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"Teaching math in English is just the same in mandarin," at first I didn't think there's much difference. I join bilingual teaching program simply because I want to strengthen my ability in English. But after these program, now I know there's many details to notify. The most important is that we cannot made the language become the barrier of learning. Especially in MATH classes. Math itself is hard enough. But I haven't begun yet. So I don't know what may happen. Just do it and improve it!

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Cummins Matrix

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ESP: English for Specific Purposes (專業英語)
EGP: English for General Purposes (一般英語)
EAP: English for Academic Purposes (學術英語)

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"With AI, every teacher can
become a Socrates, every student
a Plato – a collaboration that
redefines the boundaries of
learning."

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'Signpost language' is the words and phrases that people use to tell listener what has just happened, and what is going to happen next.

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Since there are so many aspects of intelligence, it is impossible to succeed in teaching with only one single method. But meanwhile there could still be some method which suits for most of the students, say 50% to 70% or higher. In my opinion, the more effective and comprehensive way is that, we first design the course for the majority, and then provide multimodal scaffolds for other students to meet their specific need. But sometimes it's hard to imagine things beyond our experiences. So I might keep my eyes on students who seem to have difficulty following up and try to figure out what they need exactly. Then I can design a more appropriate course for them. Or sometimes we can ask other students to explain for them in any creative way. If they succeed, then we learn one more thing in teaching from students!

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First we need to determine the intended learning outcome(ILO). We should use specific verbs to describe what we exactly want students to learn and do. It should be easy to observe, evaluate, or measure. It cannot be involved with too much invisible mental process, or it will be hard to know if students achieve the ILO we decide.

Then we need to develop COGNITIVE SKILLS which students need to achieve ILO. It should be spectiaty of teachers in their own  discipinary. Since a teacher of a specific discipinary knows well the knowledge structure they can arrange the order of concepts to be taught. And they know  students need what kind of prerequisite capacities to achieve ILO.

When developing cognitive skills, we design ACTIVITIES for students. In the activities students can do by hand, observe by eyes. In activities there are interactions between students and outer stimulations. Meanwhile students use their mental process to decide how to response. They can evaluate the outcome is good or not. If it is good, they learn how to react correctly. If not, they may try to figure out how to do better.

But sometimes students may not be so aware of they are learning something. So teachers should MONITOR the process and frequently ask students questions to get FEEDBACK to check if everything is going well.

Another important thing is ACTIVE INVOLVEMENT. We try to make real connections between knowledge and students. The knowledge should not be only in books and exams. If students know how to apply the knowledge they learn or why we need this. They may be more engaged in learning. And we can further ask questions to lead them to think critically.

Last but not least, we need a OUTPUT, which is a concrete consequence of learning. With this media teachers can know if the ILO is achieved, if the cognitive skill is developed well, if we need to provide more scaffold for students and if there is anything we need to adjust to make our teaching better suit student's need.

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ODIR structure
Orientation, delivery, interaction, and recap.

EMI
English as a Medium of Instruction

ATM
AI support, translanguaging, multimodality scaffolds.

CLIL
Content and Language Intergrated Learning

Some useful online tools
slido
padlet
jamboard
edpuzzle

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9天的課程改變我雙語教學的想法：

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9天的課程改變我雙語教學的想法：

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My Reflection: 今天課程中改變我想法的是... Something in today's session that changes the way I think about...

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My Reflection: 今天課程中改變我想法的是... Something in today's session that changes the way I think about...

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9天課程影響我雙語教學的實踐：

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9天課程影響我雙語教學的實踐：

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INTERACTION is the ONLY way to reach out to students in the woods of knowledge.

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Many people, including teachers and students, are afraid of speaking English. Some  of them attribute it to their pronunciation. In my opinion, bad pronunciation can never be a obstacle to speak English. We cannot deny the importance of pronunciation. But if we dare not to step forward, then we can just stay where we were and not be going to anywhere.

Before improving our pronunciation, I think we should listen to English much much more. Just like children learning their mother language, they hear and hear and hear, knowing a sound coming from one or several specific contexts, extract the meaning of the sound, then they know the word. And after they learn spelling, the can put it down. It's the most natural way to learn every signle word and a language.

Though we have no chance to learn like that, we can use technologies to help us to do things like that. I listened much to online radios. And recently my friend introduce me some podcast channels. By listening to these English programs, first I get used to the speed of normal speech. So I can distinguish each word seperately. Then try to understand the content of the speech. Some short programs like less than 20 minutes, I may listen to it again and again, trying to understand each single word. And if there's a sound I don't know, I look it up by spelling a smiliar sound. Sometimes Google still can give me right anser even I mispelled the word.

Learning new language is an intersting way to explore the world. Just go on and never stop.

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I began my teaching career as a tutor long time ago. I didn't know any education  theory at all. All I did is trying to make things clear, to make students understand what is what. I felt that I did quite well according to my popularity. Even when I entered NTNU graduate school and took the teacher education program, I still cannot grab the spirits of the theories well. But now, after I come to public school for 5 years, I kind of realize why these theories exist. They provide some structure for educators to analyze what's going on in the classroom. If we feel we've done well, we can just leave them and don't give them a look. But if we are aware of our defects in teaching or want to be better, these theories can tell us why we have that kind of feeling and in what respects we may fail to complete a task.

Now my interest is turning to students who fail in math, or maybe the cause of their failure, or maybe the factors causing a successful or a failure learning. The students in my school are almost a successful math learner in their junior high school era. But most of them go to the other side of the spectrum soon after they come to senior high school. I want to know what happens exactly. Is there anything wrong about our teaching method? Or anything about their learning method? Bloom's taxonomy provides a basic tool for me to check if they get any problem in cognitions.

For me, mathematics is not only solving problems in examinations. There's much more about concepts and reasoning. But from my observation many students just try to memorize formulas and try to substitute the variables in formulas by the numbers they see in exams. They seem not to understand the whole story of the problem or even the formula they used.

I want to find a way out for those who failed in math. And how to do this in EMI class is another challenge.

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'Signpost language' is not only used in EMI courses. It's also useful in madarin courses. Since students are frequently distracted, maybe by their peers, by sounds coming from outside the classroom. Or maybe they just nodded off. Whenever a teacher tries to call back students' attention, we need to let them know what's happened, what's going on, and what will be coming. In this kind of circumstances, signpost language is extraordinary important to reset students' mind and give them another chance to go back on the rails of the course.

In bilingual courses, signpost language is important. If students are not familiar with the target language, the instructor should try to use easier phrases or sentences as signpost language to indicate student's where we are and what we're doing now.

At first I think a bilingual course is simply a course in which two languages are used. But in this class, I found I put it too simple. There are many translanguage strategies and techniques to help student to understand the target language better and follow up the instructor smoother. Though it's hard to be perfect in a bilingual class. But through these measures we can creat a whole new environment for students to immurse in foreign language more easily.

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To launch an EMI class, since we are not native speaker, often we like to prepare scripts before entering the class. When writing scripts, according to the traditional English education in Taiwan, we may unawarely arrange them as essays in somewhat normal, official tone. This lecture reminds me we need to use spoken English, a more comprehensible, more direct, and more natural English. But meanwhile we encounter another problem. We are not used to thinking things in an ENGLISH MODE. May be one of the solution is to watch more videos to learn how other teachers present ideas in English.

A new idea I learned is STE (simplified technical English), although it's not new at all. This concept should be welcomed to most of the English learners. But it may not be welcomed to literature authors.

In our 8-min teachng demo, I tried to request ChatGPT to give me an example to explain compound interest in a time span less than 2 minutes. But the outcome is not what I want. It didn't seem to get my point. But it was a good try.

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I interact with students very much in class. Of course to get students involved, engaged with the topic is the main reason why I do so. But there's something I can do better. It's not easy to get all of the students' attention. So mostly I interact with the students who are willing to give responses. Though I still tried to call each one in class to talk to them, I didn't take much efforts to encourage quiet students to talk more. If a student doesn't do well in a certain subject, s/he tends to be quieter in tha class. So I should try more to talk to them and dig out the problems they face.