Chinese 3B
Course Description:
This course is the first in a two-course sequence and is designed for students who have at least 2-3 years of prior experience in learning Chinese. This course focuses on cultivating students’ skills in using more advanced vocabulary and more complex sentence structures to express themselves through project-based language learning activities. Topics in this level include making friends, computers and the Internet, working part-time, education, and major Chinese cities. 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 3B |
| Course Title (NCES SCED) : |
Chinese III |
| 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, Michigan World Language Standards and Benchmarks |
| Alignment Document : |
https://docs.google.com/document/d/1a0R0t6PL_lax6e_HToQY7QnJEB1vlTs3PAvnwk_HGwk/edit?usp=sharing |
| Academic Terms : |
Semester |
| NCES SCED Code : 24404 |
| Subject Area : |
World Language |
| Course Identifier : |
Chinese III |
| 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: $105.0
Additional Cost Description:
Students enrolled in Chinese – Level 3 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 3, Textbook (Simplified and Traditional Characters); 4th Edition, Hardcover; Boston, MA; Cheng & Tsui Company, Inc.; 2018; ISBN 9781622911592 (estimated price: $80)
OR
- Yuehua Liu, Tao-chung Yao, Nyan-Ping Bi, Liangyan Ge, and Yaohua Shi; Integrated Chinese, Volume 3, Textbook (Simplified and Traditional Characters); 4th Edition, Paperback; Boston, MA; Cheng & Tsui Company, Inc.; 2018; ISBN 9781622911561 (estimated price: $70)
AND
3. Workbook:
- Yuehua Liu, Tao-chung Yao, Nyan-Ping Bi, Liangyan Ge, and Yaohua Shi; Integrated Chinese, Volume 3, Workbook (Simplified and Traditional Characters); 4th Edition, Paperback; Boston, MA; Cheng & Tsui Company, Inc.; 2018; ISBN 9781622911578 (estimated price: $35)
Upon completion of this course, students will be able to...
- Discuss interests and hobbies
- Name and discuss activities for which you use the internet
- Discuss common jobs in China and the U.S.
- Present opinions about education
- Compare geographic aspects of Chinese cities and hometowns
- Understand and compare cultural differences between Chinese and American cultures in relation to their educational systems, relationships, workplaces, and geography.
iNACOL National Standards for Quality Online Courses
| Academic Content Standards and Assessments |
Rating
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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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Objectives are listed at the beginning of each unit. |
| 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
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| The course content and assignments are of sufficient rigor, depth and breadth to teach the standards being addressed. |
Fully Met
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| Information literacy and communication skills are incorporated and taught as an integral part of the curriculum. |
Fully Met
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Tools like Chinese character display and Voice Thread are taught before lessons begin. Communication skills will be taught in each unit as the class and instructor meet for required synchronous, conversational video meetings. |
| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
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Students cannot access the course before the term begins, but they have access to the course syllabus. Students could order their textbook early to receive resources before the course begins. The Getting Started module also contains an introduction discussion and orientation lesson review prior to beginning the first unit of instruction. |
| Course Overview and Introduction |
Rating
|
Comments |
| Clear, complete course overview and syllabus are included in the course. |
Fully Met
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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
|
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| Information is provided to students, parents and mentors on how to communicate with the online instructor and course provider. |
Fully Met
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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
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| 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
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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
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No evidence of instructor resources or notes. |
| Assessment and assignment answers and explanations are included. |
Not Met
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No resources included in "Instructor's Corner" nor are answer keys or rubrics evident anywhere else in the course. |
| 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. |
Partially Met
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Since this is a textbook-based course, most instruction is based on what is found in the text. With that being said, however, students show their understanding of Chinese in various ways, via listening and reading comprehension (input-based skills) and speaking and writing (output-based skills). The instructor will need to be mindful to bring in supplemental resources to meet needs of diverse learners. |
| Course, Unit and Lesson Design |
Rating
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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
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| Instructional Strategies and Activities |
Rating
|
Comments |
| The course instruction includes activities that engage students in active learning. |
Fully Met
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Students must show understanding using a variety of tools and media. |
| The course and course instructor provide students with multiple learning paths, based on student needs that engage students in a variety of ways. |
Fully Met
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Students answer questions using different media (text, speech). They are engaged with listening, reading, writing, speaking, and cultural knowledge activities, as well as occassional projects or presentations. |
| The course provides opportunities for students to engage in higher-order thinking, critical reasoning activities and thinking in increasingly complex ways. |
Fully Met
|
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| The course provides options for the instructor to adapt learning activities to accommodate students’ needs. |
Fully Met
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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
|
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| 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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Along with feedback provided on speaking and writing assignments, students meet on a regular basis with instructors for synchronous speaking sessions, which contributes to instructor-student interaction. |
| 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
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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
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Along with regular video meetings with the instructor and a cohort of students, students also participate in various discussion board assignments. |
| Resources and Materials |
Rating
|
Comments |
| Students have access to resources that enrich the course content. |
Fully Met
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Students have access to a textbook, teacher supplements, as well as corresponding audio resources. Students also watch occasional videos to help enrich understanding of spoken Chinese as well as cultural matters. |
| 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
|
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| The course structure includes adequate and appropriate methods and procedures to assess students’ mastery of content. |
Fully Met
|
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| Feedback |
Rating
|
Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
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Students are assessed regularly on their writing and speaking Chinese, as well listening and reading comprehension. |
| Assessment strategies and tools make the student continuously aware of his/her progress in class and mastery of the content. |
Fully Met
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| Assessment Resources and Materials |
Rating
|
Comments |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
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Instructors are able to assess students via reading, writing, listening and speaking. |
| Grading rubrics are provided to the instructor and may be shared with students. |
Partially Met
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Rubrics are provided for some assignments, but not all. Students can review the rubrics. |
| The grading policy and practices are easy to understand. |
Fully Met
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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
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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
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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
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Students have access to audio and video files, as well as to cultural articles. |
| Technology Requirements and Interoperability |
Rating
|
Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Fully Met
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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
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The syllabus identifies the needed prerequisite skills. |
| The course uses content-specific tools and software appropriately. |
Fully Met
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Students use Zoom for conversational sessions and use various websites to aid in the production of Chinese characters. For speaking assignments, appropriate browser-based recording programs are suggested. Voice Thread is used on a regular basis as well. |
| The course is designed to meet internationally recognized interoperability standards. |
Fully Met
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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. |
Fully Met
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Image sources are cited and come from public access sites. |
| 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
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| Data Security |
Rating
|
Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Fully Met
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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
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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
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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:
03/11/2021
Unit 6: Dating
Unit 7: Computers and the Internet
Unit 8: Working Part-Time
Unit 9: Education
Unit 10: Geography of China
| 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 |
$105 |
| 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.
