A. Target Participants: Utah Chinese DLI elementary, middle school, and new AP teachers (including non-DLI AP teachers) who have never attended any AP workshops before.

I addition to registering for MIDAS credit you must also register at this link: https://l2trec.utah.edu/news/index.php

B. Date & Time: 14 hours of instruction and 2 hours of after class assignments a. Synchronous classes on two Saturdays on 1/16/21 & 1/23/21, 9:00 – 4:00 daily b. Two hours of after class assignments

A. Target Participants: Utah Chinese DLI elementary, middle school, and new AP teachers (including non-DLI AP teachers) who have never attended any AP workshops before.

I addition to registering for MIDAS credit you must also register at this link: https://l2trec.utah.edu/news/index.php

B. Date & Time: 14 hours of instruction and 2 hours of after class assignments a. Synchronous classes on two Saturdays on 1/16/21 & 1/23/21, 9:00 – 4:00 daily b. Two hours of after class assignments after the first Saturday

C. Location: Online Workshop through U of U Canvas & Zoom meetings

D. Instructor: Shin Chi Fame Kao & Dori Huang

E. Purpose: The main purposes of organizing this workshop are as followings: a. Introducing Chinese AP exam and six AP themes to Chinese DLI teachers including elementary teachers, middle school teachers & new DLI 5/AP teachers who have never attended any AP workshop before; b. guiding teachers to assess their students’ proficiency level based on ACTFL proficiency guideline and AP scoring guideline; c. leading teachers to backward design and scaffold learning activities based on AP themes and 3 modes of communications in order to increase students’ language proficiency; and d. encouraging teachers of all grade levels to work together to form a pipeline from elementary school all the way to high school in order to help students be ready for AP exam in the 9th grade or higher.

F. Learning outcomes: Participants will be able to a. understand the concepts of Chinese AP exam, AP 6 themes, and 3 modes of communication; b. practice how to assess their students’ language level based on ACTFL proficiency guideline and AP scoring guideline; c. apply the above knowledge and concepts to backward design and scaffold one learning activity that can effectively enhance student language proficiency; and d. cooperate with their colleagues to plan a series of effective learning activities aiming to increase general AP passing rate for Chinese DLI team in the future.

G. Daily Content: a. Day 1: i. General introduction of AP Chinese exam for beginners ii. Introduction of 6 AP themes and how these topics can match the curriculum in different grade level iii. Introduction of AP exam format by sections including multiple choice questions (MCQ) for listening and reading and free response questions (FRQ) for writing and speaking iv. General introduction of ACTFL proficiency guideline and AP scoring guideline v. Principles of backward design & simple lesson plan template vi. Teachers will be assigned to work with their grade level colleagues to brainstorm what interpersonal activity can be done in class according to their own curriculum in order to improve student proficiency.

b. After-class assignments: Based on their group discussion, teachers will create their own lesson plan for one interpersonal activity. This lesson plan will be critiqued by their group colleagues.

c. Day 2: i. Review and practice to assess their students’ language proficiency level based on ACTFL proficiency guideline and AP scoring guideline ii. Introduction of 3 modes of communication iii. How to apply 3 modes of communication concepts to plan effective learning activities to increase students’ proficiency level and help them pass AP exam? iv. Jigsaw activities through Zoom breakout room: Teachers will discuss their own lesson plan with their grade level groups first. They will be regrouped with their district colleagues to report their lessons to each other; and finally, each district will work together to articulate all lessons designed by different grade levels to form an organized pipeline.