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Kelly, thank you for your thoughtful reflection on PT3.  I’m pleased you felt proud of your achievements, and you feel more confident and skilful in applying the techniques and methodologies in your lessons

Your lesson outline was clear, logically sequenced and you had identified a clear and appropriate communicative goal for ss to achieve. I agree with you, that less is more, and as a teacher, it’s important to manage and balance your own lesson planning time effectively so that you don’t end up spending loads of time preparing activities that you don’t have time to use in the lesson.

An important skill for teachers to learn is how to exploit their materials fully – do more with each activity.  When you prepare an activity, you might like to think about how you can exploit it / extend it if ss take less time than you anticipate (or indeed they have difficulties and need further consolidation before moving on with the next stage of the lesson.  Similarly, this can help if one group finishes more quickly than other groups and need a further task to do (i.e. differentiating the learning). It’s helpful to consider these options at the planning stage as it can be hard to think on one’s feet.

Keep up the good work Kelly!

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1.        Students

The student demographic was highly multinational. A class might comprise students of different ages and ethnic backgrounds; thus, the students mainly were learning English as a second or an additional language. In certain classes, some might not even have prior experiences learning in a classroom setting.

2.        Teachers

Teachers were aware of the cultural differences, whereas some teachers were also ethnic minority/immigrants themselves. The awareness was necessary to help recognize students’ limitations in language and understanding the context being taught.

Teacher engagement -- a way to support students in self-directing learning was to ask provocative questions to stimulate their thinking.

Teachers design classes based on students’ needs and learning progress. An activity could consist of different tasks for students to choose from based on their self-evaluated abilities. Teachers took up the role of a facilitator mainly.

3.        Resources

Well use of ICT tools in the classroom such as the basics: computer, personal laptop, projector, and screen, etc. In a creative classroom, a teacher utilized studio recording to help relatively passive and shy students express themselves actively using English songs or scripts. The teacher was also kind enough to invite a hip-hop singer willing to help those students overcome their obstacles and make their voices heard through songwriting. This case is an important reminder that people in different fields are also possible to promote active learning.

4.        The classroom set up

Students often sat in small groups since many tasks involved group discussions.

5.        The use of space

In the Maths class, students were allowed to walk around the classroom to interact with others. This arrangement is beneficial in keeping students engaged in the lesson.

6.        The language the teachers use

Very positive and encouraging. The teacher used questions to guide students to think instead of telling them the answers directly.

7.        The staging of tasks

When it came to complex tasks, such as writing, the teacher would divide the task into different stages with different forms of activity to help students build their work. The use of self-evaluation or a non-formative assessment to keep track of students’ performance was a strategy ahead of time.

8.        What surprises you

The teachers were quite experimental and innovative in their teachings.

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3.4.1 Self Directed Lerarning - Secondary Observations

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An online tool for creating word search puzzles which can be played instantly or printed out. Free to use with no registration required.

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The Transum name selecting application helps teachers choose students in a completely random way. Click on the select button to find one of the student names in the class list.

Saving Names

Click on the 'save' button at the top of the list of names to save them to a cookie on the computer you are currently working on. The names will then be available the next time you visit this page on this computer for up to 365 days. Please see the Privacy Policy.

Arrange Students

If you have saved the list of names in the class list on the right of this page you can also use:

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This is a facility that will help a teacher by randomly selecting a student from the class.

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Instead of watching the clock, students will be actively engaged in fun activities that involve the entire class in collaborative learning, like the popular Space Race quiz. Socrative helps teachers discover where students need a little more guidance, so gaps in understanding can be found and addressed when they come up.

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Instead of watching the clock, students will be actively engaged in fun activities that involve the entire class in collaborative learning, like the popular Space Race quiz. Socrative helps teachers discover where students need a little more guidance, so gaps in understanding can be found and addressed when they come up.

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No hands - for picking students randomly

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No hands - for picking students randomly

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' No Hands' random student selector is a small windows utility that randomly selects a Name from a class list. It is based on the idea that by randomly selecting pupils to answer questions, students feel more comfortable in answering teachers questions, and all students are more attentive as anyone in the class may be asked the next question.

In practice, students love this quick and fair way of student selection, and teachers can never be accused of favouritism or picking on a student too frequently.

'No Hands' is particularly suited to use with a smart-board as the application can be loaded with many class lists (consisting of a list of names and times when the class is taught) positioned and locked on the smart-board. Then whenever you need to select a pupil, run the application and a student for the current class will be selected. Click again and another student will be picked. You can optionally lock the utility to the screen so that the little darlings don't close it when your back is turned, and you can make it sit on-top of your other windows. There is also a manual override for the automatic class selection.

Screen shots of the appliction running in ' Normal' and ' Locked' mode;

'No Hands' is a proven solution to a common classroom problem found in both primary and secondary schools. The utility already has an ever expanding user base, and I know from my own experience, that it is a great teaching tool to have in any classroom. Hope you like :)

The 'No Hands' utility is available here and is currently free of charge. It is to be used completely at your own risk, and by downloading and running the utility you are accepting these terms of use. If you have a version that has expired, then come back here to get the most up to date version available.

Q: Is there any more information?
A: More information about how to use and configure the utility may be found in the 'ReadMe.txt' file contained within the zipped download.

Q: What is the best way to run the utility?
A: It's best to save the 'No Hands' utility and your configuration file into a folder in your work area. Then create a link/shortcut to the utility, and place this on your Desktop so that it is readily available. (To create a shortcut, right click on the 'No Hands.exe' file, select 'Copy', then on your Desktop, right click, select 'Paste shortcut'.) If you want to run the utility from within a Power-Point presentation, Word Document or Smart Board Environment, first create a shortcut to the utility, then embed the shortcut into your document.

Q: The utility is great, but I need an iOS version?
A: There is currently no iOS version (or any other OS version) of the utility, nor are there any plans at the moment to produce one. If you are a MAC user then I am sure you are already well used to this trade-off situation, sorry.

Q: I have a question not covered by any of the info on this page?
A: The utility only does what it currently does. If you are having trouble getting it working then review the 'ReadMe.txt' file, or ask a helpful technician for some assistance. If you still have a problem then as a last resort you may email me with your question, however if I think your question is already covered in this page or the 'ReadMe.txt' file then I probably won't get back to you. If it's not already covered then I will add it to this page and email you back.

Q: I would like to suggest an improvement, what should I do?
A: Please feel free to suggest any improvements or provide feedback/comments of your experiences with the utility (by email). At some point I may update the utility and I already have many ideas as to how the utility can be improved, however this takes many man hours and time is something I don't have a great deal of at the moment!

Q: Some students seem to get selected more frequently than others, why isn't student selection completely random?
A: Well, that is exactly the point i.e. a random selection is exactly that - any Student can be the next student to be selected. Randomness does not mean that there won't be any repeats or patterns in the selection of students - see the cartoon here. This application is so effective for exactly this reason i.e. after a student has been selected, they cannot go back to sleep as they may be selected again, at random. The exception to this is that, in my own experience some students felt that the computer was picking on them, as a result of this, a 'no repeat' algorithm was implemented to ensure that at least two other students are selected before a student can be reselected. In this respect, student selection is no longer truly random!

Q: Can the utility make sure that once a student has been selected, that they will not be selected again until everybody else has had a go?
A: In short no, because students are selected at random. If a student knew that once they had been selected, they would not be selected again until everyone else had had a go, they might be tempted to just go to sleep in the corner. This 'lack' of functionality is therefore by design.

Q: Can I use my slideshow remote clicker or some other hardware to select another student?
A: Yes, once the utility is running, you can use any hardware that can be configured to generate a key press (actually a virtual-key press), to select another student. This can be a system wide key press, or just when the application has focus. There are a number of options that can be configured to suit your hardware and how you want to use it. See the configuration file (Key Hook section) for more information about how to use this facility.

Q: Can I use Unicode in configuration file?
A: The current version does have some support for Unicode, so if you need the facility, make sure the configuration file is saved in UTF8 format. You may need to configure Windows to use one of the ' English (...)' language options as a ' Display Language' in the ' Region and Language' settings in Control Panel. If you are looking for an alternative to Windows Notepad that supports UTF8 then I can recommend Notepad++.

Q: I think that this utility is fantastic and want to give you something really expensive as a token of my appreciation. Can I do this?
A: Yes you can! Alternatively if you would just like to drop me an email with some of your experiences when using this utility, then that would also be appreciated. I may get around to adding user experiences to this web page, and if I do, then please be assured that I will not publish any personal info, email addresses etc - just the gist of your experiences.

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' No Hands' random student selector is a small windows utility that randomly selects a Name from a class list. It is based on the idea that by randomly selecting pupils to answer questions, students feel more comfortable in answering teachers questions, and all students are more attentive as anyone in the class may be asked the next question.

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PW: meetQI

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HKU0921 PGDE Graduation Day by The Queensland Institute on Genially

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Discover more about HKU0921 PGDE Graduation Day ✌️ - Presentation

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Set up numbers with different words - words students need to practice pronouncing. T-Ss will then exchange "numbers"

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Mini-conference Micro-Reflection

1. What did you learn about video projects?

It was fun to explore software I have never used before. Determined to create an informative animation, I found Renderforest, a very user-friendly tool. I realize the process of planning and producing a video can be frustrating. However, it was effective in visualizing my ideas and sharing them through a means others can understand. All in all, I find producing video projects fun and rewarding.

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

I really enjoyed the presentation from Kate, a peer from the primary stream. She shared some good insights on using music in the classroom. I admire that we all found a specific aspect to strive for improvements in our future teaching careers.

3. Could you host a mini-conference with your Ss?

I would definitely try to do that.

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Blue Class HKUPG 2021 Response to letter to future self (12)

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How to give instructions effectively in an online lesson

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How to give instructions effectively in an online lesson

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6.2.1 Inclusive Education - Virtual School Visits

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1. How to set up clear instructions?

junior forms: type it all out

senior forms: just keywords

remember to divide your tasks into stages and avoid delivering all the instructions in one go

be concise

demonstrate while talking

ask students to read the instructions for the class

2. How to check students' understanding?

ICQs

Ask individuals

Ask them to respond by giving gestures for numerical/yes-no answers

Put their names next to the ICQs esp if the instructions are long and you want them to spend some time reading

3. Don'ts

T always read the instructions (too challenging for students to process all at once / balance T-Ss talking time)

4. Ending
Wish everyone a prosperous, fruitful, and joyful teaching career

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Animated Cartoon Maker Online | Renderforest

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Explore the unlimited capabilities of our animated cartoon maker! Use Renderforest to unleash creativity now!

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Customize your cartoon video
template without any limitations

Replace any element on the template with your choice of animated texts, images, cartoon characters, backgrounds or properties that are part of the Animaker library. You can also use your own uploaded assets in the video

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Free Online Cartoon Maker (With 3000+ Animations!)

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Replace any element on the template with your choice of animated texts, images, cartoon characters, backgrounds or properties that are part of the Animaker library. You can also use your own uploaded assets in the video

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Key criteria to consider when selecting video, short films and film clips for your students.

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Key criteria to consider when selecting video, short films and film clips for your students.

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relevant

authentic

comprehensible

appropriate – culture / swear words / sex scenes / violence / nudity

length

entertaining

meaningfulness and important themes and other life lessons

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Selecting resources (these stakeholders need to be taken into consideration)
Parents....Principals....Panel heads.....
Students...

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Doodling helps extend concentration and enhance one's memory

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Write a letter to your future self :

1. Congratulating yourself on the things you achieved overall during your peer teaching.

2. Collecting activities you have learnt from your course: 1 activity from each week on your QI course.

3. Giving yourself advice about

one thing  you will take into the future

one thing you will continue to improve

one goal for Week 6

Upload your letter to your Personal Padlet. Consider using Canva to make a lovely letter for yourself!

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Animation: Students' reflection on the artworks

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Animation: Students' reflection on the artworks

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Installation by an Chinese artist, inspired by the artist's experience of North Stradbroke Island in Queensland.

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Aims

Developing knowledge through active looking

Looking at different elements

Forming connections with the artwork

Bringing personal experiences to content

Activities

1. Thinking routine: see, think, wonder

2. Observation, interpretation, imagination

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1. Use visuals to simulate discussions when doing comparisons and contrasts

2. Use discussion cycle instead of discussion list as the starting point

3. Rank to personalize a list of things (e.g. rank the teacher duties) Transfer words into images and provide sentence stems/ language support (e.g. you describe and your partner draws the graphics) Word stem of the week

4. Autobiography

5. Make a prediction

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Let students make the guess first
Divide the words into different chunks
No fear of big words

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Content Language Integrated Learning
1. content
2. language
3. learning skills

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WALT = we are learning to.....

use CLIL principles to maximize learning consider the cognitive load versus the linguistic load in each activity or lesson consider the content outcomes, as well as the linguistic outcomes in a lesson, apply learning skills training in our lessons

e.g. "We are learning to use present continuous tense to introduce a piece of artwork to our friends."
- language skills
- communicative goals

WILF = What I'm looking for.......
- 4 CLIL principles I can add to my tool kit
- 3 angles to design a lesson from
- 2 visual tools to boost learning

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1. How did you FEEL in PT4?

2. What were you PROUD OF?

3. What would you KEEP and/or ADAPT?

4. REVIEW the QI progress descriptors.  How are you going now? Give yourself a RATING in each criterion (3-2-1) and say why you gave yourself those scores.

Due: Sat 23 Oct 10.00am HK time

1. How did you FEEL in PT4?

I felt happy to be able to plan a reading and writing lesson independently and execute the lesson according to plan. Indeed, the lesson plan was far from perfect. I fully appreciate the feedback from my peers, especially one that mentioned my reading task was not constructive enough to provide sufficient input for the writing task. It was a blind spot for me. But I am glad that every time I find new things to improve on for my next PT and my career later on. PT4 was, nonetheless, challenging. Yet, I wholeheartedly enjoyed taking up the challenge and witnessing myself grow gradually.

2. What were you PROUD OF?

I am proud of my attitude towards preparing for a lesson, the improvement in teaching skills, and the growth through self-motivation. Compared to previous PTs, PT4 is an individual project. It requires more reliance on one’s creativity, discreetness, and most important of all, judgment. Although our tutor and prep buddy were there to provide support, preparing everything from scratch meant that we finally learned to hold our work accountable as a teacher. There will be no one to share the burden of faults, doubts, except ourselves. Independence and self-awareness underlying the working process are qualities we ought to build in order to claim ourselves worthy as professionals. I am glad I persisted throughout the preparation, urging myself to do the very best I can to learn from previous shortcomings and avoid repeating mistakes. I set a realistic standard for myself, and I proudly say that I made it. I am proud of what I was able to put forward to the class.

3.  What would you KEEP and/or ADAPT?

I would keep the structure of my lesson and the materials. Adaption has to be made on the reading task. If I were to refine the lesson, I would add a consolidation task after the reading to provide sufficient scaffolding to students. While focusing heavily on instruction deliverance, it is so easy to forget the importance of helping students construct knowledge towards the task. In other words, instead of just focusing on the “what,” I must not forget to show them the “how.” This is another valuable experience earned.

4.  REVIEW the QI progress descriptors.  How are you going now? Give yourself a RATING in each criterion (3-2-1) and say why you gave yourself those scores.

Professionalism (3): I was able to collaborate with my peers, fulfill all responsibilities required on time.

Language skills for teaching (2): I have an increased awareness of my language usage in the classroom, although still plenty of room for improvement in terms of accuracy and fluency.

Planning for learning (2): I am happy to learn many skills and strategies to enrich my teaching tool kit. The more I learned, the more willing and able to apply, the more eager I was to devote myself to planning the lesson. I used to treat lesson planning as a great burden. But now, I am starting to enjoy it and look forward to the challenge!

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Peer teaching 4 - from reading to writing (1)

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Peer teaching 4 - From reading to writing - Google Jamboard

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Peer Teaching 4_from reading to writing.docx

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1. Analyse the purpose, context, and structure of speech, and target listeners. (how the text is suppose to make people feel? How did you know?)

2. Based on the purpose of speech, ask students to highlight important vocabularies and text structure that they consider important in a motivational speech.

3. They would have to write their own short 2 mins speech to encourage their peers to work hard during the mid-term exam. (the speech has to be typed out on Jamboard)

4. Will share their speech in the breakout rooms with their peers. Afterwards, the teacher will invite a few to share their speech in the general room.

5. Self-evaluation and feedback.

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Natalie Portman Harvard Commencement Speech 2015

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Natalie Portman Harvard Commencement Speech 2015

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Natalie Portman Harvard Commencement Speech | Harvard Commencement 2015

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Natalie Portman Harvard Speech Transcript 

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Natalie Portman Harvard Speech Transcript 

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Natalie Portman is a film actress, producer, writer, and director with dual Israeli and American citizenship.

Here is the full transcript (Edited version) of Academy Award-winning actress Natalie Portman's commencement speech at Harvard on May 27, 2015.
Listen to the MP3 audio here: Natalie Portman Harvard Commencement Speech2015 Natalie Portman - Speech TRANSCRIPT
Hello, Class of 2015.

I am so honored to be here today. Dean Khurana, faculty, parents, and most especially graduating students, thank you so much for inviting me.

The Senior Class Committee, it's genuinely one of the most exciting things I've ever been asked to do. I have to admit primarily because I can't deny it as it was leaked in the WikiLeaks release of the Sony hack, that when I was invited, I replied, and I directly quote my own email, "Wow! This is so nice! I'm going to need some funny ghost writers. Any ideas?"

This initial response, now blessedly public was from the knowledge that at my class day we were lucky enough to have Will Ferrell as class day speaker, and that many of us hungover, or even freshly high, mainly wanted to laugh.

So I have to admit that today even 12 years after graduation, I'm still insecure about my own worthiness. I have to remind myself today you're here for a reason. Today I feel much like I did when I came to Harvard Yard as a freshman in 1999 when you guys were, to my continued shock and horror, still in kindergarten.

I felt like there had been some mistake that I wasn't smart enough to be in this company, and that every time I opened my mouth, I would have to prove I wasn't just a dumb actress.

So I start with an apology. This won't be very funny. I'm not a comedian. And I didn't get a ghost writer. But I am here to tell you today Harvard is giving you all diplomas tomorrow. You are here for a reason.

Sometimes your insecurities and your inexperience may lead you, too, to embrace other people's expectations, standards, or values. But you can harness that inexperience to carve out your own path, one that is free of the burden of knowing how things are supposed to be, a path that is defined by its own particular set of reasons.

The other day I went to an amusement park with my soon-to-be 4-year-old son. And I watched him play arcade games. He was incredibly focused, throwing his ball at the target. Jewish mother that I am, I skipped 20 steps and was already imagining him as a major league player with what is his aim and his arm and his concentration.

But then I realized that when he won, he was playing to trade in his tickets for the crappy plastic toys. The prize was much more exciting than the game to get it.

I, of course, wanted to urge him to take joy and the challenge of the game, the improvement upon practice, the satisfaction of doing something well, and even feeling the accomplishment when achieving the game's goals. But all of these aspects were shaded by the little 10-cent plastic men with sticky stretchy blue arms that adhere to the walls. That - that was the prize.

In a child's nature, we see many of our own innate tendencies. I saw myself in him and perhaps you do, too. Prizes serve as false idols everywhere, prestige, wealth, fame, power. You'll be exposed to many of these, if not all.

Of course, part of why I was invited to come to speak today beyond my being a proud alumna is that I've recruited some very coveted toys in my life, including a not so plastic, not so crappy one: an Oscar.

So we bump up against a common trope I think of the commencement address people who have achieved a lot telling you that the fruits of the achievement are not always to be trusted. But I think that contradiction can be reconciled and is in fact instructive. Achievement is wonderful when you know why you're doing it. And when you don't know, it can be a terrible trap.

I went to a public high school on Long Island, Syosset High School. Ooh, hello, Syosset! The girls I went to school with had Prada bags and flat-ironed hair. And they spoke with an accent I who had moved there at age 9 from Connecticut mimicked to fit in - Florida Oranges, Chocolate cherries.

Since I 'm ancient and the Internet was just starting when I was in high school, people didn't really pay that much attention to the fact that I was an actress. I was known mainly at school for having a backpack bigger than I was and always having white-out on my hands because I hated seeing anything crossed out in my notebooks.

I was voted for my senior yearbook "most likely to be a contestant on Jeopardy" or code for nerdiest. When I got to Harvard just after the release of Star Wars: Episode 1, I knew I would be staring over in terms of how people viewed me. I feared people would have assumed I'd gotten in just for being famous, and that they would think that I was not worthy of the intellectual rigor here.

And it would not have been far from the truth. When I came here I had never written a 10-page paper before. I'm not even sure I've written a 5-page paper. I was alarmed and intimidated by the calm eyes of fellow students who came here from Dalton or Exeter, who thought that compared to high school the workload here was easy.

I was completely overwhelmed and thought that reading 1000 pages a week was unimaginable, that writing a 50-page thesis was just something I could never do. I had no idea how to declare my intentions. I couldn't even articulate them to myself.

I've been acting since I was 11. But I thought acting was too frivolous and certainly not meaningful. I came from a family of academics and was very concerned of being taken seriously. In contrast to my inability to declare myself, on my first day of orientation freshman year, five separate students introduced themselves to me by saying "I'm going to be president; remember I told you that." Their names, for the record, were Bernie Sanders, Marco Rubio, Ted Cruz, Barack Obama, Hilary Clinton.

In all seriousness, I believed every one of them. Their bearing and self-confidence alone seemed the proof of their prophecy where I couldn't shake my self-doubt. I got in only because I was famous. This was how others saw me and it was how I saw myself.

Driven by these insecurities, I decided that I was going to find something to do at Harvard that was serious and meaningful, that would change the world and make it a better place.

At the age of 18, I'd already been acting for 7 years, and assumed I find a more serious and profound path in college. So freshman fall I decided to take Neurobiology and Advanced Modern Hebrew Literature because I was serious and intellectual.

Needless to say, I should have failed both. I got Bs, for your information, and to this day, every Sunday I burn a small effigy to the pagan Gods of grade inflation.

But as I was fighting my way through Aleph Bet Yod Y'shua in Hebrew and the different mechanisms of neuro-response, I saw friends around me writing papers on sailing and pop culture magazines, and professors teaching classes on fairy tales and The Matrix. I realized that seriousness for seriousness's sake was its own kind of trophy, and a dubious one, a pose I sought to counter some half-imagined argument about who I was.

There was a reason that I was an actor. I love what I do. And I saw from my peers and my mentors that it was not only an acceptable reason, it was the best reason.

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Full Transcript: Natalie Portman Harvard Commencement Speech 2015 - The Singju Post

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Natalie Portman is a film actress, producer, writer, and director with dual Israeli and American citizenship. Here is the full transcript (Edited version) of Academy Award-winning actress Natalie Portman's commencement speech at Harvard on May 27, 2015. Listen to the MP3 audio here: Natalie Portman Harvard Commencement Speech2015 Natalie Portman - Speech TRANSCRIPT Hello, Class of ...

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What did we do today? Why?

Three Things I Know- to review speaking activities, weekends, and school visit reflections
Letters to Learners - to provide feedback on Ss written content and class progress

Summary Reports - to encourage learners to report back on common themes (all learners)
Jabberwocky - a poem to teach word forms and semantic processing
Lockdown Reading Challenge (video) - to set context for lesson (reading)
Reading + Listening + Highlighting
#Hashtags - to summarise main idea from the passage

Reading aloud (sample) - Possum Magic (C.McManus)
Picture Predictions -  Strategies (6 principles) - to provide clues via pictures
Reading Aloud 3 ways - Ss read - T plays 2 different kind of music - to encourage Ssto convey emotion with their voice
Vocaroo.com - to record T or Ss-Ss voices
Set up - Peer Teaching 4

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♫: Lockdown Reading Challenge

Key Questions

1. What ...

2. How...

Session 1:  8:30am-10:30am

Learning Activities:

Warmer: Three Things I Know

Review: Virtual School Visits

New: Supporting Readers

Session 2:  11:30am-1:30pm

Learning Activities:

New: Reading Aloud

Set up: Peer Teaching 4

Reflection: Three Things I Know

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

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1. different tasks for different levels of ability
2. get passive learners to active creators
3. be sensitive to students' needs
4. opportunities for self-evaluation!

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1. How did you FEEL in PT3?

I felt more confident conducting PT3 compared to the previous PTs. I had improved largely in this round, keeping in mind many suggestions and tips my peers and instructor mentioned. I was also grateful to have a compatible prep buddy, Karen, who helped prepared excellent teaching materials adhering to the lesson plan.

2. What were you PROUD OF in PT3?

I was proud to give students more opportunities to speak in class deliberately, give concise instructions, and use ICQ more skillfully than the last PT. I was also able to

3. What would you KEEP or ADAPT for next time to encourage INTERACTION in your lesson?

I would certainly keep the discussion task but change the discussion questions slightly from "Which festival to go to as a group" to "Which festival is the most enjoyable/fun?" The communicative goal for the first question, despite being clear, was not entirely authentic, as our peers commented.

4. What TOP TIPS would you give to future HK teachers trying out speaking activities?

Be diligent in lesson planning and time management. Prepare what is sufficient for the task towards the objective. More does not mean good. Conciseness is.

Due: Sat 16 Oct 10am HKT

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What did we do today? Why?

1. Español - Word Search: to .....

2. Bingo Board - T asks ss to choose their own adventure  to...... enhance motivation; control own  learning..

3. Tiny Dancers - T gives ss Heads down time - ss think about 4-5 questions - T plays music + ss dance (big or small) - when music stops T call number + Ss give ideas ideas - to energise ss - to promote speaking interaction through discussion

4. Love Stories - A+B predict typical American high school love story, guided by questions - to activate schemata - prior knowledge

5. Cooperative Speaking: A's watch 30 secs of video video, B's close their eyes - in BoRs A tells B what s/he saw - swop over - to......

6. Cooperative Writing: A + B write the love story: bonus challenge - change the ending - to practise narrative tenses (past simple, continuous etc)

7. Language Extension:   Ss predict vocab before listening to check answers with script.

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Key Questions

1. Why do we use songs in the language classroom?

2. What activities can we do with songs?

3. What song(s) would you like to use with your ss?

Session 1:  8:30am-10:30am

Learning Activities:

Warm up:

Review before new

New: Motivating Learners through music and song

Session 2:  11:30am-1:30pm

Learning Activities:

Preparation for PT3

Tutor Consultations

Set up: Self-directed Learning

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Group 2:  Wensy, Joey, Kelly, Bethia, Cherry

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LINK to Peer Feedback

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3rd Peer Teaching - Festivals in HK - Google Jamboard

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What did we do today? Why?

1. Espanol / flashcards - to learn + pronounce new vocab

2. Espanol / Wordwall - to match words +pictures

3. Finish the Sentence - T gives ss a sentence stem - ss finish the sentence - to activate schemata prior to lisnteing/reading

4. Self-paced listening - T gives ss link to video/audio file - ss manage own pace of listening - replay as needed

5. Self-paced answer checking - use audio script -ss check own answers - highlight on W/B or screen to check Ss got the correct answers.

6. Jigsaw reading - Ss read alone - share with group mates (all A's / all B's) - share A + B

7. Creating checklists - to apply learning .....

8. x

9. x

10. x

11. x

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Key Questions

1. How do we create successful language lessons for our learners?

2. What's our role as teachers in the lesson?

3. What are the  features of successful communicative activities?

Session 1:  8:30am-10:30am HKT

Learning Activities:

Warm up:

Review: SARA

New: AL + CLT

Session 2:  11:30am-1:30pm HKT

Learning Activities:

Set up PT3

Prep Partners

Reflection: TBC

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1) What is the CONTEXT of the lesson?

It is a conversation about visiting London.

2) What's the HEART of the lesson?

To describe a place and give personal views about it.

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Key Questions

1. How do you feel about textbooks?

2. What are the advantages and disadvantages of textbooks?

3. How can we bring our textbooks to life for learners?

Session 1:  8:30am-10:30am HKT

Learning Activities:

Warmer: Español

GTKY:  Star Stories

New: Bringing textbooks to life

Session 2:  11:30am-1:30pm HKT

Learning Activities:

New: Analysing textbooks

Reflection: TBC

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What did we do today? Why?

1. Hola!  Spanish greetings - to.....

2. Star Stories - (GTKY activity) T demonstrates - Ss guess why the numbers are significant for T, Ss do activity in pairs/small groups

3. Answergarden - Sharing opinions anonymously

4. Continuums - Sharing opinions visibly + physically  - Ss review statements + stamp opinions on a cline; physical classroom: use 4 different coloured papers /  use 4 different gestures / move to 4 corners of the room + share opinions

5. Micro-lecture (Texbooks - advs+disadvs)

6. Cooperative Listening - A+B listening. T sets questions to answer from listening. A = listen only, B = listen + make notes- T reads half the text, ss compare ideas - Ss swop roles and T reads second half of text.

7. Fake text messages - (reflection)

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Congratulations! You have created a Fake Text Message! Now you can go and share it with the world:

Message Transcript:

Maximus

Maxi, how are you? We missed you in class today! We met our new instructor, Philippa, and she speaks fluent Spanish! I know you speak a bit of Spanish, you're going to love it this lesson.

We mainly learnt about adopting textbooks using the SARA method - select, adapt, reject, and add. Useful stuff. Always keep the lesson objectives ahead of everything.

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Fake Text Message | Make Fake Text Conversation

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Congratulations! You have created a Fake Text Message! Now you can go and share it with the world: Message Transcript: Maximus Maxi, how are you? We missed you in class today! We met our new instructor, Philippa, and she speaks fluent Spanish! I know you speak a bit of Spanish, you're going to love it this lesson.

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1. Give students the key questions to listen for answers to.
2. Two groups of students take turns listening to the teacher.
3. The teacher reads different parts of a text to different groups.
4. Students reiterate their part and share views with their partners.

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1. Select
2. Adapt
3. Reject
4. Add

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https://www.powtoon.com/?locale=en

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Powtoon | Create Awesome Videos Yourself

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Powtoon gives you everything you need to easily make professional videos and presentations that your clients, colleagues, and friends will love! No design or tech skills are necessary - it's free, easy, and awesome!

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Congratulations on completing another successful round of Peer Teaching, Kelly! You have provided another thoughtful reflection here. Some great tips for your future colleagues. I appreciate your progress assessment as well and the notion of connection between tasks. Your Portfolio is filling up nicely! All the very best for the weeks ahead. I am sure you will continue to thrive. Thanks again, Fiona Wiebusch

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What did we do today and why?

1. Upload - PT2 Outline

2. Set Up - Google Docs

3. Warm Up - Faster Pasta Rap

4. Peer Teaching - Rounds 1-5

5. Reflection 1 - speaking

6. Reflection 2 - writing

7. Tutor feedback - Jamboard

8. Update - Progress + Portfolios

9. Set up - Week 3

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Please post your individual reflection on the class Padlet:

1. How did you FEEL?

I felt accomplished to deliver my first formal speaking task in a teaching role. The preparation process was admittedly challenging and slightly daunting at first, but I was so grateful to have been given the challenge. Scripting while writing the lesson plan was never something I did because I usually reckoned that to be time-consuming and unnecessary. But I changed my mind completely as I tried that for the first time. Through visualization, I realize the complexity of my commands or instructions could confuse students and smudge the learning objective from the task. Taking some time to write down what I intended to say and some trimming was helpful to keep myself, a teacher, on the proper path. I am glad I had the chance to build this awareness through conducting this PT session.

2. What are you PROUD of?

I am proud of being able to conduct the whole lesson within the given time. The process was smooth and well-managed from my perspective for my first attempt to design and conduct a speaking task in class. I was also especially proud of adding the instructions to my PPT at the last minute, which prevented me from over-speaking and potentially confusing or losing students' attention.

3. What will you ADAPT?

Whenever there are two different sets of materials intended for pair or group works, I might have to send the materials privately to the students instead of sharing both sets in the general chatbox, considering this is an online lesson. This is more feasible in a real-life scenario in keeping students on task.

4. What is your TOP TIP for future HK teachers re: setting up speaking activities?

The priority is always to make your instructions, especially when it involves complex procedures, visible to students at all times. Show the instructions instead of just telling.

5. How would you evaluate your PROGRESS over Week 1-2 of the program?

I became more aware of how to create an interactive lesson using a variety of methodologies. I began with limited knowledge of methods useful in the classroom and now with a handful of wonderful, big, and small tasks beneficial in drawing students' attention while practicing language skills.

I have also been introduced to so many more IT tools or functions at our disposal to make lessons fun.

The connection between tasks is also fundamental in lesson planning which I have grown aware of over the past two weeks. This is something I wish to mature in my teaching journey.

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WordArt.com is an AI-powered word cloud generator that enables you to create amazing and unique word clouds with ease.

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WordArt.com is an online word cloud generator that enables you to create amazing and unique word clouds with ease

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What did we do today? Why?

1. Key verbs - an alternative to key questions

2. Number check in - 1-5 rating (feelings) / % HW

3. Drama warmer (act + add) - What are you doing?

4. List problems (Ss frustrations)- tick the ones you can solve (discussion prompt)

5. Paralinguistic cues - gestures, facial expressions, etc. to convey meaning to Ss

6. smart learning goals -   e.g. 3 strategies... 2 questions... 1 plan for your project, etc.

7. ICQs - forming simple, clear and concise questions

8. PT preparation in pairs - to...

9. Padlet Portfolios - upload materials

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♫: ABC 123

Key Verbs

1. Moving

2. Simplifying

3. Checking

4. Preparing

5. Scripting

Session 1:  8:30am-10:30am HKT

Learning Activities:

Warm up: What are you doing?

New: ABC's of Instructions

Reflection: Giving Instructions

Session 2:  11:30am-1:30pm HKT

Learning Activities:

Partner Prep: Peer Teaching 2

Tutor Consultations

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1. Moving
2. Simplifying
3. Checking
4. Preparing
5. Scripting

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What did we do today? Why?

1. Backgrounds - to...

2. All together now - to...

3. In other words - to...

4. Wordwall flashcards - to...

5. Padlet Analysis Posts - to...

6. Group presentations - to...

7. Scattegories - to...

8. Table categories (notetaking) - to...

9. Demo activity set up - to...

10. Peer Teaching Criteria - to...

11. PT preparation in pairs - to...

12. Padlet Portfolios - to...

13. Soundtrack reflection - to...

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♫: 'Let's get it started'

Key Questions

1.  What are the key principles that underpin speaking activities?

2. How do we adapt speaking activities for a specific learner group?

3. How do we set up an activity successfully?

4. What's the criteria for Peer Teaching 2?

Session 1:  8:30am-10:30am HKT

Learning Activities:

Warm up: All together now

Reflection: Analysis + Adaption

Session 2:  11:30am-1:30pm HKT

Learning Activities:

New: Giving Instructions 1+2

Set up: Peer Teaching 2

Reflection: Soundtrack

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Vocab game

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♫: 'The Voice' Mitch Tambo

Key Questions

1. What did you _____n about Aussie schools?

2. What ______s a speaking activity successful?

Session 1:  8:30am-10:30am HKT

Learning Activities:

Warm up: Java gud wikend?

Reflection: Virtual Visits + FB

New: Classroom Management

Session 2:  11:30am-1:30pm HKT

Learning Activities:

New: Speaking Activities

Reflection: Analysis + Adaption

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What did we do today? Why?

1. Aussie English - Java gud wikend? Whadichoo...

2. Word Search Maker - LINK to review words or terminology / T creates (review at the beginning of the day) or Ss create (exit tickets at the mid/end of the day)

3. Weekend Windows -  to share weekend stories / Ss create a visual aid to accompany discussion

4. Jamboard - draw, guess and tell (sharing experiences)

5. ICQ - use activity stages (imperative verbs) to check Ss know what to do at each stage (nominate 2 Ss to tell)

6. Reflection collection- Annotate sticky notes on a topic (virtual school visits) / Turns into a reporting activity

7. Lean forwards, lean backwards (song/rap) - to energise Ss / to intro high frequency functions (e.g. Turn to the right)

8. Word association - Tell me two words or situations you you connect with _______.

9. Speech bubbles - image elicitation + context setting

10. Checklist discussion (ranking) - to encourage discussion by adding the goal for Ss to reach a consensus.

11. Continuum (cline) SA-SD - stamp (v) OR line up (p)

12. Role play (3 ways) - to...?

13. x

14. Padlet Portfolios - upload...

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1. Turn your cam off when visiting BoRs to avoid interrupting the activity currently taking in place.
2. Show your presence only when necessary.
3. Keep your students on task!

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Hi Kelly,

Thank you for creating your Padlet portfolio and for sharing your Peer Teaching Reflection. You're building an extensive portfolio of ideas and insights, well done.

It is great to see you're feeling empowered and proud of trying out different methods in your Peer Teaching. I could see you taking risks and really responding to your 'students' needs in real time, which is great to see.

I look forward to seeing more lessons from you in the future and feel free to ask a question if something comes up at a later stage. Excellent work on your 321 research and Virtual Visits reflections. Would you mind switching on 'comments' in your Padlet? It will be easier for trainers to respond to brief posts in the comments in the future.

Thank you for your active participation in our class. I look forward to your continued contributions in Week 2!

- Fiona Wiebusch

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Jamboard collaborative reflection activity 

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Hot tips:
1. Keep the top left hand corner empty! (new items pop up there)
2. Canva supports Jamboard! Find beautiful templates there.
3. Prepare sticky notes with instructions and drag them to the far left/right for use during the lesson.

WordSearch - crossword puzzle (ask students to create one to review vocabs they have learnt!)

Weekend Window - draw-guess-tell (in BoR)

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Cover photo used in the teaching handout 

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1.  How did you FEEL in PT?

The PT was a teaching laboratory for us to apply, test, and reflect on our learning progress so far as a teacher in training. I felt safe and encouraged to experiment with different methods despite the imperfections in the execution of plans. Honest and sincere peer feedback helped me identify GROW areas immediately with a sense of genuine support in it. I felt empowered to improve and grow. The first PT was a rewarding, happy, process and I look forward to future ones.

2. What are you PROUD of?
I am proud to be able to attempt different methodologies learned in class to the PT. With the support from peers and the instructor, I did not fear making mistakes or having any failures but treat them as opportunities for growth.

3. What might you ADAPT?
To confirm students' understanding by providing actual tasks or activities. Less verbal but more virtual instructions during online lessons. A good tip from Fiona with regard to lesson planning is to plan backward. Consider the outcome and objectives first, and work our way to plan on the scaffolding.

4. What QUESTION/s do you have?
Not at the moment.

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

The proportion of private investments in schools are high.

The "secondary" stage is divided into secondary school, which lasts for four years, and senior secondary school, which lasts for two years.

There are only 1-2 years of preschool/foundation.

Identify two things that interested you from the infographics.

They indicate the differences in expectations between educators and parents in various aspects.

A holistic view on personal development instead of just academics.

Write 1 question you have about Australian education.

How do they actualize the curriculum of learning outside of the classroom?

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Link to PEER Feedback

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Peer teaching handout -- 30th Sept (updated)

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Overall, lots of bravery and creativity from Ts which led to very engaging lessons for your Ss

Well-prepared and helpful visual aids i.e. Canva, PPT, well-designed handouts, etc.

Excellent to see Ts using new strategies for interaction, i.e. chat box responses, stamps, matching pictures or categorising items, quizzes, quick draw, etc.

Great management of online tools, e.g. Wordwall, Mentimeter, video display, Answergarden, annotate, etc.

Good to see teachers eliciting information (ask before we tell), i.e What can you see / Can you guess?

Excellent to see a focus on language support e.g. sentence stems, and pronunciation to support Ss use of English in activities, e.g. listen + repeat, syllables, etc.

Great to hear teachers using Ss names ("every name, every day") and encouraging Ss with praise (Yes! You got it! That's great, thank you. Well done!)

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Things to consider:

How do we select the vocab for our task?

How important is teacher voice/feedback to engage and motivate learners?

What will my students say if I ask, "Is that clear?"

How can we make our instructions clear and simple for all Ss (mixed proficiency)?

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PBL POST:

Find the Instructions on Class Materials Library Padlet <<

Create an Infographic as a PDF

Post it on your Padlet column

Due: 8:30am Tuesday 28 Sept

Soundtracks: "Try Everything"

Key Questions

1. How well do you know each other and the QI program?

2. What are some ways to make learning visible online?

Session 1:  8:30am-10:30am HKT

Learning Activities:

Log on: Learning Goals

Welcome + GTKY activities

Review: Class timetable and Progress Descriptors

Session 2:  11:30am-1:30pm HKT

Learning Activities:

GTKY1: Show + Tell

GTKY2: Two Truths & a Lie

Understanding your Teaching Context: Infographics

Log off: Learning Goals

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What did we do today? Why?

1. Log on - to activate Ss prior knowledge and interests.

2. Soundtracks - to present a theme or topic for an activity

3. Annotate (Stamp/Text)- VIRT: to stamp and identify vocabulary items in an image or T for text to write words e.g. language names / PHYS: point, tap or hover hands over images projected (movement to the board) + marker on the board (or chalk) to write on WB

4. Progress Descriptors - to ensure Ss are aware of expectations and formative assessment (reports)

5. Aussie English - to identify some key linguistic features of the Australian variety of English

6. Show + Tell - to....?

7. Two Truths & a Lie - to...?

8. Infographics - to...?

9. Padlet Post - to share teaching stories with classmates and tutors

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Soundtrack: "Best Part of Me"

Key Questions

1. How do we use visuals to support language learning?

2. What are some features of Australian education?

Session 1:  8:30am-10:30am HKT

Learning Activities:

Warmer: ♫ Aussie English

Review: Padlet Peeks

Log on: Key Questions

Review: FSW Activity

New: Connect with Australia

Session 2:  11:30am-1:30pm HKT

Learning Activities:

Connect with Australia, Part 2

Peer Teaching set up

Log off: Key question response

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What did we do today? Why?

1. Ping pong - elicit the name of the activity / MCQ is it a slow or fast game? / model the activity / Get Ss managing the morning greetings or question on the WB.

2. Question chant - Whaddichu think of Canva? to give Ss a chance to practise the question to ask their peers.

3. Padlet peeks - to honour Ss project-work and products / give ss a chance to share in small groups. / T monitors, takes notes and provides a summary on WB (Padlet).

4. Find someone who - to...

5. Useful language box - to provide functional language support for Ss to get started in their discussion, e.g. I have a question for you... / How do you spell that?

6. Quick draw - to...

7. ABC categories (Ss gesture to show their group) - listen to specific parts of the text / write specific answers

8. Watch and write - Ss write words on WB in 3 categories

9. Stamp / tick - Ss indicate preferences of things to try (Ss must read all the words)

10. Gap fill - to identify specific features of the text (words)

11. Transform the gaps - to personalise the sentences e.g. write about your city

12. Gallery walk - leave paper on desks / move to the next desk to stand and read (socially distancing)

13. Turn and tell - Ss do not show their writing / tell their partner (partner may write down their story)

14. Tell me Two - to elicit Ss prior knowledge (using images)

15. KWL chart - to identify things ss already KNOW about a topic and WANT to know

16. Wordwall.net - to generate seating plans and groups quickly

17. Jigsaw video project - to provide core texts for Peer Teaching on Thursday

18. 3-2-1 - Reflection post

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Soundtrack: Animal Song (Oz)

Key Questions (LINK)

1. What do your students read?

2. What are the typical stages of a receptive skills lesson?

Session 1:  8:30am-10:30am HKT

Learning Activities:

Warmer: ♫ + Screenshare

Log on: Key Questions

New: Australian Fauna

Session 2:  11:30am-1:30pm HKT

Learning Activities:

Reflection: Lesson Staging

Peer Teaching preparation

Log off: Upload Materials

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What did we do today? Why?

1. Aussie greeting -Whatsya favourite animal?

2. Wordwall.net (cloze)- unscramble the learning goals

3. Answergarden - to gather Ss answers anonymously

4. Screenshare - to encourage Ss to find...

5. Soundscape - Ss close their eyes and listen to the sound of a kookaburra and guess / bird or bear or ?

6. Word cloud - Ss write the names of animals they know

7. Picture match - Ss work in pairs to manage matching words and images

8. Duckduckgo timer - to manage timing for each activity

9. Wordwall (matching) - to self-access answers

10. Finger modelling - to identify syllables and stress / spoken before written to aid pronunciation

11. Lines + Dots - to identify the syllables and stress in the written form of the word (for later review)

12. Chin check - to identify syllables (drop = syllable)

13. Robot speak - to identify syllables (slow voice)

14. Wordwall (gameshow) - to review the meaning

15. Pair reading + highlighting - identify name + highlight the context clues (tip: transparent rectangle on Zoom)

16. Wimboweh - to...

17. Reading race - to...

18. Extension task - Ss can write a descriptive/comparative text about their favourite animal .... RESOURCE

19. Reflection - to analyse and apply our understanding of receptive skills lessons + lesson plan

20. Upload - PT material

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Soundtracks: "Brave"

Key Questions

1. What can we learn from our peers?

2. How was your experience of teaching online?

3. What do you connect with Australia now?

Session 1:  8:30am-10:30am HKT

Learning Activities:

Set up: Peer Feedback Padlet

Warm up: Prepare learners

PT Round 1: 3 teachers

Session 2:  11:30am-1:30pm HKT

Learning Activities:

PT Round 2: 2 teachers

Reflection: Individual

Tutor feedback

Set up: Self-directed Learning

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What did we do today? Why?

1. Upload - PT1 Materials

2. Set Up - Google Docs

3. Warm Up - 87654321

4. Peer Teaching - BoRs + FB

5. Reflection 1 - speaking

6. Reflection 2 - writing

7. Tutor feedback - Padlet

8. Set up - Self-directed learning

9. Upload - Padlet Portfolios

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Approx. 45 -60 minutes

Create your own Padlet portfolio:

1. Review this HOW TO video

2. Create your own Portfolio

3. Update the Padlet with weekly columns (shelf)

4. Add any other columns you like

5. Add your Peer Teaching Reflection

6. Ensure 'WRITE' function is switched on (Privacy)

7. Add a LINK to your Portfolio on our class Padlet (name column)

Note- Your Padlet should be accessible to readers and tutors should have 'WRITE' access to comment.

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Self-directed learning: Observe Primary teachers in Australia 

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Self-directed learning: Observe Primary teachers in Australia 

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Take time to note down what you saw and heard in relation to:

􀀀 students

-        Face to face pair work

-        Actively engage in classroom activity

􀀀 teachers

-          Using a game (pick the number game) à with the use of the language while playing

-          Modelling and let students figure out the game and look at the strategy instead of telling them

-          Asking them a lot of questions

-          Assessment rubrics with success criteria listed clearly

􀀀 resources

-          Using props

-          Using ICT

-          Use cue cards with targeted practice phrases on them

-          Mini whiteboards for students to write things on

-          Everybody using different devices to show their story

􀀀 the classroom set up

-          Sit in groups / circle

-          Sit on the floor gathered close to the teacher

􀀀 the use of space

-          Students are spread out across the classrooms

􀀀 the language the teachers use

-     very encouraging and motivating in getting students to engage in class activities.

􀀀 the staging of tasks
-   The teachers were able to provide clear instructions without interfering too much with students' idea construction.

􀀀 what surprises you
-   The students' ability to express their own ideas and to use various multimedia tools to complete tasks.

Three things you want to remember:
1. Provide clear success criteria for students for assessment.
2. Set up constructive tasks.
3. Show, don't always tell.