Chinese 4A
Course Description:
This course is the first in a two-course sequence and is designed for students who have at least 3-4 years of prior experience in learning Chinese. Aiming at preparing students for Advanced Placement (AP) Chinese course, this course focuses on developing students’ integrated skills of listening, speaking, reading, and writing through project-based language learning activities. Topics in this level include Chinese holidays, changes in China, traveling, lifestyle, health, and gender equality. 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.
Course Details:
| Course Title (District): |
Chinese 4A |
| Course Title (NCES SCED) : |
Chinese IV |
| 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/1xW0CnLPTA9Ww4rw9cRNmX1hnv_ybosE2PLuwfrdyV6w/edit?usp=sharing |
| Academic Terms : |
Semester |
| NCES SCED Code : 24405 |
| Subject Area : |
World Language |
| Course Identifier : |
Chinese IV |
| Course Level : |
High School (Secondary) |
| Available Credit : |
0.5 |
| Sequence : |
1 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: $109.0
Additional Cost Description:
Students enrolled in Chinese – Level 4 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 4, Textbook (Simplified and Traditional Characters); 4th Edition, Hardcover; Boston, MA; Cheng & Tsui Company, Inc.; 2019; ISBN 9781622911509 (estimated price: $80)
OR
- Yuehua Liu, Tao-chung Yao, Nyan-Ping Bi, Liangyan Ge, and Yaohua Shi; Integrated Chinese, Volume 4, Textbook (Simplified and Traditional Characters); 4th Edition, Paperback; Boston, MA; Cheng & Tsui Company, Inc.; 2019; ISBN 9781622911516 (estimated price: $73)
AND
3. Workbook:
- Yuehua Liu, Tao-chung Yao, Nyan-Ping Bi, Liangyan Ge, and Yaohua Shi; Integrated Chinese, Volume 4, Workbook (Simplified and Traditional Characters); 4th Edition, Paperback; Boston, MA; Cheng & Tsui Company, Inc.; 2019; ISBN 9781622911523 (estimated price: $36)
Upon completion of this course, students will be able to...
- Describe customs and express wishes for major Chinese holidays.
- Describe ways in which a place has or hasn’t changed.
- Describe natural and cultural attractions of a trip.
- Design trips based on cost, attractions, and other factors.
- Discuss various types of exercise and healthy habits.
- Discuss gender equality in different contexts.
- Understand and compare cultural differences between Chinese and American culture in relation to holidays, travel, healthy habits, exercise, and gender equality.
iNACOL National Standards for Quality Online Courses
| Assessment Resources and Materials |
Rating
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Comments |
| 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. |
| Grading rubrics are provided to the instructor and may be shared with students. |
Partially Met
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We were not able to locate any rubrics being used for teacher-graded assignments and projects. The Introductory Discussion does include a rubric. |
| Assessment materials provide the instructor with the flexibility to assess students in a variety of ways. |
Fully Met
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The final exam has a variety of assessment types. |
| Evaluation Strategies |
Rating
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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
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Comments |
| Ongoing, varied, and frequent assessments are conducted throughout the course to inform instruction. |
Fully Met
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| 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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There are unit checklists and "My Progress" tab. |
| 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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| 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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| Multiple learning resources and materials to increase student success are available to students before the course begins. |
Fully Met
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Students are provided with the necessary learning resources in the syllabus, orientation unit and "Getting Started" section. |
| Course Overview and Introduction |
Rating
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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 coures 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
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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. |
| Instructor Resources |
Rating
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Comments |
| Online instructor resources and notes are included. |
Not Met
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We were not able to locate any instructor resources in the "Instrutors Only" folder. |
| Assessment and assignment answers and explanations are included. |
Partially Met
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Quizzes in Brightspace have answer keys. We did not see rubrics for other assignments, but they may be provided in the teacher textbook materials. Quizlet is used frequently and it provides answer keys. |
| Accessing Course Effectiveness |
Rating
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Comments |
| The course provider uses multiple ways of assessing course effectiveness. |
Fully Met
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A comprehensive end-of-course survey is linked within Michigan Virtual's standard course template and learning managemet system. |
| The course is evaluated using a continuous improvement cycle for effectiveness and the findings used as a basis for improvement. |
Fully Met
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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
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Comments |
| The course is updated periodically to ensure that the content is current. |
Fully Met
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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
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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
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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 mangagement 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
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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
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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
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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
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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
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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. |
| 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
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| 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
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Comments |
| The course instruction includes activities that engage students in active learning. |
Fully Met
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There are weekly lab sessions. |
| 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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| 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
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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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The majority of the assignments are teacher graded. |
| 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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There is an introductory discussion board assignment as well as weekly lab sessions. |
| Resources and Materials |
Rating
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Comments |
| Students have access to resources that enrich the course content. |
Fully Met
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| Course Architecture |
Rating
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Comments |
| The course architecture permits the online instructor to add content, activities and assessments to extend learning opportunities. |
Pilot: Review Pending
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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. |
Pilot: Review Pending
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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. |
Pilot: Review Pending
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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. |
Pilot: Review Pending
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| Technology Requirements and Interoperability |
Rating
|
Comments |
| All technology requirements (including hardware, browser, software, etc...) are specified. |
Pilot: Review Pending
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Technology requirements (hardware, software, browser) as well as additional material requirements are stated within all Michigan Virtual sylllabi. |
| Prerequisite skills in the use of technology are identified. |
Pilot: Review Pending
|
These are in the syllabus. |
| The course uses content-specific tools and software appropriately. |
Pilot: Review Pending
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| The course is designed to meet internationally recognized interoperability standards. |
Pilot: Review Pending
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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. |
Pilot: Review Pending
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| 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). |
Pilot: Review Pending
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| Data Security |
Rating
|
Comments |
| Student information remains confidential, as required by the Family Educational Rights and Privacy Act (FERPA). |
Pilot: Review Pending
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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. |
Review Conducted By: Michigan Virtual
Date of Review:
10/27/2020
Unit 1: Chinese Holidays
Unit 2: Changes in China
Unit 3: A Trip to Yunnan
Unit 4: Lifestyle and Health
Unit 5: Gender Equality
| Term Type |
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Random Draw Date |
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# of Seats |
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Potential Additional Costs |
| Drop Policy |
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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.
