<\/p>\n
<\/p>\n<\/div><\/div><\/div><\/div><\/section>\nChinese Language Instruction and Technology Integration<\/h2>\nAbout<\/a><\/li>\nSchedule<\/a><\/li>\nTrainers<\/a><\/li>\nApply<\/a><\/li>\nContact<\/a><\/li>\nWorkshop Projects<\/a><\/li>\nResources<\/a>\n\n\tWorkshop Toolbox<\/a><\/li>\n\tBlueprints<\/a><\/li>\n\tTeaching Hands-on Toolbox<\/a><\/li>\n<\/ul>\n<\/li>\nTesting CHN Training Nav<\/a><\/li>\n<\/ul><\/nav><\/section>\nSchedule<\/h2>\nI. Goals & objectives<\/strong><\/p>\n\nThrough systematic readings, facilitator lectures, hands-on collaborative and individual tasks, teaching demonstrations, discussions, and presentations, participants will develop an understanding<\/strong> of the research-informed pedagogical principles<\/strong> of backward curricular goal-setting strategies and theme-based and TBLT classroom implementation<\/li>\nThrough well-designed teaching demonstrations, class observations, hands-on teaching practice, mentor guidance, and reflection sessions, participants will learn to use a variety of classroom procedures and techniques <\/strong>for implementing terminal tasks and pedagogical tasks.<\/li>\nThrough hands-on technology and pedagogy workshops and group projects, participants will acquire skills and techniques <\/strong>for teaching technology-enhanced and thematic-based TBLT online and offline courses at all proficiency levels<\/li>\n<\/ul>\nII. Pre-workshop (May 19, 26, June 9)<\/strong><\/p>\nPrior to the Reading club, everyone will choose to be a member of a working team. They will decide on a theme with 3-4 subthemes from a pool of available authentic materials at a focused level. Each team member will choose a piece of materials (relevant to one\u2019s subtheme) in the form of authentic video or online article to work with. The materials can be either chosen from the URI Authentic Material Box (AMB)or one\u2019s own choosing.<\/a><\/p>\n\n Reading club activities (Three weeks: 5\/19\/26-6\/9\/23)<\/em><\/li>\n<\/ol>\n\n\n\n\n\tDates<\/b><\/td>Focal activities and lead professors and lecturers<\/b><\/td>Reading materials prior to the meeting and guided activities<\/b><\/td>\n<\/tr>\n\n\t5\/19\/23\n\n7:00 pm EST\n<\/td>Lectures & discussions (7:00-8:00 pm)<\/b> \n1. Introduction to task-based language teaching (TBLT) principles and procedures: Why and how TBLT should be incorporated and implemented in daily class instruction (30-35 minutes) \n2. Q & A (25-30 minutes)\nDr. Marta Gonzalez-Lloret (University of Hawai\u2018i at M\u0101noa)\n\nReading questions (Q1 and Q2 are on Article 1 and Q3 is on Article 2\uff09<\/b>\n1. What are the main differences between the PPP method and TBLT?\n2. How can we tell if a classroom activity is a task and not an exercise (considering the 4 dimensions presented on pg. 9-11 and Ellis & Shintani\u2019s (2014) criteria on pg. 17)\n3. What are some of the advantages of a TBLT methodology for language learning?\n\nHands-on activities (8:00-8:40 pm)<\/b>\n1. Analyze a piece of target authentic materials in term of its theme, subthemes, subtopics, topical elements (20 minutes)\n 2. Convert topics into authentic tasks (20 minutes) **\nDr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI)\n\n<\/td>Reading folder*:<\/b>\n1. Van den Branden, K. (2022). How to teach an additional language: To task or not to task? John Benjamins Publishing Company. \uff08Chapter 1\uff09(Required)\n2. Jackson, D. O. (2022). Task-Based Language Teaching (1st ed.). Cambridge University Press \uff08pp. 1-22\uff09(Required)\n3. Jin, Hong Gang (2018) \u4e3b\u9898\u5bfc\u5165\u6559\u5b66\u6cd5\u7684\u7406\u8bba\u57fa\u7840\u3001\u8bbe\u8ba1\u539f\u5219\u53ca\u5176\u5448\u73b0\u65b9\u6cd5\uff08A thematic approach to CFL lesson design: Theories, design principles and presentation techniques. \uff09In International Journal of Chinese Language Education \u56fd\u9645\u4e2d\u6587\u6559\u80b2\u5b66\u62a5\uff0cHong Kong\uff0c Vol 2, pp. 1-27. (Optional)\n\nToolbox\uff1a<\/b>\n1. \u771f\u5b9e\u4efb\u52a1\/\u4e3b\u9898\u5bfc\u5165\u5206\u89e3\u7a0b\u5e8f (Procedures for deconstructing authentic tasks in a thematic unit)\n2. \u771f\u5b9e\u4efb\u52a1\/\u4e3b\u9898\u5bfc\u5165\u7ec4\u7ec7\u5206\u89e3\u56fe\u53c2\u8003\u6837\u672c (Samples of graphic organizers of deconstructed tasks\/thematic units for IC V3 L7 & L8)\n3. \u4efb\u52a1\u4e0e\u8bdd\u9898\u7684\u8f6c\u6362\u8303\u4f8b (Examples of transformation from topics to tasks)\n<\/td>\n<\/tr>\n\n\t5\/26\/23\n\n7:00 pm EST\n<\/td>Lectures & discussions (7:00-8:00 pm)<\/b>\n1. TBLT performance guidelines and CFL classroom implementation (30-35 minutes) \n2. Q & A (25-30 minutes)\nDr. Yuan, Fangyuan (US Naval Academy)\n\nReading questions<\/b>\n1. To what extent and in what way are the three modes of communication (interpersonal, interpretive, and presentational) matched to the four language skills (listening, speaking, reading and writing) , the terms that we are more familiar with?\n\n2. The ACTFL position statement sets the goal of 90% or more target language use in the classroom. What does it mean by \"language use'? Can you define it and provide examples?\n\n3. What should be taken into consideration when we develop a lesson plan on a thematic topic that is beyond everyday topics (e.g., \u201cscience and technology\u201d in AP course\/exam)?\n\nHands-on activities (8:00-8:40 pm)<\/b>\n1. Identify\/design authentic tasks from the chosen authentic materials (20 minutes)\n2. Deconstruct authentic tasks into a set of task framework (20 minutes)\nDr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI)\n\n<\/td>Reading folder:<\/b>\n1. ACTFL Performance Descriptors \uff08Required\uff09\n2. Jin, Hong Gang (2016). \u4ece\u8bed\u8a00\u7ec4\u5757\u7814\u7a76\u8c08\u8bed\u8a00\u5b9a\u5f0f\u6559\u5b66\u6cd5 (Teaching in chunks: An approach from the perspective formulaic sequences). In Journal of International Chinese Language Education\uff08\u56fd\u9645\u6c49\u8bed\u6559\u80b2\uff09, 2016 (1), pp. 22-36, Beijing China. (Optional)\n\nToolbox\uff1a<\/b>\n1. \u4e09\u79cd\u6c9f\u901a\u6a21\u5f0f\u7684\u771f\u5b9e\u4efb\u52a1\u8303\u4f8b (Samples of authentic tasks across 3 communicative modes)\n2. \u4efb\u52a1\u5b9e\u65bd\u64cd\u4f5c\u5355\u6837\u672c\u53ca\u68c0\u67e5\u5355 (Samples of specifications for authentic task implementation and its check-list)\n3. \u4efb\u52a1\u6846\u67b6\u6d3b\u52a8\u5355\u6837\u672c\u53ca\u68c0\u67e5\u5355 (Samples of specifications for task framework activities & its check-list) \n\n<\/td>\n<\/tr>\n\n\t6\/9\/23\n\n7:00 pm EST\n<\/td>Lectures & discussions (7:00-8:00 pm) <\/b>\n1. The importance of deconstructing tasks in TBLT and use of deconstructed task elements to develop language use abilities (30-35 minutes)\n2. Q & A (25-30 minutes) \nDr. Jin, Hong Gang (Hamilton College)\n\nReading questions<\/b>\n1. What are major contributions of the deconstructed TBLT to the field of TBLT? Where do the two approaches overlap and where do they differ (mention at least two points)? \u4efb\u52a1\u5206\u89e3\u6559\u5b66\u5bf9\u4efb\u52a1\u6559\u5b66\u7684\u8d21\u732e\u5728\u4e8e\u54ea\u91cc\uff1f\u4e24\u8005\u7684\u8054\u7cfb\u548c\u533a\u522b\u4e3b\u8981\u8868\u73b0\u5728\u54ea\u51e0\u70b9\u4e0a\uff08\u81f3\u5c11\u8c08\u4e24\u70b9\uff09\uff1f\n2. What are the similarities and differences in deconstructing a topic and a task? Which one takes extra steps to complete the process?\u4e3b\u9898\u89e3\u6784\u548c\u4efb\u52a1\u89e3\u6784\u8fc7\u7a0b\u6709\u4ec0\u4e48\u76f8\u540c\u4e0e\u4e0d\u540c\u4e4b\u5904\uff1f\u54ea\u4e00\u79cd\u8fc7\u7a0b\u9700\u8981\u66f4\u591a\u4e00\u6b65\u7a0b\u5e8f\u5b8c\u6210\uff1f\n3. Name a few facilitative functions of deconstructing tasks into its three key elements for developing learners\u2019 task abilities? \u5206\u89e3\u771f\u5b9e\u4efb\u52a1\u7684\u5185\u90e8\u7ed3\u6784\u4e3a\u57fa\u672c\u4e09\u5143\u7d20\u5bf9\u4efb\u52a1\u80fd\u529b\u53d1\u5c55\u6709\u4ec0\u4e48\u8f85\u52a9\u4f5c\u7528\uff1f\n\nHands-on activity (8:00-8:40 pm)<\/b>\n1. Deconstruct authentic tasks into task framework and its associated task essentials (20 minutes)\n2. Select and design teaching procedures for task framework and task essentials (20 minutes)\nDr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI)\n\n<\/td>Reading folder:<\/b>\n1. Jin, Hong Gang (to appear) \u4efb\u52a1\u5206\u89e3\u6559\u5b66\uff1a\u5229\u7528\u5206\u89e3\u540e\u4efb\u52a1\u4e09\u5143\u7d20\u57f9\u517b\u5b66\u4e60\u8005\u7684\u8bed\u8a00\u4f7f\u7528\u80fd\u529b\uff08Deconstructing tasks in TBLT: Using deconstructed task elements to develop L2 learners\u2019 abilities to use language\uff09(Required) \n2. Jin, Hong Gang (2018) \u201c\u63d0\u95ee\u4e92\u52a8\u6cd5\u7eed\u8bba\uff1a\u8bed\u8a00\u8bfe\u5802\u6559\u5e08\u63d0\u95ee\u7684\u5b9e\u65bd\u7a0b\u5e8f\u3001\u7b56\u7565\u53ca\u5e94\u7528\u6280\u5de7\u201d (Teacher\u2019s questions: Procedures, strategies, and techniques), in Journal of CFL Research in Taiwan (\u53f0\u6e7e\u534e\u8bed\u6559\u5b66\u7814\u7a76), Vol.16, pp. 3- 20. (Optional)\n\nToolbox\uff1a<\/b>\n1. \u4efb\u52a1\u8981\u7d20\u7ec3\u4e60\u8bbe\u8ba1\u8303\u4f8b (Samples of task essential design) \n2. \u4efb\u52a1\u6846\u67b6\u7ec3\u4e60\u8bbe\u8ba1\u8303\u4f8b (Samples of task framework design and procedures)\n3. \u4efb\u52a1\u8981\u7d20\u7684\u8bfe\u5802\u63d0\u95ee PPT\u5236\u4f5c (Samples of PPT design of task essentials)\n4. \u4efb\u52a1\u8981\u7d20\u7684\u6559\u5e08\u63d0\u95ee\u5355\u5236\u4f5c (Samples of TQs for classroom interaction on task essentials)\n\n\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n*All reading materials will be sent to participants before 4\/24\/2023. Toolbox samples<\/a> will be sent to participants in early May, 2023.<\/p>\n\n Online URI program orientation (6\/12\/2023)<\/em>\n\nWorkshop schedule<\/li>\nRules and regulations<\/li>\nHousing, meals, and tours among other logistics<\/li>\nPostworkshop arrangements & group projects<\/li>\n<\/ul>\n<\/li>\n<\/ol>\nIII. Workshop (<\/strong>June 18-25, 2023<\/strong>\uff09<\/strong><\/p>\n\nDaily workshop content and timetable<\/li>\n<\/ol>\n\n\n\n\n\tWorkshop dates<\/b><\/td>Daily focus & major activities<\/b><\/td>\n<\/tr>\n\n\tSunday, 6\/18\/2023 <\/td>Participants\u2019 arrival on campus \nOn-site welcome meeting and campus tour (evening)<\/td>\n<\/tr>\n\n\tMonday, 6\/19\/2023<\/td>Theme 1: Thematic-based TBLT<\/b>\n\nTech workshop: (By URI Professors)\n\u2022 Available technical tools and their pedagogical functions: pros and cons\n\u2022 3 sets of toolboxes for TBLT teaching and their application in the classroom \n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022 Key principles and procedures of the backward design for TBLT in a thematic unit \n\u2022 Identify and decompose thematic topics into subtopics and transfer them to authentic tasks \n\nClass observation\n\u2022 How a task-essential session is designed and implemented at the URI Flagship Program\n\u2022 What types of procedures and techniques are used to initiate classroom interaction and help lay the foundation for task framework?\n\nPreparation for hands-on teaching:\n\u2022 Content analysis of the target lesson and learners\u2019 background\n\u2022 Task essential PPT design and interactive TQ planning\n\u2022 Transition to task framework\nWelcome dinner\n<\/td>\n<\/tr>\n\n\tTuesday, 6\/20\/2013<\/td>Theme 2: Design and implement Task essentials<\/b>\n\nTech workshop: (By URI Professors)\n\u2022\tTechnological & pedagogical tools and techniques for task essentials from Toolbox 1\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tThe dual roles of teacher questions (TQ) in interaction for task essential instruction\n\u2022\t6 sets of TQs and their related techniques\n\u2022\tHow to combine activities of task essential with task framework\n\nHands-on classroom teaching 1: \n\u2022\tTask essentials and task framework for a class of two students (each person teaches 25 minutes)\n\n<\/td>\n<\/tr>\n\n\tWednesday, 6\/21\/2023<\/td>Theme 3: Design and implement task framework<\/b>\n\nTech workshop: (By URI Professors)\n\u2022\tTechnological & pedagogical tools and techniques for task framework (small group activities) from Toolbox 2\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tSmall group activities: principles, procedures, and techniques (Functions, forms, and subtopics)\n\u2022\tA variety of commonly used small group activities for task framework\n\nClass observation:\n\u2022\tHow to engage students in task essential and task framework activities\n\nHands-on classroom teaching 2: \n\u2022\tTask essentials and task framework for a class of two students (each person teaches 25 minutes)\n\nGroup strategies and reflection:\n\u2022\tGroup meeting on exchanges of unit design ideas\n\nLocal excursion\/group meal<\/td>\n<\/tr>\n\n\tThursday, 6\/22\/2023<\/td>Theme 4: Design and implement authentic tasks<\/b>\n\nTech workshop: (By Dr. Tseng, Miao-Fen)\n\u2022\tTechnological & pedagogical tools and techniques for authentic tasks (group activities\/projects\/performance) from Toolbox 3\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tAuthentic task design principles and implementational procedures: integrated tasks across three communicative modes\n\u2022\tSamples of commonly used authentic tasks and their does and don\u2019ts\n\nA brief introduction to the URI Flagship Program by the URI Flagship Director:\n\u2022\tOverall curricular set-up and its achievements\n\n<\/td>\n<\/tr>\n\n\tFriday, 6\/23\/2023<\/td>Theme 5: TBLT curricular blueprint, technological and pedagogical toolboxes and their applications<\/b>\n\nTech workshop: (By Dr. Tseng, Miao-Fen)\n\u2022\tContinuation on designing and implementing authentic tasks\n\u2022\tNew theories, new trends, and new technological tools for future technology-mediated language teaching (TMLT).\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tThematic-based TBLT & its assessment: IPA\n\u2022\tThematic-based TBLT Blueprint and Toolboxes for public use\n\u2022\tPlans for group projects beyond the workshop (meeting times and presentation date)\n\nClass observation:\n\u2022\tHow URI teachers design and implement authentic tasks\n\u2022\tHow students\u2019 engagement is implemented, and outcomes are achieved\n\nProgram wrap-up<\/td>\n<\/tr>\n\n\tSaturday, 6\/24\/2023<\/td>A field trip to Boston\u2019s China town: How TBLT is incorporated in a field trip<\/td>\n<\/tr>\n\n\tSunday, 6\/25\/2023<\/td>Departure from the URI campus <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\nDaily activity schedule<\/li>\n<\/ol>\n\n\n\n\n\tDate\/time\nMonday- Friday<\/b>\n<\/td>Activities<\/b><\/td>Location<\/b><\/td>Notes<\/b><\/td>\n<\/tr>\n\n\t8:00-8:50<\/td>Class observation 1 (two classes at the same time)<\/td>TBA<\/td>Observation sheets to fill out<\/td>\n<\/tr>\n\n\t9:00-9:50<\/td>Class observation 2 or hands-on teaching with a team member <\/td>TBA<\/td>Reflection on observation or teaching: My two take-aways<\/td>\n<\/tr>\n\n\t10:00-12:00<\/td>Technology workshop <\/td>TBA<\/td>Bring your chosen materials to work with <\/td>\n<\/tr>\n\n\t12:00-1:30<\/td>Lunch break<\/td><\/td><\/td>\n<\/tr>\n\n\t1:30-3:30<\/td>Pedagogical workshop<\/td>TBA<\/td>Bring your project to work on the details<\/td>\n<\/tr>\n\n\t3:30-4:00<\/td>Group work, projects <\/td><\/td>Work with your team<\/td>\n<\/tr>\n\n\t4:00-6:00<\/td>Reflection, tours, group meals, and local excursions<\/td>TBA<\/td>Write or record your reflections<\/td>\n<\/tr>\n\n\t6:00-7:30<\/td>Dinner<\/td><\/td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\nIV. Postworkshop (July 2-Sept 20, 2023)<\/strong><\/p>\n\nOnline team meeting to discuss your project (July)<\/li>\nTeam report and reflection<\/li>\nPublic presentation (Tentative date: 9\/15\/2023)<\/li>\n<\/ol>\n <\/h3>\nField trips<\/h3>\nLocal excursions will include Beavertail Lighthouse in Jamestown, RI, Narragansett Beach, and Boston\u2019s Chinatown.<\/p>\n\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":" Chinese Language Instruction and Technology Integration Schedule I. Goals & objectives Through systematic readings, facilitator lectures, hands-on collaborative and individual tasks, teaching demonstrations, discussions, and presentations, participants will develop an understanding of the research-informed pedagogical principles of backward curricular goal-setting strategies and theme-based and TBLT classroom implementation Through well-designed teaching demonstrations, class observations, […]<\/p>\n","protected":false},"author":4861,"featured_media":0,"parent":5012,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-5021","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/users\/4861"}],"replies":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/comments?post=5021"}],"version-history":[{"count":6,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions"}],"predecessor-version":[{"id":5237,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions\/5237"}],"up":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5012"}],"wp:attachment":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/media?parent=5021"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
I. Goals & objectives<\/strong><\/p>\n\nThrough systematic readings, facilitator lectures, hands-on collaborative and individual tasks, teaching demonstrations, discussions, and presentations, participants will develop an understanding<\/strong> of the research-informed pedagogical principles<\/strong> of backward curricular goal-setting strategies and theme-based and TBLT classroom implementation<\/li>\nThrough well-designed teaching demonstrations, class observations, hands-on teaching practice, mentor guidance, and reflection sessions, participants will learn to use a variety of classroom procedures and techniques <\/strong>for implementing terminal tasks and pedagogical tasks.<\/li>\nThrough hands-on technology and pedagogy workshops and group projects, participants will acquire skills and techniques <\/strong>for teaching technology-enhanced and thematic-based TBLT online and offline courses at all proficiency levels<\/li>\n<\/ul>\nII. Pre-workshop (May 19, 26, June 9)<\/strong><\/p>\nPrior to the Reading club, everyone will choose to be a member of a working team. They will decide on a theme with 3-4 subthemes from a pool of available authentic materials at a focused level. Each team member will choose a piece of materials (relevant to one\u2019s subtheme) in the form of authentic video or online article to work with. The materials can be either chosen from the URI Authentic Material Box (AMB)or one\u2019s own choosing.<\/a><\/p>\n\n Reading club activities (Three weeks: 5\/19\/26-6\/9\/23)<\/em><\/li>\n<\/ol>\n\n\n\n\n\tDates<\/b><\/td>Focal activities and lead professors and lecturers<\/b><\/td>Reading materials prior to the meeting and guided activities<\/b><\/td>\n<\/tr>\n\n\t5\/19\/23\n\n7:00 pm EST\n<\/td>Lectures & discussions (7:00-8:00 pm)<\/b> \n1. Introduction to task-based language teaching (TBLT) principles and procedures: Why and how TBLT should be incorporated and implemented in daily class instruction (30-35 minutes) \n2. Q & A (25-30 minutes)\nDr. Marta Gonzalez-Lloret (University of Hawai\u2018i at M\u0101noa)\n\nReading questions (Q1 and Q2 are on Article 1 and Q3 is on Article 2\uff09<\/b>\n1. What are the main differences between the PPP method and TBLT?\n2. How can we tell if a classroom activity is a task and not an exercise (considering the 4 dimensions presented on pg. 9-11 and Ellis & Shintani\u2019s (2014) criteria on pg. 17)\n3. What are some of the advantages of a TBLT methodology for language learning?\n\nHands-on activities (8:00-8:40 pm)<\/b>\n1. Analyze a piece of target authentic materials in term of its theme, subthemes, subtopics, topical elements (20 minutes)\n 2. Convert topics into authentic tasks (20 minutes) **\nDr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI)\n\n<\/td>Reading folder*:<\/b>\n1. Van den Branden, K. (2022). How to teach an additional language: To task or not to task? John Benjamins Publishing Company. \uff08Chapter 1\uff09(Required)\n2. Jackson, D. O. (2022). Task-Based Language Teaching (1st ed.). Cambridge University Press \uff08pp. 1-22\uff09(Required)\n3. Jin, Hong Gang (2018) \u4e3b\u9898\u5bfc\u5165\u6559\u5b66\u6cd5\u7684\u7406\u8bba\u57fa\u7840\u3001\u8bbe\u8ba1\u539f\u5219\u53ca\u5176\u5448\u73b0\u65b9\u6cd5\uff08A thematic approach to CFL lesson design: Theories, design principles and presentation techniques. \uff09In International Journal of Chinese Language Education \u56fd\u9645\u4e2d\u6587\u6559\u80b2\u5b66\u62a5\uff0cHong Kong\uff0c Vol 2, pp. 1-27. (Optional)\n\nToolbox\uff1a<\/b>\n1. \u771f\u5b9e\u4efb\u52a1\/\u4e3b\u9898\u5bfc\u5165\u5206\u89e3\u7a0b\u5e8f (Procedures for deconstructing authentic tasks in a thematic unit)\n2. \u771f\u5b9e\u4efb\u52a1\/\u4e3b\u9898\u5bfc\u5165\u7ec4\u7ec7\u5206\u89e3\u56fe\u53c2\u8003\u6837\u672c (Samples of graphic organizers of deconstructed tasks\/thematic units for IC V3 L7 & L8)\n3. \u4efb\u52a1\u4e0e\u8bdd\u9898\u7684\u8f6c\u6362\u8303\u4f8b (Examples of transformation from topics to tasks)\n<\/td>\n<\/tr>\n\n\t5\/26\/23\n\n7:00 pm EST\n<\/td>Lectures & discussions (7:00-8:00 pm)<\/b>\n1. TBLT performance guidelines and CFL classroom implementation (30-35 minutes) \n2. Q & A (25-30 minutes)\nDr. Yuan, Fangyuan (US Naval Academy)\n\nReading questions<\/b>\n1. To what extent and in what way are the three modes of communication (interpersonal, interpretive, and presentational) matched to the four language skills (listening, speaking, reading and writing) , the terms that we are more familiar with?\n\n2. The ACTFL position statement sets the goal of 90% or more target language use in the classroom. What does it mean by \"language use'? Can you define it and provide examples?\n\n3. What should be taken into consideration when we develop a lesson plan on a thematic topic that is beyond everyday topics (e.g., \u201cscience and technology\u201d in AP course\/exam)?\n\nHands-on activities (8:00-8:40 pm)<\/b>\n1. Identify\/design authentic tasks from the chosen authentic materials (20 minutes)\n2. Deconstruct authentic tasks into a set of task framework (20 minutes)\nDr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI)\n\n<\/td>Reading folder:<\/b>\n1. ACTFL Performance Descriptors \uff08Required\uff09\n2. Jin, Hong Gang (2016). \u4ece\u8bed\u8a00\u7ec4\u5757\u7814\u7a76\u8c08\u8bed\u8a00\u5b9a\u5f0f\u6559\u5b66\u6cd5 (Teaching in chunks: An approach from the perspective formulaic sequences). In Journal of International Chinese Language Education\uff08\u56fd\u9645\u6c49\u8bed\u6559\u80b2\uff09, 2016 (1), pp. 22-36, Beijing China. (Optional)\n\nToolbox\uff1a<\/b>\n1. \u4e09\u79cd\u6c9f\u901a\u6a21\u5f0f\u7684\u771f\u5b9e\u4efb\u52a1\u8303\u4f8b (Samples of authentic tasks across 3 communicative modes)\n2. \u4efb\u52a1\u5b9e\u65bd\u64cd\u4f5c\u5355\u6837\u672c\u53ca\u68c0\u67e5\u5355 (Samples of specifications for authentic task implementation and its check-list)\n3. \u4efb\u52a1\u6846\u67b6\u6d3b\u52a8\u5355\u6837\u672c\u53ca\u68c0\u67e5\u5355 (Samples of specifications for task framework activities & its check-list) \n\n<\/td>\n<\/tr>\n\n\t6\/9\/23\n\n7:00 pm EST\n<\/td>Lectures & discussions (7:00-8:00 pm) <\/b>\n1. The importance of deconstructing tasks in TBLT and use of deconstructed task elements to develop language use abilities (30-35 minutes)\n2. Q & A (25-30 minutes) \nDr. Jin, Hong Gang (Hamilton College)\n\nReading questions<\/b>\n1. What are major contributions of the deconstructed TBLT to the field of TBLT? Where do the two approaches overlap and where do they differ (mention at least two points)? \u4efb\u52a1\u5206\u89e3\u6559\u5b66\u5bf9\u4efb\u52a1\u6559\u5b66\u7684\u8d21\u732e\u5728\u4e8e\u54ea\u91cc\uff1f\u4e24\u8005\u7684\u8054\u7cfb\u548c\u533a\u522b\u4e3b\u8981\u8868\u73b0\u5728\u54ea\u51e0\u70b9\u4e0a\uff08\u81f3\u5c11\u8c08\u4e24\u70b9\uff09\uff1f\n2. What are the similarities and differences in deconstructing a topic and a task? Which one takes extra steps to complete the process?\u4e3b\u9898\u89e3\u6784\u548c\u4efb\u52a1\u89e3\u6784\u8fc7\u7a0b\u6709\u4ec0\u4e48\u76f8\u540c\u4e0e\u4e0d\u540c\u4e4b\u5904\uff1f\u54ea\u4e00\u79cd\u8fc7\u7a0b\u9700\u8981\u66f4\u591a\u4e00\u6b65\u7a0b\u5e8f\u5b8c\u6210\uff1f\n3. Name a few facilitative functions of deconstructing tasks into its three key elements for developing learners\u2019 task abilities? \u5206\u89e3\u771f\u5b9e\u4efb\u52a1\u7684\u5185\u90e8\u7ed3\u6784\u4e3a\u57fa\u672c\u4e09\u5143\u7d20\u5bf9\u4efb\u52a1\u80fd\u529b\u53d1\u5c55\u6709\u4ec0\u4e48\u8f85\u52a9\u4f5c\u7528\uff1f\n\nHands-on activity (8:00-8:40 pm)<\/b>\n1. Deconstruct authentic tasks into task framework and its associated task essentials (20 minutes)\n2. Select and design teaching procedures for task framework and task essentials (20 minutes)\nDr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI)\n\n<\/td>Reading folder:<\/b>\n1. Jin, Hong Gang (to appear) \u4efb\u52a1\u5206\u89e3\u6559\u5b66\uff1a\u5229\u7528\u5206\u89e3\u540e\u4efb\u52a1\u4e09\u5143\u7d20\u57f9\u517b\u5b66\u4e60\u8005\u7684\u8bed\u8a00\u4f7f\u7528\u80fd\u529b\uff08Deconstructing tasks in TBLT: Using deconstructed task elements to develop L2 learners\u2019 abilities to use language\uff09(Required) \n2. Jin, Hong Gang (2018) \u201c\u63d0\u95ee\u4e92\u52a8\u6cd5\u7eed\u8bba\uff1a\u8bed\u8a00\u8bfe\u5802\u6559\u5e08\u63d0\u95ee\u7684\u5b9e\u65bd\u7a0b\u5e8f\u3001\u7b56\u7565\u53ca\u5e94\u7528\u6280\u5de7\u201d (Teacher\u2019s questions: Procedures, strategies, and techniques), in Journal of CFL Research in Taiwan (\u53f0\u6e7e\u534e\u8bed\u6559\u5b66\u7814\u7a76), Vol.16, pp. 3- 20. (Optional)\n\nToolbox\uff1a<\/b>\n1. \u4efb\u52a1\u8981\u7d20\u7ec3\u4e60\u8bbe\u8ba1\u8303\u4f8b (Samples of task essential design) \n2. \u4efb\u52a1\u6846\u67b6\u7ec3\u4e60\u8bbe\u8ba1\u8303\u4f8b (Samples of task framework design and procedures)\n3. \u4efb\u52a1\u8981\u7d20\u7684\u8bfe\u5802\u63d0\u95ee PPT\u5236\u4f5c (Samples of PPT design of task essentials)\n4. \u4efb\u52a1\u8981\u7d20\u7684\u6559\u5e08\u63d0\u95ee\u5355\u5236\u4f5c (Samples of TQs for classroom interaction on task essentials)\n\n\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n*All reading materials will be sent to participants before 4\/24\/2023. Toolbox samples<\/a> will be sent to participants in early May, 2023.<\/p>\n\n Online URI program orientation (6\/12\/2023)<\/em>\n\nWorkshop schedule<\/li>\nRules and regulations<\/li>\nHousing, meals, and tours among other logistics<\/li>\nPostworkshop arrangements & group projects<\/li>\n<\/ul>\n<\/li>\n<\/ol>\nIII. Workshop (<\/strong>June 18-25, 2023<\/strong>\uff09<\/strong><\/p>\n\nDaily workshop content and timetable<\/li>\n<\/ol>\n\n\n\n\n\tWorkshop dates<\/b><\/td>Daily focus & major activities<\/b><\/td>\n<\/tr>\n\n\tSunday, 6\/18\/2023 <\/td>Participants\u2019 arrival on campus \nOn-site welcome meeting and campus tour (evening)<\/td>\n<\/tr>\n\n\tMonday, 6\/19\/2023<\/td>Theme 1: Thematic-based TBLT<\/b>\n\nTech workshop: (By URI Professors)\n\u2022 Available technical tools and their pedagogical functions: pros and cons\n\u2022 3 sets of toolboxes for TBLT teaching and their application in the classroom \n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022 Key principles and procedures of the backward design for TBLT in a thematic unit \n\u2022 Identify and decompose thematic topics into subtopics and transfer them to authentic tasks \n\nClass observation\n\u2022 How a task-essential session is designed and implemented at the URI Flagship Program\n\u2022 What types of procedures and techniques are used to initiate classroom interaction and help lay the foundation for task framework?\n\nPreparation for hands-on teaching:\n\u2022 Content analysis of the target lesson and learners\u2019 background\n\u2022 Task essential PPT design and interactive TQ planning\n\u2022 Transition to task framework\nWelcome dinner\n<\/td>\n<\/tr>\n\n\tTuesday, 6\/20\/2013<\/td>Theme 2: Design and implement Task essentials<\/b>\n\nTech workshop: (By URI Professors)\n\u2022\tTechnological & pedagogical tools and techniques for task essentials from Toolbox 1\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tThe dual roles of teacher questions (TQ) in interaction for task essential instruction\n\u2022\t6 sets of TQs and their related techniques\n\u2022\tHow to combine activities of task essential with task framework\n\nHands-on classroom teaching 1: \n\u2022\tTask essentials and task framework for a class of two students (each person teaches 25 minutes)\n\n<\/td>\n<\/tr>\n\n\tWednesday, 6\/21\/2023<\/td>Theme 3: Design and implement task framework<\/b>\n\nTech workshop: (By URI Professors)\n\u2022\tTechnological & pedagogical tools and techniques for task framework (small group activities) from Toolbox 2\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tSmall group activities: principles, procedures, and techniques (Functions, forms, and subtopics)\n\u2022\tA variety of commonly used small group activities for task framework\n\nClass observation:\n\u2022\tHow to engage students in task essential and task framework activities\n\nHands-on classroom teaching 2: \n\u2022\tTask essentials and task framework for a class of two students (each person teaches 25 minutes)\n\nGroup strategies and reflection:\n\u2022\tGroup meeting on exchanges of unit design ideas\n\nLocal excursion\/group meal<\/td>\n<\/tr>\n\n\tThursday, 6\/22\/2023<\/td>Theme 4: Design and implement authentic tasks<\/b>\n\nTech workshop: (By Dr. Tseng, Miao-Fen)\n\u2022\tTechnological & pedagogical tools and techniques for authentic tasks (group activities\/projects\/performance) from Toolbox 3\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tAuthentic task design principles and implementational procedures: integrated tasks across three communicative modes\n\u2022\tSamples of commonly used authentic tasks and their does and don\u2019ts\n\nA brief introduction to the URI Flagship Program by the URI Flagship Director:\n\u2022\tOverall curricular set-up and its achievements\n\n<\/td>\n<\/tr>\n\n\tFriday, 6\/23\/2023<\/td>Theme 5: TBLT curricular blueprint, technological and pedagogical toolboxes and their applications<\/b>\n\nTech workshop: (By Dr. Tseng, Miao-Fen)\n\u2022\tContinuation on designing and implementing authentic tasks\n\u2022\tNew theories, new trends, and new technological tools for future technology-mediated language teaching (TMLT).\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tThematic-based TBLT & its assessment: IPA\n\u2022\tThematic-based TBLT Blueprint and Toolboxes for public use\n\u2022\tPlans for group projects beyond the workshop (meeting times and presentation date)\n\nClass observation:\n\u2022\tHow URI teachers design and implement authentic tasks\n\u2022\tHow students\u2019 engagement is implemented, and outcomes are achieved\n\nProgram wrap-up<\/td>\n<\/tr>\n\n\tSaturday, 6\/24\/2023<\/td>A field trip to Boston\u2019s China town: How TBLT is incorporated in a field trip<\/td>\n<\/tr>\n\n\tSunday, 6\/25\/2023<\/td>Departure from the URI campus <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\nDaily activity schedule<\/li>\n<\/ol>\n\n\n\n\n\tDate\/time\nMonday- Friday<\/b>\n<\/td>Activities<\/b><\/td>Location<\/b><\/td>Notes<\/b><\/td>\n<\/tr>\n\n\t8:00-8:50<\/td>Class observation 1 (two classes at the same time)<\/td>TBA<\/td>Observation sheets to fill out<\/td>\n<\/tr>\n\n\t9:00-9:50<\/td>Class observation 2 or hands-on teaching with a team member <\/td>TBA<\/td>Reflection on observation or teaching: My two take-aways<\/td>\n<\/tr>\n\n\t10:00-12:00<\/td>Technology workshop <\/td>TBA<\/td>Bring your chosen materials to work with <\/td>\n<\/tr>\n\n\t12:00-1:30<\/td>Lunch break<\/td><\/td><\/td>\n<\/tr>\n\n\t1:30-3:30<\/td>Pedagogical workshop<\/td>TBA<\/td>Bring your project to work on the details<\/td>\n<\/tr>\n\n\t3:30-4:00<\/td>Group work, projects <\/td><\/td>Work with your team<\/td>\n<\/tr>\n\n\t4:00-6:00<\/td>Reflection, tours, group meals, and local excursions<\/td>TBA<\/td>Write or record your reflections<\/td>\n<\/tr>\n\n\t6:00-7:30<\/td>Dinner<\/td><\/td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\nIV. Postworkshop (July 2-Sept 20, 2023)<\/strong><\/p>\n\nOnline team meeting to discuss your project (July)<\/li>\nTeam report and reflection<\/li>\nPublic presentation (Tentative date: 9\/15\/2023)<\/li>\n<\/ol>\n <\/h3>\nField trips<\/h3>\nLocal excursions will include Beavertail Lighthouse in Jamestown, RI, Narragansett Beach, and Boston\u2019s Chinatown.<\/p>\n\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":" Chinese Language Instruction and Technology Integration Schedule I. Goals & objectives Through systematic readings, facilitator lectures, hands-on collaborative and individual tasks, teaching demonstrations, discussions, and presentations, participants will develop an understanding of the research-informed pedagogical principles of backward curricular goal-setting strategies and theme-based and TBLT classroom implementation Through well-designed teaching demonstrations, class observations, […]<\/p>\n","protected":false},"author":4861,"featured_media":0,"parent":5012,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-5021","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/users\/4861"}],"replies":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/comments?post=5021"}],"version-history":[{"count":6,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions"}],"predecessor-version":[{"id":5237,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions\/5237"}],"up":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5012"}],"wp:attachment":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/media?parent=5021"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
II. Pre-workshop (May 19, 26, June 9)<\/strong><\/p>\nPrior to the Reading club, everyone will choose to be a member of a working team. They will decide on a theme with 3-4 subthemes from a pool of available authentic materials at a focused level. Each team member will choose a piece of materials (relevant to one\u2019s subtheme) in the form of authentic video or online article to work with. The materials can be either chosen from the URI Authentic Material Box (AMB)or one\u2019s own choosing.<\/a><\/p>\n\n Reading club activities (Three weeks: 5\/19\/26-6\/9\/23)<\/em><\/li>\n<\/ol>\n\n\n\n\n\tDates<\/b><\/td>Focal activities and lead professors and lecturers<\/b><\/td>Reading materials prior to the meeting and guided activities<\/b><\/td>\n<\/tr>\n\n\t5\/19\/23\n\n7:00 pm EST\n<\/td>Lectures & discussions (7:00-8:00 pm)<\/b> \n1. Introduction to task-based language teaching (TBLT) principles and procedures: Why and how TBLT should be incorporated and implemented in daily class instruction (30-35 minutes) \n2. Q & A (25-30 minutes)\nDr. Marta Gonzalez-Lloret (University of Hawai\u2018i at M\u0101noa)\n\nReading questions (Q1 and Q2 are on Article 1 and Q3 is on Article 2\uff09<\/b>\n1. What are the main differences between the PPP method and TBLT?\n2. How can we tell if a classroom activity is a task and not an exercise (considering the 4 dimensions presented on pg. 9-11 and Ellis & Shintani\u2019s (2014) criteria on pg. 17)\n3. What are some of the advantages of a TBLT methodology for language learning?\n\nHands-on activities (8:00-8:40 pm)<\/b>\n1. Analyze a piece of target authentic materials in term of its theme, subthemes, subtopics, topical elements (20 minutes)\n 2. Convert topics into authentic tasks (20 minutes) **\nDr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI)\n\n<\/td>Reading folder*:<\/b>\n1. Van den Branden, K. (2022). How to teach an additional language: To task or not to task? John Benjamins Publishing Company. \uff08Chapter 1\uff09(Required)\n2. Jackson, D. O. (2022). Task-Based Language Teaching (1st ed.). Cambridge University Press \uff08pp. 1-22\uff09(Required)\n3. Jin, Hong Gang (2018) \u4e3b\u9898\u5bfc\u5165\u6559\u5b66\u6cd5\u7684\u7406\u8bba\u57fa\u7840\u3001\u8bbe\u8ba1\u539f\u5219\u53ca\u5176\u5448\u73b0\u65b9\u6cd5\uff08A thematic approach to CFL lesson design: Theories, design principles and presentation techniques. \uff09In International Journal of Chinese Language Education \u56fd\u9645\u4e2d\u6587\u6559\u80b2\u5b66\u62a5\uff0cHong Kong\uff0c Vol 2, pp. 1-27. (Optional)\n\nToolbox\uff1a<\/b>\n1. \u771f\u5b9e\u4efb\u52a1\/\u4e3b\u9898\u5bfc\u5165\u5206\u89e3\u7a0b\u5e8f (Procedures for deconstructing authentic tasks in a thematic unit)\n2. \u771f\u5b9e\u4efb\u52a1\/\u4e3b\u9898\u5bfc\u5165\u7ec4\u7ec7\u5206\u89e3\u56fe\u53c2\u8003\u6837\u672c (Samples of graphic organizers of deconstructed tasks\/thematic units for IC V3 L7 & L8)\n3. \u4efb\u52a1\u4e0e\u8bdd\u9898\u7684\u8f6c\u6362\u8303\u4f8b (Examples of transformation from topics to tasks)\n<\/td>\n<\/tr>\n\n\t5\/26\/23\n\n7:00 pm EST\n<\/td>Lectures & discussions (7:00-8:00 pm)<\/b>\n1. TBLT performance guidelines and CFL classroom implementation (30-35 minutes) \n2. Q & A (25-30 minutes)\nDr. Yuan, Fangyuan (US Naval Academy)\n\nReading questions<\/b>\n1. To what extent and in what way are the three modes of communication (interpersonal, interpretive, and presentational) matched to the four language skills (listening, speaking, reading and writing) , the terms that we are more familiar with?\n\n2. The ACTFL position statement sets the goal of 90% or more target language use in the classroom. What does it mean by \"language use'? Can you define it and provide examples?\n\n3. What should be taken into consideration when we develop a lesson plan on a thematic topic that is beyond everyday topics (e.g., \u201cscience and technology\u201d in AP course\/exam)?\n\nHands-on activities (8:00-8:40 pm)<\/b>\n1. Identify\/design authentic tasks from the chosen authentic materials (20 minutes)\n2. Deconstruct authentic tasks into a set of task framework (20 minutes)\nDr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI)\n\n<\/td>Reading folder:<\/b>\n1. ACTFL Performance Descriptors \uff08Required\uff09\n2. Jin, Hong Gang (2016). \u4ece\u8bed\u8a00\u7ec4\u5757\u7814\u7a76\u8c08\u8bed\u8a00\u5b9a\u5f0f\u6559\u5b66\u6cd5 (Teaching in chunks: An approach from the perspective formulaic sequences). In Journal of International Chinese Language Education\uff08\u56fd\u9645\u6c49\u8bed\u6559\u80b2\uff09, 2016 (1), pp. 22-36, Beijing China. (Optional)\n\nToolbox\uff1a<\/b>\n1. \u4e09\u79cd\u6c9f\u901a\u6a21\u5f0f\u7684\u771f\u5b9e\u4efb\u52a1\u8303\u4f8b (Samples of authentic tasks across 3 communicative modes)\n2. \u4efb\u52a1\u5b9e\u65bd\u64cd\u4f5c\u5355\u6837\u672c\u53ca\u68c0\u67e5\u5355 (Samples of specifications for authentic task implementation and its check-list)\n3. \u4efb\u52a1\u6846\u67b6\u6d3b\u52a8\u5355\u6837\u672c\u53ca\u68c0\u67e5\u5355 (Samples of specifications for task framework activities & its check-list) \n\n<\/td>\n<\/tr>\n\n\t6\/9\/23\n\n7:00 pm EST\n<\/td>Lectures & discussions (7:00-8:00 pm) <\/b>\n1. The importance of deconstructing tasks in TBLT and use of deconstructed task elements to develop language use abilities (30-35 minutes)\n2. Q & A (25-30 minutes) \nDr. Jin, Hong Gang (Hamilton College)\n\nReading questions<\/b>\n1. What are major contributions of the deconstructed TBLT to the field of TBLT? Where do the two approaches overlap and where do they differ (mention at least two points)? \u4efb\u52a1\u5206\u89e3\u6559\u5b66\u5bf9\u4efb\u52a1\u6559\u5b66\u7684\u8d21\u732e\u5728\u4e8e\u54ea\u91cc\uff1f\u4e24\u8005\u7684\u8054\u7cfb\u548c\u533a\u522b\u4e3b\u8981\u8868\u73b0\u5728\u54ea\u51e0\u70b9\u4e0a\uff08\u81f3\u5c11\u8c08\u4e24\u70b9\uff09\uff1f\n2. What are the similarities and differences in deconstructing a topic and a task? Which one takes extra steps to complete the process?\u4e3b\u9898\u89e3\u6784\u548c\u4efb\u52a1\u89e3\u6784\u8fc7\u7a0b\u6709\u4ec0\u4e48\u76f8\u540c\u4e0e\u4e0d\u540c\u4e4b\u5904\uff1f\u54ea\u4e00\u79cd\u8fc7\u7a0b\u9700\u8981\u66f4\u591a\u4e00\u6b65\u7a0b\u5e8f\u5b8c\u6210\uff1f\n3. Name a few facilitative functions of deconstructing tasks into its three key elements for developing learners\u2019 task abilities? \u5206\u89e3\u771f\u5b9e\u4efb\u52a1\u7684\u5185\u90e8\u7ed3\u6784\u4e3a\u57fa\u672c\u4e09\u5143\u7d20\u5bf9\u4efb\u52a1\u80fd\u529b\u53d1\u5c55\u6709\u4ec0\u4e48\u8f85\u52a9\u4f5c\u7528\uff1f\n\nHands-on activity (8:00-8:40 pm)<\/b>\n1. Deconstruct authentic tasks into task framework and its associated task essentials (20 minutes)\n2. Select and design teaching procedures for task framework and task essentials (20 minutes)\nDr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI)\n\n<\/td>Reading folder:<\/b>\n1. Jin, Hong Gang (to appear) \u4efb\u52a1\u5206\u89e3\u6559\u5b66\uff1a\u5229\u7528\u5206\u89e3\u540e\u4efb\u52a1\u4e09\u5143\u7d20\u57f9\u517b\u5b66\u4e60\u8005\u7684\u8bed\u8a00\u4f7f\u7528\u80fd\u529b\uff08Deconstructing tasks in TBLT: Using deconstructed task elements to develop L2 learners\u2019 abilities to use language\uff09(Required) \n2. Jin, Hong Gang (2018) \u201c\u63d0\u95ee\u4e92\u52a8\u6cd5\u7eed\u8bba\uff1a\u8bed\u8a00\u8bfe\u5802\u6559\u5e08\u63d0\u95ee\u7684\u5b9e\u65bd\u7a0b\u5e8f\u3001\u7b56\u7565\u53ca\u5e94\u7528\u6280\u5de7\u201d (Teacher\u2019s questions: Procedures, strategies, and techniques), in Journal of CFL Research in Taiwan (\u53f0\u6e7e\u534e\u8bed\u6559\u5b66\u7814\u7a76), Vol.16, pp. 3- 20. (Optional)\n\nToolbox\uff1a<\/b>\n1. \u4efb\u52a1\u8981\u7d20\u7ec3\u4e60\u8bbe\u8ba1\u8303\u4f8b (Samples of task essential design) \n2. \u4efb\u52a1\u6846\u67b6\u7ec3\u4e60\u8bbe\u8ba1\u8303\u4f8b (Samples of task framework design and procedures)\n3. \u4efb\u52a1\u8981\u7d20\u7684\u8bfe\u5802\u63d0\u95ee PPT\u5236\u4f5c (Samples of PPT design of task essentials)\n4. \u4efb\u52a1\u8981\u7d20\u7684\u6559\u5e08\u63d0\u95ee\u5355\u5236\u4f5c (Samples of TQs for classroom interaction on task essentials)\n\n\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n*All reading materials will be sent to participants before 4\/24\/2023. Toolbox samples<\/a> will be sent to participants in early May, 2023.<\/p>\n\n Online URI program orientation (6\/12\/2023)<\/em>\n\nWorkshop schedule<\/li>\nRules and regulations<\/li>\nHousing, meals, and tours among other logistics<\/li>\nPostworkshop arrangements & group projects<\/li>\n<\/ul>\n<\/li>\n<\/ol>\nIII. Workshop (<\/strong>June 18-25, 2023<\/strong>\uff09<\/strong><\/p>\n\nDaily workshop content and timetable<\/li>\n<\/ol>\n\n\n\n\n\tWorkshop dates<\/b><\/td>Daily focus & major activities<\/b><\/td>\n<\/tr>\n\n\tSunday, 6\/18\/2023 <\/td>Participants\u2019 arrival on campus \nOn-site welcome meeting and campus tour (evening)<\/td>\n<\/tr>\n\n\tMonday, 6\/19\/2023<\/td>Theme 1: Thematic-based TBLT<\/b>\n\nTech workshop: (By URI Professors)\n\u2022 Available technical tools and their pedagogical functions: pros and cons\n\u2022 3 sets of toolboxes for TBLT teaching and their application in the classroom \n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022 Key principles and procedures of the backward design for TBLT in a thematic unit \n\u2022 Identify and decompose thematic topics into subtopics and transfer them to authentic tasks \n\nClass observation\n\u2022 How a task-essential session is designed and implemented at the URI Flagship Program\n\u2022 What types of procedures and techniques are used to initiate classroom interaction and help lay the foundation for task framework?\n\nPreparation for hands-on teaching:\n\u2022 Content analysis of the target lesson and learners\u2019 background\n\u2022 Task essential PPT design and interactive TQ planning\n\u2022 Transition to task framework\nWelcome dinner\n<\/td>\n<\/tr>\n\n\tTuesday, 6\/20\/2013<\/td>Theme 2: Design and implement Task essentials<\/b>\n\nTech workshop: (By URI Professors)\n\u2022\tTechnological & pedagogical tools and techniques for task essentials from Toolbox 1\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tThe dual roles of teacher questions (TQ) in interaction for task essential instruction\n\u2022\t6 sets of TQs and their related techniques\n\u2022\tHow to combine activities of task essential with task framework\n\nHands-on classroom teaching 1: \n\u2022\tTask essentials and task framework for a class of two students (each person teaches 25 minutes)\n\n<\/td>\n<\/tr>\n\n\tWednesday, 6\/21\/2023<\/td>Theme 3: Design and implement task framework<\/b>\n\nTech workshop: (By URI Professors)\n\u2022\tTechnological & pedagogical tools and techniques for task framework (small group activities) from Toolbox 2\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tSmall group activities: principles, procedures, and techniques (Functions, forms, and subtopics)\n\u2022\tA variety of commonly used small group activities for task framework\n\nClass observation:\n\u2022\tHow to engage students in task essential and task framework activities\n\nHands-on classroom teaching 2: \n\u2022\tTask essentials and task framework for a class of two students (each person teaches 25 minutes)\n\nGroup strategies and reflection:\n\u2022\tGroup meeting on exchanges of unit design ideas\n\nLocal excursion\/group meal<\/td>\n<\/tr>\n\n\tThursday, 6\/22\/2023<\/td>Theme 4: Design and implement authentic tasks<\/b>\n\nTech workshop: (By Dr. Tseng, Miao-Fen)\n\u2022\tTechnological & pedagogical tools and techniques for authentic tasks (group activities\/projects\/performance) from Toolbox 3\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tAuthentic task design principles and implementational procedures: integrated tasks across three communicative modes\n\u2022\tSamples of commonly used authentic tasks and their does and don\u2019ts\n\nA brief introduction to the URI Flagship Program by the URI Flagship Director:\n\u2022\tOverall curricular set-up and its achievements\n\n<\/td>\n<\/tr>\n\n\tFriday, 6\/23\/2023<\/td>Theme 5: TBLT curricular blueprint, technological and pedagogical toolboxes and their applications<\/b>\n\nTech workshop: (By Dr. Tseng, Miao-Fen)\n\u2022\tContinuation on designing and implementing authentic tasks\n\u2022\tNew theories, new trends, and new technological tools for future technology-mediated language teaching (TMLT).\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tThematic-based TBLT & its assessment: IPA\n\u2022\tThematic-based TBLT Blueprint and Toolboxes for public use\n\u2022\tPlans for group projects beyond the workshop (meeting times and presentation date)\n\nClass observation:\n\u2022\tHow URI teachers design and implement authentic tasks\n\u2022\tHow students\u2019 engagement is implemented, and outcomes are achieved\n\nProgram wrap-up<\/td>\n<\/tr>\n\n\tSaturday, 6\/24\/2023<\/td>A field trip to Boston\u2019s China town: How TBLT is incorporated in a field trip<\/td>\n<\/tr>\n\n\tSunday, 6\/25\/2023<\/td>Departure from the URI campus <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\nDaily activity schedule<\/li>\n<\/ol>\n\n\n\n\n\tDate\/time\nMonday- Friday<\/b>\n<\/td>Activities<\/b><\/td>Location<\/b><\/td>Notes<\/b><\/td>\n<\/tr>\n\n\t8:00-8:50<\/td>Class observation 1 (two classes at the same time)<\/td>TBA<\/td>Observation sheets to fill out<\/td>\n<\/tr>\n\n\t9:00-9:50<\/td>Class observation 2 or hands-on teaching with a team member <\/td>TBA<\/td>Reflection on observation or teaching: My two take-aways<\/td>\n<\/tr>\n\n\t10:00-12:00<\/td>Technology workshop <\/td>TBA<\/td>Bring your chosen materials to work with <\/td>\n<\/tr>\n\n\t12:00-1:30<\/td>Lunch break<\/td><\/td><\/td>\n<\/tr>\n\n\t1:30-3:30<\/td>Pedagogical workshop<\/td>TBA<\/td>Bring your project to work on the details<\/td>\n<\/tr>\n\n\t3:30-4:00<\/td>Group work, projects <\/td><\/td>Work with your team<\/td>\n<\/tr>\n\n\t4:00-6:00<\/td>Reflection, tours, group meals, and local excursions<\/td>TBA<\/td>Write or record your reflections<\/td>\n<\/tr>\n\n\t6:00-7:30<\/td>Dinner<\/td><\/td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\nIV. Postworkshop (July 2-Sept 20, 2023)<\/strong><\/p>\n\nOnline team meeting to discuss your project (July)<\/li>\nTeam report and reflection<\/li>\nPublic presentation (Tentative date: 9\/15\/2023)<\/li>\n<\/ol>\n <\/h3>\nField trips<\/h3>\nLocal excursions will include Beavertail Lighthouse in Jamestown, RI, Narragansett Beach, and Boston\u2019s Chinatown.<\/p>\n\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":" Chinese Language Instruction and Technology Integration Schedule I. Goals & objectives Through systematic readings, facilitator lectures, hands-on collaborative and individual tasks, teaching demonstrations, discussions, and presentations, participants will develop an understanding of the research-informed pedagogical principles of backward curricular goal-setting strategies and theme-based and TBLT classroom implementation Through well-designed teaching demonstrations, class observations, […]<\/p>\n","protected":false},"author":4861,"featured_media":0,"parent":5012,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-5021","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/users\/4861"}],"replies":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/comments?post=5021"}],"version-history":[{"count":6,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions"}],"predecessor-version":[{"id":5237,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions\/5237"}],"up":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5012"}],"wp:attachment":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/media?parent=5021"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Prior to the Reading club, everyone will choose to be a member of a working team. They will decide on a theme with 3-4 subthemes from a pool of available authentic materials at a focused level. Each team member will choose a piece of materials (relevant to one\u2019s subtheme) in the form of authentic video or online article to work with. The materials can be either chosen from the URI Authentic Material Box (AMB)or one\u2019s own choosing.<\/a><\/p>\n\n Reading club activities (Three weeks: 5\/19\/26-6\/9\/23)<\/em><\/li>\n<\/ol>\n\n\n\n\n\tDates<\/b><\/td>Focal activities and lead professors and lecturers<\/b><\/td>Reading materials prior to the meeting and guided activities<\/b><\/td>\n<\/tr>\n\n\t5\/19\/23\n\n7:00 pm EST\n<\/td>Lectures & discussions (7:00-8:00 pm)<\/b> \n1. Introduction to task-based language teaching (TBLT) principles and procedures: Why and how TBLT should be incorporated and implemented in daily class instruction (30-35 minutes) \n2. Q & A (25-30 minutes)\nDr. Marta Gonzalez-Lloret (University of Hawai\u2018i at M\u0101noa)\n\nReading questions (Q1 and Q2 are on Article 1 and Q3 is on Article 2\uff09<\/b>\n1. What are the main differences between the PPP method and TBLT?\n2. How can we tell if a classroom activity is a task and not an exercise (considering the 4 dimensions presented on pg. 9-11 and Ellis & Shintani\u2019s (2014) criteria on pg. 17)\n3. What are some of the advantages of a TBLT methodology for language learning?\n\nHands-on activities (8:00-8:40 pm)<\/b>\n1. Analyze a piece of target authentic materials in term of its theme, subthemes, subtopics, topical elements (20 minutes)\n 2. Convert topics into authentic tasks (20 minutes) **\nDr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI)\n\n<\/td>Reading folder*:<\/b>\n1. Van den Branden, K. (2022). How to teach an additional language: To task or not to task? John Benjamins Publishing Company. \uff08Chapter 1\uff09(Required)\n2. Jackson, D. O. (2022). Task-Based Language Teaching (1st ed.). Cambridge University Press \uff08pp. 1-22\uff09(Required)\n3. Jin, Hong Gang (2018) \u4e3b\u9898\u5bfc\u5165\u6559\u5b66\u6cd5\u7684\u7406\u8bba\u57fa\u7840\u3001\u8bbe\u8ba1\u539f\u5219\u53ca\u5176\u5448\u73b0\u65b9\u6cd5\uff08A thematic approach to CFL lesson design: Theories, design principles and presentation techniques. \uff09In International Journal of Chinese Language Education \u56fd\u9645\u4e2d\u6587\u6559\u80b2\u5b66\u62a5\uff0cHong Kong\uff0c Vol 2, pp. 1-27. (Optional)\n\nToolbox\uff1a<\/b>\n1. \u771f\u5b9e\u4efb\u52a1\/\u4e3b\u9898\u5bfc\u5165\u5206\u89e3\u7a0b\u5e8f (Procedures for deconstructing authentic tasks in a thematic unit)\n2. \u771f\u5b9e\u4efb\u52a1\/\u4e3b\u9898\u5bfc\u5165\u7ec4\u7ec7\u5206\u89e3\u56fe\u53c2\u8003\u6837\u672c (Samples of graphic organizers of deconstructed tasks\/thematic units for IC V3 L7 & L8)\n3. \u4efb\u52a1\u4e0e\u8bdd\u9898\u7684\u8f6c\u6362\u8303\u4f8b (Examples of transformation from topics to tasks)\n<\/td>\n<\/tr>\n\n\t5\/26\/23\n\n7:00 pm EST\n<\/td>Lectures & discussions (7:00-8:00 pm)<\/b>\n1. TBLT performance guidelines and CFL classroom implementation (30-35 minutes) \n2. Q & A (25-30 minutes)\nDr. Yuan, Fangyuan (US Naval Academy)\n\nReading questions<\/b>\n1. To what extent and in what way are the three modes of communication (interpersonal, interpretive, and presentational) matched to the four language skills (listening, speaking, reading and writing) , the terms that we are more familiar with?\n\n2. The ACTFL position statement sets the goal of 90% or more target language use in the classroom. What does it mean by \"language use'? Can you define it and provide examples?\n\n3. What should be taken into consideration when we develop a lesson plan on a thematic topic that is beyond everyday topics (e.g., \u201cscience and technology\u201d in AP course\/exam)?\n\nHands-on activities (8:00-8:40 pm)<\/b>\n1. Identify\/design authentic tasks from the chosen authentic materials (20 minutes)\n2. Deconstruct authentic tasks into a set of task framework (20 minutes)\nDr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI)\n\n<\/td>Reading folder:<\/b>\n1. ACTFL Performance Descriptors \uff08Required\uff09\n2. Jin, Hong Gang (2016). \u4ece\u8bed\u8a00\u7ec4\u5757\u7814\u7a76\u8c08\u8bed\u8a00\u5b9a\u5f0f\u6559\u5b66\u6cd5 (Teaching in chunks: An approach from the perspective formulaic sequences). In Journal of International Chinese Language Education\uff08\u56fd\u9645\u6c49\u8bed\u6559\u80b2\uff09, 2016 (1), pp. 22-36, Beijing China. (Optional)\n\nToolbox\uff1a<\/b>\n1. \u4e09\u79cd\u6c9f\u901a\u6a21\u5f0f\u7684\u771f\u5b9e\u4efb\u52a1\u8303\u4f8b (Samples of authentic tasks across 3 communicative modes)\n2. \u4efb\u52a1\u5b9e\u65bd\u64cd\u4f5c\u5355\u6837\u672c\u53ca\u68c0\u67e5\u5355 (Samples of specifications for authentic task implementation and its check-list)\n3. \u4efb\u52a1\u6846\u67b6\u6d3b\u52a8\u5355\u6837\u672c\u53ca\u68c0\u67e5\u5355 (Samples of specifications for task framework activities & its check-list) \n\n<\/td>\n<\/tr>\n\n\t6\/9\/23\n\n7:00 pm EST\n<\/td>Lectures & discussions (7:00-8:00 pm) <\/b>\n1. The importance of deconstructing tasks in TBLT and use of deconstructed task elements to develop language use abilities (30-35 minutes)\n2. Q & A (25-30 minutes) \nDr. Jin, Hong Gang (Hamilton College)\n\nReading questions<\/b>\n1. What are major contributions of the deconstructed TBLT to the field of TBLT? Where do the two approaches overlap and where do they differ (mention at least two points)? \u4efb\u52a1\u5206\u89e3\u6559\u5b66\u5bf9\u4efb\u52a1\u6559\u5b66\u7684\u8d21\u732e\u5728\u4e8e\u54ea\u91cc\uff1f\u4e24\u8005\u7684\u8054\u7cfb\u548c\u533a\u522b\u4e3b\u8981\u8868\u73b0\u5728\u54ea\u51e0\u70b9\u4e0a\uff08\u81f3\u5c11\u8c08\u4e24\u70b9\uff09\uff1f\n2. What are the similarities and differences in deconstructing a topic and a task? Which one takes extra steps to complete the process?\u4e3b\u9898\u89e3\u6784\u548c\u4efb\u52a1\u89e3\u6784\u8fc7\u7a0b\u6709\u4ec0\u4e48\u76f8\u540c\u4e0e\u4e0d\u540c\u4e4b\u5904\uff1f\u54ea\u4e00\u79cd\u8fc7\u7a0b\u9700\u8981\u66f4\u591a\u4e00\u6b65\u7a0b\u5e8f\u5b8c\u6210\uff1f\n3. Name a few facilitative functions of deconstructing tasks into its three key elements for developing learners\u2019 task abilities? \u5206\u89e3\u771f\u5b9e\u4efb\u52a1\u7684\u5185\u90e8\u7ed3\u6784\u4e3a\u57fa\u672c\u4e09\u5143\u7d20\u5bf9\u4efb\u52a1\u80fd\u529b\u53d1\u5c55\u6709\u4ec0\u4e48\u8f85\u52a9\u4f5c\u7528\uff1f\n\nHands-on activity (8:00-8:40 pm)<\/b>\n1. Deconstruct authentic tasks into task framework and its associated task essentials (20 minutes)\n2. Select and design teaching procedures for task framework and task essentials (20 minutes)\nDr. Jin, Hong Gang (Hamilton College) & Dr. Hu, Xiaoyan (URI)\n\n<\/td>Reading folder:<\/b>\n1. Jin, Hong Gang (to appear) \u4efb\u52a1\u5206\u89e3\u6559\u5b66\uff1a\u5229\u7528\u5206\u89e3\u540e\u4efb\u52a1\u4e09\u5143\u7d20\u57f9\u517b\u5b66\u4e60\u8005\u7684\u8bed\u8a00\u4f7f\u7528\u80fd\u529b\uff08Deconstructing tasks in TBLT: Using deconstructed task elements to develop L2 learners\u2019 abilities to use language\uff09(Required) \n2. Jin, Hong Gang (2018) \u201c\u63d0\u95ee\u4e92\u52a8\u6cd5\u7eed\u8bba\uff1a\u8bed\u8a00\u8bfe\u5802\u6559\u5e08\u63d0\u95ee\u7684\u5b9e\u65bd\u7a0b\u5e8f\u3001\u7b56\u7565\u53ca\u5e94\u7528\u6280\u5de7\u201d (Teacher\u2019s questions: Procedures, strategies, and techniques), in Journal of CFL Research in Taiwan (\u53f0\u6e7e\u534e\u8bed\u6559\u5b66\u7814\u7a76), Vol.16, pp. 3- 20. (Optional)\n\nToolbox\uff1a<\/b>\n1. \u4efb\u52a1\u8981\u7d20\u7ec3\u4e60\u8bbe\u8ba1\u8303\u4f8b (Samples of task essential design) \n2. \u4efb\u52a1\u6846\u67b6\u7ec3\u4e60\u8bbe\u8ba1\u8303\u4f8b (Samples of task framework design and procedures)\n3. \u4efb\u52a1\u8981\u7d20\u7684\u8bfe\u5802\u63d0\u95ee PPT\u5236\u4f5c (Samples of PPT design of task essentials)\n4. \u4efb\u52a1\u8981\u7d20\u7684\u6559\u5e08\u63d0\u95ee\u5355\u5236\u4f5c (Samples of TQs for classroom interaction on task essentials)\n\n\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n*All reading materials will be sent to participants before 4\/24\/2023. Toolbox samples<\/a> will be sent to participants in early May, 2023.<\/p>\n\n Online URI program orientation (6\/12\/2023)<\/em>\n\nWorkshop schedule<\/li>\nRules and regulations<\/li>\nHousing, meals, and tours among other logistics<\/li>\nPostworkshop arrangements & group projects<\/li>\n<\/ul>\n<\/li>\n<\/ol>\nIII. Workshop (<\/strong>June 18-25, 2023<\/strong>\uff09<\/strong><\/p>\n\nDaily workshop content and timetable<\/li>\n<\/ol>\n\n\n\n\n\tWorkshop dates<\/b><\/td>Daily focus & major activities<\/b><\/td>\n<\/tr>\n\n\tSunday, 6\/18\/2023 <\/td>Participants\u2019 arrival on campus \nOn-site welcome meeting and campus tour (evening)<\/td>\n<\/tr>\n\n\tMonday, 6\/19\/2023<\/td>Theme 1: Thematic-based TBLT<\/b>\n\nTech workshop: (By URI Professors)\n\u2022 Available technical tools and their pedagogical functions: pros and cons\n\u2022 3 sets of toolboxes for TBLT teaching and their application in the classroom \n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022 Key principles and procedures of the backward design for TBLT in a thematic unit \n\u2022 Identify and decompose thematic topics into subtopics and transfer them to authentic tasks \n\nClass observation\n\u2022 How a task-essential session is designed and implemented at the URI Flagship Program\n\u2022 What types of procedures and techniques are used to initiate classroom interaction and help lay the foundation for task framework?\n\nPreparation for hands-on teaching:\n\u2022 Content analysis of the target lesson and learners\u2019 background\n\u2022 Task essential PPT design and interactive TQ planning\n\u2022 Transition to task framework\nWelcome dinner\n<\/td>\n<\/tr>\n\n\tTuesday, 6\/20\/2013<\/td>Theme 2: Design and implement Task essentials<\/b>\n\nTech workshop: (By URI Professors)\n\u2022\tTechnological & pedagogical tools and techniques for task essentials from Toolbox 1\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tThe dual roles of teacher questions (TQ) in interaction for task essential instruction\n\u2022\t6 sets of TQs and their related techniques\n\u2022\tHow to combine activities of task essential with task framework\n\nHands-on classroom teaching 1: \n\u2022\tTask essentials and task framework for a class of two students (each person teaches 25 minutes)\n\n<\/td>\n<\/tr>\n\n\tWednesday, 6\/21\/2023<\/td>Theme 3: Design and implement task framework<\/b>\n\nTech workshop: (By URI Professors)\n\u2022\tTechnological & pedagogical tools and techniques for task framework (small group activities) from Toolbox 2\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tSmall group activities: principles, procedures, and techniques (Functions, forms, and subtopics)\n\u2022\tA variety of commonly used small group activities for task framework\n\nClass observation:\n\u2022\tHow to engage students in task essential and task framework activities\n\nHands-on classroom teaching 2: \n\u2022\tTask essentials and task framework for a class of two students (each person teaches 25 minutes)\n\nGroup strategies and reflection:\n\u2022\tGroup meeting on exchanges of unit design ideas\n\nLocal excursion\/group meal<\/td>\n<\/tr>\n\n\tThursday, 6\/22\/2023<\/td>Theme 4: Design and implement authentic tasks<\/b>\n\nTech workshop: (By Dr. Tseng, Miao-Fen)\n\u2022\tTechnological & pedagogical tools and techniques for authentic tasks (group activities\/projects\/performance) from Toolbox 3\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tAuthentic task design principles and implementational procedures: integrated tasks across three communicative modes\n\u2022\tSamples of commonly used authentic tasks and their does and don\u2019ts\n\nA brief introduction to the URI Flagship Program by the URI Flagship Director:\n\u2022\tOverall curricular set-up and its achievements\n\n<\/td>\n<\/tr>\n\n\tFriday, 6\/23\/2023<\/td>Theme 5: TBLT curricular blueprint, technological and pedagogical toolboxes and their applications<\/b>\n\nTech workshop: (By Dr. Tseng, Miao-Fen)\n\u2022\tContinuation on designing and implementing authentic tasks\n\u2022\tNew theories, new trends, and new technological tools for future technology-mediated language teaching (TMLT).\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tThematic-based TBLT & its assessment: IPA\n\u2022\tThematic-based TBLT Blueprint and Toolboxes for public use\n\u2022\tPlans for group projects beyond the workshop (meeting times and presentation date)\n\nClass observation:\n\u2022\tHow URI teachers design and implement authentic tasks\n\u2022\tHow students\u2019 engagement is implemented, and outcomes are achieved\n\nProgram wrap-up<\/td>\n<\/tr>\n\n\tSaturday, 6\/24\/2023<\/td>A field trip to Boston\u2019s China town: How TBLT is incorporated in a field trip<\/td>\n<\/tr>\n\n\tSunday, 6\/25\/2023<\/td>Departure from the URI campus <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\nDaily activity schedule<\/li>\n<\/ol>\n\n\n\n\n\tDate\/time\nMonday- Friday<\/b>\n<\/td>Activities<\/b><\/td>Location<\/b><\/td>Notes<\/b><\/td>\n<\/tr>\n\n\t8:00-8:50<\/td>Class observation 1 (two classes at the same time)<\/td>TBA<\/td>Observation sheets to fill out<\/td>\n<\/tr>\n\n\t9:00-9:50<\/td>Class observation 2 or hands-on teaching with a team member <\/td>TBA<\/td>Reflection on observation or teaching: My two take-aways<\/td>\n<\/tr>\n\n\t10:00-12:00<\/td>Technology workshop <\/td>TBA<\/td>Bring your chosen materials to work with <\/td>\n<\/tr>\n\n\t12:00-1:30<\/td>Lunch break<\/td><\/td><\/td>\n<\/tr>\n\n\t1:30-3:30<\/td>Pedagogical workshop<\/td>TBA<\/td>Bring your project to work on the details<\/td>\n<\/tr>\n\n\t3:30-4:00<\/td>Group work, projects <\/td><\/td>Work with your team<\/td>\n<\/tr>\n\n\t4:00-6:00<\/td>Reflection, tours, group meals, and local excursions<\/td>TBA<\/td>Write or record your reflections<\/td>\n<\/tr>\n\n\t6:00-7:30<\/td>Dinner<\/td><\/td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\nIV. Postworkshop (July 2-Sept 20, 2023)<\/strong><\/p>\n\nOnline team meeting to discuss your project (July)<\/li>\nTeam report and reflection<\/li>\nPublic presentation (Tentative date: 9\/15\/2023)<\/li>\n<\/ol>\n <\/h3>\nField trips<\/h3>\nLocal excursions will include Beavertail Lighthouse in Jamestown, RI, Narragansett Beach, and Boston\u2019s Chinatown.<\/p>\n\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":" Chinese Language Instruction and Technology Integration Schedule I. Goals & objectives Through systematic readings, facilitator lectures, hands-on collaborative and individual tasks, teaching demonstrations, discussions, and presentations, participants will develop an understanding of the research-informed pedagogical principles of backward curricular goal-setting strategies and theme-based and TBLT classroom implementation Through well-designed teaching demonstrations, class observations, […]<\/p>\n","protected":false},"author":4861,"featured_media":0,"parent":5012,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-5021","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/users\/4861"}],"replies":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/comments?post=5021"}],"version-history":[{"count":6,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions"}],"predecessor-version":[{"id":5237,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions\/5237"}],"up":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5012"}],"wp:attachment":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/media?parent=5021"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
*All reading materials will be sent to participants before 4\/24\/2023. Toolbox samples<\/a> will be sent to participants in early May, 2023.<\/p>\n\n Online URI program orientation (6\/12\/2023)<\/em>\n\nWorkshop schedule<\/li>\nRules and regulations<\/li>\nHousing, meals, and tours among other logistics<\/li>\nPostworkshop arrangements & group projects<\/li>\n<\/ul>\n<\/li>\n<\/ol>\nIII. Workshop (<\/strong>June 18-25, 2023<\/strong>\uff09<\/strong><\/p>\n\nDaily workshop content and timetable<\/li>\n<\/ol>\n\n\n\n\n\tWorkshop dates<\/b><\/td>Daily focus & major activities<\/b><\/td>\n<\/tr>\n\n\tSunday, 6\/18\/2023 <\/td>Participants\u2019 arrival on campus \nOn-site welcome meeting and campus tour (evening)<\/td>\n<\/tr>\n\n\tMonday, 6\/19\/2023<\/td>Theme 1: Thematic-based TBLT<\/b>\n\nTech workshop: (By URI Professors)\n\u2022 Available technical tools and their pedagogical functions: pros and cons\n\u2022 3 sets of toolboxes for TBLT teaching and their application in the classroom \n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022 Key principles and procedures of the backward design for TBLT in a thematic unit \n\u2022 Identify and decompose thematic topics into subtopics and transfer them to authentic tasks \n\nClass observation\n\u2022 How a task-essential session is designed and implemented at the URI Flagship Program\n\u2022 What types of procedures and techniques are used to initiate classroom interaction and help lay the foundation for task framework?\n\nPreparation for hands-on teaching:\n\u2022 Content analysis of the target lesson and learners\u2019 background\n\u2022 Task essential PPT design and interactive TQ planning\n\u2022 Transition to task framework\nWelcome dinner\n<\/td>\n<\/tr>\n\n\tTuesday, 6\/20\/2013<\/td>Theme 2: Design and implement Task essentials<\/b>\n\nTech workshop: (By URI Professors)\n\u2022\tTechnological & pedagogical tools and techniques for task essentials from Toolbox 1\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tThe dual roles of teacher questions (TQ) in interaction for task essential instruction\n\u2022\t6 sets of TQs and their related techniques\n\u2022\tHow to combine activities of task essential with task framework\n\nHands-on classroom teaching 1: \n\u2022\tTask essentials and task framework for a class of two students (each person teaches 25 minutes)\n\n<\/td>\n<\/tr>\n\n\tWednesday, 6\/21\/2023<\/td>Theme 3: Design and implement task framework<\/b>\n\nTech workshop: (By URI Professors)\n\u2022\tTechnological & pedagogical tools and techniques for task framework (small group activities) from Toolbox 2\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tSmall group activities: principles, procedures, and techniques (Functions, forms, and subtopics)\n\u2022\tA variety of commonly used small group activities for task framework\n\nClass observation:\n\u2022\tHow to engage students in task essential and task framework activities\n\nHands-on classroom teaching 2: \n\u2022\tTask essentials and task framework for a class of two students (each person teaches 25 minutes)\n\nGroup strategies and reflection:\n\u2022\tGroup meeting on exchanges of unit design ideas\n\nLocal excursion\/group meal<\/td>\n<\/tr>\n\n\tThursday, 6\/22\/2023<\/td>Theme 4: Design and implement authentic tasks<\/b>\n\nTech workshop: (By Dr. Tseng, Miao-Fen)\n\u2022\tTechnological & pedagogical tools and techniques for authentic tasks (group activities\/projects\/performance) from Toolbox 3\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tAuthentic task design principles and implementational procedures: integrated tasks across three communicative modes\n\u2022\tSamples of commonly used authentic tasks and their does and don\u2019ts\n\nA brief introduction to the URI Flagship Program by the URI Flagship Director:\n\u2022\tOverall curricular set-up and its achievements\n\n<\/td>\n<\/tr>\n\n\tFriday, 6\/23\/2023<\/td>Theme 5: TBLT curricular blueprint, technological and pedagogical toolboxes and their applications<\/b>\n\nTech workshop: (By Dr. Tseng, Miao-Fen)\n\u2022\tContinuation on designing and implementing authentic tasks\n\u2022\tNew theories, new trends, and new technological tools for future technology-mediated language teaching (TMLT).\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tThematic-based TBLT & its assessment: IPA\n\u2022\tThematic-based TBLT Blueprint and Toolboxes for public use\n\u2022\tPlans for group projects beyond the workshop (meeting times and presentation date)\n\nClass observation:\n\u2022\tHow URI teachers design and implement authentic tasks\n\u2022\tHow students\u2019 engagement is implemented, and outcomes are achieved\n\nProgram wrap-up<\/td>\n<\/tr>\n\n\tSaturday, 6\/24\/2023<\/td>A field trip to Boston\u2019s China town: How TBLT is incorporated in a field trip<\/td>\n<\/tr>\n\n\tSunday, 6\/25\/2023<\/td>Departure from the URI campus <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\nDaily activity schedule<\/li>\n<\/ol>\n\n\n\n\n\tDate\/time\nMonday- Friday<\/b>\n<\/td>Activities<\/b><\/td>Location<\/b><\/td>Notes<\/b><\/td>\n<\/tr>\n\n\t8:00-8:50<\/td>Class observation 1 (two classes at the same time)<\/td>TBA<\/td>Observation sheets to fill out<\/td>\n<\/tr>\n\n\t9:00-9:50<\/td>Class observation 2 or hands-on teaching with a team member <\/td>TBA<\/td>Reflection on observation or teaching: My two take-aways<\/td>\n<\/tr>\n\n\t10:00-12:00<\/td>Technology workshop <\/td>TBA<\/td>Bring your chosen materials to work with <\/td>\n<\/tr>\n\n\t12:00-1:30<\/td>Lunch break<\/td><\/td><\/td>\n<\/tr>\n\n\t1:30-3:30<\/td>Pedagogical workshop<\/td>TBA<\/td>Bring your project to work on the details<\/td>\n<\/tr>\n\n\t3:30-4:00<\/td>Group work, projects <\/td><\/td>Work with your team<\/td>\n<\/tr>\n\n\t4:00-6:00<\/td>Reflection, tours, group meals, and local excursions<\/td>TBA<\/td>Write or record your reflections<\/td>\n<\/tr>\n\n\t6:00-7:30<\/td>Dinner<\/td><\/td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\nIV. Postworkshop (July 2-Sept 20, 2023)<\/strong><\/p>\n\nOnline team meeting to discuss your project (July)<\/li>\nTeam report and reflection<\/li>\nPublic presentation (Tentative date: 9\/15\/2023)<\/li>\n<\/ol>\n <\/h3>\nField trips<\/h3>\nLocal excursions will include Beavertail Lighthouse in Jamestown, RI, Narragansett Beach, and Boston\u2019s Chinatown.<\/p>\n\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":" Chinese Language Instruction and Technology Integration Schedule I. Goals & objectives Through systematic readings, facilitator lectures, hands-on collaborative and individual tasks, teaching demonstrations, discussions, and presentations, participants will develop an understanding of the research-informed pedagogical principles of backward curricular goal-setting strategies and theme-based and TBLT classroom implementation Through well-designed teaching demonstrations, class observations, […]<\/p>\n","protected":false},"author":4861,"featured_media":0,"parent":5012,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-5021","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/users\/4861"}],"replies":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/comments?post=5021"}],"version-history":[{"count":6,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions"}],"predecessor-version":[{"id":5237,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions\/5237"}],"up":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5012"}],"wp:attachment":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/media?parent=5021"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
III. Workshop (<\/strong>June 18-25, 2023<\/strong>\uff09<\/strong><\/p>\n\nDaily workshop content and timetable<\/li>\n<\/ol>\n\n\n\n\n\tWorkshop dates<\/b><\/td>Daily focus & major activities<\/b><\/td>\n<\/tr>\n\n\tSunday, 6\/18\/2023 <\/td>Participants\u2019 arrival on campus \nOn-site welcome meeting and campus tour (evening)<\/td>\n<\/tr>\n\n\tMonday, 6\/19\/2023<\/td>Theme 1: Thematic-based TBLT<\/b>\n\nTech workshop: (By URI Professors)\n\u2022 Available technical tools and their pedagogical functions: pros and cons\n\u2022 3 sets of toolboxes for TBLT teaching and their application in the classroom \n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022 Key principles and procedures of the backward design for TBLT in a thematic unit \n\u2022 Identify and decompose thematic topics into subtopics and transfer them to authentic tasks \n\nClass observation\n\u2022 How a task-essential session is designed and implemented at the URI Flagship Program\n\u2022 What types of procedures and techniques are used to initiate classroom interaction and help lay the foundation for task framework?\n\nPreparation for hands-on teaching:\n\u2022 Content analysis of the target lesson and learners\u2019 background\n\u2022 Task essential PPT design and interactive TQ planning\n\u2022 Transition to task framework\nWelcome dinner\n<\/td>\n<\/tr>\n\n\tTuesday, 6\/20\/2013<\/td>Theme 2: Design and implement Task essentials<\/b>\n\nTech workshop: (By URI Professors)\n\u2022\tTechnological & pedagogical tools and techniques for task essentials from Toolbox 1\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tThe dual roles of teacher questions (TQ) in interaction for task essential instruction\n\u2022\t6 sets of TQs and their related techniques\n\u2022\tHow to combine activities of task essential with task framework\n\nHands-on classroom teaching 1: \n\u2022\tTask essentials and task framework for a class of two students (each person teaches 25 minutes)\n\n<\/td>\n<\/tr>\n\n\tWednesday, 6\/21\/2023<\/td>Theme 3: Design and implement task framework<\/b>\n\nTech workshop: (By URI Professors)\n\u2022\tTechnological & pedagogical tools and techniques for task framework (small group activities) from Toolbox 2\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tSmall group activities: principles, procedures, and techniques (Functions, forms, and subtopics)\n\u2022\tA variety of commonly used small group activities for task framework\n\nClass observation:\n\u2022\tHow to engage students in task essential and task framework activities\n\nHands-on classroom teaching 2: \n\u2022\tTask essentials and task framework for a class of two students (each person teaches 25 minutes)\n\nGroup strategies and reflection:\n\u2022\tGroup meeting on exchanges of unit design ideas\n\nLocal excursion\/group meal<\/td>\n<\/tr>\n\n\tThursday, 6\/22\/2023<\/td>Theme 4: Design and implement authentic tasks<\/b>\n\nTech workshop: (By Dr. Tseng, Miao-Fen)\n\u2022\tTechnological & pedagogical tools and techniques for authentic tasks (group activities\/projects\/performance) from Toolbox 3\n\u2022\tHands-on design and implementation of one\u2019s own project\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tAuthentic task design principles and implementational procedures: integrated tasks across three communicative modes\n\u2022\tSamples of commonly used authentic tasks and their does and don\u2019ts\n\nA brief introduction to the URI Flagship Program by the URI Flagship Director:\n\u2022\tOverall curricular set-up and its achievements\n\n<\/td>\n<\/tr>\n\n\tFriday, 6\/23\/2023<\/td>Theme 5: TBLT curricular blueprint, technological and pedagogical toolboxes and their applications<\/b>\n\nTech workshop: (By Dr. Tseng, Miao-Fen)\n\u2022\tContinuation on designing and implementing authentic tasks\n\u2022\tNew theories, new trends, and new technological tools for future technology-mediated language teaching (TMLT).\n\nPedagogical workshop: (By Dr. Jin, Hong Gang)\n\u2022\tThematic-based TBLT & its assessment: IPA\n\u2022\tThematic-based TBLT Blueprint and Toolboxes for public use\n\u2022\tPlans for group projects beyond the workshop (meeting times and presentation date)\n\nClass observation:\n\u2022\tHow URI teachers design and implement authentic tasks\n\u2022\tHow students\u2019 engagement is implemented, and outcomes are achieved\n\nProgram wrap-up<\/td>\n<\/tr>\n\n\tSaturday, 6\/24\/2023<\/td>A field trip to Boston\u2019s China town: How TBLT is incorporated in a field trip<\/td>\n<\/tr>\n\n\tSunday, 6\/25\/2023<\/td>Departure from the URI campus <\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\n\nDaily activity schedule<\/li>\n<\/ol>\n\n\n\n\n\tDate\/time\nMonday- Friday<\/b>\n<\/td>Activities<\/b><\/td>Location<\/b><\/td>Notes<\/b><\/td>\n<\/tr>\n\n\t8:00-8:50<\/td>Class observation 1 (two classes at the same time)<\/td>TBA<\/td>Observation sheets to fill out<\/td>\n<\/tr>\n\n\t9:00-9:50<\/td>Class observation 2 or hands-on teaching with a team member <\/td>TBA<\/td>Reflection on observation or teaching: My two take-aways<\/td>\n<\/tr>\n\n\t10:00-12:00<\/td>Technology workshop <\/td>TBA<\/td>Bring your chosen materials to work with <\/td>\n<\/tr>\n\n\t12:00-1:30<\/td>Lunch break<\/td><\/td><\/td>\n<\/tr>\n\n\t1:30-3:30<\/td>Pedagogical workshop<\/td>TBA<\/td>Bring your project to work on the details<\/td>\n<\/tr>\n\n\t3:30-4:00<\/td>Group work, projects <\/td><\/td>Work with your team<\/td>\n<\/tr>\n\n\t4:00-6:00<\/td>Reflection, tours, group meals, and local excursions<\/td>TBA<\/td>Write or record your reflections<\/td>\n<\/tr>\n\n\t6:00-7:30<\/td>Dinner<\/td><\/td><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n\nIV. Postworkshop (July 2-Sept 20, 2023)<\/strong><\/p>\n\nOnline team meeting to discuss your project (July)<\/li>\nTeam report and reflection<\/li>\nPublic presentation (Tentative date: 9\/15\/2023)<\/li>\n<\/ol>\n <\/h3>\nField trips<\/h3>\nLocal excursions will include Beavertail Lighthouse in Jamestown, RI, Narragansett Beach, and Boston\u2019s Chinatown.<\/p>\n\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":" Chinese Language Instruction and Technology Integration Schedule I. Goals & objectives Through systematic readings, facilitator lectures, hands-on collaborative and individual tasks, teaching demonstrations, discussions, and presentations, participants will develop an understanding of the research-informed pedagogical principles of backward curricular goal-setting strategies and theme-based and TBLT classroom implementation Through well-designed teaching demonstrations, class observations, […]<\/p>\n","protected":false},"author":4861,"featured_media":0,"parent":5012,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-5021","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/users\/4861"}],"replies":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/comments?post=5021"}],"version-history":[{"count":6,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions"}],"predecessor-version":[{"id":5237,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions\/5237"}],"up":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5012"}],"wp:attachment":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/media?parent=5021"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
IV. Postworkshop (July 2-Sept 20, 2023)<\/strong><\/p>\n\nOnline team meeting to discuss your project (July)<\/li>\nTeam report and reflection<\/li>\nPublic presentation (Tentative date: 9\/15\/2023)<\/li>\n<\/ol>\n <\/h3>\nField trips<\/h3>\nLocal excursions will include Beavertail Lighthouse in Jamestown, RI, Narragansett Beach, and Boston\u2019s Chinatown.<\/p>\n\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div><\/div><\/div><\/div><\/section><\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":" Chinese Language Instruction and Technology Integration Schedule I. Goals & objectives Through systematic readings, facilitator lectures, hands-on collaborative and individual tasks, teaching demonstrations, discussions, and presentations, participants will develop an understanding of the research-informed pedagogical principles of backward curricular goal-setting strategies and theme-based and TBLT classroom implementation Through well-designed teaching demonstrations, class observations, […]<\/p>\n","protected":false},"author":4861,"featured_media":0,"parent":5012,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-5021","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/users\/4861"}],"replies":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/comments?post=5021"}],"version-history":[{"count":6,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions"}],"predecessor-version":[{"id":5237,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions\/5237"}],"up":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5012"}],"wp:attachment":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/media?parent=5021"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
Local excursions will include Beavertail Lighthouse in Jamestown, RI, Narragansett Beach, and Boston\u2019s Chinatown.<\/p>\n
Chinese Language Instruction and Technology Integration Schedule I. Goals & objectives Through systematic readings, facilitator lectures, hands-on collaborative and individual tasks, teaching demonstrations, discussions, and presentations, participants will develop an understanding of the research-informed pedagogical principles of backward curricular goal-setting strategies and theme-based and TBLT classroom implementation Through well-designed teaching demonstrations, class observations, […]<\/p>\n","protected":false},"author":4861,"featured_media":0,"parent":5012,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-5021","page","type-page","status-publish","hentry"],"acf":[],"_links":{"self":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/users\/4861"}],"replies":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/comments?post=5021"}],"version-history":[{"count":6,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions"}],"predecessor-version":[{"id":5237,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5021\/revisions\/5237"}],"up":[{"embeddable":true,"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/pages\/5012"}],"wp:attachment":[{"href":"https:\/\/web.uri.edu\/chineseflagship\/wp-json\/wp\/v2\/media?parent=5021"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}