prep


 * Mentoring - Cherice**
 * **Giving Feedback**
 * Purpose of feedback is to mediate thinking
 * Matching your feedback with mentee's needs (Support/Challenge/Vision - 3 Stances - Collaboration, Consultation, Coaching)
 * Verbal Tools for Mediating Thinking w/ Learning-focused Feedback
 * Daily Debrief template we'll be using to give Weiqing feedback every day
 * Validation
 * Mentoring Matters, p. 129


 * Getting to Know You**


 * 1) **Do -** Find someone who . . . - Getting to know the people (p. 22)
 * 2) **Summarize -** Debrief content, debrief process --> they generate possible extensions and connex to their classrooms on blank (p. 23)
 * 3) **Reflect -** Inside/outside circles - Getting to know the professional circumstances (p. 24)
 * 4) **Connect -** Story squares - Getting at personal experiences (pp. 25-26)
 * 5) **Extend -** Debrief quickly--again focusing attention on content, process, classroom connections
 * 6) **Preview -** Overview of institute


 * Overview of Institute**


 * Routines & Procedures (Daily Schedule, Details re: room opening)
 * Lesson Plans (Overview of the Week)
 * Materials (Organization of Binders - Tab matches schedule, pages in lower-right, rest will address as we work with it)

[|ACTFL] publishes the [|National Standards for Foreign Language Learning].
 * National Standards** **- Cindy**

Age-specific[| Developmental Profiles for Students] highlight the physical, emotional, philosophical/moral, social and intellectual/cognitive development of children ages 3-18.
 * Learner Characteristics - Cindy**


 * True Colors - Cherice**
 * 1) **Do** - [|True Colors Quiz]
 * 2) **Summarize** - Stickers, 4 corners grouped by color
 * 3) **Reflect** - Needs/Strengths/Values brainstorming with chart paper - While listen to True Colors song
 * 4) **Connect** - Read online interpretations - [|True Colors Interpretations]
 * 5) **Extend** - Debrief
 * 6) **Preview** - Personality --> needs/strengths/values --> students' learning styles


 * Learning Styles & Multiple Intelligences**


 * 1) **Summarize -** [|Table 1 - Summary of the 8 Intelligences] - Read, then debrief based on True Colors activity
 * 2) **Reflect -** **[|Multiple Intelligences - Classroom Application]** - Brainstorm a cultural topic in each group
 * 3) **Connect -** **[|Strategies]** - Intake, Studying, Output
 * 4) **Extend -** [|Learning Styles Module] - Left/Right Brain, Visual/Auditory/Kinesthetic, General Learning Preferences
 * 5) **Preview** - //"Strategic"// building blocks for creating standards-based lessons
 * 6) **Do -** [|Multiple Intelligences Quiz] - Flash-based, gives results as you take each section, then prioritizes them in a bar graph


 * Mentoring - Cherice**
 * **Activate Prior Knowledge/Experiences -** Brief, structured mentoring discussion (Think/pair/share or something similar to generate discussion of their own personal experiences with mentoring . . . help us get at a definition) - 5 min.
 * **Definition of Mentoring -** What do mentees need? discussion w/ triangle - Support, Challenge, Vision - 10 min.
 * **Giving Feedback (We'll spend 30 min. on this)**
 * Purpose of it (mediate thinking)
 * Guidelines for making it most effective
 * [|http://www.managementhelp.org/commskls/feedback/basc_gde.htm
 * http://www.uab.edu/uasomume/cdm/feedback.htm
 * Matching your feedback with mentee's needs (3 Stances - Collaboration, Consultation, Coaching) - No reading, just a diagram
 * Verbal Tools for Mediating Thinking w/ Learning-focused Feedback
 * Validation
 * Mentoring Matters, p. 129 (this needs to go into the notebook)
 * Daily Debrief template we'll be using to give Weiqing feedback every day
 * Key ideas to pull out -
 * True mentoring is a reciprocal process-NOT expert to novice only!
 * Mentoring is learning focused and is ultimately about mediating another person's thinking
 * Mentoring is a form of leadership


 * Literacy**

//**Practicing characters (decontextualized)**//

Air Back of a partner Pudding Sand Shaving cream Sidewalk chalk

//**Practice Reading Characters**//

Bingo - Good for helping students learn to associate characters with their spoken names.

Concentration/memory games - Great for helping students learn to recognize the distinctive features of different characters.

Fishing - Students try to "catch" the fish that matches their word cards.

Flyswatters - Good for helping students learn to associate characters with their spoken names.

Hear/Circle - Teacher calls a word, students try to be the first to circle it.

Matching - Post pictures on the chalkboard or the wall. Pass out flashcards that have Chinese characters on them. Give students 10 seconds to match the words to the pictures. Check for incorrect answers and redistribute those to a new set of students. You can also have students match characters to characters.

Online articles - Teacher prints an article and asks students to circle, color code, or highlight all the characters they know.

Sentence Making - Students are given cards with characters on them, they work alone or together to assemble meaningful sentences.

Slapjack - Teacher calls a character, students try to be the first to grab or slap the card.

What's in a bag? - Put objects or pictures in lunch bags. Write or paste characters onto the front of the bags. Ask students to read the characters in order to guess what is in the bags. You can also present new characters or vocabulary this way by showing students pictures of 2 different objects, labeled with characters, and asking them to "guess" what is in the bag. Eventually, students can read the bags in order to guess what is on them. The teacher can also call a word and ask students to select the correct object by reading what is on the bag. You can limit the difficulty level by asking students to choose between just 2 or 3 bags, then slowly increase it by asking them to choose between 4, 5, or 6 bags.


 * Practice Writing Characters**

Board Work - Have students copy characters, or write their favorite character from the current unit on the board. Then teachers and students can count together how many times each word was written.

Copy From Choices - Give students a choice of words or characters and have them copy their favorite onto their paper or project.

Fill in the Blank - Teacher writes a sentence stem and students fill in the blank with a meaningful word.

Journals - These can be fill in the blank journals for novice learners.

Make a Scroll - Have students memorize your favorite character. As a test, have students go to the paint corner as they arrive and paint the character they have memorized onto a scroll (made of two 11" x 14" sheets of paper and paper towel rolls) as the teacher watches the stroke order.

Pen Pal Writing (in Groups) - Together, the teacher and the students craft a letter. The teacher writes it on chart paper (with help from the students) and the students copy it, personalizing it as appropriate.

Remember and Write - Fold a piece of paper in half, glue a picture (of a body part, for example) to the front, and write the character inside. Have students draw a self-portrait, then have them label it by finding each body part they need, peeking behind the picture to see what the character looks like, then walking back to their seats and writing the character. They can return to the character as many times as they need to do so, but they cannot take their papers to the character.

See a picture, write the word.

Stroke Order Police - Have a puppet check students' characters and say, "That looks funny!" when students do their stroke order incorrectly. Or, let the puppet write the characters--always incorrectly, and have the kids say, "Uh, uh, uuuh!"

Tracing Characters -

Ticket In/Out - Require students to write something and show it to you in order to enter or exit the classroom.


 * Word Order**

Put a Chinese sentence and an English sentence on the chalkboard using word cards and magnets. Have the students compare the word order.

Conceptual focus

Word families

Word play