# data[].attributes.headline
Planning for Term 3 Communication activity

# data[].attributes.subject
Planning for Term 3 Communication activity

# data[].attributes.body
Post 1 (Planning): By 10 June 2023

1. Briefly share the target communication activity for Term 3.

2. State which technique you plan to use (making time to listen/ verbal encouragement and praise/ questioning)

3. State 3 questions you plan to use during the communication activity.  陈述你想要在活动中使用的3个问题。

Post 2 (Reflection): By 22 July 2023

1. Upload a picture of your Term 3 communication activity.

2. How did the children respond?
孩子的反应如何？

3. What were some challenges you faced?
你遇到什么挑战？

4. What would you have done differently?
如果再来一次，你会做什么调整？

5. Comment on a peer's post to share how you'd like to try out her strategy in the future.  评论同行的帖子，分享你希望以后如何尝试她的策略

# data[].attributes.body
Post 1
1. Activity: Mystery Box - smooth/rough
2.Techique: Making time to listen, questioning
3. Questions:
- How does it feel like? (Is it smooth/rough/soft/hard?)
- What is it?
- Have you seen it before?

Post 2
1. Mystery Box - Texture (fruits & vegetables)
2. Children's responses:
- The children were familiar with the mystery box. They would ask their friend questions regarding the object that they picked from the mystery box. As we have gone through some questions that they could ask their friends before starting, the children were excited to ask the questions when their friend revealed the object.

3.Challenges:
Some children were ok to answer questions from their friends but were reluctant to ask questions during the activity.

4.Improvement:
To try conducting in smaller group (half class) instead of the whole class together for shorter wait time and better facilitation.

# data[].attributes.body
1.《买菜》

2.幼儿对角色扮演十分感兴趣，都很积极的参与其中。

3.部分幼儿在初次尝试时很害羞，无法放开进行表演，但在同伴的陪同和带领下，幼儿们都渐入佳境。

4.如果再来一次，我会提供更多的角色（收银员）和道具（钱）让幼儿的表演更加丰富。

# data[].attributes.body
Children were all excited the moment they saw the mystery box and they can’t wait to get their hands into the box.

During this activity, there were items inside that were the same when the first child picked an item, I’ll get the next child to pick the similar item out. With that, I saw how children used descriptive words to help that child pick out the item.

# data[].attributes.body
2. How did the children respond? Children used 2 of the "W" (What and Why) questions. They tap on their friend's shoulder to ask (tabelau). They thought out of the box questions? Eg: Why do you like honey? (to the bear) 3. What were some challenges you faced? Needed to tune the children (they have to put themselves in the shoes of the animal). It got better during the second round. 4. What would you have done differently? During the first round, I could have asked children to walk around like the bear in circles instead of moving around (running) the MPR.

# data[].attributes.body
1. 奇妙的水果
2 听力游戏-吹水果
3，三个问题：
1）什么水果是圆圆的？
2）什么水果是弯弯的？
3）什么水果大？什么水果小？
4、孩子的反应:
在这个游戏中，老师先和幼儿一起玩，发出指令。幼儿们喜欢这个游戏，玩的过程中特别的开心。之后让幼儿轮流发出指示，幼儿们也发出大胆说出指示，在游戏结束后，每个幼儿都舍不得取下把椅子放回去，老师承诺有时间再进行这个游戏。
"5)挑战:
幼儿们的情绪太兴奋、太开心，声量有点大，较难控制他们的情绪，开始有些幼儿不听指示乱跑，需要提醒幼儿。

# data[].attributes.body
Post 1 (Planning)
1. Different types of clock was placed into the mystery box. Children would then pass the box around and pick out a watch from the box. The children would then talk about and describe the clock that they pick out.

2. Making time to listen and Praising

3. What type of clock did you picked out?
How do you know it's an analog/ digital clock?
What can you see on an analog clock?
Why do you think clock is important?

Post 2 (Reflection)
2. The children really enjoyed the mystery box activity. As this was not the first time the children was exposed to the mystery box, the children were more curious on what were the different items that are in the mystery box.

3. The challenge that I faced was that there were only 2 types of clock in the mystery box. After some time, the children got a little bored of taking out the same 2 types of clock.

4. TO overcome my challenged, I started incoperating game into the lesson. I got the child who picked something out from the mystery box to do a game of charades with the children to get them to guess the clock she took out.

# data[].attributes.body
-展示与讲述
-幼儿能使用去旅行的照片简单讲述自己去旅行的国家和谁去了哪里。如：宇恬说她和家人去马来西亚的乐高乐玩玩。其他幼儿有提问＂你怎么去的？你为什么要戴手套？你玩了什么？等。宇恬回答＇我是坐汽车去的。因为手拉绳子，很热。我和宇婕玩水，坐船，还和爸爸玩这个，（手指图片）我们拉绳子，就可以上去了。＂
-幼儿对所描述的事物不知道华文名字。
-下一次活动，我会把提问的机会都留给幼儿，老师适时提深入引导性问题。

# data[].attributes.body
2.孩子的反应：
看到神秘盒子就开始兴奋，个别小朋友直接伸手，迫不及待地想要探索神秘盒子。
在活动过程中，大部分幼儿都会运用触觉来区分物体的冷热、光滑、粗糙、软硬，也能用华语表达自己对当下物品的触感。（气球、石头、凉水、热水、皱纹纸、玻璃纸)
课程结束后把神秘盒子放在学习角落，很多小朋友都会自发地继续玩触摸游戏。（内置物品换成了实物水果——香蕉、苹果、草莓、奇异果、橙。）
班级有三位华文表达能力很强的小朋友——宥妍、恺晴和语熙在神秘盒子的基础上，加入了猜一猜游戏，她们会通过描述水果的颜色、触感并做出水果特征的动作猜测触摸到的水果名称。
3.遇到的挑战：因为西瓜和黄梨太高了，神秘盒子放不下，所以直接放弃了。
4.如果在来一次，我会做如下调整：
在保留这个神秘盒子的前提下另外准备一个尺寸更大的神秘盒子，避免未来的课程中出现大件物品无法置入的情况。

# data[].attributes.body
Aktiviti ini kanak kanak telah mempelajari tentang barang-barang yang diperbuat daripada plastik. Mereka dapat mengenalpasti ada banyak barang diperbuat daripada plastik. Contoh beg plastik, bekas dan sebagainya.

Kanak-kanak telah menggunakan tektik balang soalan di mana kanak-kanak harus memilih salah satu soalan dari balang dan harus bertanyakan kawan-kawan kelas mengenai bahan plastik yang mereka pegang.

# data[].attributes.body
1. Children took turns as presenter and audience during the Show and Tell of their favourite toy. As audience, they can ask 1 question while the presenter tries to answer the question asked to their best ability. This term everyone had to greet the audience eg Good afternoon Teacher Jun and friends! For example Shuyue asked Adam about his mini skateboard toy “How it can move?” Hence Adam showed to them how he moved the mini skateboard toy by giving it a little push. The audience were amazed during the demonstration which Adam also explained that it was able to move because of its wheels.

2. Challenges faced were some children spoke softly and audience were inpatient (they kept commenting “Cannot hear”/“Too soft”) which made the presenters even more nervous.

3. Use visuals to remind everyone the rules of Show and Tell on the screen. For this session, I also replayed some of the videos taken during Show and Tell so that they were able to see for themselves how they were like during the activity.

# data[].attributes.body
1、活动名称：想吃苹果的鼠小弟
2、角色扮演游戏（故事书和故事人物的头饰）
3、三个问题：
1）鼠小弟为什么一直抬头看着苹果树？
2）小鸟、大象等动物为什么可以吃到苹果？鼠小弟为什么吃不到苹果？
3）当其它动物吃到苹果的时候，鼠小弟心里想什么？
4、孩子的反应：
在这个游戏中，老师扮演旁白的角色。每个幼儿都选择了自己要扮演的角色，当他们戴上头饰的时候，就特别的开心，而且也在扮演活动中，突出了自己所扮演角色的特征，特别是扮演”鼠小弟“的幼儿，还可以向”海狮“提出各种问题。在游戏结束后，每个幼儿都舍不得取下头饰，老师承诺有时间再进行这个游戏后，他们才拿下头饰，并说：”下一次再玩。”
5）挑战：
幼儿们的情绪太兴奋、太开心，声量有点大，较难控制他们的情绪，需要提醒幼儿别影响其它班上课。

# data[].attributes.body
2. How did the children respond?
The children who have their usual group of friends were generally excited when tasked to find a partner to work with for their Sculpture.  The children who are more introverted felt shy as they had to find a partner.

3. What were some challenges you faced?
It was an intentional strategy to get the introverted children to look for a partner before the others. I demonstrated by giving an example i.e. "_______, would you like to be my partner?" The social-emotional challenge was when the potential partner declined the partnership, causing disappointment in some of the children. They were then encouraged to ask another friend if he/she was willing to be his/her partner.

For another group, the other challenge was the 'automatic' grouping that the extroverted children had. This caused the quieter children to lose the opportunity to find a partner.

On a hindsight, this was an opportunity for children to develop emotional resilience as they learn to accept that not all things will go their way.

4. What would you have done differently?
I would possibly pair the children up by giving assigned colour coded ice-cream sticks to them so that they have to partner the friend with the same coloured stick. Another strategy would be to get children to pick their ice-cream stick and those with the same colour would have to work in pairs.

# data[].attributes.headline
K1 善良二班 徐飞老师

# data[].attributes.subject
K1 善良二班 徐飞老师

# data[].attributes.body
1）活动名称：五彩豆采访活动
2）采访之前，我们会与幼儿们沟通所要采访的内容，介绍采访表格，请幼儿们熟悉采访的问题。让能力强的幼儿先采访我自己，给其他幼儿做一个榜样。
3）问题：-您喜欢吃什么样的豆制品？
-这种豆制品是用什么豆子做成的？
-吃豆制品有什么好处？
4）孩子们的反应：由于是先进行两次采访活动，幼儿们对于不熟悉的人，会不知道如何开口？没有很强的自信，即使老师提醒和引导，能力弱的幼儿也是不敢说话。甚至会忘记提问的问题。
5）挑战：对于能力弱的幼儿不能讲话。即使同伴和老师帮助，还是不能说。另外，采访的人都不是专业研究豆制品的专家，当然对于幼儿们的帮助不够深入。
6）如果再来一次，最好是能力弱和强搭配！让幼儿们自由发挥提问。

# data[].attributes.body
1）活动名称：五彩豆的采访活动
2）说明活动内容，介绍采访表格，请幼儿复述采访表格中的采访问题。
3）问题：-你喜欢吃什么豆制品？
-这个豆制品是用什么豆子做得？
-豆制品对身体有什么好处？
4）孩子的反应：由于刚进行这样的活动，孩子在没有采访的经验的前提下，孩子们没有自信，不知道如何提问，也会忘记问题，需要老师的提醒和引导。
5）挑战：对于能力较弱的孩子，不知道如何进行采访活动，虽然老师进行提醒和引导，但是效果不是很好。
6）如果再来一次，就需要把幼儿们能力弱和能力强的搭配进行采访。而且其实可以让幼儿们自由发挥提问。

# data[].attributes.attachment_caption
Mystery Box: Different textures in the mystery box!

# data[].attributes.body
POST 1:
1. Communication Activity: Mystery Box.
2. Technique: Making time to listen and questioning.
3. Questions:
"What does it feel like?"
"What do you think is the object?"
"What textures do you feel?"
POST 2:
1. Communication Activity: Mystery Box. There were different vegetables, fruits, and other objects with different textures in the mystery box.
2. Technique: I used making time to listen and questions.
3. Questions:
"What does it feel like?"
"What do you think is the object?"
"What textures do you feel?"
4. I think I have to remind the children of the rules such as to feel the items first and wait before they take it out of the box.

# data[].attributes.attachment_caption
Caleb: What does it feel like, Sharlette?

# data[].attributes.headline
Joy Honesty 3 (Mystery Box Rough and Smooth)

# data[].attributes.subject
Joy Honesty 3 (Mystery Box Rough and Smooth)

# data[].attributes.body
Post 1
Communication activity
- Mystery Box

Technique
- Making time to listen to the children as they respond.

Questions
- "What food item did you get?"
- "What might happen if we touch a prickly or spiky surface?"
- "How does it feel like?"
- "What does smooth feels like on your hand?"

POST 2:
1. How did the children respond?
- The children showed interest as they engaged in the activity. They sang along the song "Mystery Box" as the pass the box around.
- The children portrayed skills in asking questions to their peers hence mirroring the teacher's way of asking.

2. What were the challenges you faced?
- The challenge I faced was the children were eager to touch and feel each item that were taken out of the mystery box.

3. What would you have done differently?
- Be clear with the children about the etiquette before starting with the activity.

# data[].attributes.body
1. Perkongsian menggunakan kotah sentuh di mana mereka akan memilih dan menyentuh kemudian meneka haiwan tersebut sebelum mengeluarkan dari kotak.  Jika jawapan mereka betul mereka akan mendapat 1 markah.

2. Dengan menggunakan teknik 'Rutin Berfikir' mereka akan menggunaka ayat 'Saya lihat...,  Saya fikir..., Saya tertanya-tanya'

3. Pertanyaan selanjutnya dari mudah ke lebih mencabar
Apakah yang awak lihat?
Di mana tempat tinggal haiwan itu?Bagaimana haiwan ini bergerak/ aksi?

# data[].attributes.body
Post 2 (Reflection): By 22 July 2023

1. Classifying smooth and rough fruits and vegetables. (Numeracy lesson)

2. How did the children respond?
The children were instructed to work together and discussed with their friends which fruits and vegetables are smooth and rough. They were provided the materials needed like sorting hoops, fresh fruits and vegetables and magnifying glasses. During the activity, it was observed that the children were having discussions such as:
Norah - "This lychee is really rough!"
Zayne - "I think we should not put the cucumber in the smooth group. It is a little bit rough"
Hailey - "No, this is rough. I can feel the bumps!"

3. What were some challenges you faced?
The noise background and sizes of hoops can be reviewed and used boxes instead?

4. What would you have done differently?
To use boxes instead to save space.

# data[].attributes.body
1. Going around the world, Mystery Box
2. Praising and making time to listen
3. Questions:
Can you tell me the texture of the item?
What else can we use to tell the time?
How did you solve the challenge you faced?

# data[].attributes.attachment_caption
Oeuf: the bitter gourd is very bumpy! Jeremiah: my apple is very hard and smooth. 

# data[].attributes.body
1. Communication activity
- Think pair share on the texture of fruits or vegetables after mystery box activity

2. State which technique you plan to use (making time to listen/ verbal encouragement and praise/ questioning)
- pausing to listen to children's responses

3. State 3 questions you plan to use during the communication activity.  陈述你想要在活动中使用的3个问题。
- what does it feel like?
- what makes it smooth/rough?
- which part is smooth/rough/bumpy?

Post 2 (Reflection): By 22 July 2023

1. Upload a picture of your Term 3 communication activity.

2. How did the children respond?
孩子的反应如何？
- as they have done a mystery box activity before in June holidays, they were all very excited for their turn to put their hand into the box to touch and feel the item. After that, I extended the activity to let each pair ask and share with each other the fruit/vege given to them in relation to the textures. After that, they shared with the class what they talked about.

3. What were some challenges you faced?
你遇到什么挑战？
Main challenge was to ensure that each pair had some time for me to  facilitate their discussion.

4. What would you have done differently?
如果再来一次，你会做什么调整？
- I would have pass the mystery box on the floor instead as it was quite heavy and bulky. It would be better to layer the inside with contact paper as the fruit stained the insides too.

# data[].attributes.body
1. The communication activity the children embarked on was interviewing teachers in the level.

2. The children had loads of fun walking around and asking different teachers. The children had the autonomy to pick and choose which teachers they wanted to interview. Some of the children even wanted to interview auntie joyce and auntie lijun.

3. The challenge face was that the children had different teachers they wanted to ask but there was only Angel and I. I could not divide myself to bring the children around to all teachers within the time I set for this activity.

4. I would group the children better to cater to their interest of teachers they would like to interview.

# data[].attributes.body
小朋友在看到同伴分享的照片非常的开心，可以很好的与分享人进行互动。
很多幼儿没有可以分享的照片，所以老师有帮助他们准备他们喜欢的照片进行分享。
我会让小朋友进行活动时，更多的表达自己去过的其他地方，进行延伸活动。

# data[].attributes.attachment_caption
Dramatisation: children work in small groups to dramatise relatable scenarios that they may come across in primary school

# data[].attributes.body
2. How did the children respond?
孩子的反应如何？
They were tasked to think of a solution to the scenario they chose and act it out. As they were planning, the children recalled the different spaces in the primary such as general office, school hall, classroom etc. They are aware that they can ask for help from adults at the general office. Based on the photo, this group shared that when they realised that they have no money in their wallet, they will tell the aunty wait and ask for help from the general office.

3. What were some challenges you faced?
你遇到什么挑战？
Main challenge was to have the children to think of possible roles required in their dramatisation. Thus, I facilitated by providing questions for them such as “Who do you buy food with?” ”Where do you think you will use your wallet?”

4. What would you have done differently?
如果再来一次，你会做什么调整？
I would provide with possible roles and allow them to have ample to brainstorm. Another way is to have them draw the main roles and extend their ideas for supporting roles. By doing so, the audiences aware of the roles each child has.

# data[].attributes.body
展示与讲述
孩子的反应如何？
- 孩子们每天都在期待星期三的展示与讲述，日常我也会将孩子要分享的照片放在孩子能触摸和拿到的地方，这样孩子们在日常时间里也可以与自己的朋友分享。

如果再来一次你会做什么调整？
- 这次我采用了六合法让孩子小组分享，根据他们的学习程度给他们提供了道具进行讨论，但因为道具有6个问题，时间方面没办法掌握的很准确。下次我会提供3个问题道具，让孩子分享。

你遇到什么挑战？你是怎么解决的？
- 这次活动中，有些小朋友没有带自己的照片，家长没有时间准备，不过我用了自己的照片，让孩子们进行预测并分享，活动进行的很顺利。

# data[].attributes.body
2. How did the children respond?
It was their first interview session of the term thus the children were shy and didn't want to interview the teachers. However when ask to choose which teacher they wanted to ask, they were excited to share.

3. What were some challenges you faced?
When they approached the teachers, some of them were reluctant to ask the questions. However, with some encouragement from the teachers, some of them were able to ask.

4. What would you have done differently?
I realised that having two groups doing interview was chaotic as both wanted to go different directions. I should have get one group to be at the learning centre first and the other group to do interview.