K-16 Articulation: Unveiling the National Chinese Standards

Development Team:

Jianhua Bai, Yea-Fen Chen, Richard Chi, Lucy Lee,

Audrey Li, Carol Chen-Lin, Yu-lan Lin, Jennifer Liu,

Yuanchao Meng, Dali Tan and Ted Yao

Theoretical Foundation

Standards, Benchmarks, Indicators, Learning scenarios and curriculum design for various levels (k-16)?

What students should know and be able to do at each stage (of k-16) in the 5 C areas?

Incorporate the Common Core State Standards (literacy and higher level learning skills) and the 21st century skills (esp. technology and collaboration)

K-16 Articulation in Chinese

Set well-articulated standards across the long sequence of K-16 Chinese education: content standards and performance indicators for instructional design for various levels

Use learning scenarios to enhance students' Chinese language proficiency through well-articulated standards-based instruction.

Standard-based thematic units: developing new thematic learning units or adapting currently used textbook chapters into standards-based thematic units

Standard-based Thematic Units

Start with a theme that is important and relevant to the students, e.g. the universal themes from the AP program.

Determine the learning outcomes/standard-based objectives and acceptable evidence.

Pre-assessment aligned with the standard-based objectives (progress indicators) as a level-check of level of instruction and learning and as a warm-up for the new unit of learning (温故知新)

Plan instruction and learning (learning scenarios as the blueprint): select materials, plan instructional and learning activities, plan and implement formative assessment etc.

Some examples of standard-based thematic units.

The k-16 articulation project is supported by

The Chinese Embassy and Hanban

The Collaboration Project of American Council on the

Teaching of Foreign Languages (ACTFL)

USC-East Asian Studies Center