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蔡老师用一个长城的影片带入这堂课，先从在长城买纪念品引入话题。

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钟老师在教学中运用了I do, we do, you do。钟老师精心设计的课程中包括了听说读写，学生有很多的练习机会，和老师的互动，还有学生间的互动。 在练习写的时候，学生有练习手写和打字的不同活动。
钟老师还穿插提到了两国之间的文化差异。
最后的角色扮演给学生提供了一个有选择的发挥这节课所学到的句子和词汇的机会。最后钟老师再点评学生打字时出现的错误，让学生再一次加深印象。

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June 20 Topic 2 Online Teaching Nearpod and Zoom demo videos.

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June 20 Topic 2 Online Teaching Nearpod and Zoom demo videos.

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Please refer to the attached google dive link for my reflection.

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Analysis of UVA STARTALK Teaching Demo Videos for Online Teaching 中国菜

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(0620) 2019 Practicum Preparation & Observation 

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Topic 2: Online Teaching Sample Videos Checklist/Discussions Due by 1PM June 20

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Topic 2: Online Teaching Sample Videos Checklist/Discussions Due by 1PM June 20

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Analysis of UVA STARTALK Teaching Demo Videos for Online Teaching

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June 20 Topic 2: Online Teaching Sample Videos Chekclist/Discussions 

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June 20 Topic 2: Online Teaching Sample Videos Chekclist/Discussions 

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对钟老师和蔡老师的微课观察笔记

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Teaching Demo Analysis June 20 Bonnie Wang

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Topic 1: Differentiated Instruction (0620)

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Topic 1: Differentiated Instruction (0620)

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It might be easier to directly read from the documents.

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(0620) 2019 Practicum Preparation & Observation 

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Please see below for my assessment.

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I have incorporated the following strategies to meet my learners’ different needs:

1. Stations (These are different spots in the classroom where students work on various tasks simultaneously.)

2. Tiered Activities (These keep the focus of the activity the same, but provide routes of access at varying degrees of difficulty, so that students with different learning needs work with the same essential ideas and use the same key skills.)

3. Kinesthetic Classroom

4. Flexible Grouping

The differentiated Classroom is responding to the needs of each learner. When we plan a lesson, we first have to find out about our students’ language proficiency, learning profiles, their interests, personality and cultural backgrounds. In a tiered lesson, students who are struggling need a more concrete assignment, while students whose levels are the highest need more abstract assignments. Students in the middle need a combination of the concrete and the abstract.

The challenge and difficulty for me to create a classroom to meet the diverse needs of learners is time. 7 preps and two combined classes need much more time and energy to plan effective lessons.

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We all have a classroom full of diverse learners. How do we meet different needs?  In the beginning of the school year, I have my students to fill out a form of their personality and learning styles.  I use this to group students with similar styles or with different strengths. Because I am a visual learner, I write things down on the board for students to take notes and use lots of realia to support my teaching. I encourage students to practice target language and teach each other using their forte. I also provide on-going assessment and adjustment.

It’s hard for me to use target language the whole time. Lower performance students would lose interest once they don’t understand. Also, I have a hard time to keep students engaging while doing group work.

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Topic 1 Differentiated Instruction -What strategies have you incorporated to cater to learners’ different needs in the following aspects? Why or why not?What challenges and difficulty for you to create a classroom to meet the diverse needs of learners?

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Topic 1 Differentiated Instruction -What strategies have you incorporated to cater to learners’ different needs in the following aspects? Why or why not?What challenges and difficulty for you to create a classroom to meet the diverse needs of learners?

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The challenge for me is the same for many teachers: It is IMPOSSIBLE for a teacher to accommodate every single student in every class. However, it is possible and necessary to pay attention, to care and to support the students most of the time. Strategies in differentiated classroom are always changing year by year, and teachers should not ignore the new changes and should always be on the lookout.

What I usually do is to (1) first request the learning profile of each student from the school learning specialist before they come from the Middle School, or (2) send out a linguistic/cultural background survey for new enrolled students. Once I know their proficiency level, learning style, and linguistic/cultural background, I can incorporate appropriate strategies in daily teaching. Here are some strategies that I can share:

a) Design curriculum based on students’ interests and modify weekly assessments based on their learning styles. For example, when teaching a class of multiple ADD learners, I frequently let them switch the attention by adding classroom games or activities. Students with visual processing disorder will have to do more color-coded flashcard assignments in order to improve the sensitivity of characters.

b) Be aware of students' political/religion beliefs, sexuality, personality and struggles outside the school. Create a judge-free and safe zone for each learner and support them by adding those topics in the curriculum. For example, the choice of authentic materials (PPT visual aids, short videos, films, etc.) should reflect diversity and global issues. Teachers should also accommodate properly when students' have mental health problems or other non-academic related struggles.

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June 20

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1.What strategies have you incorporated to cater to learners’ different needs in the following aspects? Why or why not?

Language proficiency: give student choices to choose assignment, provide pinyin for lower level learners, give high-performing students more challenging tasks, put students of mixed abilities into groups so they can help each other.

Learning styles: have learning stations, use videos/music, pictures/visual aids, use TPR and TPRS to engage students of multiple intelligence.

Cultural backgrounds: value students’ different backgrounds, talk about traditions/clothes/food/life styles in different countries.

Personality: have student do self-reflection on google form and have teacher-student individual conference to check students’ progress and provide individualized instruction.

2.What challenges and difficulty for you to create a classroom to meet the diverse needs of learners?
1)Class size, usually 20-25 students per class, it is difficult for new teachers to plan for differentiated instruction;
2)Mixed language abilities: in my school district, more than 85-90% students are white non-heritage speakers, most of them start from freshman year to learn Chinese, but some of them are born in Hong Kong and Singapore, and pick up some of the language when they used to live in Chinese-speaking countries/regions. Mixed abilities make it harder for teacher to provide personalized and differentiated instructions.

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June 20  Topic 1: Differentiated Instruction          Question 1:                               -Language Proficiency: multi-level materials (e.g. difficulty/challenge level, pace & requirement, extra support); grouping strategies (e.g. put learners of the similar proficiency level together, use more advanced learners as volunteers/helpers)               -Learning Styles: Multiple Intelligences多元智能 & Learning Stations分站学习 (e.g. use various kinds of activities to engage visual, audio, kinesthetic, etc. learners)                                   -Cultural Backgrounds: instructional strategies (e.g. top-down teaching for non-heritage learners and bottom-up teaching for heritage learners); learning materials (e.g. make connections to student cultural/personal background)                             -Personality: give students voice and choice (e.g. students are more comfortable with expressing themselves with choice of topics, technologies, tools, etc. of their own preference)   Question 2:                               -Satisfy the needs of the very few "top" students who always learn quickly and know the answers in class     -Provide extra instructional support to individual students who have learning problems or challenges (e.g. anxiety, disorganization, weak memory, etc.)                 -The enormous amount of extra time and energy to prepare for differentiated activities, materials, etc.

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June 20  Topic 1: Differentiated Instruction          Question 1:                               -Language Proficiency: multi-level materials (e.g. difficulty/challenge level, pace & requirement, extra support); grouping strategies (e.g. put learners of the similar proficiency level together, use more advanced learners as volunteers/helpers)               -Learning Styles: Multiple Intelligences多元智能 & Learning Stations分站学习 (e.g. use various kinds of activities to engage visual, audio, kinesthetic, etc. learners)                                   -Cultural Backgrounds: instructional strategies (e.g. top-down teaching for non-heritage learners and bottom-up teaching for heritage learners); learning materials (e.g. make connections to student cultural/personal background)                             -Personality: give students voice and choice (e.g. students are more comfortable with expressing themselves with choice of topics, technologies, tools, etc. of their own preference)   Question 2:                               -Satisfy the needs of the very few "top" students who always learn quickly and know the answers in class     -Provide extra instructional support to individual students who have learning problems or challenges (e.g. anxiety, disorganization, weak memory, etc.)                 -The enormous amount of extra time and energy to prepare for differentiated activities, materials, etc.

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Topic 1: Differentiated Instruction Due by 1PM June 20

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Topic 1: Differentiated Instruction Due by 1PM June 20

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What strategies have you incorporated to cater to learners’ different needs in the following aspects? Why or why not?

In order to meet students’ diverse needs , teachers can focus on the three main parts during instruction,which are content, process, and products. In terms of learning styles, I use various delivery formats such as video, readings, lectures, or audio. Thinking of language proficiency, I use graphic organizers, and diverse grouping techniques. Due to different cultural backgrounds and  personality, I change their seating chart once a month, use chunked text and divide them in different groups.

What challenges and difficulty for you to create a classroom to meet the diverse needs of learners?

In general, I feel it’s hard to meet all students’ needs in one classroom setting. In my class, I have both Ab Initio students and IEP students. And also, it becomes more challenging that two of my classes are mixed-students are from grade 7 to grade 12. More specifically, I feel it’s hard to keep students to be engaged all the time, especially when I give them the time to do group work.

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Topic 3 Language and Comprehensible Input

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Topic 3 Language and Comprehensible Input

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1. Of all the five implications, implications they are all pertinent to effectiveness of Chinese teaching as a foreign language.

Implication 1 can be used in Chinese language teaching. The more meaning-based input, the better learners can learn. Teachers try best to limit first language use in classroom and to immerse students in target language by adopting Natural teaching approach such as TPRS to highly engage students in ongoing activities, not through mechanic language drill, focusing only on forms.

Implication 2: Meaning -based communicative approach: ask open-ended questions students can associate with lots of things. For beginners, more heavily structured linguistic support is needed. Interactions can engage students and make sure they aware things that are missing in their developing systems, pushing learners to become more active input processors.

Implication ¾: Grammar teaching needs also to be designed in a more communicative and meaning-based tasks.

Implications 5: comprehensible input. Not be too ambitious. Build upon prior knowledge. “I+1”.

2). Have you implemented these five principles well in your class? Why or why not?

I am currently teaching in an IB school, so I implement an inquiry-based teaching approach. Vocabulary is taught by meaning-based approach. Communicative tasks are designed. There is also a focus on forms in a communicative class. Seating is grouped differently to meet different requirements of communicative tasks. I build upon their prior knowledge to provide more comprehensible input, but sometimes I think I am a little bit too ambitious.

3). After watching Cai Laoshi's teaching demo and taking notes, please tell us: what are the techniques that you have and have not used well to generate comprehensible input in your class?

To improve:
Communicative language teaching methods.

Design tasks that relevant to students’ level.

Gestures

Pure target language

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Topic 3 -Question 3: After watching Cai Laoshi's teaching demo and taking notes, please tell us: what are the techniques that you have and have not used well to generate comprehensible input in your class?                           

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Topic 3 -Question 3: After watching Cai Laoshi's teaching demo and taking notes, please tell us: what are the techniques that you have and have not used well to generate comprehensible input in your class?                           

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Techniques that I have used:
In-class frequent comprehension checks;
Language modification/simplification;
Vocab/grammar taught in meaningful contexts;
Meaning/communicative drills;
Appropriate error correction (restate the learner's meaning in a correct way);
Frequent invitations of students' responses.

Techniques that I have tried to use well but did not turn out as effective results:
Time management;
Modeling for pair/group work;
Quality input flood.

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Topic 3 -Question 2: Have you implemented these five principles well in your class? Why or why not?                             

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Topic 3 -Question 2: Have you implemented these five principles well in your class? Why or why not?                             

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I am trying to implement all these principles in my teaching on those "good days." These principles are definitely important in effective teaching and teachers should consistently reflect on the implementation.

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Topic 3: Target Language & Comprehensible Input (0618)

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Topic 3: Target Language & Comprehensible Input (0618)

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1. Of the five implications, which one(s) are most important and pertinent to the effectiveness of teaching Chinese as a foreign language? Why or why not?

The most important and pertinent implications among the five are implication 1 and implication 3. First implication indicates that the more input is better for a foreign language classroom. This is the ultimate goal that we are always seeking for. Some people may argue that learners feel frustrated as they can’t comprehend content in the class due to lack of explanation in the native language. The book further indicates that the three ways of how to incorporate input into a language-teaching curriculum. There are immersion, content based instruction and natural approach. For the first two, students learn some subject matter through the language but not the language itself. The natural approach is to use different strategies to enhance the input and make it comprehensible to learners. I think this is the key to make the input comprehensible and meaningful.

The implication 3 talks the perspective from learners’ language output. Similar to comprehensible input, students’ language output should not only be the drill results. However, it should be well-structured so learners can focus on applying the newly-learned language components without worrying about organizing the structure by themselves. The challenging that I have here is that sometimes the structured output seems like drill practice to the students. Thus, I think to design comprehensible and meaningful input is crucial but to foster learners to produce language content meaningful and as expected is also key to the success.

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Topic 3 -Question 1:                             Of the five implications, which one(s) are most important and pertinent to the effectiveness of teaching Chinese as a foreign language? Why or why not?

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Topic 3 -Question 1:                             Of the five implications, which one(s) are most important and pertinent to the effectiveness of teaching Chinese as a foreign language? Why or why not?

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All of those five implications are visionary critics and still have pragmatic influences in today's high-stakes teaching environment. The essence of Impl. 1 is modified as the term "Comprehensible Input." Impl.2, 3 and 4 are altogether reiterating the importance of the communicative function in World-readiness Standards for Learning Languages. Impl.1-4 are critical to teachers and students, whereas Impl.5 is extremely meaningful for curriculum mapping among teachers, and for program leaders to explain their proficiency standards to administrators or parents. For example, in the "Administrator Guide" of North Carolina Dept of Public Instruction, "appropriate expectations" are clearly stated to urge school admin to offer more support and resources for language teachers.

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1). Of the five implications, Implication 1 the more input, the better,  Implicate 2 the more interaction, the better; Implication 3 All learners' production should be meaning-based or communicative are most important and pertinent to the effectiveness of teaching Chinese as a foreign language.

2). Have you implemented these five principles well in your class? Why or why not?

3). After watching Cai Laoshi's teaching demo and taking notes, please tell us: what are the techniques that you have and have not used well to generate comprehensible input in your class?

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大家好！我是芳子，我现在任教于旧金山的一所私立学校。 我们学校是一所Full Chinese Immersion学校。很期待这次和大家一起学习的机会！

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大家好！我是芳子，我现在任教于旧金山的一所私立学校。 我们学校是一所Full Chinese Immersion学校。很期待这次和大家一起学习的机会！

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Topic 2 Online Teaching Sample Videos for Discussions (due: June 20th)

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Topic 2 Online Teaching Sample Videos for Discussions (due: June 20th)

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Please refer to the attached word document for my assessment.

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JLezzi_Assessment June 20th Topic 2 Analysis of two teaching videos

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大家好，我是悠楠，担任今年STARTALK项目的teacher program assistant。很开心能参加这么有意义的项目，并为各位老师服务。希望我们可以一起度过一个难忘的暑假！期待与你们的见面～

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Hi all, I am so happy to attend this awesome startalk program at UVA. I want to give my thanks to Yujia and Younan for their patient help for the tech navigation session.

Currently I am teaching mandarin Chinese at Greenwich High School in Connecticut, which is about 40 minutes' drive to NYC. This is my third year teaching at this school, still relatively a new teacher.

I am so excited about this opportunity and looking forwarding to meeting you all!

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Topic 3: Target Language & Comprehensible Input

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Topic 3: Target Language & Comprehensible Input

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1. The most important and pertinent to the effectiveness of teaching Chinese as a foreign language are: Implication 1 the more input, the better; There are three main ways to incorporate language-teaching curriculum: Immersion, content based instruction, and natural approach. Implication 2 the more interaction, the better. To foster language acquisition,  teachers should focus on meaningful and level-appropriate interactions. Implication 5 watch out for what we expect from learners. This implication is the hardest one to consider, and sometimes it remains hard for new teachers to correctly estimate what to expect from students. It’s important to be sensitive to students’ abilities and potentials.

2. I have implemented several of these five principles in my class. I try to implement implications 1,2,3 and 5 in my classes. The class follows the routine of direct teaching, guided practice, independent practice, and assessment. I firmly believe that the more input will lead to better output, especially for the beginners. We focus more on listening, reading, and speaking in class.

3. I really enjoyed watching Cai Laoshi’s demo video. Here are my reflections on my own teaching:

The techniques that I have used well to generate comprehensible input are:

Use realia, pictures, and body gesture to help students understand words/sentences

Integration of different technology in class

Modelling for students

Formative assessment throughout the class to check understanding

Immediate feedback to students’ answers

The techniques that need to improve on are:

Use the target language more

Encourage students to speak in full sentences

Keep students engaged for most of the time

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June 18 Topic 3: Target Language & Comprehensible Input Question 1:                             Among the five implications, I think implication 2 & 3 are most important to the effectiveness of teaching Chinese as a foreign language.  First of all, I completely agree that question-oriented teacher-student interaction in class, especially when its goal is to exercise a certain grammatical structure, is not meaning-based communication and does not effectively help acquisition occur.  Taking a look at the "French personality" example again, instead of asking the students to come up with very abstract adjectives to describe French personality without any context or visual support, if the teacher can carry on the conversation with pictures and videos of a French celebrity, the interaction will be much more communicative and engaging to the students.  Additionally, I firmly believe that in a successful lesson teacher-student interaction needs to gradually shift to student-student interaction so that students can take on more responsibility of learning and perform real-life tasks applying what they learned.  The "weekend activity" and "family life" examples serve well to provide students with clear steps, models, and output structures to have meaningful information exchange while exerting the language functions.  To conclude, it is fundamental for our Chinese class to have not only teacher-student but also student-student interactions with a meaning goal.                             Question 2:                               I have been implementing these five principles in my class.  I think that all of these elements- input & output, meaning & form, interaction & feedback- are extremely important in order to make the language acquisition occur in class.   After reading and reflecting on the chapter, I think I still need to work more on the following areas: 1) learning about how to design task-based activities with clear steps, models, and output structures; 2) using input enhancement strategies such as recast, confirmation check, and clarification request more flexibly to provide effective feedback to my students; and 3) using a variety of text enhancement techniques to help students notice the form in meaningful contexts.  Moreover, I think the question posted at the end of the implication 5 is worth thinking- "Should production be the goal of every class hour we teach?"  In my opinion, students should always be expected to produce level-approprite utterances, and to help them achieve this expectation, we teachers need to provide sufficient scaffolding to make each of them become ready and comfortable.  In this sense, I would like to say that production should still be the goal of every lesson, but we can vary the pace, requirement, challenge level, etc. depending on learner differences.                        Question 3:                         Techniques I have used well in my class: body language and visual aids; language modification/simplification; vocabulary/grammar taught in meaningful contexts; sentential-level pushed output. Techniques I need to use better in my class: meaning/communicative drills; appropriate error correction; quality input flood

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June 18 Topic 3: Target Language & Comprehensible Input Question 1:                             Among the five implications, I think implication 2 & 3 are most important to the effectiveness of teaching Chinese as a foreign language.  First of all, I completely agree that question-oriented teacher-student interaction in class, especially when its goal is to exercise a certain grammatical structure, is not meaning-based communication and does not effectively help acquisition occur.  Taking a look at the "French personality" example again, instead of asking the students to come up with very abstract adjectives to describe French personality without any context or visual support, if the teacher can carry on the conversation with pictures and videos of a French celebrity, the interaction will be much more communicative and engaging to the students.  Additionally, I firmly believe that in a successful lesson teacher-student interaction needs to gradually shift to student-student interaction so that students can take on more responsibility of learning and perform real-life tasks applying what they learned.  The "weekend activity" and "family life" examples serve well to provide students with clear steps, models, and output structures to have meaningful information exchange while exerting the language functions.  To conclude, it is fundamental for our Chinese class to have not only teacher-student but also student-student interactions with a meaning goal.                             Question 2:                               I have been implementing these five principles in my class.  I think that all of these elements- input & output, meaning & form, interaction & feedback- are extremely important in order to make the language acquisition occur in class.   After reading and reflecting on the chapter, I think I still need to work more on the following areas: 1) learning about how to design task-based activities with clear steps, models, and output structures; 2) using input enhancement strategies such as recast, confirmation check, and clarification request more flexibly to provide effective feedback to my students; and 3) using a variety of text enhancement techniques to help students notice the form in meaningful contexts.  Moreover, I think the question posted at the end of the implication 5 is worth thinking- "Should production be the goal of every class hour we teach?"  In my opinion, students should always be expected to produce level-approprite utterances, and to help them achieve this expectation, we teachers need to provide sufficient scaffolding to make each of them become ready and comfortable.  In this sense, I would like to say that production should still be the goal of every lesson, but we can vary the pace, requirement, challenge level, etc. depending on learner differences.                        Question 3:                         Techniques I have used well in my class: body language and visual aids; language modification/simplification; vocabulary/grammar taught in meaningful contexts; sentential-level pushed output. Techniques I need to use better in my class: meaning/communicative drills; appropriate error correction; quality input flood

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It was so nice meeting you all! Thank you for the navigation session and warm-up activities.

I am Yan Liang 梁岩 from Chicago, currently teaching Chinese at an international school. I hope I can hone my Chinese teaching skills and apply what I have learned to future teaching. 希望借此机会和各位经验丰富的老师共同探讨学习！

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Topic 1 Differentiated Instruction (due: June 20th)

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Topic 1 Differentiated Instruction (due: June 20th)

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1. What strategies have you incorporated to cater to learners’ different needs in the following aspects? Why or why not?

Language proficiency: Use peer editing to check each other’s answers; Assign different projects to meet students’ level of proficiency; Have students share/perform their learning products.
Learning styles: Use student teacher and peer-learning activities.

Cultural backgrounds& Personality: Assign individual students different roles based on their cultural background, interest, and personality.

Others: Give students control for what they want to say and how they want to learn/practice in class.

2. What challenges and difficulty for you to create a classroom to meet the diverse needs of learners?

1) It takes careful planning to connect students who have different levels of language proficiency.

2) It is time consuming for teachers to develop differentiated assessments, activities to fit students’ different needs.

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Topic 3: Target Language & Comprehensible Input Assignment

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Topic 3: Target Language & Comprehensible Input Assignment

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1). Personally I think Implication 1,2,3 are the most important and pertinent to the effectiveness of teaching Chinese as a foreign language. All these implication are related to each other and it is impossible to separate them. For instance, learners need more meaning-based input and interaction, so they can produce meaning-based or communicative production.

2). I have implemented some principles in my class. With student-centered learning, I use "I do, we do, you all do, you do" that includes direct teaching with demonstration, prompt, and practice. Students have lots of interactions with teachers or classmates in target language. However, I know there are lots of rooms for me to implement implication 4 and 5 in my teaching. Maybe I am not totally confident about it, so I don't use often.

3). It's refreshing to watch Cai Laoshi's teaching demo. I like her teaching flows that made students to engage learning. This is one of my weakness to control the pace. Also she use target language the whole time and I have difficulty to teach in target language with lower level class.
I have used the following techniques in my class for comprehensive input:
1. body language and visual materials, such as pictures, PPT or YouTube videos as aids.
2. authentic materials for meaningful/real life context.
3. using technology for formative or informative assessment, such as Kahoot, Quizlet, or Quizzes
4. Provide instant feedback

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Hello everyone! My name is Wei Zhang and I currently teach in LAUSD. Thanks for the Tech Navigation Session, which shows guidelines for this program. I am also excited for further study in Google Forms, Padlet, and Flipgrid. I believe this will be an awesome opportunity for me to learn from experienced teachers and to keep me sharp for next school year. I cannot to meet all of you soon!

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Hello everyone! My name is Wei Zhang and I currently teach in LAUSD. Thanks for the Tech Navigation Session, which shows guidelines for this program. I am also excited for further study in Google Forms, Padlet, and Flipgrid. I believe this will be an awesome opportunity for me to learn from experienced teachers and to keep me sharp for next school year. I cannot to meet all of you soon!

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你们好，我是郭伶姿 (Lily Kuo) 来自雪城，非常荣幸能够与大家一起度过充实的暑假，也期待学习更多中文教学的方法与科技，请多多指教。

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各位老师好！我是戴静。感谢UVA STARTALK项目给我这次提升教学理念、技巧和实践的机会。非常期待与大家一起学习并分享教学经验。我现在就职于马里兰Anne Arundel County 公立学校的一所高中。我所教的课程有中文一、二、三、四和IB DP 1,2 还有AP。

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各位老师好！我是戴静。感谢UVA STARTALK项目给我这次提升教学理念、技巧和实践的机会。非常期待与大家一起学习并分享教学经验。我现在就职于马里兰Anne Arundel County 公立学校的一所高中。我所教的课程有中文一、二、三、四和IB DP 1,2 还有AP。

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大家好，我是游先钰，来自佛州。It was great to connect faces from the welcome videos. Thank you ladies for the Tech navigation session which gave me ideas about the programs that we will use for this course. I am very excited but also nervous about this programs. I know I will learn a lot from you all. Cannot wait to see you in UVA! 

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大家好，我是游先钰，来自佛州。It was great to connect faces from the welcome videos. Thank you ladies for the Tech navigation session which gave me ideas about the programs that we will use for this course. I am very excited but also nervous about this programs. I know I will learn a lot from you all. Cannot wait to see you in UVA! 

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大家好！我是Jennifer Lezzi，黄静。很高兴能加入今年UVA STARTALK的项目，向老师们学习、请教中文线上教学的经验和技巧。我目前任教的单位是纽约州教育部的附属部门BOCES。我平时主要负责几所纽约公立高中的远程中文教学课程，同时也教授面对面的课程。非常期待在弗吉尼亚大学跟大家见面，一同讨论和学习中文教学！

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大家好！我是Jennifer Lezzi，黄静。很高兴能加入今年UVA STARTALK的项目，向老师们学习、请教中文线上教学的经验和技巧。我目前任教的单位是纽约州教育部的附属部门BOCES。我平时主要负责几所纽约公立高中的远程中文教学课程，同时也教授面对面的课程。非常期待在弗吉尼亚大学跟大家见面，一同讨论和学习中文教学！

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Nice to e-meet you all! It's excited to start the summer program. Thanks for the tEch navigation session which gives us an brief orientation on what we will cover and discuss about during the program.
I am Crystal Hsia 夏儀芬 currently working as the Chinese lecturer in higher education. I hope I can polish my instructional skills by learning from all of you and at the same time dedicate my past experience to the group.

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老师们好！我是Bonnie Wang, 王春梦。很高兴这个夏天能与各位共同踏上UVA星谈之旅。我目前在北卡罗来纳州德罕市(Durham, North Carolina)的一所私立学校(Durham Academy)教高中，有兴趣的老师们可以点击我们的program website。希望在接下来的几个星期与大家共同探讨中文教学的best practices！

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老师们好！我是Bonnie Wang, 王春梦。很高兴这个夏天能与各位共同踏上UVA星谈之旅。我目前在北卡罗来纳州德罕市(Durham, North Carolina)的一所私立学校(Durham Academy)教高中，有兴趣的老师们可以点击我们的program website。希望在接下来的几个星期与大家共同探讨中文教学的best practices！

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Hello, Everyone!  I am Yifan Xu许一帆.  Thank you very much for the TECH navigation session.  It is extremely helpful to know that we will use Padlet, Flipgrid, and Google Form very often during the program and start to use them in the warm-up activities.  I love easy-to-implement technological tools like these, which can make learning engaging and powerful!

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Hello, Everyone!  I am Yifan Xu许一帆.  Thank you very much for the TECH navigation session.  It is extremely helpful to know that we will use Padlet, Flipgrid, and Google Form very often during the program and start to use them in the warm-up activities.  I love easy-to-implement technological tools like these, which can make learning engaging and powerful!

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大家好，我是雨佳，担任今年STARTALK项目的student program coordinator。我去年毕业于UVA的Linguistics硕士项目，很高兴认识大家～

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大家好！ 我是琇姵。谢谢雨佳和悠楠在Tech navigation session的协助！Thanks for your assistance! I seemed to have some trouble with wifi at home and I will figure out a solution later! Thanks!

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1. After reading the article about the five implications for teaching, I discovered that the most important and pertinent to the effectiveness of teaching Chinese as a foreign language are: Implication 1 the more input, the better; Implication 2 the more interaction, the better; Implication 3 All learners’ production should be meaning-based or communicative. It is because this approach follows a natural path of language acquisition. Comprehensive input provides learners meaningful language model. Then learners apply the language through negotiated interaction while they receive scald folding from the teacher or peers. Then students produce meaning-based “pushed-output” independently.

2. I have partially implemented these five principles in my class. I feel that implications 1-4 are what I have adopted to my daily lessons to help students achieve their goals from input to output. I did not get the point of the last principle. I believe that we should always expect learners to produce the languages for communication purposes to show their understanding, through speaking or/and typing, through conversations or/and presentations.

3. After watched Cai Laoshi’s demo video, I reflected on my own classes. The techniques that I have used well to generate comprehensible input are: 1) Use body language/gesture/facial expressions and visual aids/real/concrete objects;  2) Language/modification/simplification; 3) Contextual clues; 4) Modeling for pair/group work; 5) Age and level appropriate language use; 6) Vocabulary/grammar taught in meaningful contexts; 7) Frequent invitations of students’ responses. The techniques that I have not used well in my teaching are: 1) Use the target language almost all the time; 2) Quality input flood; 3) Appropriate error correction 4) Sentential-level pushed output.