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It was great to participate in student-led activities. I don't have to make any decisions, just focus on the activity. It's quite enjoyable. I might not have been able to visit the studio alone if it wasn't for this trip.
My suggestions for CAS trip next year:
1. Students should set goals for their trip rather than just plan the itinerary, transportation, and meals. During the presentation, the purpose of the group was explained, but the goals can be identified more clearly.
2. Make a list of questions they want to ask during the trip.

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大家都能準時甚至提前抵達，有人負責提前購買票券。整體而言，時間充裕，除了故宮參訪完後花了一點時間在等車外，大抵行程流暢。

故宮展覽多為專業藝術品，未租語音導覽，易成走馬看花，有點可惜。然在親子專區嬉笑拍照，也頗能自得其樂。

下午參訪「多寶藝術學堂」，聆聽負責人韓淑華與導演林正盛對自閉兒藝術教育的介紹，神情專注，兩夫婦的用心與愛心令人感動。與幾名自閉症藝術家交談時，頗能感受到他/她們畫作中傳遞的能量。

隨後參訪「我們之間」影像工作室。導演、製片、攝影都熱情導覽、分享，林正盛導演更是知無不言，言無不盡。學生能事先寄送問題，讓互動有了較清楚的焦點。

比較不足的是，學生在接洽、互動時，過於羞澀，少了點社會化的寒暄、應答、追問，在「多寶藝術學堂」負責人播放完導覽影片時，靜默無反應，亦無進一步提問、互動；在和導演對談時，神情雖專注，但當他們向學生提出一些不算專業的問題時，如認識哪些導演、去電影院看過哪些藝術片、紀錄片時，學生都答不太上來。雖然參訪不同於採訪，但若能事先多做點功課，是否更能展現參訪者出對此次活動的重視與導覽者的尊重？

不過，初次辦理CAS活動，規劃可圏可點，時間掌控佳，過程大家也頗投入，相當值得肯定👍👍👍，其他就留待經驗的累積囉！🎉

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阿公金句發人深省 林正盛夫妻籌辦「永遠的學校」

【自閉兒轉大人番外篇】

文｜項貽斐

林正盛（中右）、韓淑華（中左）夫婦結合朋友們的力量，籌辦「多寶藝術學堂」。（翻攝自多寶藝術學堂臉書）

從事自閉兒藝術教育長達20多年的「多寶格藝術發展協會」藝術長韓淑華，最初是在「台北縣（現為新北市）自閉症潛能發展中心」接觸到自閉症兒童，並與一些孩子持續保持聯繫，看著孩子們一天天長大，發現他們其實需要一個更穩定的學習、創作與生活場所，於是與導演夫婿林正盛結合朋友們的力量，籌辦「多寶藝術學堂」。

韓淑華表示，一路走來20幾年，我看著這群孩子從國小好不容易跌跌撞撞到國中、高中、有的也有機會唸大學。「可是大學4年很快就過去，我就會想：他們大學畢業，再來是什麼？」

林正盛也說，「這群孩子跟著韓老師畫圖畫得不錯，可是仍與社會存在無法溝通的隔閡，他們的爸媽也很擔心，因終究要走出校門。後來韓老師認為，孩子們需要一所『永遠的學校』。」

「多寶藝術學堂」提供泛自閉症者以創作自食其力、以及學習生活的空間。（我們之間提供）

為了籌辦這所「永遠的學校」，林正盛、韓淑華夫婦與朋友們討論之下，決定成立一個「多寶格藝術發展協會」。林正盛笑說，「我那時很天真，覺得只要找人來就好，成立大會開了，就要選理事長，沒想到大家說『當然是你』，我就莫名其妙當選上理事長。」靠著朋友的幫忙，尋找合適的空間地點、重新裝潢佈置，在2016年於淡水關渡正式成立「多寶藝術學堂」。

「多寶藝術學堂」提供泛自閉症者以創作自食其力、以及學習生活的空間，在企業贊助下，一些有才藝的自閉症者，也可在此創作、領有固定薪水。林正盛說，自己從事協會活動時，獲得各界許多幫忙，他也常會想起以前祖父在村子裡聊到各種社會問題時說的一句話：「那些有的人如果願意拿一些給沒有的人，事情就解決了，這個社會也就有希望。」

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集資計畫 20 % 收入，將捐助多寶藝術學堂，長期穩定幫助星兒。

包容、關愛的生命教育，對孩子而言是一堂不可或缺的課，我們期望透過寄送公播帶至校園，讓善意的幼苗發芽，為孩子打造更多元的未來社會。
您可以選擇支持「公播帶公益方案」或於其他方案「加購公播帶」，並於備註欄指定想捐贈的學校，我們將會寄送給您指定的學校。

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《地球迷航》紀錄片 上映暨自閉症公益計畫

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集資計畫 20 % 收入，將捐助多寶藝術學堂，長期穩定幫助星兒。 包容、關愛的生命教育，對孩子而言是一堂不可或缺的課，我們期望透過寄送公播帶至校園，讓善意的幼苗發芽，為孩子打造更多元的未來社會。 您可以選擇支持「公播帶公益方案」或於其他方案「加購公播帶」，並於備註欄指定想捐贈的學校，我們將會寄送給您指定的學校。

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地球迷航拍攝完成
近期正在拍攝關於音樂家陳明章的紀錄片

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多寶藝術學堂周遭的植物 by怡初

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多寶藝術學堂周遭的植物 by怡初

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大小自閉孩子們共同完成的關渡街道圖

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大小自閉孩子們共同完成的關渡街道圖

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1. Overall, it was a fun trip. We rode and chatted and made some detours and saw interesting things. It was especially pleasant to ride on the bike-exclusive trails along the river or close to the wetlands.

2. We spent less than an hour at the gallery. I guess most of us simply roamed around aimlessly. We could have done some research beforehand to find out which of the exhibition(s) might be more interesting so that our visit to the gallery could have been more focused and productive.

3. We were not supposed to be riding on the sidewalk. And there were parts of the trip where we rode on the wrong side of the road—i.e., against the traffic flow. At several intersections or crossroads, the one or two of us who were bringing up the rear rode through a red light. At times we had to double back and some motorists and scooter-riders were not very friendly because they had to slow down and be careful while passing by us. All this could be frowned upon, illegal, and/or dangerous.

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大家都在專心聆聽負責人韓淑華女士的介紹

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考完國文老師換問生物老師。
上頭的兩隻昆蟲，到底哪一隻是螽斯，哪一隻是蝗蟲呢？
どっち？選んでください！

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在逛故宮時，他們開始發現一堆無法讀出讀音的生難字詞，因此跑來問老師，一開始的「簋」、「夔」、「彝」都還難不倒我，後來的開始拿青銅器上的古字來問我「彳羗」、「口ㄑ」，誰會啊？我又不是字典系的。　XD

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I was just following the students' lead that day as I wanted to know how they'd go about everything. I would say that the lead members did their parts so well and the rest just followed. I realized that I still have some roles to fulfill, like being firm with a "no" whenever someone asks my permission to do something that is really risky in my viewpoint, subtly reminding them to stick to the schedule as much as possible, and most importantly to never be late (I'm glad no one was late.) In general, I'd say I was very satisfied with how the trip went.   

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I was just following the students' lead that day as I wanted to know how they'd go about everything. I would say that the lead members did their parts so well and the rest just followed. I realized that I still have some roles to fulfill, like being firm with a "no" whenever someone asks my permission to do something that is really risky in my viewpoint, subtly reminding them to stick to the schedule as much as possible, and most importantly to never be late (I'm glad no one was late.) In general, I'd say I was very satisfied with how the trip went.   

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Vivian's overall observation and reflection

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Vivian's overall observation and reflection

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1. Teachers and students were involved a lot in every activity. So we can share our experiences of what we saw and did together. It's terrific to learn together. We are not the role of teachers; we are partners to help each other.
2. Teenagers like online games (e.g., 傳說對決) very much. It's their way of socializing. I could accept that if they played when the time or situation was appropriate. (Cause I like online games either) However, I was a little worried that they couldn't take a rest (especially their eyes) whenever the time they could play was our break time on this trip. Also, it's a pity that sometimes they couldn't calm down and feel the good things around them (用心感受當下的人事物).
3. Taichung City is Bennett's hometown when he was a child. (That's why he planned this trip.) He led us to many local places like the traditional market where he and his mom often visited before. He shared a lot about his memories with us which are really interesting and precious.
4. Thanks to my dear teammates on this trip. Most of the time we were together and if someone didn't catch up and they would wait and check (even when we were in the big museum). Luckily, they arranged everything and took care of me a lot (buying the tickets, finding a locker, pouring water...). I had a good day and explored what I had no experience with before on this CAS trip.

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Ben

觀察記錄：

整天的街訪過程中，發現六個學生都各有各的特色，有的很害羞、有的很外向，過程中也遇到了很多的困難，要不斷面對路人的拒絕，從中成長。

譬如一開始六個女生向前擁簇在路人身邊，身為老師的我們一看就知道給人壓力之大，成功機率之低，後來學生也發現這件事情並嘗試分組，起初的組別我認為是一組非常外向、一組非常內向，稍微有些擔心，而我隨隊內向的組別，的確她們也不太敢到處詢問，總是徘徊很久、猶豫很久才會做出行動。

然而在幾次的失敗後，也發現學生開始反思，後來他們竟得出一個重要的線索：要找年輕、單獨的男生，我心想的確，未經社會歷練的年輕男子，該如何拒絕3名高中女生一擁而上的提問？他的確做不到，這可能是他這一生僅有的機會，必定會好好把握，努力發揮，詳細的把他所有知道的事情回饋給學生。

果不其然！後來學生開始著重這類的客群，真的一次次的成功，也幫助他們找回了自信，只能說年輕的單身男子真是....嗚呼！

教師反思：

這趟街訪其實一直在觀察三個女生，他們對於社會的觀察敏銳度著實不夠，有一次的事件是一個西裝鼻挺的男生，以極為快速的步伐向著我們而來，大概連我國小的妹妹都知道他感覺很忙，結果三個女生還是以初生之犢不畏虎的心態上前攔住他，果然被拒絕了。

還有一個帶著工作證，手拿一袋袋麥當勞的女生，一看就知道在附近工作，幫忙外袋麥當勞回去給大家吃，想來也不會有時間停在路上接受訪問，買一送一的大薯豈能接受一分一秒的等待？誰又能抵抗大麥克及卡拉雞腿堡的誘惑？更遑論在烈日下流淚的香草冰淇淋。

的確學生遇到很多的挫折，得到了很多的拒絕，但是如果仔細觀察，哪些人可能會接受訪問？哪些人看起來很有時間？可能會大幅減少遭遇的挫折。

觀察，不僅是自然科學的觀察、人文社會的觀察、平時人與人之間的觀察，觀察同儕的情緒、肢體動作，都是日常生活中很重要的一環，口語來說，會不會看人臉色，也是觀察，自然科的探究實作四大項目第一項就是希望培養學生觀察探究的能力。

經過這次事件也了解現階段高一的學生對於觀察的能力實在薄弱，若未來不在高一課程中詳加輔佐，我想到了高二直接遇到探究實作課程，想必也會遭遇上述的挫折吧！此時就不能用三個小女生包圍一個年輕男生的方法來偷吃步了，該好好思考未來的課程設計該如何引導了！

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First of all, I would like to thank our CAS Coordinator, Vivian Chang, for making this whole trip possible. Indeed, careful planning was evident and students were exposed to initiating their own activities and taking responsibility.

One of my key takeaways yesterday from the group that I accompanied is the value of time management. The group decided to have our rendezvous at HSR Station and made the arrangements smooth by purchasing tickets ahead and the like. They were very keen on time which is highly commendable.

During the interview, a few people declined their requests. With this, they have decided that they will divide their group into two smaller groups considering that the interviewees might be overwhelmed by a large number of people. This act alone speaks out on how they reflected into modifying their strategy. Then, they have agreed as to what time and which place should we meet up after all the interviews.

Obviously, the decision was successful because they were able to interview a good number of people. In my group, I have observed that every after session, they will give us feedback on what went well and what went wrong.

Overall, the entire trip fostered the essential tenets of CAS. I am humbled by the experience and genuinely learned from students' reflective actions. I am looking forward to knowing their reflections on their own initiatives.

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聯繫的學生Eva有盡責的通知時間（只是更

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聯繫的學生Eva有盡責的通知時間（只是更改集合地點也要彼此通知一下。）很高興認識一個桃園的創客基地，與主辦人聊天中瞭解了對於steam教育理想與實際創業的辛苦。學生有認真製作與執行，觀察到Stacy會主動協助回收材料，同學彼此之間遇到困難會互相協助，認識雷射雕刻的操作方式。午餐組主動協助張羅，但點餐的時候應該先貌的說明餐點內容與金額，或許也應該禮貌的詢問對方講師是否需要後再一起訂餐。整體來說這次參訪還算順利，琇惠老師離開前有給學生分享一些她的看法，有機會再請她分享。

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在這一次的行程當中，看見了自己能夠給學生的真的很有限，也看到了學生有無限的可能。在扮演一位教育工作者的路上，作為教授者的角色究竟該佔多少的比重，又有多少的比重要放在引導者的角色。

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Maggie
Overall, the students handled their CAS trip well. I think the main reason is that the role of each student in this group was clearly divided, so the team members  were able to take each of their responsibilities without doubt. In addition, some thoughtful behaviors were observed from the beginning of this journey. For example, they checked the schedule with the teachers before the departure date and pre-order the high speed rail tickets for all group members.

The most impressive moment of this journey was that Cheva reflected the history of political prisoner in Taiwan was similar with Indonesia while we visited the Old Taipei Police Department. Though the students felt indifferent of the museum in the beginning, they still learned something during the journey, if they open their eyes and ears.

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It was a fun experience to actually go out of school and just do something not academic with students. You'll get to know them more to the core or see other facets of their personalities that we do not usually see. It also reminds me that an adult's role is really indispensable in activities like this. Our wisdom in life can help guide them on matters that they don't usually encounter on a daily basis, like decision-making on trips as a group, reminding them of the risks of an activity, looking out for each other in an unfamiliar place, and many more. I learned as well in the process not just about my students but also about myself in being a friend to them and an adult in authority at the same time.

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It was a fun experience to actually go out of school and just do something not academic with students. You'll get to know them more to the core or see other facets of their personalities that we do not usually see. It also reminds me that an adult's role is really indispensable in activities like this. Our wisdom in life can help guide them on matters that they don't usually encounter on a daily basis, like decision-making on trips as a group, reminding them of the risks of an activity, looking out for each other in an unfamiliar place, and many more. I learned as well in the process not just about my students but also about myself in being a friend to them and an adult in authority at the same time.

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My reflection on a trip to museums that people seldom go（Naiyun)

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My reflection on a trip to museums that people seldom go（Naiyun)

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Although students said it’s a trip to “museums that people seldom go”, and therefore implied that they are not interesting, I enjoy it very much. One reason is that I’ve previously been thinking about visiting those two places. The other reason is the way students guided us to the two sites. They knew very well where to go with a very chill pace.

Honestly, as a teacher, I’m not used to be led by students. But I ended up liking this form of activity because I saw how everyone knows what they should do. In a “traditional” school event, we often see that students are not willing to join and engage much with others and the activities themselves. But in this CAS trip, everyone showed the subjectivity, and everyone found their role very well.

Also, these two museums ended up presenting the development of human rights in Taiwan history through different periods. But, this seems a coincidence for the arrangers. However, I learned a lot in the trip and I feel quite inspired by the people working at these places when I interacted with them. I can see they work following their beliefs and faith.

Thank you to team.

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其實這兩個館都是我以前就想來的，謝謝這一組圓我的夢。

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很少人要去的那種紀念館 2.

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很少人要去的那種紀念館 2.

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很少人要去的那種紀念館 1.

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很少人要去的那種紀念館 1.

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學生給我體育課的建議是我上課的引導都講太細太久時間掌控不佳（這是我一直以來的缺點確實需要改善），今天弓道課的老師很專業但一開始就講了半個小時（好熱又好癢），以為可以開始練習了又繼續集合補充，我發現我無法保持專注也沒有耐心了（我是個好動的學生），我非常可以體會學生的感覺，也對於未來自己的教學會特別注意避免類似的錯誤！

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I was nervous because I have an international workshop at London Time 6/29 10:00 a.m. and I thought it's already started in this afternoon. Students used their knowledge and skills from geography class to transit it to our time zone. They comforted me and said: Teacher Vivian, don't worry! Your workshop hasn't started yet. It's tomorrow.😂

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今天的得藝創客參訪，接近中午時，發現原來

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今天的得藝創客參訪，接近中午時，發現原來老闆是學生家長，因為學生不舒服，媽媽來接她先行離開，另一名創客老師叫了一聲老闆娘，才露餡了。哈哈....。

整天的活動，學生們不論自行前往或一同搭車，都準時到達會場，午餐也外送到場，順利用餐。早上聽了老師說明成立工作室的理念和看了一些3D列印和雷射雕刻的作品，便著手操作今天要做的萬年行事曆。

今天學習和使用到的工具和軟體有：游標尺測量、Tinkercad軟體畫圖(量實物、畫出一張和實物一樣可用於雷射雕刻的圖檔)、網路版去背軟體使用、Laserbox軟體合併畫好的圖和想加入的底圖、組裝萬年曆零件、電烙鐵焊接、熱熔槍使用、使用螺絲起子鎖螺絲。最後因為時間來不及，雷射雕刻的成品無法現場領取，只能拜託老師幫我們後續加工，再交由學生帶來學校，做最後的組裝，完成作品。回頭看，今天在實務上，也是經歷了很多全新體驗和學習。

但因為溝通後，才知道行程部分是一位學生和家長之間將整個行程喬好，組員對活動行程內容的參與和討論應該是少的，對今天的內容，在先前討論的部分，就少了一些，對於該工作室的理解，或是想要了解的問題，沒有呈現出原先報告興致勃勃的感覺，就像是參加一個別人安排好的行程，主動、積極了解的部分少了，有些可惜。

難怪我到現場就覺得有種怪怪的氣氛，學生沒有甚麼接洽和應對的部分，大家都到了，老師自己就接棒開場。如果真的在企業參訪，或許會永不錄用吧！哈哈…我覺得很尷尬，也有種失禮的感覺，連最後要離開，我就問學生你們不表達一下感謝嗎? 他們最後才一起說謝謝。這是我覺得如果未來要學生規劃參訪之類的活動，必須要他們先討論或記錄下想問的問題，並在活動中觀察、討問得到答案，才不會處於被動學習的狀態，並且要提醒有活動接洽和最後收場表達感謝的部分。我也跟他們說，今天能完全免費，是因為家長的熱心贊助，能有一天的實作課程，有兩位老師在場指導，還有使用工具、軟體、有冷氣吹、有材料製作、還有作品，絕對不會是理所當然的，要懂得感恩。

不過今天學生在實作的部分，也還算是認真參與的，如果他們能夠透過提問，解開自己的疑問或好奇，或許更能提升這趟旅程的意義。

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When we left the art museum and headed to the ubike station, we were shocked to find that there were not enough ubikes for everyone so the leader Benette searched for another ubike station nearby and this time there was one for everyone. In face of unexpected situations, the leader will take responsibility and solve the problems. The other team members also tried to help out or provide suggestions. No one complained about this.

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Wanling
1. Courtesy and thoughtful:

Students sent their project and reminded teachers of the time and other detiails individually before the trip. During lunch, they also tried to take good care of all teachers by sharing their dishes with us.
2. Over budget:
take Uber to get to the next restaurant.
3. Students learned to observe possible targets to answer their questions on the street after being declined by the passengers many times.

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Bennett led us ride bikes to our destination 

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Bennett led us ride bikes to our destination 

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組長Bennett發揮領導力，一邊找路一邊帶領大家到目的地，除了快速判斷方向之外，還考慮到要選擇比較安全的路段，當發現有人跟不上時會互相提醒，雖然還是有一些驚險的情形（幸好沒事），但大家都互相幫忙提醒，安全到目的地！
Ps.今天有發生的狀況（經互相提醒後有改善）：停車時併排聊天擋住後面車輛、前導群沒有發現後面的夥伴被違停的汽車擋住且後面有很多快車一直衝過來（後來有狀況或脫隊時要喊一下或響鈴）、跟公車太靠近、老師沒有提早完成註冊是熱心的同學協助與等待才順利設定完畢！

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準時到達鄭南榕紀念館參與導覽，而且學生有

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準時到達鄭南榕紀念館參與導覽，而且學生有提醒工作人員我們需要英文版導覽。

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Carine and me practiced archery skills very hard with the students.

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弓道讓大家的手都破皮瘀青了，但大家還是練習了1小時，顯示了毅力與挑戰自我的特質！

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錯過半小時一班的公車，討論後續如何趕上行程。有了一次經驗，之後規劃行程就會事先查詢交通時刻。

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學生到最後都沒有放棄，過程中有人發現了自己的才能、或沒有才能。被蚊子一直叮，大家都忘記帶防蚊噴霧了。

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可靠的男子們把大家準時帶到目的地。這棟建

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可靠的男子們把大家準時帶到目的地。這棟建築好美，值得再來一次。

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Benson and Kelianne served water to everyone:)

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總務一開始就負責任地收大家的車票

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總務一開始就負責任地收大家的車票

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是個明智的舉動

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除了見識到3D印表機，也操作了3D程式的設計，學生最大的收穫，應該是王老師分享的商業營運模式的知識，對學生應該有很大的啟發。

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除了見識到3D印表機，也操作了3D程式的設計，學生最大的收穫，應該是王老師分享的商業營運模式的知識，對學生應該有很大的啟發。

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學生第一次使用游標尺，比物理課使用游標尺有趣很多。

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學生第一次使用游標尺，比物理課使用游標尺有趣很多。

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Problem solving:Students measure sizes by 游標卡尺 before making 3D models.（逆向工程的練習。）

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今天一大早出門，想說時間綽綽有餘還跟秀雲約好在校門口騎YouBike去高鐵站，但路上塞車決定直接開車到高鐵站，我們這組約好7：50集合，為了要準時（覺得自己應該要提早一點到）只好心痛地停在室外停車場（停車費一天600很貴啊😖)，口乾舌燥不敢去買水深怕大家等我，結果7：45到集合點都沒有人，秀雲47分到了（她原本要騎YouBike但卡片有問題所以從學校走路趕來），我們聯絡群組沒有人回應，還進去摩斯找學生...後來學生56分出現說他們去買早餐時感覺特別奇怪，但至少自己沒有遲到，希望之後大家都有共識要養成準時的習慣！我也要再更早出門才能應付突發狀況

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預定時間9：30順利開始

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預定時間9：30順利開始

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學生學會了如何看地址，看門牌，然後找到地點。

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學生學會了如何看地址，看門牌，然後找到地點。

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行程規劃表中，地點名稱有同音異字。

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行程規劃表中，地點名稱有同音異字。

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學生準時（時間內抵達）集合地點（桃園高鐵站內mister 🍩 ) 準時搭上車。

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學生準時（時間內抵達）集合地點（桃園高鐵站內mister 🍩 ) 準時搭上車。

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學生統一買車票當場發。
和外籍生互動較少。

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出發的集合地點只說在校內，應該可以更精確在校內的哪一個地方。

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出發的集合地點只說在校內，應該可以更精確在校內的哪一個地方。

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They said they were buying their breakfast 😰 They looked innocent and said sorry to us.