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1. How did you feel about the video production task?
I used Powtoon to produce the video and I was surprised the huge amount of time and effort needed to make a 3 mins video. From what character to include, the time for each slide to adding voiceovers, a lot of editing and decision making were going on. But I am really glad to have this video production experience as I got to use the tool, Powtoon for the first time. It was also very satisfying to see the process of turning all the hard work into a finished product!

2. What are you most proud of?
I am particularly proud of the Powtoon video I made :D My peers gave a lot of positive comments on my video (e.g. rich in visual, clear with suitable pace) and I felt that my hard work has paid off!

3. What might you change/adapt?
One thing I might adapt is to give more feedback after having the audience to annotate on the mind map regarding the elements of a speaking activity (the PRE task).

4. What did you learn from your colleagues?
I learnt a lot from my colleagues' sharing. There were a wide variety of topics that I could get inspirations from! Topics such as noise in classroom and making learning memory stickier are worthwhile for us as teachers to ponder :D

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Online Speaking Activity | Created using Powtoon - The Visual Communication Platform

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Initial topic idea: Make your online speaking activity interactive and engaging!

Style of video: "how to"

Video production tool: Powtoon

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1. How did you feel about the activity design presentation?
I felt that I had more confidence to present the activity design this time as I tried to make improvements by looking at the constructive feedback provided by my teachers and peers. After submitting the first draft of the activity design template, I realized that there is a way  to make the activity more interactive and purposeful. I was glad that I made some vital changes to my activity, e.g. not only asking students to tell the time orally but also draw the time.

2. Describe at least one aspect of your activity design that you are particularly proud of. Tell us why.
I am particularly proud of the real and meaningful communicative purpose of my activity design. During the activity, students were given the opportunities to practice the language focus (i.e. expressing time and using past continuous) by communicating with their peers to fill in the information gap. This suggests that interaction between students is needed to complete the task. An example would be finding differences in what they were doing last night.

3. Describe any aspects of your activity design you might change/ adapt based on peer feedback. Suggest changes you would make.
To further improve my activity design, I would add one more instruction to ensure students are going on the right track when drawing the time and writing the activity names. For instance, 'make sure you use the '-ing' form when you write the activity names.' Also, if my activity design is conducted online, there would be a concern that the primary students are not able to show what they have drawn clearly on the screen.

4. Question of the day:
How should I manage the online classroom for pair work and check each student's activity progress when I have a large class size to teach?

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Lisa Reihana, in Pursuit of Venus (infected) 2015

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- CLIL: Content Language Integrated Learning
- WALT: We are learning to
- WILF: What I'm looking for

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1. Pair dictation/ Cooperative listening
2. Mutual dictation
3. Wordwall (e.g. Whack a mole)

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1. Barometer
2. Review before New
3. Sharing Circles
4. Flipped Jigsaw Task
5. Think-Pair-Share

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CLIL Task Design Poster (Edited Version)

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CLIL Task Design Poster (Edited Version)

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Motivated good students who aren't sleepy

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Practise parts of the body with this song about a skeleton.

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1. GTKY Importance?
It is important as this would greatly affect the effectiveness of teaching and peer learning. In terms of teaching, it is vital for teachers to know their learners well so that they can select appropriate teaching approaches according to learners' learning preferences and abilities. In this case, learning motivation can be maximized. Whereas for peer learning, getting to know each other would facilitate better communication and exchange of ideas between peers.

2. UQ Program?
During the UQ immersion program, I would like to learn more about the different teaching approaches being used in the teaching context of Australia. I believe the integration of teaching approaches in both Asian and Western countries can enhance interactive learning in Hong Kong schools.

3. Visible Learning?
To put it into simple words, the concept of visible learning suggests that the teacher knows if learning has taken place. One way to ensure learning is to set meaningful and achievable goals for students. During the process of learning, it is important to give students CHOICES so that they are able to take ownership for their learning.

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1. How valuable is visual content in the language classroom?
Visual content such as colourful pictures and animated videos is extremely important as it is the easiest and fastest way to arouse students' interest in learning. It also serves a significant role in helping teachers to demonstrate meaning of words or even abstract concepts to students. Students will be able to create mental linkages between the word and the image. Memory retention would be enhanced.

2. How did you feel in your practice teaching today?
I found the practice teaching today a very meaningful and enjoyable experience! During the process of watching the video, it really widened my horizon in a global perspective as I got the chance to learn new knowledge about some aspects of the Australian culture. Before finding visual aids to facilitate my teaching to my peers, I had to digest what I have learnt so that I have a clear direction of what kinds of image I have to search for. It was a great hands-on experience :D

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1. I love travelling.
2. I have a younger sister.
3. I want to be a primary English teacher.

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Text chosen: The Best Pavlova Recipe Ever! (https://www.thehomecookskitchen.com/best-pavlova-recipe/)

Teaching focus:
1. the word 'Pavlova'
2. adverbs (e.g. carefully, naturally)
3. imperatives (e.g. dab onto)

Tech focus:
- Visual content (video & pictures)
- Zoom annotation
- Chat box
- Kahoot! quiz

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1.   How did you feel about the first peer teaching?

I had a feeling that the time of the teaching process went very quickly, but the effort and time put in the preparation for this 15 minutes mini lesson was huge. So I think we should never underestimate a lesson when it is a short one, it can be more challenging as you have to select THE BEST to teach your students within a short time limit.

2.   Describe at least one aspect of your peer teaching that you are proud of. Tell us why.
I am particularly proud of the integration of Kahoot! as an interactive learning tool into my lesson. It creates a motivating learning atmosphere as well as enables students to consolidate what they have learnt in class. I can feel that my peers enjoyed playing the game :D

3.   Describe any aspects you might change/adapt based on peer feedback. Suggest changes you would make.

I encountered a technical issue during my teaching, and it was at the moment when the Kahoot! game was going to start. To enhance the smoothness of my lesson next time, I will put the Kahoot! questions in a PPT slide in case there is a technical issue.

4.   What final questions do you have about teaching, technology, learners,...?
If we have to teach a reading lesson online and the reading text we are going to show to the students is long, what is a better way of presenting the text so as to avoid the problem of students getting demotivated easily?

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1. You need students to stand in a circle for a speaking activity.
I would ask students to cooperate with one another and push their tables and chairs aside, so that there is enough space for them to form a circle. After that, I would ask students to form a circle by holding each other's hands until the shape is formed.

2. During the activity, you notice two students are not on task.
I would first try to understand whether they encounter any difficulties when doing the task. If not, I would ask them the reason behind and give them a gentle reminder that they should complete the task first before doing anything else.

3. At the end of the speaking activity, you ask students to reflect on their progress.
I may use Kahoot! to ask some rating scale questions on how they feel about the speaking activity and how well they think they have learnt the lesson content. Another option may be to give each of the students a white board and ask them to write down one sentence or a key point they have learnt during the speaking activity.

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Classroom Management Correct Order:
1. Get students' attention
2. Give clear, concise instructions
3. Check instructions using ICQs
4. Give out the activity/worksheet
5. Set a time limit
6. Monitor to see students are on task

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1. What is the topic focus?

Physical description

2. What is the language goal?

Accuracy (Enable students to produce questions with correct grammar and appropriate adjectives)

Fluency (Enable students to produce questions that can express meaning effectively)

3. Which of the Speaking Activity factors are present in this activity? Give reasons.

Productivity: Students have to produce quite a lot of language  (i.e. present perfect tense, adjectives to describe physical appearance) to successfully achieve the task.

Purposefulness: The activity has a clear purpose e.g. exchange information with peers regarding physical characteristics.

Interactivity: Students have to interact to complete the task. For example, they have to take turns to ask questions so that they can complete the chart provided using different adjectives.

Authenticity: Quite authentic as students would encounter those adjectives often in their daily lives. Students are given some support on their language use as the chart provided has included some adjectives used for describing physical appearance.

Challenge: Not very challenging as students have already learnt the language needed for this activity. They should be able to achieve correct spelling of the adjectives for describing physical appearance.

4. How might you improve/adapt the task for your learners?
Instead of using the provided teaching material (i.e. the chart), I would change it to another activity which gives opportunity for students to utilize their creativity but learning the target language at the same time.

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Scripting instructions (ABCs)

A = Accuracy

B = Brevity

C = Clarity

Troubleshooting tech (ABCs)

A = Action

B = Back up plan

C = Communication channel