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The activity was really immersive and therapeutic. And I love the song because it is really calming and it feels like a warm hug on a cold night.

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Don McLean - Vincent ( Starry, Starry Night) With Lyrics

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3 Activity

1. KWL

2. Grammar Bob

3. Listen and Draw+ Art Gallery

2 Teaching Strategies

1. KISS my teacher talk

2. Modelling and Drilling (split, varied pitch)

1 personal goal

My confidence in a classroom, the way I present myself in front of students.

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1. What did you learn about video projects?

I learnt that structuring a short video project requires a lot of planning ahead, but it is also really useful to learn a lot of information in a short amount of time. A lot of us put our heart into making these videos, and it summarises many key points we have learnt this month.

2. What did you learn from your peers' presentations?

I have been reminded a lot the topics taught in this course: SARA approach, using poems, music in classrooms, KISS your teacher talk, modelling and drilling techniques. it is a really fruitful showcase day. I also learnt a lot about how to confidently express yourself in front of a class, many of them were able to show their personality and colour in their showcase, and I loved that

3. How could you host a mini-conference with your students in the future?

It is definitely a good idea, I may do it at the end-of-term and ask students to choose a topic we taught in class, it can be different grammar items or poems, so that we can have a overview of what we learnt. It is also a great way to consolidate their knowledge and train their presentation skills.

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Age appropriate

Language teaching focus

Length

Language content

Values

Students backgrounds/ prior knowledge

Engagement/ interest

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Lost & Found | Shortlisted for Academy Award for Best Animated Short Film

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1. Feelings Throughout the Film

I feel some slight frustration for him when his mom interrupts, blocking his view and turning on the lights, disrupting his focus.

I feel joy upon seeing the dog, but that quickly turns to anger when he kicks the dog after noticing its missing limb.

Heartwarming: The boy discovering a kindred spirit in the dog, who also has a missing limb. Their interaction outside symbolizes acceptance and shared experiences.

2. Relation to the Topic of Inclusion

The film’s twist is heartwarming. The boy realizes that the lovable nature of the dog mirrors his own worth as a person. Initially, his anger stems from seeing his own insecurities reflected in the dog; he projects his self-loathing onto it. However, he ultimately recognizes that the dog is just as capable of joy and play as any other, leading him to understand that he, too, can lead a fulfilling life despite his challenges.

3. Suitability for Teaching

I would definitely incorporate this film into my lessons. It offers valuable lessons about the worth of individuals with disabilities, emphasizing that they are just as valuable as anyone else. This narrative can foster empathy and understanding among students, encouraging them to appreciate diversity and inclusivity in their lives.

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A young boy is addicted to video games! Watch what happens when he gets his present. A great video short for a discussion on disability and having a “Can Do” attitude and also, getting out of the house.

ThePresentAvideolesson-1

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A young boy is addicted to video games! Watch what happens when he gets his present. A great video short for a discussion on disability and having a “Can Do” attitude and also, getting out of the house.

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Applying UDL principles in the English language classroom

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Applying UDL principles in the English language classroom

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What I Saw and Heard

Students

GRADE 10 (Authentic Learning):

Producing language in real-world contexts (e.g., radio broadcasts).

Practicing pronunciation/intonation using rhythm.

GRADE 10 (EALD Reading):

Sharing predictions/opinions despite potential errors.

Adapting to new classroom norms (e.g., valuing risk-taking).

YEAR 9 (Engagement):

Participating diversely: group discussions, reading aloud, written responses.

Building confidence through low-pressure tasks.

Teachers

Authentic Learning:

Designing real-life tasks (radio project).

Using beat/rhythm as a pedagogical tool.

EALD Reading:

Explicitly validating risk-taking: "Sharing ideas is safe here—even if unsure."

Prioritizing psychological safety before skills.

Engagement:

Differentiating participation modes (speaking/writing/reading).

Noticing individual comfort zones and scaffolding accordingly.

Resources

Radio equipment (microphones, recording tools).

Rhythm instruments/metronome for pronunciation.

Multicultural texts (EALD class).

Graphic organizers for written responses (Year 9).

Classroom Setup & Space

Radio station simulation area (e.g., dedicated "broadcasting" zone).

Flexible seating for small-group discussions (Year 9).

EALD class: Circle arrangement to foster open dialogue.

Teacher Language

Authentic Learning: "Your radio segment needs clear pacing—like this beat."

EALD Reading: "Your prediction doesn’t need to be correct; I value your thinking."

Engagement: "Share your idea aloud, write it down, or tell your group—you choose."

Staging of Tasks

1. Authentic Learning:

Introduce real-world context → Practice technical skills (rhythm/intonation) → Apply skills in project.

2. EALD Reading:

Establish safety norms → Teach prediction strategies → Scaffold sharing.

3. Engagement:

Offer participation choices → Group discussion → Individual reflection → Confidence-building reading.

Surprises

The intentional normalization of "wrong" predictions in EALD class to build safety.

Using musical rhythm as a concrete tool for abstract language skills (intonation).

Three Things to Remember

1. Psychological Safety First: Explicitly validating risk-taking (e.g., "Errors welcome") enables EALD engagement.

2. Authentic Audiences = Motivation: Real-world tasks (e.g., radio) increase language investment.

3. Flexible Participation: Catering to diverse comfort levels (writing/speaking/reading) ensures all learners contribute.

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Secondary 1

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/Curriculum%20Document/ELE%20KLACG_2017.pdf

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inductive, bottom-up approach, close to how we learn first language, give context and need of learning the target langauge

Presentation

1. General context

picture of money, idea of being rich

2. Specific context

Introduce character (pictures, questions, etc.)

Tell me about her life now and before (introduce the contrast)

*build an example of how to use the target language→ create a need for the language

3. Elicit target language from students → marker sentence

Use finger model to signal the number of word (show the back of your hand, start from pinky)

Ask questions

*when you set the context clear enough, those who know will give out the target pattern, those who don’t know will understand the gap and need for the target language

*It is not a guessing game, it is okay if students don’t know

4. Model and drill

Use finger models to highlight pronunciation/word groups (useful for contractions/ pronunciation blocks, stress, shortening or omitting sounds)

Drop your hands when drilling, prioritise natural speaking, show sentence stress, use clicks or claps on stressed work

5. Meaning Check

MCQs: check students’ understanding of the use of grammar, with the aid of timeline

*Do not show the written form of target language→ not natural when it is read off the board

*Listen and speak the natural form before learning the written form

6. Board stage

Elicit to the board (more interaction)

Form/grammar analysis

highlight pronunciation features

Practice

1. Controlled Practice

focused on accuracy

then and now picture of kids

test understanding (no difference between then and now)

2. Free(r) Practice

focused on fluency

personalised target language

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Stream has a new look!Microsoft Stream has merged with Microsoft Clipchamp to create a unified video experience. Learn more

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"I think I'm nearly home Mr. Koala," she says.

The Koala slowly blinks up at Sunshine. "Remember that it is always okay to _________________, just like me," he says.

"Thank you very much," said Sunshine.

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"Hello, Miss. River, it's nice to meet you," Sunshine says.

"Good evening," says The River, in a soothing, relaxed voice.

"I'm not sure which way my home is, could you help me?"

"With _____________, water can break through anything, even stone,"

"Ok, well, thank you very much, Miss. River."

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Is there a balanced ratio of teacher talk and student talk?

Is there enough student interaction?

Does the teacher intervene frequently in class?

Are students producing content-based language?

Is the communication between students limited to textbooks or materials?

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1. My Favourite Things to start a class, to teach students simple sentence structures to describe things they like and it could also work as a nice ice-breaking games between students.

2. Working in pairs to describe the song MV, and they can piece together the song together, which trains their speaking, writing, listening as well as collaboration skills.

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How does you mood changes as you look at the painting from left to right?

How would you describe the relationship between the water

and the sky?

Imagine a world without land?

Ask students to think about different types of weather (e.g. sunny, rainy, cloudy, windy, cold). Write down how it makes you feel and an associated colour.

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Conditionals

If the world is ending, what would you let go?

1. What if the man doing? What are the papers?

2. Relate papers to regret/things not important in life

3. Ask students to write/draw things that they want to let go on the paper

4. Fold it into airplanes and throw it out

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

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Every day, Vicki will say

Number one rule is to enjoy the day

Greeted with a smile and a warm embrace.

Let creativity flow and emotions felt with grace.

In a place so foreign and new

Sky so blue and crows flew

Here we are, poets and teachers in bloom.

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Logic: the tables were arranged in a half circle setting, the teacher walk around during class instead of just standing in front.

Process: a lot of questions were asked by students, a small drawing activity was included so students can familiarise themselves with the cell structure

Creativity: The drama class teacher was very creative and lively during the lesson.

Positivism: I love that students are active in class, and they are encouraged to do so, even without raising up their hand they know when is the right time to speak.

Emotions: I feel really happy to see such a high level of participation in class.

Caution: The classroom management requires improvement is some classes, some students were not playing attention and were doing their own makeup and listening to music on their headphones.

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1. How did you feel in PT2?

I felt more calm compared to PT1, more classmates aka students were very supportive and the classroom atmosphere is very nice. This helped a lot.

2. What are you most proud of?

I am most proud of my ability to engage with students, like asking them how they feel in the beginning to get them ready for the activity, I am also attentive to their needs, like when they couldn't guess the words, I can instruct them to describe the word in another way for them to continue the activity smoothly.

3. What might you do differently next time?

Only give instructions when I am sure that I have everyone's attention. And ask different students to answer questions rather than just relying on that one volunteer to ensure to whole class is participating.

4. What questions still remain for you?

How can I keep track of every student to make sure they are paying attention during class. What is a hack or strategy I can use to check if students are paying attention from time to time while not being too repetitive.

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Brown and Yellow Doodle The artistic Process Poster

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Class 1: Grade 1 – Who Am I? Puzzles

Each student selected a prop related to a character and was photographed acting out emotions or gestures.

Photos were displayed on an interactive whiteboard to help students reflect on facial expressions and vocabulary.

The teacher used technology (digital cameras, IWB) to deepen understanding and make learning interactive.

The classroom was set up to facilitate group work and use of props, encouraging hands-on learning and collaboration.

Language was age-appropriate, with emphasis on descriptive vocabulary linked to emotions and story elements.

The staging involved breaking down stories into recognizable clues and using visual aids to support comprehension.

Class 2: Grade 5 – Success Criteria

Teachers clearly articulated expectations and success indicators to help students self-assess and monitor progress.

The classroom environment supported independent and group work with resources like checklists and visual aids.

Language was explicit and instructional, emphasizing clarity and metacognition.

Tasks were staged with clear steps and criteria, enabling students to take ownership of their learning.

Class 3: Kindergarten – Formative Assessment

Teachers used formative assessment strategies to observe and document children’s skills during regular activities.

Assessment was ongoing, embedded in play and learning, and included varied evidence like observations, drawings, and conversations.

The classroom was arranged to allow naturalistic observation and interaction in whole-group, small-group, and individual settings.

Language used by teachers was reflective and responsive, focusing on children’s development and needs.

Tasks were flexible, allowing teachers to tailor instruction based on assessment data.

Three Things to Remember

The use of technology in early years to capture and reflect on learning enhances engagement and vocabulary development.

Clear success criteria help older students take responsibility and improve their learning outcomes.

Formative assessment is a continuous, embedded process that informs teaching and supports individual growth.

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1. Keep it short and simple (KISS)

2. ICQ to check understanding, closed questions

3. Remove unnecessary remarks

4. Use imperatives

5. Avoid using complex sentence structures

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Dear Ella

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 am pleased to see in your reflection that you felt pleased at how well your classmates engaged with the lesson and responded to you. I agree that this was a strength in your class, and it was largely due to your lovely encouraging classroom manner, and your planned use of interactive strategies to keep students engaged throughout.

You have clearly identified in your reflection a couple of areas to focus on for future teaching. In particular, I’m pleased to see you intend to focus on your teacher talk and comprehension checking questions. These are aspects of teaching that we will focus on a great deal in this course, so I look forward to seeing how you implement ideas from the course in your professional development in these areas.

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

Vicki Bos

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1. Ping-pong: a great way for students to interact, and practice sentence structure they have learnt in class or just for ice-breaking

2. Role-play: interesting speaking activity with high authenticity, can be interesting for students all ranges by adjusting the difficulty level, like allowing more freedom of expression during the role play.

3. Jigsaw activity: this activity allows student to do both input and output, like contributing during group discussion, sharing their findings with other groups, as well as listening other groups discussions. A great way to get students to interact and follow-up on their assignments.

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I felt nice, my classmates aka my students were kind and very responsive, though towards the end it got a bit rushed due to time management issues. I wished I could have done better with my teacher talk though, the questions I asked were mainly displayed questions, I could have prepared more meaningful questions so that the answers are not only yes and no. For questions, is probably how to draw a line between a fun classroom and when students are having too much fun, like when students are having fun with the annotate tool but they are able to complete the task and stay atentive, is it necessary to intervene?

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Three Structural Features of Australian Education

1. VET-University Pathways: Formal agreements exist where VET graduates gain assured entry into universities upon qualification completion (Resource 1).

2. Integrated School System: Education spans primary, secondary, and tertiary levels, with national coordination alongside state/territory management.

3. Decentralised Governance: States and territories primarily administer schools and curricula, within a national policy framework (e.g., ACARA).

Two Interesting Infographic Findings

Hybrid Work Preference: 82% of students prefer hybrid work arrangements, compared to 62% of the general workforce (Resource 2).

Teacher Retention Challenge: 66% of teachers have considered leaving the profession in the past two years (Resource 2).

One Question

How is the Australian government addressing the significant teacher retention crisis highlighted in the data?

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I am studying español.

I don't have a favourite colour, colours are just too pretty to just pick one.

Expert in the art of doing nothing

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How can the colour maroon be a feeling? Well, it’s hard to describe but it is.

b) You see it’s humid down here. The air just has more moisture in it.

c) Sounds touch you and the light wakes you up somehow (in the middle of the light). It is place that never sleeps.

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How did it feel to be a student in the virtual classroom?

It feels okay, Vicki was really engaging and use different elements to make the lesson more enjoyable, like music and jokes from time to time. But I would still prefer face-to-face interaction more.

Which activities were EASY / MEDIUM / DIFFICULT to complete?

All activities were quite easy

What was the purpose of each GTKY activity?

To build rapport and set the tone for our lessons ahead.

How might you adapt these activities for the physical classroom?

The two truth one lie activity was a good ice-breaking game. Students can write it down on a paper instead of padlet.

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1. I have been to Australia thrice. (only twice)

2. I am a middle child.

3. I am a cat person.