Chinese 1B
Course Description:
This course is the second in a two-course sequence and is designed for students who have no or limited prior experience in learning Chinese. This course focuses on introducing basic knowledge about Chinese language, pinyin system, and Chinese characters. Topics in this level include greetings, family members, dates and times, hobbies, and visiting friends. Using a flipped design, students will be instructed to complete preview and review activities asynchronously with a suggested pacing-guide. Students are also required to take a 50-minute lab session per week and interact with their instructor and classmates for synchronous learning.
“This course is being offered in a pilot phase and has not been through a full review against the online course standards. Any course that has not yet been reviewed is marked as ‘Pilot: Review Pending’ to alert schools, parents, and students to this fact. Because of this, a school may choose to, but is not required to, deny a pupil enrollment request in this course out of concern over rigor or quality.”
Course Details:
| Course Title (District): |
Chinese 1B |
| Course Title (NCES SCED) : |
Chinese I |
| Course Provider : |
Michigan Virtual |
| Content Provided By : |
Michigan State University |
| Online Instructor Provided By : |
Michigan State University |
| Standards Addressed : |
Michigan Merit Curriculum, National Collegiate Athletic Association, American Council on the Teaching of Foreign Languages |
| Alignment Document : |
https://docs.google.com/document/d/1zkZ_XEM05zrHhaKrsIjtz3ATMRyZcOukepRSjo32zHY/edit?usp=sharing |
| Academic Terms : |
Semester |
| NCES SCED Code : 24402 |
| Subject Area : |
World Language |
| Course Identifier : |
Chinese I |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
2 of 2 |
|
How To Enroll:
Students and Parents: It is important to work closely with your local school counselor or
registrar to follow the school's enrollment procedures. By clicking the "Start Registration
Request" button below, you will be able to notify the school of your interest in registering for
the online course. However, it is the responsibility of the district or school to review the
registration request and approve or deny the request. Please make a note to follow up with
your school after submitting a registration request.
Start Registration Request
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
Additional Cost: $93.0
Additional Cost Description:
Students enrolled in Chinese – Level 1 are required to purchase the following materials.
1. Students must have a headset with earphones and microphone when attending the lab session.
2. Textbook (2 Options):
- Yuehua Liu, Tao-chung Yao, Nyan-Ping Bi, Liangyan Ge, and Yaohua Shi; Integrated Chinese, Volume 1, Textbook (Simplified Characters); 4th Edition, Hardcover; Boston, MA; Cheng & Tsui Company, Inc.; 2017; ISBN 9781622911332 (estimated price: $70)
OR
- Yuehua Liu, Tao-chung Yao, Nyan-Ping Bi, Liangyan Ge, and Yaohua Shi; Integrated Chinese, Volume 1, Textbook (Simplified Characters); 4th Edition, Paperback; Boston, MA; Cheng & Tsui Company, Inc.; 2017; ISBN 9781622911356 (estimated price: $63)
AND
3. Workbook:
- Yuehua Liu, Tao-chung Yao, Nyan-Ping Bi, Liangyan Ge, and Yaohua Shi; Integrated Chinese, Volume 1, Workbook (Simplified Characters); 4th Edition, Paperback; Boston, MA; Cheng & Tsui Company, Inc.; 2017; ISBN 9781622911363 (estimated price: $30)
Upon completion of this course, students will be able to...
- Initiate phone conversations
- Set up an appointment
- Describe study habits and typical classroom situations
- Describe a student's daily routine
- Describe the color, size, and price of a purchased item
- Discuss different means of transportation
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
Rating
|
Comments |
| The goals and objectives clearly state what the participants will know or be able to do at the end of the course. The goals and objectives are measurable in multiple ways. |
Fully Met
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At the beginning of each unit the objectives are clearly written and a can do checklist is provided at the end of each unit to allow students an opportunity to assess their mastery of those objectives |
| The course content and assignments are aligned with the state’s content standards, Common Core curriculum, or other accepted content standards set for Advanced Placement® courses, technology, computer science, or other courses whose content is not included in the state standards. |
Fully Met
|
|
| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
|
There is variety of content delivery options present throughout the course. Assignments took on mulitiple forms including, written assignments, spoken assignments, quizzes, projects and lab sessions. |
| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
|
The getting started section provides information on how to properly utilize the technology in the course which allows for students to start off knowing how to complete each of the assignments properly. Technology is used to capture students verbal work and handwritten assignments are included for practice writing Chinese characters. |
| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
|
The Getting Started section has tutorials as well as many resources to prepare students for the course. They are provided as assignments so that it is evident to the Teacher who has completed each of the assignments. |
| Course Overview and Introduction |
Rating
|
Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
|
A clear, complete course description and syllabus are linked in the standard course template in Michigan Virtual's learning management system. |
| Course requirements are consistent with course goals, are representative of the scope of the course and are clearly stated. |
Fully Met
|
At the beginning of each unit there is a preview of assignments and expectations. A module checklist is evident at the end of each Unit. |
| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
|
Means of communication with the online instructor as well as how to get additional support from Michigan Virtual's Customer Care team is stated in the standard courses template in Michigan Virtual's learning management system. |
| Legal and Acceptable Use Policies |
Rating
|
Comments |
| The course reflects multi-cultural education, and the content is accurate, current and free of bias or advertising. |
Fully Met
|
|
| Expectations for academic integrity, use of copyrighted materials, plagiarism and netiquette (Internet etiquette) regarding lesson activities, discussions, and e-mail communications are clearly stated. |
Fully Met
|
Privacy, anti-bullying, plagiarism and academic integrity policies are linked in the standard course template in Michigan Virtual's learning management system. |
| Privacy policies are clearly stated. |
Fully Met
|
Privacy, anti-bullying, plagiarism and academic integrity policies are linked in the standard course template in Michigan Virtual's learning management system. |
| Instructor Resources |
Rating
|
Comments |
| Online instructor resources and notes are included. |
Not Met
|
The additional resources, and Instructor resources folders are empty. |
| Assessment and assignment answers and explanations are included. |
Not Met
|
No rubrics, Instructor Resources/Answer Keys not present in course shell. These may be present in physical workbook materials. |
| Instructional and Audience Analysis |
Rating
|
Comments |
| Course design reflects a clear understanding of all students’ needs and incorporates varied ways to learn and master the curriculum. |
Fully Met
|
Various media included instruction and outside resources clear and available. |
| Course, Unit and Lesson Design |
Rating
|
Comments |
| The course is organized by units and lessons that fall into a logical sequence. Each unit and lesson includes an overview describing objectives, activities, assignments, assessments, and resources to provide multiple learning opportunities for students to master the content. |
Fully Met
|
The course follows a predictable pattern from unit to unit with mutiple types of assignments to help students gain necessary skills. The objectives are listed at the beginning of each unit. |
| Instructional Strategies and Activities |
Rating
|
Comments |
| The course instruction includes activities that engage students in active learning. |
Fully Met
|
Zoom labs and links to games are present in the course. There are three assignments that provide opportunities for students to be creative and explore something that interests them. It is difficult to ascertain if the labs provide additional opportunities for engagement, but this is likely the case. |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
Partially Met
|
Each lesson has numerous types of activities. Due to it being a language course, the focus is on auditory and visual. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Fully Met
|
The bulk of this course is to learn basics of Chinese language and the assignments reflect that. |
| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Fully Met
|
Michigan Virtual's learning management system permits establishing student groups, applying special privileges, modifying quiz restrictions, multiple submission attempts, and other forms of accommodation to meet students' needs. |
| Readability levels, written language assignments and mathematical requirements are appropriate for the course content and grade-level expectations. |
Fully Met
|
|
| Communication and Interaction |
Rating
|
Comments |
| The course design provides opportunities for appropriate instructor-student interaction, including opportunities for timely and frequent feedback about student progress. |
Fully Met
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Some assignments are submitted as written or speaking assignments and may be subject to grading window. Assessment and labs may allow immediate feedback for summative assessments and linked games and practice activities provide immediate feedback as formative assessments. |
| The course design includes explicit communication/activities (both before and during the first week of the course) that confirms whether students are engaged and are progressing through the course. The instructor will follow program guidelines to address non-responsive students. |
Fully Met
|
The Getting Started module within Michigan Virtual's standard course template and corresponding pacing guidance include participation in an introduction discussion board within the first week of the course. |
| The course provides opportunities for appropriate instructor-student and student-student interaction to foster mastery and application of the material. |
Fully Met
|
Weekly lab sessions |
| Resources and Materials |
Rating
|
Comments |
| Students have access to resources that enrich the course content. |
Fully Met
|
These are linked throughout lessons and Resources module. |
| Evaluation Strategies |
Rating
|
Comments |
| Student evaluation strategies are consistent with course goals and objectives, are representative of the scope of the course and are clearly stated. |
Fully Met
|
Students can evaluate their own growth using the "Can Do" checklist at the end of each unit. The opportunity for varied feedback approaches and scores is evident. Many foreign language instructors also take advantage of the verbal feedback option. |
| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
|
There are many opprtunities for students to showcase their verbal skills as well as their written skills. |
| Feedback |
Rating
|
Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
|
There are many opportunities for students to get feedback on the oral and written work. |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
|
Students always have access to the gradebook with teacher feedback. The course provides "Can Do" checklists at the end of each unit to allow for self-reflection. |
| Assessment Resources and Materials |
Rating
|
Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
|
Students are assessed with written and oral assignments, quizzes, and live lab settings. |
| Grading rubrics are provided to the instructor and may be shared with students. |
Not Met
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No rubrics observed |
| The grading policy and practices are easy to understand. |
Fully Met
|
Michigan Virtual's grading policies are stated both within the student orientation lesson and within course syllabi. |
| Course Architecture |
Rating
|
Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Fully Met
|
Instructor role permissions within Michigan Virtual's learning management system permit instructors to add supplemental content and external resources both within lessons and announcements. |
| The course accommodates multiple school calendars; e.g., block, 4X4 and traditional schedules. |
Fully Met
|
Michigan Virtual course offerings are provided within multiple academic calendars, various pacing expectations, and opportunities for asynchronous instruction and assessment submission. |
| User Interface |
Rating
|
Comments |
| Clear and consistent navigation is present throughout the course. |
Fully Met
|
Consistent navigation schemes are established in all Michigan Virtual courses as a feature of the standard course template and learning management system and are reviewed within student orientation lessons. Secondary means of navigation within content-hosting platforms permitted via external learning tool (LTI) links within courses. |
| Rich media are provided in multiple formats for ease of use and access in order to address diverse student needs. |
Fully Met
|
Voicethread is used to allow students to have access to teacher lessons at anytime. |
| Technology Requirements and Interoperability |
Rating
|
Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
|
Technology requirements (hardware, software, browser) as well as additional material requirements are stated within all Michigan Virtual syllabi. |
| Prerequisite skills in the use of technology are identified. |
Fully Met
|
Located in syllabus |
| The course uses content-specific tools and software appropriately. |
Fully Met
|
|
| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
|
Courses hosted in Michigan Virtual's learning management system meet common course cartridge and learning tool interoperability standards. |
| Copyright and licensing status, including permission to share where applicable, is clearly stated and easily found. |
Partially Met
|
Textbook and workbook citations are noted in the Getting Started module. |
| Accessibility |
Rating
|
Comments |
| Course materials and activities are designed to provide appropriate access to all students. The course, developed with universal design principles in mind, conforms to the U.S. Section 504 and Section 508 provisions for electronic and information technology as well as the W3C’s Web Content Accessibility guidelines (WCAg 2.0). |
Fully Met
|
The course shell that we observed meets accessibility requirements. |
| Data Security |
Rating
|
Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
|
Student data within Michigan Virtual's learning management system are password-protected and require single sign-on from a secure student information system in full compliance with FERPA requirements. |
| Accessing Course Effectiveness |
Rating
|
Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
|
A comprehensive end-of-course survey is linked within Michigan Virtual's standard course template and learning management system. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Fully Met
|
Michigan Virtual maintains a continuous cycle of monitoring course functionality through multiple support ticketing systems for internal and external users, annual reviews of performance and perception data, as well as a 3 to 5 year cycle of updating, replacing, or retiring course versions. |
| Course Updates |
Rating
|
Comments |
| The course is updated periodically to ensure that the content is current. |
Fully Met
|
Michigan Virtual maintains a continuous cycle of monitoring course functionality through multiple support ticketing systems for internal and external users, annual reviews of performance and perception data, as well as a 3 to 5 year cycle of updating, replacing, or retiring course versions. |
| Certification |
Rating
|
Comments |
| Course instructors, whether faceto-face or virtual, are certificated and “highly qualified.” The online course teacher possesses a teaching credential from a state-licensing agency and is “highly qualified” as defined under ESEA. |
Fully Met
|
Michigan Virtual courses are taught by teachers certified in the State of Michigan and highly qualified under federal guidelines. |
| Instructor and Student Support |
Rating
|
Comments |
| Professional development about the online course delivery system is offered by the provider to assure effective use of the courseware and various instructional media available. |
Fully Met
|
Michigan Virtual instructors participate in annual, monthly, and ongoing professional learning events and processes, including a focus on use of the learning management system, student learning portal, and other learning applications. |
| The course provider offers technical support and course management assistance to students, the course instructor, and the school coordinator. |
Fully Met
|
Michigan Virtual maintains support for students through standardized instructor expectations and fully staffed technical and customer support teams available during school and business hours. |
| Course instructors, whether face-to-face or virtual, have been provided professional development in the behavioral, social, and when necessary, emotional, aspects of the learning environment. |
Fully Met
|
Michigan Virtual provides professional learning to its instructors focused on online pedagogy, technical competencies, educational best practices, and strategies to support the social-emotional well-being of students. |
| Course instructors, whether face-to-face or virtual, receive instructor professional development, which includes the support and use of a variety of communication modes to stimulate student engagement online. |
Fully Met
|
Michigan Virtual provides professional learning to its instructors in best practices for communication and active engagement strategies for students participating in online learning. |
| The provider assures that course instructors, whether face-to-face or virtual, are provided support, as needed, to ensure their effectiveness and success in meeting the needs of online students. |
Fully Met
|
Michigan Virtual instructors are supported through collaboration within content departments and a lead instructor, feedback and evaluation by instructional leadership, and technical and content support from product development, learning applications, and technology integrations teams. |
| Students are offered an orientation for taking an online course before starting the coursework. |
Fully Met
|
All students are required to complete an introductory student orientation course and to demonstrate mastery in online learning competencies prior to gaining access to the lessons and assessments within other courses in which they are enrolled. |
Review Conducted By: Michigan Virtual
Date of Review:
03/26/2021
Unit 1: Making Appointments
Unit 2: Studying Chinese
Unit 3: School Life
Unit 4: Shopping
Unit 5: Transportation
| Term Type |
Enrollment Opens |
Enrollment Ends |
Random Draw Date |
Enrollment Drop Date |
Course Starts |
Course Ends |
# of Seats |
Course Fee |
Potential Additional Costs |
|
Semester |
03/29/2024 |
02/14/2025 |
07/01/2024 |
02/07/2025 |
01/24/2025 |
06/13/2025 |
100 |
$350 |
$93 |
| Drop Policy |
Completion Policy |
Term Type |
Enrollment Opens |
Enrollment Ends |
| Students have 14 days from the enrollment start date to drop the course and receive a full refund. No refunds are given after 14 days. Drop dates are calculated and what is posted is the last possible drop date for enrollments created within the enrollment window. |
Students may access their course from their enrollment start date to their enrollment end date. A completion is a 60% final score or higher. |
Semester |
03/29/2024 |
02/14/2025 |
Students can use email or the private message system within the Student Learning Portal to access highly qualified teachers when they need instructor assistance. Students will also receive feedback on their work inside the learning management system. The Instructor Info area of their course may describe additional communication options.
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube. Students must have a headset with earphones and microphone when attending the lab session. The "Simplified Chinese Language Pack” must be installed on the devices that the students use to complete assignments. Students will be provided with further installation instructions within the course.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/
Students must sign up for a mandatory weekly lab session. The course instructor will send out emails to mentors, parents, and students with information about the course and lab session registration procedures. SignUpGenius will be used for lab session registration. Instructors will work with students to finalize their lab session times within the first two weeks of each semester. Each student may ONLY choose one weekly lab session. Lab sessions are to have 4 to 8 students. Lab sessions may be canceled or combined.
Students must have a headset with earphones and microphone when attending the lab session.
The "Simplified Chinese Language Pack” must be installed on the devices that the students use to complete assignments. Students will be provided with further installation instructions within the course.
