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Dear Anthea,

Thank you for sharing your letter to your future self. It was a lovely reflection and demonstrated your key learnings throughout the course and takeaways from your peers and your own Peer Teaching.

You have identified lots of features of your teacher toolkit, including using annotate functions, using ICQS and creating interesting contexts. For example, the context and set up for your CLIL music lesson in particular was very memorable. I hope you get to use it next Halloween!

Congratulations on your progress thus far and all the best for the final week of e-Immersion. I appreciate your participation in class and look forward to your upcoming showcase video on the magic of role-play.

Best wishes,
Fiona Wiebusch

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How valuable is technology?
- It's very important and valuable especially in this rapidly changing society. Technology helps a lot during Covid, physical lessons changed to zoom/google meet, meetings changed to zoom, or other platforms.

How has your perspective changed?
- technology is important, but it can't take up the role of a teacher eg. counselling

How will tech affect the way we teach?
- More interaction with students
- Self-directed learning
- Flipped classroom

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5 teaching activities you want to keep from the HKU-QI Program (1 from each week)

Show & Tell

Reading Race

Gap-filling Dictation

Listening Detective

Draw and share screen (Quick, draw!)

4 teaching terms you learnt and want to explore more

CLIL Matrix

SARA Approach

PDP (Pre - During - Post)

Test - teach - test

3 things you learnt from your peers during the program

Pamela's storytelling skills (intonation, speed)

Shelly's self-designed teaching materials with beautiful illustrations, wh- wheel

Kate's teaching tone (clear and engaging)

2 things you thought about in terms of your future learners

Grade teacher's language according to students' level (DO NOT use complicated words, use pictures or paralinguistic features when teaching)

Provide scaffolding to students

(Always provide an example, use ICQs to check their
understanding)

1 goal you have for your final week

Create a good video to wrap up my 6 weeks journey and give BIG thanks to all the instructors and my supportive peers!

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What does CLIL stand for?
- Content & Language Integrated Learning

What are some typical features of a CLIL lesson?
- Dual-focused aims
- Skill-based focus
- Good teaching practice
- Hunger to learn

In what ways is a CLIL lesson similar/different to other types of lesson plans?
- Focus hugely on content
- Teachers need to spend time writing clear learning outcomes for each lesson

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Dear Auntie Pat,

I am Hush. I am writing because I need your advice.

I am experiencing serious dental problem because I eat too many cakes. I feel so painful and frustrated. I struggle everyday when I eat.

Grandma suggests me to see a dentist but I am scared. Will I be punished by the dentist?

Can you help me? Thanks a lot!

from
Baby Hush

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Dear Baby Hush,

I'm sorry to hear that you're suffering from a toothache. It sounds like you're in much pain and you're feeling distressed. It's totally understandable to fear going to the dentist, Hush. I have to say it's not a pleasant experience at all. That said, I would still advise you to pay the dentist a visit because I would not like to see your appetite being affected because of your toothache. Also, you don't have to worry about the dentist punishing you because dentists are very kind people and would be as gentle as possible. You might have to intake less sweets and brush your teeth more often in the future though. Otherwise, you're going to have bad teeth again!

Take care and let me know your decision in the end!

Love,
Aunt Pat

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#A_fantastic_experience
#Read_aloud_well_with_enthusiasm
#Be_expressive_in_your_own_way
#Use_your_voice_to_create_music
#Facial_expressions_speak_louder_than_words

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

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Virtual School Visits 2 (Secondary schools) 

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Virtual School Visits 2 (Secondary schools) 

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Students:
- limited schooling background
- indigenous background
- diverse learning needs

Teachers:
- provide scaffolding to students before and after the task
- not to assume prior knowledge on a particular topic
- cooperative community family type approach (create activities that include cultural meaning for students
- connect what the school gives and what their life gives)

Resources:
- drama, visual support
- capacity matrix, on-demand testing
- outside experience (authentic real-life context)
- whiteboard, microphones, music

The classroom set up:
- sit in groups

The use of space:
- the classroom is not packed, teachers can walk around and go to different tables to offer guidance and help

The language the teachers use:
- supportive and encouraging (inclusive verbal and non-verbal communication)
- create a common language with students (use music, raps, invite a hip hop artist to encourage shy students to speak and express their ideas)
- simple language, repeat complicated concepts

The staging of tasks:
- warm-up activities (for engagement)
- set up one activity but pitched at 3 levels, write reflections at the end

What surprises you:
- teachers are willing to spend a lot of time on shy students, and create lots of opportunities for them to learn outside school. They are also very passionate to find a ‘common language’ with students even though they are not familiar with the topic

Three things you want to remember:
1. Creating one activity but pitched at a minimum of three levels (one/two/three star task) will be good enough to cater for learners’ diversity. This is better than spending too much time designing different activities which may overwhelm teachers.

2. Finding a common language with students is very important. When students are interested in a particular topic (e.g. music, sports, art…) they will be willing to speak up and give groundbreaking ideas. Passion conquers everything.

3. Implement scaffolding and support strategies to help build students’ confidence, especially for beginners and newly-arrived students.

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Inclusive Education - Micro-reflection: Top 6 Post

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Inclusive Education - Micro-reflection: Top 6 Post

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The principles and practices of 'inclusive education' in Australia

Get to know your students as a person first and then understand the impact of disability on them.

We do not consider disability as a deficit, but we appreciate them by being strong, adaptable, and resilient.

Add 2 things you want to take back with you into your classroom in Hong Kong

Always use positive and progressive language as teachers impact greatly on how the students view themselves

Every student is equal, students with disabilities can also contribute and participate in all aspects of school, as long as they are supported to learn.

Add 2 things these activities and videos made you think

Unity (how to make sure every student is being involved in the class and not being left out)

Strength (how to discover the strengths of quiet learners, they maybe gifted children!)

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1. How did you feel in PT?

I feel very nervous in peer teaching as some technical problems occurred in the beginning and I ran out of time.

2. What are you proud of?  Why?
I feel proud because I taught vocab in a clear, precise way, and include most of the aspects of teaching a vocab (form, meaning, use). For example, I break down the words into several parts (‘rough’ → r_ugh → r_ _ _ gh) in order to help students learn the form of this vocabulary. Visual aids such as pictures and scenarios are used to explain the meaning and usage of the word respectively.

3. What might you do differently?  Why?
I might do two things differently in the next peer teaching session. First, I will cut down the content and focus on 2-3 concepts only. As I won’t have enough time to explain some difficult words and give examples if I include too many concepts, I decide to stay focus, slow down and be clear. Second, I will try to make the activities more specific to my teaching goal. I always want to include interactive activities (posting on Jamboard, voting on Menti-meter) but I ignore the purpose of the activities. Therefore, I will think more about how to make a linkage between the activities and learning goals so that students think that doing the activities are meaningful, hence more engaged and motivated.

4. What are 3 things you have you learned about Australian Education?
i)  Students are encouraged to learn beyond the classroom by joining different activities (visiting the art gallery, planting – bush tucker)

ii)  The Australian curriculum focuses on the development of students’ skills (communication skill, problem-solving skill) rather than accuracy in assessment.

iii)  Teachers always incorporate Australian culture (food, animals…) into their teaching, hence cultivating students’ sense of belonging and appreciation to their own country – Australia!

5. What questions do you have?
No questions at the moment, thanks a lot! 😊

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1. How did you FEEL?

I felt a bit stressed during the preparation process as I was confused about how to conduct the activity (e.g. the speaking sequence). Yet, the lesson went on smoothly, a big thanks to all my groupmates for their participation. I was less nervous compared to my performance in the first peer teaching, ‘’practice makes perfect’’, I am looking forward to the upcoming PT sessions!

2. What are you PROUD of?  Why?

I am glad that there is a clear linkage between the learning goal (teaching about politeness in conversation using the question: can you repeat that please?) and the activity (You read, I write). I reflected on my first PT so that I was more thoughtful when designing the activity this time, supportive comments from my groupmates such as ‘’the purpose of the activity was very clear and explicit ‘’ make me feel proud as it showed that I made improvements and progress each time.

3. What might you ADAPT?
I will change the way of demonstration. It may be confusing to put a wordy instruction and demonstration on google slides as primary learners need time to read the words and need help in understanding the flow of the activity. It would be better if I demonstrate using the worksheet which will be distributed/sent to the students, so students can see what missing gaps mean and how they can take turns to read out the text. I can also invite students to present the sentences to make the activity more productive (encouraging students to speak based on what they hear), which is one of the aims of speaking activities.

4. What 3 speaking activities will you add to your toolkit?

1. Find Someone who

2. Rhyming words
(Ask students to guess what is in the picture/ask them to draw --> read out the words and see if they rhyme)

3. Body Parts
(Ask one student to draw out a character (e.g. Mr. Monster) by asking their peers to describe the body parts (e.g. He has two ears)

5. What 2 STRATEGIES will you take with you to PT3?

1. Use SONGS to get students’ attention and revise what they have learned

2. Prepare a SCRIPT and rehearse before you teach (Remember to use simple wording!)

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Virtual School Visits 1 (Primary schools)

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Virtual School Visits 1 (Primary schools)

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Reflections
I was very impressed by how teachers engage students in different ways and how students participate actively in the learning activities. Here are some examples of the strategies/teaching methods presented in the video:

Use ICT: digital camera was used to record students’ role-play of character emotion and this allows students to reflect on their experiences/what they have done when they watched it back

Use cue cards: focus on specific things which make the learning goals clear

Write notes about students’ performance: teachers may easily forget how the students perform if he/she just put a tick on the criteria box, writing comments and notes clear teachers’ misconception

Ask students to design their own shape and introduce it to their classmates: encourage peer learning through sharing, students can be active learners the whole time

Join neighborhood professional learning workshop: learn from other teachers and stimulate teachers’ thinking (what can you do more?)

Include kids in the planning process: allow kids to work on their own level, hence cater for learner diversity

Use random selection tool: provide equal opportunities and encourages active participation from everybody

Create learning intention wall: got it – getting there – I need help, articulate learning for teachers and parents, thus enhance learning outcomes

Among all the methods mentioned above, there are 3 things I want to remember:

1.   A child-centered approach should be adopted when teaching so it’s very important to include kids in the planning process. The activities that students do are their work so there is a need for students to take ownership of it, students love being part of the project! The teacher can initiate the brainstorming process and elicit ideas from students, then he/she plans what students will be seeing in the classroom. It is true that preparation takes time as you have to take the needs of all students into consideration, but it is worth doing that because a better learning environment can be created. Students can work according to their level, hence cater for learners’ diversity. I believe that when the concept of ‘’FOR students’’ and ‘’FROM students’’ are incorporated during the planning process, the learning outcome will be more effective and every student will be willing to participate in the activities.

2.  State the learning goals at the beginning of each lesson and posting on learning intention wall at the end of each lesson. Sometimes, students lack motivation because they do not know what they are learning and why they have to learn it. Spending 5 mins talking about the goals is essential as they provide a foundation and creates a purpose for all the activities that are going to be done in the next 40 mins. Posting on the learning intention wall at the end of the lesson allows students to reflect on their learning independently, teachers can also keep track of students’ progress and report to parents if necessary.

3.    Engage conversation with my teaching partner, every teacher has their own teaching style and their strengths. When we always emphasize the importance of peer learning to students, we as teachers should also learn from our colleagues to create a collaborative teaching environment. It’s also essential to discuss the flow of the lesson, division of labor (who will be the lead teacher in activity A and who will be helping out in the groups), time management in order to conduct a smooth lesson. Conversations allow teachers to be clear of their role and learn from the other teaching partner.

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HKU E immersion Week 6 video (Anthea Chan)

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5.1.2 CLIL Visual Arts - PT5 lesson outline (1)

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1.  How did you feel in PT?
I am satisfied with my own performance. Learning from the previous PT experiences, I gathered all the glows and grows and make improvement each time. Feedback from peers is really useful as I can know what did I do well and what did I confuse students from my students' (classmates') perspective.

2. What are you proud of?
I am proud of giving very clear instructions to students about the writing task. I showed the sample and used coloured blocks to highlight different writing components and my classmates found this useful to explain the content part of the task. I am also pleased that my classmates like the character Amy! Teacher-in-role is effective in getting students' attention and engage them in the lesson. In a physical classroom, I can invite a guest to share top writing tips with students. Students usually pay extra attention when there's a guest!

3. What might you adapt?
Creating a purpose for reading aloud:
I can link students’ brainstorming part to my poem since I have asked students to pay attention to the highlighted words. It's better to provide at least one task to students which are related to the writing task afterwards when the teacher is reading aloud. This creates a smoother and more natural transition from reading to writing.

4. What questions remain?

No question at the moment, thank you! :)

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- Canvas
- Wordwall
- Jamboard
- ifake text message
- Answer garden
- Powtoon
- Vocaroo
- Quick! Draw
- Colouring home (Dot to dot pictures)
- Lyrics Training

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1. How did you feel in PT?

I felt a bit excited before PT and I was calm when teaching. Since I get used to the routine of doing PT every week, I wasn’t that nervous compared to the previous ones. Confidence is built each time. The activity my partner and I designed is quite funny and interesting so we are looking forward to seeing our classmates’ responses!

2. What are you proud of?

I am proud of my creativity. A storyline was developed to bring students to the context of a magical animal farm, this helps a lot in getting students’ attention and engaging them. Subsequent activities (Farm Prefect Election) are also related to the context and personalized, I am glad that my classmates enjoy imitating animals’ sound. Their active participation showed me that learning can be happy and take place in a natural way, instead of merely forcing them to do exercises on worksheets. Secret drilling can be done when you incorporate grammar or other language rules in activities.

3. Did you achieve your communicative goal?

Yes, students used question tags and adjectives during the interview for farm prefect election which they can reuse those adjectives in daily lives. For example, describing animals when they go to a farm or introducing their personality to others in different kinds of election.

4. Did the students produce authentic language?

No, as we didn’t give clear instruction as to which adjectives students should use to describe a particular kind of animal so some students choose adjectives randomly while some pick adjectives that linked to the actual features of animals. I know that students are confused when they do the task as each of them use different sentence patterns when answering the question ‘Why can you be the farm prefect?’. I should state the language focus and the sentence structure in a clear and explicit way in the beginning of the activity.

5. Did they need to interact to complete the task?

Yes, each student is involved in the role-play (do an interview with other farm prefect candidates), which all of them pretend to be animals and conduct a ‘Question and Answer session’ with their classmates in order to do the voting.

6. Any other changes you would make?
i) time?

I think my time management is pretty good. I would like to reinforce students’ knowledge by spending some time on revising the adjectives before working on the task.

ii)  instructions?
I need to improve on giving instructions. First, I should follow the flow of the activity and explain the rules step by step. Sometimes, I may jump between different points when I forgot what to say and this may mislead students, especially primary learners. Writing a script and practice several times beforehand may help. I also need to make sure that my demonstration is the same as the given task. If my intention is to make students use the sentence pattern ‘I am xxx (adjective) because I can xxx (your ability to do something)’, I should also use this sentence when demonstrating, not just asking students to use whatever sentence they like as long as they include adjectives in it. This will create discrepancies in students’ work.

iii) language?

I should set a specific target language and the activity should match the learning goal/language focus so that it’s meaningful to do the activity.

iv) student talking time?

The ratio of teacher talking time and student talking time is 6:4 so I think it’s fine.

7. What questions still remain?

No question at the moment, thanks a lot😊

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Describe 3 things you learnt about the structure of Australian education.

1.   Students study for seven or eight years in primary school, starting at Foundation (also called kindergarten/preparatory/pre-school) through to Year 6 or 7.

2.  Students who complete their secondary school program at Year 12 or equivalent are awarded a Senior Secondary Certificate of Education. Then they leave school to undertake vocational or higher education courses and/or start work.

3.  The Australian academic year begins in late January or early February for school students and runs to mid-December.

Identify 2 things that interested you from the infographics.
1.   Functions of high school: 71% of educators think that providing students with life-long learning skills they can apply to all situations is the most important function of high school, only a small percentage (5%) think that equipping students with the necessary skills to enter the workforce later on (HK is the opposite, that’s why education is described as a means to social ends in HK. Teachers believe that social and economic efficiency is the underlying concept so they focus on skills that are useful to future employment. Rarely, students are given a chance to explore themselves and try out different things (farming, visiting the art gallery)

2.  ‘’Own their own home’’ come first among the top five hopes of students, I am surprised as housing is such an important element to Australian students! And I wonder if the housing price is quite high in Australia. I want to know what exactly they mean by owning their own home, is it living alone without parents, having a family with their spouse or getting enough money to buy a flat instead of renting?

Write 1 question you have about Australian education.

1.  How do schools help international students (students from other countries) adapt to school life? (Foreseeable obstacles: language barrier, meeting new friends, not able to catch up with the progress…)

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3 speaking activities I will put in my toolkit:

1.   Role - play

2.  All together now

(students speak about a topic at the same time)

3.  Show and Tell

2 tips for giving clear instructions:
1.  Demonstration
- show students how to do the task and do an example with a student

2.  Use ICQ (Instruction checking question)
- check instructions with closed questions (e.g. Do you show your picture to your partner? (yes) etc.)

1  challenge you face running speaking activities with primary learners
1. Classroom management
(e.g. In the activity - Find Someone who, kids may get out of control such as jumping, screaming...when they find someone who has similar interest as them so it's very important to set rules. Giving them an appropriate time limit is equally important to make sure they won't chat about something that is not related to the task.

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1. I have a younger sister.
2. I passed my driving test.
3. I love playing stand-up paddling.

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A very thoughtful reflection Anthea - thank you.
PS Please change your settings to enable comments/likes etc

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- Listening detective
- Tiny dancers (use fingers to dance)
- Song Spaghetti

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- Show & Tell
- Role play
- All together (speaking about 1 topic at the same time)
- Gap filling dictation (You read, I write)
- Shouting dictation
- Students give feedback (writing on each others' back)
- Weekend windows
- Song (Lean forward & lean backward, Bend and Stretch)

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- Word Search (help ss review before new)
- Reading race
- Star stories (GTKY activity - each ss write 4 numbers about themselves)
- Cooperative listening
- Jigsaw reading
- Reading review activity (quite challenging for primary learners!)
- Do and discover

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PT 4 - My favourite Season - Google Jamboard

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1. Padlet Peeks

2. Answergarden

3. Mentimeter

4. PT Criteria or Checklist

5. Glows and Grows

6. TAG - Tell Ask Give

7. Peer-peer reflection & discussion

8. Individual reflection + questions

9. Jamboard

10. Progress descriptors

11. Barometers

12. Continuum Clicks - click on the spot that represents you <-->

And these as well:

Students write a reply to a peer’s work.

Teacher uses a criteria sheet to give feedback on cohesion and use of language.

Teacher writes a comment responding to the content in the piece of writing.

Peers correct each other’s work

Teacher asks students to use correction software, e.g., Grammarly.com

Teacher uses the class correction code to provide feedback on the use of the grammar studied that week.

Students use the correction code and give feedback on each other’s spelling and grammar.

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https://learning.qagoma.qld.gov.au/artworks/musical-diary-1/