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8.3.
FORSTER COLLABORATION AND COMMUNITY
Our group apply this checkpoint in teaching by these following steps:
(1) We set up teamwork project for class nearly the end of the semester. As the course is Business communication and negotiation, students are expected to research and choose an authentic negotiation situation to present at class.
(2) We allow students to choose their partners by conducting gallery walk activity in which students showcase their interests, strengths, and weaknesses.
(3) Students are allowed to choose any negotiation situations that are closely related with knowledge learned in class. analyze
(4) Students could choose any form of presentation: movies, newspapers, role plays, etc.
(5) When 1 group is presenting, other groups are required to ask questions and assess the presentation based on the assessment criteria provided by teacher.
(6) Each group are also required to create its own assessment criteria to evaluate the contribution of each member.

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I would like to share an amazing case in my class. Normally, at the end of the lesson, I always ask the students present what they learn today. Oneday, one of the students make a song with the words that he learn from my lesson. The song is very interesting and all students are easily to remember the key terms. I will encourage my student do as he done in the future because I recognize that it is important for all learners to learn composition, not just writing, and to learn the optimal medium for any particular content of expression and audience.

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One activity that I often use into my classes is a presentation assignment where students are required to present a topic by using PowerPoint.

However, I can alter this activity to meet “5.1 Use multiple media for communication”. To do so, I would modify the assignment instructions to allow students to choose the medium of their presentation. Like Creating a visual art, Produccing a short video or animation, Composing a song or writing lyrics, Designing an interactive website, create an interactive online presentation…

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Representation --> Comprehension --> checkpoint 3.1

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Representation --> Comprehension --> checkpoint 3.1

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1. Checkpoint: activate and supply background knowledge
2. In my course about introduction to tourism activities, I start the lesson by asking students to share one of their recent trips. Through this activity, students can recall their prior knowledge relevant to what tourism services they used and what activities they did during the trip and the benefits they gained after the trip.
To alter this activity, I will add more choices on how they can share their experience through using verbal, oral and visual tools.

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9.1. Promote expectations and beliefs that optimize motivation

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9.1. Promote expectations and beliefs that optimize motivation

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Support activities that encourage self-reflection and identification of personal goals
+Using the refective essay, in which students can choose any three lessons, this assignment asks students to use the DIEP strategy. The four steps in this approach are to describe an insight (new understanding), to interpret and evaluate it, and to plan how it might transfer to future practice or learning.
+ Asking students to identify what kinds of job position each student would like to work after graduation, find a relevant job description and person specification, setting his or her personal dream job and know what they prepare to get it.

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In my international trade lesson, I encourage my student use multiple media for communication. Learners can choose hot topics they are interested which related to international trade, then they demonstrate their knowledge by infographic, handwrite, drawing, design a video or animation presentations.

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9.1 Promote expectations and beliefs that optimize motivation

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9.1 Promote expectations and beliefs that optimize motivation

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In my class, i could promote the students' expectation by asking them to tell what they  actually expect in my course, not only the knowledge, maybe I could give them chances to practice more skills through applying the theories on the case studies or analyzing the real issues.

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In my class, after students do the midterm test, I always try to provide feedback that models how to incorporate evaluation, including identifying patterns of errors and wrong answers, into positive strategies for future success.

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Action and expression --> Executive functions --> Checkpoint 6.1

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Action and expression --> Executive functions --> Checkpoint 6.1

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1. Checkpoint 6.1: guide appropriate goal-setting
2. Sometimes, I ask my students to set the goals for their learning in a specific course, yet I did not provide them with tools/ways to do goal-setting. To alter this, I will
- Provide prompts and scaffolds to estimate effort, resources, and difficulties
- Provide models or examples of the process and product of goal-setting
- Provide guides and checklists for scaffolding goal-setting

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I ask students to do the report on market research; now they can choose the type of real estate, the market segment, the type of market research, the market area, the length of the report, the way it presented...

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Engagement -> check point 7.3 Minimize threats and distractions ->Sustaining Effort & Persistence

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Engagement -> check point 7.3 Minimize threats and distractions ->Sustaining Effort & Persistence

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When motivated to do so, many learners can regulate their attention and affect in order to sustain the effort and concentration that such learning will require. However, learners differ considerably in their ability to self-regulate in this way. The external environment must provide options that can equalize accessibility by supporting learners.

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In my class, with subject of constructing portfolios that has maximum expected return and minimum risk, I give students information of several assets for choosing and building their own portfolio

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In my class, with my subject of real estate business course, I Offer learners  different topics to develop self-determination, pride in accomplishment, and increase the degree to which they feel connected to their learning.

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7.2. Optimize relevance, value, and authenticity

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7.2. Optimize relevance, value, and authenticity

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Student identify their expectations to the course at the beginning.

To meet the checkpoint " Provide tasks that allow for active participation, exploration and experimentation", in my class I usually design group assignment that allows student actively participate, explore and doing their experiments.

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In my class, when I introduce a definition, I always put the key elements in red. Then I can make graphics or diagrams  to describe the definition or link key elements with other terms.

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In my opinion, i will choose Engagement for learner. One of the most important things a teacher can do is to create a safe space for learners. When learners have to focus their attention on having basic needs met or avoiding a negative experience they cannot concentrate on the learning process. While the physical safety of a learning environment is of course necessary, subtler types of threats and distractions must be attended to as well.

Create an accepting and supportive classroom climate

Involve all participants in whole class discussions

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In my classes, I could change text, which is a weak form of presentation, to videos, graphs, and photographs. In this way, students can understand the information in the text more comprehensibly and make it easier to access.

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1. Engagement --> Sustaining Effort & Persistence --> Checkpoint 8.3: Foster collaboration and community
2. In my class, I usually have group discussions where each group communicates to solve/analyse a specific problem/case. I can alter this activity by:
- Allocate specific roles/responsibilities for members in a group (reporter, leader, timer, writer, designer ...)
- Let students to comment/assess the work of other groups

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In my class, I show the picture of process costing of manufacturing company. Behind the picture, I add definition of process costing method in Accounting

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In my classes, the amount of information for each lesson is huge. Thus, I make many visual graphics, tables and charts to help student learn and understand the concepts, how concepts are connected to each other, how it can be classified. Student finds it helpful, especially for revision. I also ask them to customize and construct similar charts or graphics themselves.

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In my statistics class, I often use slide using many size of texts, images, graphs, tables, and other methods to visualize the especial contents. Sometimes, I use video to show the students the definition or situations in real life and student have to discuss about the case study in the video. After that, I summary the context and recommend the solution for these situations.

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3.1 - Activate or supply background knowledge

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3.1 - Activate or supply background knowledge

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The course I have been teaching are both for students majoring in the same field and for students who are not. For the later, it is important to ensure their understanding on the importance of the course and how is the course linked to prior courses learned in their curriculum. In order to do so, I think I would use an online platform to create a quiz where I ask them about (1) what they expect to learn in the course; (2) what knowledge of other courses they have learned may assist their learning in this course; (3) what they think they would have to do in order to have good results ==> Through this, the students feel easy to share and the lecturer can identify prior knowledge of the students to know which parts of the course is known well and which parts of the course the class should spend more time on. The teaching should also give examples and case study related to their commonly known terms for them to feel familiar and easier while studying and using some prior knowledge.