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I have done video-editing before about my hobbies and travelling, however I have never created a guide. I was able to apply some of the concepts like utilising the timeline to match the audio with the visuals, however adding animation elements is a new skill for me. Producing how-to tutorials is an engaging way to relay information to learners and students can always revisit the videos to review what they have learnt. It would be great to apply this skill in flipped learning. The interactive follow-up tasks are great ways to consolidate the information from the videos as well.

I like how my peers used software such as Mentimeter and Jamboard to allow thinking time before eliciting responses from the students. I appreciate how some of them shared their experience or asked a question before sharing their video in order to set a context. I also admire how some of my classmates had their peers practise the skills covered in the video through mimicking teacher’s duties like marking and using the finger model. I also realised how important it is to add visual elements and to speak at an appropriate pace so viewers can keep up and stay focused on the videos.

In the future, I will keep in mind to set a context through eliciting experiences or doing guesswork. I will also remember to include an interactive follow-up task in which students have the opportunity not only to participate but to also share their ideas. It would be good to have some physical means of presenting their thoughts so students can feel that their responses are recognised.

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Watch my Powtoon: How to teach grammar inductively?

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How to teach grammar inductively? | Created using Powtoon - The Visual Communication Platform

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Congratulations! You're almost there. Once your Powtoon is ready to be downloaded we'll send you an email. If this Powtoon contains live video, the export process may take a bit longer.

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https://docs.google.com/document/d/121SLx6y1VTT05p4aiqcE_qBNZIhC3SkYzhzYhFI19xs/edit?usp=sharing

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https://docs.google.com/document/d/1fYfvSRzb8CZQkgThQV6C1OPszujjyEvx9UcDSp96DaE/edit?usp=sharing

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1. I play video games
2. I don't eat snacks
3. I like basketball

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Here we can observe Camille, Jasmine, Jenny, Joyce and Virginia reflecting on our peer teaching.

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Michael Zavros’ Bad Dad (2013) drew my attention due to its life-like appearance and the skills of the artist being able to imitate the subject’s reflection on still water and the texture of plastic. The artwork was created by an Australian artist who specialises in realism. It is a self-portrait with a modern twist based off the Greek and Cypriot myth Narcissus, a man who fell in love with his own image in the water and drowned due to his self-obsession. There exists the irony of children’s toys but a lack of children. Zavros asserts that adults gratify their self-absorption, even if they experience guilt for being self-engrossed. I chose this painting because I appreciate realistic artwork and how Zavros was able to replicate the texture of plastic, water and skin. I enjoy the contemporary interpretation of a classic tale. I perceive that the message can be relatable because I can easily fall into the trap of chasing outwardly appearance as I can put too much focus on my posture, exercise routine, lifestyle and clothing. These days I have been exercising less excessively, eating dessert, and not tracking my calorie intake. I think this painting has an excellent message and would be valuable for my students to realise that appearance is secondary to many of life’s other joys.

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https://jamboard.google.com/d/1ZVyTBE2pPr0hw59St_1WZ5eMlNrAjjedx1amfS9jvVU/edit?usp=sharing

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https://docs.google.com/presentation/d/1R1bq201aWilndfjbmfoK8h4tbKy945g5qE3erAHrR3Q/edit?usp=sharing

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https://docs.google.com/presentation/d/1kGXfqXybquAiZbei_L0o7F6Cxk5ODBKUZ5s89uevb-k/edit?usp=sharing

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https://docs.google.com/document/d/1Hl6pbYDQO7j6pLyX_RDCFhyMEYgKU0HpPWPY9MgrF3A/edit?usp=sharing

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https://docs.google.com/document/d/1F9ak8I7d1I5rLTrkZU8L14xKZaLS87tT9qdeqpXnWtc/edit?usp=sharing

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https://youtu.be/2cv041dDzyk

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Night Before Christmas in Aussie Land Reading

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https://vocaroo.com/1jRcesA8A5ar

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Vocaroo is a quick and easy way to share voice messages over the interwebs.

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Socialising

Being healthy (gym, eating lots of protein, don't eat too much)

Finish work first

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Where is the Green Sheep by Mem Fox

Piranhas Don’t Eat Bananas by Aaron Blabey

Imagine by Alison Lester

This is Not a Unicorn

I’m the Biggest Thing in the Ocean by Kevin Sherry

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My goals are to learn how to read stories in a way that appeals to students. I would like to learn how I can use books as an authentic material to carry out language teaching. I would also like to know how I can optimise a virtual gallery visit so that are able to take away a lot from the experience. I would like to continue having good time management.

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https://youtu.be/jlghJnQeidI

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https://docs.google.com/presentation/d/1BfPHUwiTuI7kgdQjDZfZ-j5T0UCYxPxKh3-0oj7aqSM/edit?usp=sharing

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https://docs.google.com/document/d/1w4SdNa_w3O7N8pKIe-ATn7X0zx37aZsn3u85dBAE-Vk/edit?usp=sharing

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I was over the moon when the camera switched on, revealing 6P - a group of senior primary Australian girls. They donned lavender dresses and blonde hair cascaded down their backs, a very different image to what I am accustomed to in Hong Kong classrooms. They sat neatly in two rows of plastic chairs, their eyes gleaming with excitement.

The girls responded actively in certain topics. The controlled practice of imitating Cantonese in pairs seemed to appeal to them. They were intrigued by the topic of food, a similar trait which I have observed in Hong Kong. They had many dishes to suggest such as vegemite, pavlova, vegetarian sausages and veggies chips. Subjects which were relevant to their previous experiences appeared to intrigue them. They recommended locations such as Uluru, the Great Barrier Reef, Gold Coast, Sydney Opera House and a gorge which I couldn’t quite catch the name of. They displayed genuine curiosity when they came up with their own questions pertaining to sports and school life.

I cannot speak for 6P but I felt that I was able to bring my bubbly personality through the screen. I was conscious to keep smiling throughout the class, answer all their questions and react through physical gestures and the reaction emojis available on Zoom. What was funny to me was that after I praised one student for clearly showing her face by coming in front of the camera and sharing her thoughts, the learners after her mimicked her behaviour. The girls also seemed elated when I joked, “See you in Australia!”

In terms of areas of improvement, there were times when there was a bit of information relaying. I believe that this could be improved by using guesswork and pictures to elicit ideas and allow the students to construct their own knowledge. Had there been more time, I would have had the learners discuss in pairs so the less vocal students have the opportunity to express themselves. This was such a valuable experience and brought me back to when I used to teach full-time. I miss my kids. 6P reminded me why I want to be a teacher.

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https://docs.google.com/document/d/1WFu1giU_WLkgt4jPaeiREXe63L2cjfcomKdH6FCfDiM/edit?usp=sharing

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Students

Migrants, refugees, low-income, different prior knowledge

Indigenous

EALD/ESL speakers

Casual wear

Don’t want to speak until they are correct

Encouraged to make mistakes

Teachers

Sets up expectations

Empasises values education

Encourages participation

Uses questioning

Provides support

Resources

Notebooks

Whiteboard

Books

ICT: Cameras, computers, videos, audio editing software, recording equipment

Instruments

Music

Voice

Excursions

Giant cards

Drama

Classroom setup

In groups

Technology area

Use of space

Map

Poster

Computer area

Language the teachers use

Praise

Close body language

Responsive to students’ sharing

Staging of tasks

Planning

Introduce rundown and learning intentions

Warmup

Scaffolding

Model

Skill

Repeat skill

Produce product

Reflect on learning

Assess students

What surprises me

Learners create music in studios to express culture

Provide learners with different levels of activities

Learners choose tasks too difficult for them

Three things to remember

Allow less vocal students to ascribe ideas

Teacher-centred classes make students less willing to become involved

Respond thoughtfully to the students’ answers

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This peer teaching allowed more autonomy with regards to lesson planning so more creativity was required. I liked how the task requires minimal teacher intervention and realised how important it is that the context is relevant to the students’ lives so that they can put more value into what they are learning.

During the planning stage, Cherry and I prioritised motivating the students through their interests. This would work out well in an actual classroom as students love talking about movies. Cherry and I also focused on students creating their own language which is why we did not have a script but had question prompts instead.

My classmates noted that I have a confident and engaging teaching style. They commented that my introduction contained a lot of T-S interaction and liked the idea of having a conversation about upcoming movies.

The outline was helpful in building up to the main task, however my timing is quite off which is why I was unable to even do the main task in my peer teaching. Jot faced the same issue and I noticed that we had something in common. We keep chatting and responding to our students. I realised that I may have to resist the urge to chat with my students and focus on the main topic instead, especially since HK has a big syllabus to cover. Next time, I will leave less time for the build-up and more time for the main task.

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https://docs.google.com/presentation/d/1ggLMt8ODObfpd-jYgMiyw7cWdc3zBixmonOml5SKAUE/edit?usp=sharing

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https://docs.google.com/document/d/13fA9FSo6AoeKPPlVgMTh59ChRBBI-F7PPwv4_TDAul8/edit

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Involving little teacher intervention,
Not focusing on form but on content,
Teachers promote real communication at the
End of a textbook unit, the
Role of the teacher is a facilitator,
Active learning promotes real communication in the
Classroom through role-play, discussions and games,
Textbooks tasks should be adapted, rejected or added to,
Identify the heart of the lesson
One language item at a time?
No! Produce a range of language items

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Stamping the items learners see in the music video.

Stamping the items in My Favourite Things, what the learners like and presenting other items they like.

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Get attention

Set the scene

Give instructions

Interacting

Monitoring

Checking

Correcting

Reflecting

Connecting

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As teachers, we should be facilitators so that learners can construct their own knowledge

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Textbooks are like fishbowls. They have set content for students to explore, just like how a fishbowl has decorations that the owner chooses. However, the fish might want to explore the ocean and its vast possibilities.

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Textbooks were previously restrictive but educational bureaus in pats of the world are attempting to reform the curriculum so that there is more freedom and no reliance on textbooks.

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1. The concept of scaffolding has frequently been discussed during my studies, however I was not sure how this was actualised in the real classroom until this course. I have always struggled with giving instructions because I find my students struggle to grasp all the instruction. Miss Fiona broke down a lesson into clear parts which allowed me to see an example of scaffolding. Get attention, set the scene, give instructions, interacting, correcting, reflecting and connecting. Not only do we slowly build up to the climax but we also break it down and process what we have learnt. Getting my students’ attention and ICQs and self-reflecting are strategies I am excited to bring to the real classroom.

2. Another beneficial skill I have begun to understand is the use of technology. Teaching with the support of ICT is still a relatively new method of learning at least in Hong Kong. Even after having taught online during all three lockdowns, I still struggled to do S-S interaction. All the online teaching methods were very helpful ways to reflect how I can readapt my teaching to work online. I can use Jamboard, drawing, annotating, stamping and ping-pong to engage my students. I hope my online students will always be attentive now that I am more equipped to teach in front of a screen.

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I felt contemplative while I planned how to prioritise interaction in my teaching.  It was intriguing to readapt materials to suit the Hong Kong context. I was also interested in researching different ways to engage the attention of my students instead of simply using a greeting to kick off the lesson. I also felt slightly panicky when my ‘students’ struggled to grasp one of the concepts, but I think that was a good experience to learn from and avoid in the actual classroom.

I am proud of using physical response to get the attention of my students. I had them react to my clapping instructions to get their energy out. In the real classroom, distracted students would be woken up by the sounds. In addition, I like how I used themes students in HK are interested in like Pokemon and superheroes to encourage intrinsic motivation. I also like how I called students directly so they would be on their toes and ready to answer. My classmates really enjoyed doing the self-evaluation with their fingers. They also liked how I used Jamboard to support pair discussion. One classmate commented on the warm and welcoming atmosphere I create in my classroom.

To improve, I need to make on keeping the theme more consistent. I first introduced the concept through Pokemon but the task was about Marvel. This may disorient some students whose minds are fixed on Pokemon. Moreover, I attempted to introduce the complex concept of empty versus not empty and should avoid teaching advanced ideas. I could also involve everyone in my task demonstration.

With regards to my goals for Week 3, I would like to continue readapting the materials to suit the interests of my target students but will keep the theme more consistent. I will also keep in mind to keep the level of ideas appropriate for the level of my students. I would also like to work on time management and ensuring everyone is involved during every demonstration. I would like to continue maintaining a positive atmosphere and using physical movement.

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Students

Given thinking time

Raises hand and waits

Diverse cultural background

Engaged

Self-directed learning

Assessed on an ongoing basis

SEN

20-30 class size

Equal opportunity to respond

Teachers

Graduate

Walks around and provides support

Gives feedback

Provides praise

Doesn’t spoonfeed answer

Gives individual attention

Refers to success criteria

Workshops to share ideas

Resources

ICT: Phones, interactive whiteboard, laptops, iPads

Visual cues/flashcards

Props

Realia

Stationary: A3 paper, marker, mini whiteboards

Dice

Random selection tool

Classroom set up

Sitting on floor

One table per group

Free movement

Sitting in a circle

Use of space

Separate area for tables and floor space, student work display, boards, posters, vocabulary, storage space, learning intention wall

Language teachers use

Appropriate to students’ language levels

Clear instructions

Important words are stressed

Staging of tasks

1. Rundown

2. Guesswork

3. Questioning

4. Concept

5. Groupwork

6. Produce product

7. Self-assessment

8. Student feedback

What surprises me

Maths focuses more on concepts than formulas.

Maths is communicative with student-teacher interaction and student-student interaction.

Separate space between floor and tables.

Three things I want to remember

Students reflect on progress

Refer to success criteria

Give thinking time

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Professionalism: 3

Language for Teaching: 3

Planning for Learning: 3

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You Gotta Be by Des'ree

Cus I'm Happy by Will Pharrel

The Circle of Life by Lion King

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No need to check everything

Keep questioning short