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There isn’t really a deeper meaning? The song just vibes the most out of all of them and I really like the tune.

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3 activities or tech tools.

-Padlet. It’s very fun to personalize, and definitely easy to use, even for students who aren’t good at tech. I can use it to store lesson materials and stuff.

-Hashtags. It’s fun to do, and can help students bond with each other. Looking at what hashtags spawn is also interesting

-Creative activities like writing a poem or drawing. It lets students show different talents.

2 teaching strategies.

-6 senses. It encourages students to actively engage with the content and doesn’t take too much time to do.

-Ping pong. Useful esp in an environment where teachers are expected to ask students to answer instead of having too many time consuming activities to check understanding.

1 teaching goal.

I will keep trying to make lessons interesting for students and give them chances to have personalisation. As a student who once had to go through many mind numbing lessons, getting chances to create something of my own in lessons is still something that’s really important to me.

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1. Song of the day

2. Photos of your weekend

3. Changing virtual backgrounds

4. Dancing to the beat

5. Warm up kahoot

6. 6 senses(speaking, weekend recap)

7. Tongue twisters(speaking warm-up)

8. Free speaking (unmute and talk for 30s)

9. Find someone who (ice breaker)

10. Stretching

11. Draw(what does textbooks mean to you)

12. Six word story of your weekend

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I learnt that video projects are both easier and harder than I expected. It’s not that hard to think of points and organise them, but it’s hard to cut down the amount of points there are to get to the main idea of your presentation. It’s also harder to do it in one take as recordings catching any stutters or miswordings.

From others presentations, I learnt that I could try to add some interactive and funny elements into my video project- such as gameshows and memes to engage the audience’s attention. As part of the audience, I learnt that interesting ideas and graphics go a long way in keeping people focused on your video.

To host a mini conference with my students, a very similar to this event could be done. Students could get into groups for a task and then share their ideas after a certain amount of time. However, I think we could encourage students to raise their hands for questions and respond to others ideas- instead of only responding to the teacher. Interaction among students could lead to even more elaboration and prompt ideas that the teacher did not think of prompting.

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1.Think of a fictional text that you would like to use for teaching.

2.Note down the writing tasks mentioned. Which one do you like most?

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Story time!Adapting fiction for language tasks

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6 key criteria for selecting short film texts 

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6 key criteria for selecting short film texts 

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1. Age appropriate

2. Educational value

3. Relevance to topic/theme

4. Length of media

5. Difficulty of text

6. Inclusiveness and culture

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At first I felt a bit confused over why the boy did not like the dog- even if it was missing a leg. It turns out that the dog had reminded him of himself, as he also had a disability. It was encouraging how both of them went out to play together at the end of the short film- showing how the dog's activeness brought the boy out of his shell.

This shows the idea of inclusion by presenting the idea that people with disabilities can still engage in normal activities and have fun like others. There is no need to pity, or exclude them from activities because of their disabilities. As long as they are given a chance, they will usually take the opportunity, and complete the task as well as others.

I think this text could be used with secondary learners, who would probably easily understand the theme of this film- as its quite obvious. It would encourage them to look at others equally, and also serves as a form of motivation to try harder themselves.

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Inclusive education takes into account different backgrounds and learning needs, and adjusts to accommodate for these differences.

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This song means home to me because i remember listening to it due to a childhood friend's recommendation a long time ago. While i no longer remember who exactly that friend was, or why they introduced it to me, it still makes me feel nostalgic when I listen to it.

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Dear Zeph,

You did good today with the grammar peer teaching. Grammar is one of your most disliked things, and it was amazing how you managed to explain it clearly, with organised steps. Tasks and drawing used to elicit target language was also well designed, and your classmates found it easy enough to follow.

I think that this peer teaching showed that you don’t need a full script to be confident in speaking. Having an outline of what you want to do is enough, and it’s a lot more natural to just wing it, and adjust as you carry out the actual teaching. You’re also able to think of tasks for personalisation on the spot-even without concrete materials and PowerPoint to back it up.

From your peers, you learned how to make simple, and clear PowerPoints to illustrate your teaching. During the lesson, Yoyo and Eros, especially, had easy to understand worksheets and instructions that let us learn grammar step by step, with checkpoints for students to interact at. You also learnt how to use popular media to make students(esp younger ones.) engage more in the topic. Sandra using the movie Up , as well as roleplay to show continuous tense made you go a-ha when what her target language was finally clicked. You could use such popular media as context too.

To improve, you can learn to slow down when teaching instead of rushing through it, and also memorize the necessary steps to check that students actually understand the content. Slowing down would help to increase interaction with students and make the atmosphere of the lesson more chill. You can also explore different medias so you can think of different contexts for better task design later on(designing tasks is actually fun, executing them less so.)

You’ve learnt quite some things over these few peer teachings, and also gained some confidence in teaching itself. I wish you the best for the future.

Best regards,

Zeph

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1. Grade 11- Anzac Day

Students:

Students don't have uniforms, they are from different backgrounds(refugee camps), and most are not Australian locals.

Students are encouraged to help each other in class.

Lesson:

Culture and history is laught. They are looking at the event (Anzac day) from all perspectives. It doesn't seem that the teacher is expecting fixed answers.

2. Grade 10- Authentic learning context

Students:

They are mostly indigenous and do not have English as a first language.

Daily lives may be disconnected from mainstream school contexts.

Lesson:

Different perspectives are used for them to learn mainstream subjects. Eg. Lyric writing. A connection to daily context is emphasized.

Different learning contexts- try to get students to produce music.

Field trips.

3. Grade 10- EALD Reading Strategies

Students:

Students may not want to speak unless they are sure that they are correct.

Lesson:

Teacher attempts to create a safe learning environment to encourage all to share their opinions (right or wrong).

Student-centered way of engaging with lesson texts. Instead of teachers giving students the answers, students are prompted to think about the text and what it implies. Students are gradually given more freedom to explore the text as their skill level grows.

3 things to remember:

-Tailor contexts used in lessons to students' backgrounds so it is easier for them to relate to the subject. Be inclusive of different backgrounds.

-Authenticity. Field trips/ tasks that involve real use of language skills-language production- helps students to be interested in learning the target language.

-More freedom can be given for students to explore the task as their skill level grows. They should be encouraged to express opinions, even if it does not necessarily match the 'model answer'

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Lower level:

Time limit.

Get the attention of the class before instructions are given. Don't hand out materials before instructions.

Keep language short and simple(language should fit their grade)

Gestures and body language

Write on board

Higher level:

Make things fun

Give out the materials

Let students guess what to do in the task

Recap instructions

Drilling techniques:

Split: get each student to read one part of the sentence with perfect intonation.

Chain: get students to ask each other if teaching question

Varied intonation.

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A:Is Bob still tryna get to Brissie sarvo?

B:Defo. But he's getting choccy bikky for breakkie beforehand.

A:What is Bob doin in Straya anyway?

B: I'm pretty sure he's tryna get preggas.

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1. Does the activity take place in, or replicate, a real-life context

2. Does it focus more on fluency over accuracy?

3. Are students given opportunities to interact and cooperate with their classmates

4. Allow students to showcase creativity and interpretation

5. The task is student focused.

6. Allows room for personalization.

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1. Showing a music video and having students telling their partner what happens in the video.

It lets students learn how to recount events, and is also a engaging activity. It can also lead in to deeper discussion of themes in the music video.

2. Songs to start a conversation. It can be personalized and interactive. It is also relatively easy to execute and easy songs can be chosen- allowing it to be adapted for younger students.

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1. Adding suitable music to give a better reading atmosphere and to give background to the text

2. Graphics, visual cues to give information about confusing phrases

3. Making good questions that prompt students to reflect on the text and wonder what's missing

4. Slow looking- allow students to identify what they are interested in in the text

5. Use a variety of text that's suitable for the student's age range and interests.

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Exploration of mood through landscapes.

Through landscape artwork, students can train their skills of observation. They can have activities such as thinking protocol and slow looking that allow them to observe artwork and then think about the details they saw in it.

It can also train creative skills- using activities that tell students to imagine themself in the environment shown by the landscape, or telling them to think of a short story as related to the landscape.

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Description:

The woman has curly red hair, and is dressed in a white bridal gown. She is clutching a bouquet of flowers. She has fallen down on the ground, and her skin is pale. The colours in this painting are dull and grayish.

Intepretation:

The woman looks like a bride. She may be dead. She may have died on her way to her wedding. The colours in the painting may be dull to show the theme of death.

Activity:

Beginning, middle, end.

Students can try to think of a story using the painting. The idea of a 'dead bride' gives a lot of space for imagination- eg. who was she, what was she doing when she died, how did she die, what happens to the wedding?

It allows students to use their creativity and also gives them practice in organizing and talking about events.

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Poetry

Passionate, Cryptic

Feeling, Reflecting, Learning

Open-mindedly

Poetry

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This is the first time I came up close to a kangaroo.They’re really cute, and kept sniffing us. I was surprised that I was allowed to pet them, even though I didn’t get the food to feed them.

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Open Sky

Seeing the Grade 10 students choose their subjects today reminded me of when I had to choose my electives for Year 4. Taking new subjects was an alien and scary experience, but it also offered many opportunities that we had to seize before they were gone.

Lyrics:

Seize the day and hold on tight

The sun is risin'

Life, take it slow and take a bite

One day at a time

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DAWNTRAIL 7-inch Vinyl Single Music Video (FINAL FANTASY XIV)

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What have we observed?

-Students are encouraged to choose their electives based on their like and dislikes instead of grading.( In fact, statistics were pulled up to actively discourage them from doing so)

-Electives that are more practical and connected to daily life

-Classrooms that allow students to move around

-Task/Activity- based learning

-Student centered learning and an inclusive environment. (Student with second language is given more attention by the teacher and supported instead of being punished for falling behind)

So what ?

-Flexibility in classrooms

-How task-based learning can encourage student engagement

-How to be inclusive for different students while still monitoring the whole class

-Deal with misbehavior fairly and strictly

-The importance of student motivation.(Encouraging them to choose subjects they enjoy better student outcomes)

Now what?

-Incorporate tasks into learning to increase student engagement

-Encourage students to take electives they like(although this may not be very plausible in HK bc of parent influence and the grading system…)

-Don’t make it obvious while helping students who are falling behind. (Be inclusive but subtle)

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What are the steps for setting up this activity?

Designing a poster. The poster aimed to use food to show how a four act structure worked.

1. Teacher introduced the structure using the example of a burger.

2. Teacher gave students instructions to finish the task, as well as materials.

3. Students were sent to desks to finish the task individually.

4. Teacher monitored students as they did the task, and gave additional instructions- telling students to put their label next to the part of the food, instead of on the graphics.

What's the purpose of this activity?

To let students understand a four act structure.

Use a creative activity to engage students.

What could we use this type of activity for in class?

This could be used to let students understand simple concepts, or to show their own ideas about a topic. Eg.When teaching about the topic of books, teachers could ask students to make a simple poster about a book they like. However, when using this kind of activity, it may be easy for students to focus more on drawing than on learning the concept that is taught.

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Logic:

17 students.

Year 2.

Students around 7-8.

English, math, and music lessons.

Students move around during the lessons

Process:

Teacher-directed

Assortment of random tasks and topics

Introduction-> Instructions of task->task and monitoring->collect finished task worksheet->next task

Lots of instruction checking to make sure students knew what to do

Error correction for common mistakes.

Creativity:

Tasks that allow for creativity( eg. design a poster)

Asks students to think of and share their ideas with the class.

No fixed answers for creative tasks.

Positivism:

Lots of positive reinforcement.

No punishment if they didn't finish the task in time.

Caters for different needs(inclusive)

Allows students to be active.

Students get free time if they finish the task early.

Teachers are patient even if students misbehave.

Emotions:

Students enjoy the tasks.

Inclusive design of worksheets( different difficulty levels for worksheets) allow students to feel somewhat competent in finishing the task.

Freedom since they can choose where they sit.

Motivated to finish the task since they can play after.

Dissatisfied after they are told to change seats if they are too noisy.

Caution:

Free seating caused students to be distracted by their friends.

Moving around from mat to desk was chaotic.

Many tasks were given- it would be hard to manage time if more difficult concepts that require a lot of teacher explanations were learnt through these kind of tasks.

Time management- some tasks were not finished by students before the end of the lesson.

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Australia is bright, and so are the children in the schools. They're very much like sunshine, active, and engaged in class activities.

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I would like to go back to Queen’s Mall because it looks like a very nice place to chill. When I went there, I noted the small town- even though it isn’t a town- vibes. I think it’ll be nice to grab Ben and Jerry’s ice cream there, walk around Queen’s mall, and then look around South Park. I would also like to take more pictures of the ibis there, as there are a lot of them.

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1. How did I feel in PT

I felt nervous while doing the peer teaching, especially when I made mistakes when giving instructions. I had to catch myself before I forgot to give instructions and it was awkward having to go back and explain to my classmates about that.

2. What am I most proud of

The scaffolding and introduction (using Dora to show what to do) went very smoothly and classmates thought it was a good way to introduce the topic. Personally, I think it was a good way to start the lesson, and lay foundation for moving onto the next activity.

I was also happy that classmates understood most of the instructions and the task, even though I thought that the instructions were a bit complicated.

3. What might I do differently next time

Next time, I'll further simplify the task, and the instructions. When reading out the instructions, I got a bit confused myself. I'll also have to use more imperatives and give more direct instructions to make activities and interactions more efficient.

In terms of the script, next time I'll either memorize the script or put it in point form. As I was reading off the script this time, my delivery came off as unnatural, and I also fumbled when I struggled to understand what was written on the script.

4. Questions

How can I better manage/calculate time needed for S-S interactions? Those always seem to take up more time than i expect.

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Link to powerpoint: https://www.canva.com/design/DAGHP5366hE/gJcHNjstATR7eKHFAw9UBA/edit?utm_content=DAGHP5366hE&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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1.Primary Class 5: Kindergarten- Formative Assessment.

The school seems more free and student-directed in comparison to Hong Kong schools. They have formative assessments which are used to change lessons according to student feedback. After each lesson, students will place stickers to indicate how much of the lesson content they understood. This allows teachers to adjust to their pace, and aims to encourage students to be honest and monitor their own learning. This is different from Hong Kong where learning is teacher based, and lessons follow a strict exam curriculum instead of being changed according to students feedback. It also seems like Australian teachers have a larger support network. The teacher in the video has a partner to work with when she teaches.

2.Secondary Grade 10: Authentic learning contexts.

There are Australian schools specifically catering for indigenous students. Resource wise, they have worksheets, and ipads. There is a focus on allowing students to be more confident and speak up. Real life situations and contexts are used to allow students to connect school to their life(which may not be similar to the environment at school.) Eg. A hiphop singer is asked to help with encouraging studnets to speak up. Students are more willing to engage in writing lyrics compared to in a normal class. Regular excursions are also held. Compared to HK, this school is a lot less exam based.

3. Secondary Class 5- Engaging every learner.

Resource wise, its similar to Hong Kong, where a whiteboard and a projector/ screen is used.

The content is different. English literature is read in class and there is essay writing.

Its noted that some students are shy and unwilling to share their answers with the class(seems to be a global occurrence). Students are asked to read out loud to solve this problem- and to let them connect with the class. There are also group discussions.

This video affirms the first video I watched. Teachers in Australia have teaching partners.

Three things I noted:

-Education is more student-centered in Australia

-There are more opportunities to engage with authentic learning contexts

-Teachers have more of a support system(partner) compared to HK

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1. Don't be too polite

2. Don't put multiple instructions in one phase

3. Leave out redundant details (like previews of next activities)

4. Use body language if possible

5. Be direct (KISS)

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0.05 Catching attention (singing) around 3 seconds to get attention

Procedure: greeting

Setting the scene: script -> asking guiding questions, visual cues by asking students to do gestures Illiciting responses and asking questions

Guiding students in using sentences by starting with “she is…” and guided questions “What is she doing”

2:16 introducing activity

Procedure: Ask students to be an example, provide and sample interaction so students know what to do in their tasks Same or different questions -> quick responses from students

Resources: pictures A and B (paper), different coloured markers

ask students if the pictures are the same, then ask what’s the difference. instruction: circle the dog (the differences)

Tell me your picture and asking students to ask the teacher as well “Ask me…” to guide students in asking what the characters in the picture are doing and using sentence structures

Ask yes no questions to reiterate instructions: can you circle it? Can you show others your picture

Final language reminder

Present continuous

Middle: 0:32 interacting -> students are engaged and interacting with each other and language input

0:49 Monitoring -> making sure students are on task and clarifying instructions if necessary, Vicky sits down to monitor students’ progress and praise them on their present continuous

1:40 Check if they’re on task -> direct students back on the task

End: ask students to give an example during the conversation

0:59 correction -> make notes and provide correction (i heard a couple of people saying…) -> making example of errors and ask students how to correct them and remind present continuous

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Dear Zephyr

Thank you for your Peer Teaching 1 reflection, and for updating your Padlet with all your Peer Teaching materials. You have started a solid portfolio of ideas, materials and insights here, which I think will be highly valuable to your future career.

I’m very pleased to read in your reflection that you were happy with your creative and engaging task design, and that the feedback you received on this from your classmates was positive. I would like to add that I thought you had simple, clear instructions which your “learners were able to follow easily.

In your reflection, you identified lesson planning and task design as two key areas you would like to focus on for development. I agree that these are crucial to effectively facilitating learning, and I’m pleased to see that you intend to work on doing less and doing it well. I’m excited to see how you will explore this idea in your practical tasks throughout this course.

Thank you for always making meaningful contributions to class when called on. I look forward to hearing and seeing even more from you in the coming weeks.

Vicki Bos

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1. Two truths one lie.

This would be an easy icebreaking activity that allows students to open up about themselves and try to use language skills to form statements. As it personalizes their learning experience and allows space for creativity, it would be relatively easier to get students to engage in the activity.

2. Reading race

By making it a competition with concrete goals, students may be more motivated to read long passages. It also lessens the workload on an individual student and adds fun to the activity.

3. Jigsaw activity

From our experience in class with this activity, it seems to allow room for the creative use of resources in class (eg. videos, stories, visuals). It also makes sure that students have detailed knowledge of at least one topic in the topics selected for the activity (as they will have to present it to their classmates). An interactive activity also increases engagement in comparison to simply listening to the teacher present.

However, guiding questions and notes may have to be offered if this activity is used in with students of younger age or lower skill level to give them ideas of what they should remember or take note of for their presentation.

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1.How did I feel in PT:

I was quite nervous and worried about time management as our group have already identified that that would be a problem when we designed the task. This was amplified as I realised mid-PT that I had forgotten to set a timer, and didn't actually know how much time I had left.

I was also a bit unsure how to prompt students to answer, and had to rephrase my instructions more than once when I did not get responses from my classmates.

2.What am I most proud of:

The task was mostly finished, and my classmates got the gist of what we were trying to do with the Two truths One lie. While my time management wasn't great, I was happy that classmates found the task creative and fun (which was the goal) when we designed the task.

I was also grateful that the majority of the task could be accomplished without having breakout rooms as we originally expected classmates to need discussion before filling in the Two truth One lie.

3.What might I do differently next time:

I think that the design of this PT was too ambitious, as we originally set up three tasks, which all required some form of student response( which makes it harder to manage the time). Due to this, my PT overran. Next time, it may be better to focus on one task only, and reduce the workload for that task.

Alternatively, I could also have completely cut out grouping for this task (as was suggested by feedback), as it may be faster for students to complete one set of Two Truth One lie by themselves- especially since we did not have breakout rooms for discussion.

I could also have made instructions clearer, and told classmates to unmute and tell me their answers, as I also wasted time switching tabs to check the chat box, and classmates were confused on whether they should unmute or type answers.

4.What questions still remain for me:

In terms of clarity, I still think that powerpoint is more organized and works better to get the point across, compared to miroboard.

I also hope to learn when and how to prompt students to answer questions more efficiently.

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3 things about the structure of the Australian school system:

1. The education system is highly privatized in comparison to other countries. This is true for both junior and higher education. However, most enrollments for high education are still in public universities.

2. There are three regulatory bodies responsible for the education system: The Tertiary Education Quality and Standards Agency, the Australian Skills Quality Authority, and the Australian Children's Education and Care Quality Authority.

3. It is compulsory for students to go to school once they turn 6, and they have to receive schooling until they are at least 17.

2 things that interested me:

1. I was surprised that at least 60% of parents in Australia expect weekly communication with the school. In Hong Kong, parents and schools only communicate through Parent's day(once every six months) and exam results/school reports. If they get weekly calls or texts from the schools, it is usually seen as a negative indicator of their child's behavior. As such, its interesting to see that Australian parents actually expect to communicate this much with schools, and see communication as a necessity.

2.'The top three challenges for today's students' showed that cyberbullying was the biggest challenge in Australian education, followed by mental wellbeing and academic pressure. This is also a contrast to my experiences during school in HK, where pressure and mental health were a much bigger challenge than cyberbullying. It makes me wonder how bad the cyberbullying situation in Australia is, and how it is caused, as I personally don't have much experience or knowledge of this problem in HK.

_____________________________________________

Referring to the infographic 'Snapshot of the disruptors impacting the future of education': What changes after the pandemic caused teachers to feel burnt out and overwhelmed at work? Is it due to the difference between working at home and working at school?

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TOPIC

Weird and wacky marine animals you’ll find in Queensland

MATERIALS AND AIDS

Zoom (breakout rooms, annotation), Miro board, Canvas

ATTACHMENTS

1.     Link to Miro Board for pre-task and core task

https://miro.com/welcomeonboard/NlN2bUVnQVpPVmRBTk5zZUVsWXVlMmtDaVdJbnNybUJTaVdVN29SbXJPM3V0VXJGY0c1Zk02UVVLcnVwNmVmWXwzNDU4NzY0NTkwNTU4Njk1NTc2fDI=?share_link_id=14828599484

2.     Link to Canva poster for post-task discussion

https://www.canva.com/design/DAGGlM9WAAU/rqM5an8T3pkNwPiLKt21YA/edit?utm_content=DAGGlM9WAAU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

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How can the colour neon be a feeling? Well, its hard to explain but it is. You see it's more vivid here. The air just has more emotion in it. Sounds touch you and the light swallows you up somehow. It's a place that resonates with you.

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1. It was fine. I think most people are used to the virtual classroom after the COVID period.

2. Most of them were easy. The majority of the tasks being discussion/ speech based made it easy to hand even in an online space. The only one that was a bit more complicated was the show and tell and that's because the object we're trying to show sometimes does not render properly on screen esp with the background filter on.

3. To get to know our classmates better and pave way for future learning together. Also- to increase engagement in the class and create an atmosphere where students are willing to speak up.

4. Group discussions but in person. Maybe with more stationary groups- based on where students are sitting- to reduce distractions from moving around the classroom.

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1.I've been to America before

2.I can't really eat spicy food

3.I post stuff I write on the internet