A Guidebook for STARTALK Summer and Post-Summer Programs: Implementing a Technology-Enhanced Blended Learning Approach

The Hunter College STARTALK Infrastructure Project team is creating two products. The first is a Guidebook that will show how to expand a STARTALK summer face-to-face program into a summer-plus post-summer program by incorporating an online instructional component. The instructional model that combines face-to-face instruction in a classroom setting with online instruction in a virtual environment is widely known as blended learning. This Guidebook will provide comprehensive step-by-step instructions on how to prepare and run a post-summer online program. The Guidebook also summarizes the lessons we have learned during our decade of experience implementing summer and post-summer online programs at K-16 levels. We believe that this will be useful for all STARTALK programs, no matter what language is taught.

The second product is a set of blended learning curricula for both summer and post-summer programs. The target language is Mandarin Chinese. The curricula cover four grade-level groups: Grades K-2, Grades 3-5, Grades 6-8, and Grades 9-12. Even though the samples focus on learning Chinese, the blended learning concepts and the curriculum designs are applicable to all languages.

Students at a STARTALK program

Chapter 1: Introduction

  Chapter 1 PDF

  • Purpose of the Guidebook
  • The Need for Post-Summer Programs and the Challenges
  • Post-Summer Program Design
  • Other Considerations When Designing Post-Summer Programs
Students at a STARTALK program

Chapter 2: The Hunter College STARTALK Program: A Case Study

  Chapter 2 PDF

  • Design of the STARTALK Program
  • Design of the Flagship K-12 Program
  • Language Proficiency Outcomes
  • The Retention Outcomes for Online Instruction
Students at a STARTALK program

Chapter 3: How to Choose a Platform

  Chapter 3 PDF

  • Essential Features
  • Free Platform List
  • Paid Platform List
Students at a STARTALK program

Chapter 4: Preparing Students and Parents for Online Learning

  Chapter 4 PDF

  • Required Personnel
  • How to Conduct In-Person Orientation
  • How to Conduct Online Orientation
  • Scheduling and Challenges
Students at a STARTALK program

Chapter 5: Teacher Preparation for Online Instruction

  Chapter 5 PDF

  • Understanding Online Teaching/Learning
  • Online Instructional Strategies
  • Video
  • Online Assessment Tools
  • Building an Effective Online Instruction Team
Students at a STARTALK program

Chapter 6: Preparing Materials for Online Teaching and Learning

  Chapter 6 PDF

  • Synchronous Learning Materials
  • Asynchronous Learning Materials
  • Additional Chinese Resources for Students and Teachers
  • Additional Chinese Resources for Teachers
Students at a STARTALK program

Chapter 7: A Curriculum that Integrates Face-to-Face and Online Learning

  Chapter 7 PDF

  • Stage 1: What will learners be able to do?
  • Stage 2: How will learners demonstrate what they can do?
  • Stage 3: What will prepare learners to demonstrate what they can do with what they know?
Students at a STARTALK program

Chapter 8: Assessments and Program Review

  Chapter 8 PDF

  • Understanding the Importance of Assessment
  • Types and Frequency of Assessment
  • Program Performance Analysis
  • Tools for Summative Online Assessment

  Appendix A: Example of a Student Learning Profile

      Appendix A PDF

  • Example of a Student Learning Profile
  • Example of a STAMP (Proficiency Assessment) Score Report

  Entire Guidebook

     Entire Guidebook PDF

  Blended Learning Curriculum Samples (Summer + Post-Summer)

   Language: Chinese


  • Chinese

Material Type(s): 

  • Curricula
  • Assessment
  • Guide
  • Learning Plan/Lesson Plan
  • Administration

Grade Level(s): 

  • K-2
  • 3-5
  • 6-8
  • 9-12

TELL Domain(s): 

  • Planning
  • The Learning Experience
  • Learning Tools

STARTALK Principle(s): 

  • Standard-Based Curriculum
  • Performance-Based Assessment