Jigsaw U 104 Internship/Create an Instructional Lesson in Jigsaw

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Jigsaw Recording

Jigsaw Storyboard/Chinese III Module 1-Messages     * The red numbers indicate the lesson sequences.

Jigsaw U 104 Storyboard


1- Pane 1/Video Before Session music video.

Screenshot Jigsaw 102aThe video, Beijing Welcomes You, will be played in Pane 1 as students entering the session. The lyrics/English translation file (attachment) is available for students to download.


2-Pane 3/Survey Preferred Social Media Survey

Screenshot Jigsaw 103a Students will take the Preferred Social Media survey in Pane 3 at the beginning of the session.  The questions and choices are tied to the Module 1 lesson content, Messages. Since the survey includes English, Chinese, and Pinyin/phonics, it is also a good review in the target language for students.


3- Pane 3/Presenter Notes Announcements/Assignment Due Date

Screenshot Jigsaw 104f NotesHere is a Presenter Note to remind students of the assignments that are due on Wednesday.


4- Pane 2/Presentation-PowerPoint Module 1 Vocabulary Review

Screenshot Jigsaw 102cReview Module 1 Vocabulary List as a class. Students will use Push-To-Talk access taking turns to say the vocabularies.


5- Pane 3/Image Vocabulary Matching Activity

Screenshot Jigsaw 103b


6- Pane 4/Whiteboard, Inserted Image from Pane 3 Vocabulary Matching Activity

Screenshot Jigsaw 103cAfter reviewing the module vocabularies, students will do a Vocabulary Matching activity in Pane 4. In order for students to have the tools access during this activity, the image of the Vocabulary List will be opened in Pane 3 and then be inserted to Whiteboard in Pane 4.


7- Pane 1/Audio Dialogue Listening and Speaking Activity

Screenshot Jigsaw 104a

8- Pane 4/Game Activity Web Link

Screenshot Jigsaw 103d

8- Pane 4/Quizizz, to participate the game activity

Screenshot Jigsaw 104dStudents listen to the dialogue clip in Pane 1 and answer questions about the dialogue. This is a game activity that students use Quizizz web link, enter the game code, and participate.


9- Pane 3/Survey-Evaluation Backup activity for Dialogue Listening and Speaking

Screenshot Jigsaw 104eAs a backup for the dialogue activity, I also created a Survey/Evaluation in Pane 3.

A well-planned and organized lesson is one of the key factors for a successful session. The Storyboard template helps tremendously in planning and organizing the lesson. It is as a roadmap for a trip; if you plan ahead, you will have better, smoother traveling.  It is a great idea to use the printed Storyboard/lesson plan for the pre-session practice and during the session. I also plan a backup activity (similar activity, but using different format/pane), just in case of the original plan does not go well.


Jigsaw U 103 Making the Grade/Demonstrate the Use of Pane 3 and Pane

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Pane 3/Survey

Screenshot Jigsaw 103a

I create a two-question, non-scored survey for Pane 3. The questions and choices are related to the Module 1 lesson content, Messages. It serves as a warm-up and engaging activity at the beginning of the session. Since the survey includes English, Chinese, and Pinyin/phonics, it is also a good review in the target language for students.


Pane 4/Document

I originally uploaded a Vocabulary Matching Activity as document to Pane 4. In this activity, students draw lines to matching correct Chinese vocabularies and English translations. However, the whiteboard tools are not available for documents; therefore, the activity would have to be uploaded as a different type of asset.

Screenshot Jigsaw 103b

In my second try, I upload the Vocabulary Matching Activity as an image to Pane 3. From the image list, I select the activity I am using and click on “Insert to Whiteboard”.

Screenshot Jigsaw 103c

The activity appears in Pane 4 whiteboard with all tools available for students to use during the activity.


Screenshot Jigsaw 103d

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I also have a web link, Quizizz, in Pane 4. This web site allows teachers to create quizzes (or use a pre-made one) for “game activities”. Students click on the link and enter a game code to join the game. This is a great engaging learning activity that allows students to review as a class and to interact in a virtual setting.

Jigsaw U 102 Going to Class/Demonstrate the Use of Pane 1 and Pane 2

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Pane 1/Video

Screenshot Jigsaw 102a

Lesson: Chinese III AB, Module 1

In Pane 1, I show the music video “Beijing Welcomes You”.  This is a Sing Along activity that students can participate as they are entering the session. The lyrics with Pinyin (Chinese phonic system that students are studying) and English translation was uploaded as an attachment called, “Beijing Welcomes You Lyrics”; students are to print out the lyrics file and bring to the session. I uploaded multiple videos to Pane 1; and to watch the video is as simple as highlighting the video from the list and pressing the Play button.


Pane 2/Presentation-PowerPoint

Screenshot Jigsaw 102b

In Pane 2, I use my Module 1 PowerPoint presentation  for the lesson. From the Presentations List  icon (a three-lined icon on the bottom right of Pane 2), I select Chinese III Module 1 PowerPoint. By clicking on the pen icon (bottom middle of the pane), more tools (selectors, laser pointer, pen, highlighter, text, and eraser) appear on the upper right of the pane.  These tools can actually function just like a whiteboard, to an extent; for a full-functioned whiteboard, Pane 4 is still the right place.


Pane 2/Push to Talk Access

Screenshot Jigsaw 102c

The Push to Talk access is open to students during Vocabulary review, so they can repeat the vocabularies back to the teacher.  This access is especially important in an online world language course as it provides teacher-students real time interaction.





Jigsaw U 101 Setting up for Success/Upload and Tag Assets

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Screenshot 1

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Screenshot 2

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In addition to relevancy, engaging materials are also important to a successful online classroom. For my Chinese III Welcome Chat session, I have chosen to play the official 2008 Beijing Olympic Games theme song video, Welcome to Beijing, as students enter the session.

At the beginning of the Welcome Chat session, Students will also take the Survey, New to GAVS? to see if this is their 1st, 2nd, 3rd, or 4th (or more) semester at GAVS.

A well-planned session is definitely one of the key factors of a successful session.  Once the focus point is determined, relevant assets can be uploaded and added to the session. I uploaded (Screenshot 1) and tagged (Screenshot 2) various types of asset: attachment, document, image, video, and presentation for both Welcome Chat and Chinese III module 1 sessions.  Each file is automatically placed in a pane according to its file type.

The Jigsaw U instructions, are extremely clear and helpful. I especially like how the different acceptable files are clearly labeled in each pane.

Evaluate 3.1.1. Differentiation

The chart below is a sample gradebook for my Chinese 1 AB class.

Chinese 1 AB Data Chart

This data consists of student names, Synchronize Session Participation, Discussions, Writing Assignments, Oral Quizzes. The grades shown are averages of each category over a one month period.

Group 1
Chu, Deng, and Su are of Chinese ethnicity and have good commend in spoken Chinese.

Group 2
Adams, Bennett, Newman, and Thomas do not have any background associated with Chinese language.

Synchronous Session Participation: There is a low participation rate among group 1 in this category. Maybe students in group 1 have a misconception that Synchronous Sessions are for those who need practice on spoken Chinese, which they can get plenty of that at home; therefore, there is no need to participate in the sessions.

Discussions: Both groups are doing equally well on discussions. The class seems very engaged and enjoys expressing their thoughts in the discussion posts.

Writing Assignments: The main component of this category is Chinese character writing. Neither group has any Chinese character writing skill prior to the course and the data coincides with that because the deviation is quite small.

Oral Quizzes: The students complete a ten-question Q & A oral quiz over the phone with the instructor prior to each Unit Test. In this category, there is a bigger gap between the two groups. Group 1, which have the advantage of spoken Chinese skill, do much better than group 2 who are not exposed to spoken Chinese on a daily bases.

Unit Tests: Unit test consists of matching, multiple choices, filling in blanks, and short answers. There is a correlation between participation rate and Unit test scores. Students who participate in Synchronous Sessions often have more review opportunities than those who do not or rarely participate; therefore, perform better in the Unit tests.

Areas requiring modification of instruction. I would modify my strategy on Synchronous Sessions to raise the participation rate on group1. Some of the ideas are more advertisements on the newsletters about all the activities taken place in the sessions, assign one student to be the host for part of each Synchronous session, and more peer interaction during the sessions.
As a result of low Synchronous Session participation and late assignments, Bennett has lower averages across the board. A conference is needed with the student and the parent/guardian, so an individualized study plan can be drawn to help him in the learning process.

The settings of the LMS is beneficial in providing individual student with differentiate instructions. Even though the content is very uniform, each student has the freedom of choosing the order of completing the assignments as long as they are submitted by the due dates. This flexibility allows students to manage their online school and personal life schedules accordingly.



Evaluate 2.1.2 Rubrics and Competencies

GoogleimagesRubricsandCompetenciesCompetence based instruction is important in any subject area. It focuses on how students can apply the skills learned rather than what students know about a subject. Regarding foreign languages, it means that the focus of the instruction is on what students can do with the target language rather than what they know about the target language. Some of the ultimate goals of learning a foreign language are to be able to communicate in target language and to be able to make connection with the culture of the target country.
The Unit 1 Introduction to Chinese Grammar consists of six elementary level lessons. The unit is designed for beginner learners in secondary schools with the focus on the core underlying structure behind Chinese grammar. It teaches the basics of Chinese language that beginning students need to be able to communicate in the language. It helps students understand how the Chinese language works grammatically and how to use the language in real life.

Unit 1 Introduction to Chinese Grammar
Lesson 1: Word Order in the Chinese Language
Lesson 2: Introduction of Negation Words in the Chinese Language
Lesson 3: Yes/No Questions in the Chinese Language
Lesson 4: Word Order for the Content Questions in the Chinese Language
Lesson 5: Introduction of the “shi (是)……..de (的)” Structure in the Chinese Language
Lesson 6: Adjectives in the Chinese Language

Learning Objectives
1. Students will be able to use correct word order in the Chinese language.
2. Students will be able to form Yes/No questions in the Chinese language.
3. Students will be able to use correct word order for the content questions in the Chinese language.
4. Students will be able to use correct “shi (是)……..de (的)” structure, a unique Chinese grammatical structure which has no equivalent in English language.
5. Students will be able to use correct adjectives in the Chinese language.

Instructions will consist of various formats such as text, images, audio recordings, class/group/individual activities, and videos to accommodate all different learning styles.

Assessments/Evaluations will include a pre-assessment to identify students’ prior knowledge of the content, end of lesson assessments, projects, oral presentations, and a final/comprehensive assessment.

Unit 1 Introduction to Chinese Grammar Screenshot

Evaluate 3.1.2 Reflection on Teaching Abilities

Googleimagesstrengthweakness          I am new to online teaching and am working extremely diligent on my GaVS Orientation and Effective Online Teaching courses. Teaching is my passion and what I love more than that is learning. My main weakness is technology and my strength is determination; I am determined to turn my weakness to strength. Through many hands-on quests and assignments in the two courses I’ve worked on, I have learned an array of new things that helps to prepare me for my first semester with GaVS in the Fall. As school begins, there will be more professional development opportunities for me to explore and learn. My professional growth plan is to utilize every learning opportunity so that, by the end of school year 2015-2016, I will not only be proficient at teaching online, but also be highly effective as an online teacher.

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