensions.
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These goal areas align with the three modes of Communication in the World-Readiness Standards for Learning Languages. ACTFL created a crosswalk to show the alignment between the World-Readiness Standards and the Common Core State Standards for English Language Arts.
I teach AP Chinese Language and Culture. The course emphasizes communication, focusing on understanding and being understood by others, by applying interpersonal, interpretive, and presentational skills in real-life situations. It adheres to the standards described in the ACTFL Performance Descriptors for Language Learners.
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