Resources

//This page contains information, resources, and materials to help you continue your professional growth.//


 * [|Asia Society] - Links to cultural materials, multimedia resources, publications, and more user:chericem1


 * [|Confucius Institute] - Links to do-it-yourself Chinese learning resources, online courses, news, podcasts, summer camps, etc. user:chericem1

>
 * [|Graduate Institute of Teaching Chinese as a Second Language] - Useful resources, tools, etc. user:chericem1


 * [|Huayu World - 全球華文網-歡迎大家一起來學華文] - An excellent site with a teacher blog where teachers exchange resources and training materials in Chinese. Scroll over to see the blog link. user:chericem1


 * Ping Li Zhang Wikispace - Links to cultural materials, songs, etc., used in an advanced STARTALK student program user:chericem1


 * [|Super Chinese Websites] - An extensive collection of links to resources related to teaching and learning Chinese user:chericem1

=Advocacy, Parent Relations, Public Relations=

Fortune, Tara W., & Tedick, Diane J. (2003, August). What parents want to know about FL immersion programs. //CAL.// (EDO FL-03-04). Washington, DC: Center for Applied Linguistics. Retrieved May 26, 2006, from http://www.cal.org/resources/digest/0304fortune.html

A short digest that provides useful background information on FL immersion programs.

=Curriculum Development=

Crandall, JoAnn. (1994, January). //Content-centered language instruction//. Washington, DC: Eric Clearinghouse on Languages and Linguistics. (ERIC Document Reproduction Service No. ED367142) Retrieved May 26, 2006, from http://www.ericdigests.org/1994/content.htm

This ERIC digest addresses issues of curricular content and program development models intersect.

=Differentiating Instruction=

Gregory, Gayle H., & Chapman, Carolyn. (2002). //Differentiated instructional strategies: One size doesn't fit all.// Thousand Oaks, CA: Corwin Press, Inc. ISBN 0-76199-4551-2.

This teacher-friendly book outlines key principles related to differentiating instruction for students at the individual, assignment, and curricular levels. It explains the relationship between differentiated instruction and assessment, classroom climate, instructional strategies, and learning styles. It also contains a variety of practical charts, diagrams, ideas, templates, and tools for supporting teachers in experimenting with these principles. Image source: http://www.amazon.com/gp/product/0761945512/104-0595909-7101515?v=glance&n=283155 (excerpts from the book can also be viewed at this link.)

Heacox, Diane. (2002). //Differentiating instruction in the regular classroom: How to reach and teach all learners, grades 3-12.// Minneapolis, MN: Free Spirit Publishing, Inc. ISBN 1-57542-105-4.

This outstanding book offers a useful introduction to differentiated instruction, information on learning styles and curriculum mapping, super examples of strategies for differentiating instruction (including flexible grouping, tiered assignments, project-based differentiation, and ideas for early finishers), techniques for managing differentiated instruction and grading, and an entire chapter on differentiating for students with special needs. The appendices contain sample letters for families, ideas for differentiating classroom discussions, and other helpful materials. Image source: http://www.freespirit.com/catalog/item_detail.cfm?ITEM_ID=80


 * Mixed Ability Classrooms**

Tomlinson, Carol Ann. (2001). //How to differentiate instruction in mixed-// //ability classrooms.// (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 0-87120-512-2.

This book:
 * defines differentiated instruction (in conjunction with helpful examples),
 * offers an excellent rationale for using differentiated instruction in mixed-ability classrooms,
 * provides techniques for preparing students and parents for a differentiated approach to instruction,
 * discusses the role of the environment, the teacher, and grading in a differentiated classroom,
 * outlines helpful classroom management strategies, and
 * explains how to differentiate content, process, products.

It will be especially helpful to teachers and professional developers who are seeking to deepen their conceptual understanding of differentiated instruction and effective approaches implementing it. Image source: http://shop.ascd.org/productdisplay.cfm?categoryid=books&productid=101043 (Sample chapters from the book and study questions can be viewed here also.)


 * Children with Special Needs**

Hall, Tracey, Strangman, Nicole, & Meyer, Anne. (2006). Differentiated instruction and implications for UDL development. //CAST: Universal Design for Learning.// Retrieved March 28, 2006, from http://www.cast.org/publications/ncac/ncac_diffinstructudl.html

This report explains how principles of Universal Design for Learning can support teachers' efforts to differentiate instruction while simultaneously meeting the needs of students with special needs.

=Elementary Language Learning=

Chamot, Anna Uhl, Anstrom, Kristina, & Bartoshesky, Abigail. The elementary immersion learning strategies resource guide (2nd ed.). Washington, DC: National Capital Language Resource Center. Retrieved May 26, 2006, from http://www.nclrc.org/eils/

The six chapters of this document outline twenty different learning strategies, describe techniques that teachers can use to teach them to elementary immersion students, explain how to incorporate them into lesson planning, model them in sample lesson plans, offer a review of the literature regarding learning strategies, an annotated bibliography, and a wealth of useful appendices.

Curtain, Helena, & Dahlberg, Carol Ann. (2004). Languages and children, making the match: New languages for young learners, grades K-8 (3rd ed.). NY: Pearson. ISBN 0-205-46371-1.

The last 5 chapters of this book are devoted to planning and sustaining effective foreign language programs and address issues such as making the case for initiating an elementary foreign language program, public relations and advocacy, selecting a program model, staffing a program, planning, assessment, articulation, and immersion. The book also contains a wealth of practical instructional resources, including ideas for assignments, literacy development, and standards-based games and activities; information on thematic planning, assessment, and classroom management; instructional strategies, templates, and sample student work. Image source: [|http://phcatalog.pearson.com/program_single.cfm?site_id=6&discipline_id=813&subarea_id=1323&program_id=12541]

= = =Mentoring & Leadership=

Lambert, Linda. (1998). //[|Building leadership capacity in schools].// Alexandria, VA: Association for Supervision and Curriculum Development. ISBN 0-87120-307-3. [|http://www.ascd.org]

Lipton, Laura, Wellman, Bruce, & Humbard, Carlette. (2003). //Mentoring matters: A practical guide to learning-focused relationships.// Sherman, CT: MiraVia, LLC. ISBN 0-9665022-2-1. [|http://www.miravia.com] This teacher-friendly book contains information regarding the tensions inherent in mentoring new teachers, offers practical strategies for balancing these tensions, outlines verbal techniques for mediating thinking, and provides a useful collection of reproducible inventories, rubrics, templates, and other tools to support both mentors and mentees. Image source: http://www.miravia.com/images/Mentor%20cov2ndEd.jpg

=**Professional Development**= "This page will help you to find workshops and courses of particular interest to early foreign language teachers. In addition to online courses, the list includes courses offered both during the school year and over the summer, arranged in alphabetical order by state. Also, please check our resources under [|Teacher Certification Programs] and [|Calendar of Events]." (info. taken from cal.org website)

http://www.cal.org/earlylang/profdev/courses_and_workshops.html