D e s i g n

d i n g b y
e r s t a n
Un d
r u c t i o n
a n d e d I n s t ny
r e n t i a t H e n

Diffe
 下午的分享主題：

• Learning Language Continuum/ 5 stages

• 我們大家有什麼不同？ --- 談談 Multiple
Intelligences
• 什麼是 UbD? 什麼是 DI ? 兩者有什麼關係？
• 為什麼 UbD 和 DI 對學生的學習有幫助？
• 關於 RAPP / RAFT 和 Tic-Tac-To
前情提要…先複習一下

• World Language Content

Standards
• 外語五大目標
• 5 step teaching/lesson
sequence
Multiple Intelligences
多元智能
先說說自己的學習習慣或專長
再說說你認識的在座夥伴的學習習慣或專長
來做個小測驗… ..

看看我們有什麼不同
看看牆上的結果…我想說… .
California Goals
想想制定外語規準的義涵
n Communicative proficiency in
linguistically and culturally
appropriate ways
n Real world language use
n Global citizenship
現在最夯的教學設計
Understanding by Design
n 最先思考的： Identify desired
results
n 要確定的： Determine
acceptable evidence
n 老師上場囉： Plan learning
experiences and instruction
跟著熱起來 : 以學生為中心的
Differentiated Instruction
Curriculum
Instruction
Assessment
以下感謝
Helene 和 Deborah 老師的分享
參觀得經驗… .. 討論得深化

• 講義的 RAFT / RAPP 的例子

• 第一個合作主題：
RAFT/ RAPP
UbD 和 DI 在評量上的思考

有多少種在外語教學上要注意的評量或考試
Formative and Summative assessment
Achievement Tests
Proficiency Tests
Prochievement Tests
Proficiency tests…
n How well students use language to pursue
real world tasks
n Unlimited material
n Student cannot study for it
n Student is rated on a continuum
n Administered only after major intervals
Authentic Sources:
Listening/Viewing

n Announcement n News shows

s
n Television
n Recorded
messages programs

n Music n Lectures
n Talk shows n Performances
Authentic Sources:
Listening/Viewing

n Radio n Debates
n Podcasts n Instructions
n Plays n Sports play-by-
play
n Conversations
n Movies
Authentic Sources:
Listening/Viewing

n Signs
n Catalogs
n Schedules n Cartoons
n Maps n Recipes
n Advertisements
n Letters/email
n Menus
Authentic Sources:
Listening/Viewing
n Instructions n Plays
n Newspapers n Novels
n Magazines
n Internet sites
n Poetry
n Blogs
n Short stories
Authentic Reasons:
Presentational Writing
n Lists n Invitations
n Notes 、 Agend n Recipes 、
as instructions
n Postcards 、 n Letters/email
greeting cards
n Journals
n Stories
Authentic Reasons:
Presentational Writing
n News articles n Skits 、 plays
n Brochures 、 n Songs
flyers
n Essays 、 report
n Posters s
n Web pages n Reviews
editorials
n Poems
 Authentic Reasons:
Presentational Speaking
n Poem
n Presentation of information 、 report
n Play 、 Skit 、 Song
n Demonstration of how to do something
n Formal speech
n Storytelling 、 Sales presentation
Authentic Reasons:
Interpersonal
n “Small talk” n Ordering in a
restaurant
n Getting to know
someone n Obtaining directions
n Talking at a social n Making an
event
appointment
n Playing a game n Online chat
n Making a purchase
Authentic Reasons:
Interpersonal
n Making a n Applying for a job
transaction at the
post office/bank n Making/building/cre
ating something
n Making a
transaction at a n Working on a
ticket window project

n Discussing a current n Interviewing

event someone
關於 UbD 和 DI 的分組活動二：

Differentiation of
• 先確定 Q4 的 assessment task
分段為 Q3 、 Q2 、 Q1 的
Benchmarks
（ Design assessment tasks that
would give students at least 3
options to demonstrate what
they know and are able to do ）
關於 UbD 和 DI 的分組活動三：

Tic-Tac-Toe 練習
參觀得經驗… . 討論得深化