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How do we ensure the children are learning through exploration & play in a safe & enriching environment? 如何确保孩子们在安全且富有启发性的环境中通过探索与游戏进行学习？

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How do we ensure the children are learning through exploration & play in a safe & enriching environment? 如何确保孩子们在安全且富有启发性的环境中通过探索与游戏进行学习？

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What are some deciding factors for materials selection? 哪些因素会影响材料的选择？

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吸引小孩视觉的材料，如颜色的选择，材料的触感

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吸引小孩视觉的材料，如颜色的选择，材料的触感和安全的因素也需要考虑在内。

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Share one strategy you intend to adopt to maximise the effective use of your materials in the upcoming art activity. 请将你的回应输入请分享一个你计划采纳的策略，以最大化在即将到来的艺术活动中材料的有效使用。到Padlet中。

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What do you prepare before an art play or Eco-kids art activity? 在进行艺术游戏或生态儿童艺术活动前，你会做哪些准备？

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预先准备好足够的需要的材料。展示材料并教导孩子如何使用。（张老师）

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预先准备好足够的需要的材料。展示材料并教导孩子如何使用。（张老师）

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What kind of guidance do you give during process art activities?

在过程艺术活动中，你会给予什么样的引导？

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鼓励孩子探索不同的材料并使用不同的材料创作，

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鼓励孩子探索不同的材料并使用不同的材料创作，在过程中，提问幼儿有关他们的创作。（张老师）

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Reflect on and share your experience during small-group teaching. What went well and what did you struggle with?反思并分享你在小组教学中的经历。哪些方面做得不错，哪些方面遇到了困难？

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Reflect on and share your experience during small-group teaching. What went well and what did you struggle with?反思并分享你在小组教学中的经历。哪些方面做得不错，哪些方面遇到了困难？

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How can we be better facilitators to help the children engage in learning through purposeful play during small group?
如何成为更好的引导者，帮助孩子们在小组活动中通过有目的的游戏参与学习？ 

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How can we be better facilitators to help the children engage in learning through purposeful play during small group?
如何成为更好的引导者，帮助孩子们在小组活动中通过有目的的游戏参与学习？ 

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How do you encourage children to experiment and be creative? 
   你如何鼓励孩子进行尝试、发挥创意？

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Highlight one aspect you would focus on to ensure that children are learning through exploration and play in a safe and enriching environment. 指出一个你认为需要改进的领域，以确保儿童能在安全且富有启发性的环境中通过探索与游戏进行学习？

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Highlight one aspect you would focus on to ensure that children are learning through exploration and play in a safe and enriching environment. 指出一个你认为需要改进的领域，以确保儿童能在安全且富有启发性的环境中通过探索与游戏进行学习？

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Task: Create six questions — one for each Bloom’s level.任务：创建六个问题——每个布卢姆层次一个。

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Task: Create six questions — one for each Bloom’s level.任务：创建六个问题——每个布卢姆层次一个。

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Answer template:

Room 1

Teacher’s name

List six levels questions (hide the levels to have peers to guess )

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Identify one area where you would improve your planning for a more intentional and meaningful small group learning experience. 分享一个您认为在规划有目的性、有意义的小组学习体验时可以改进的领域。

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Identify one area where you would improve your planning for a more intentional and meaningful small group learning experience. 分享一个您认为在规划有目的性、有意义的小组学习体验时可以改进的领域。

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我班教学过程中基本上是进行小组活动，通过小组

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我班教学过程中基本上是进行小组活动，通过小组教学让老师能帮助到能力弱的幼儿，能力强的幼儿也可以帮助能力弱的幼儿，较好的进行了差异化教学

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1记忆小朋友，这是什么水果？（

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1记忆

小朋友，这是什么水果？（指着一张苹果的图片）

2. 理解：

苹果和香蕉有什么不一样呢？

3. 应用：

如果你想要吃苹果，你会怎么做？

4. 分析：

这两种水果（苹果和西瓜），哪一个里面有籽？为什么呢？

5. 评价：

你觉得哪一个水果更健康？为什么？

6. 创造：

如果让你发明一种新的水果，它会是什么颜色？会有什么味道？

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Choose at least three goals from the menu (across different Bloom’s levels if possible).从各层次中选择至少三个目标（尽可能涵盖不同布卢姆层次）。

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Choose at least three goals from the menu (across different Bloom’s levels if possible).从各层次中选择至少三个目标（尽可能涵盖不同布卢姆层次）。

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Answer template:

1.Remembering

“I will ask one recall question during storytime (e.g., ‘Who are the characters in the story?’).”

2. Understanding

“I will ask one ‘why’ question during outdoor play (e.g., ‘Why do you think the leaves fall from the tree?’).”

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1. 记忆：

小朋友，这是什么水果？（指着一张苹果的图片）

2. 理解：

苹果和香蕉有什么不一样呢？

3. 应用：

如果你想要吃苹果，你会怎么做？

4. 分析：

这两种水果（苹果和西瓜），哪一个里面有籽？为什么呢？

5. 评价：

你觉得哪一个水果更健康？为什么？

6. 创造：

如果让你发明一种新的水果，它会是什么颜色？会有什么味道？

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Room 3 (Myle, Chiu, Ureenee, Syah, Zhao)

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Room 3 (Myle, Chiu, Ureenee, Syah, Zhao)

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What did the tiger eat and drink?

How did Sophie feel when the tiger was eating?

If a tiger came to your house, what would you give it to eat?

Why do you think the tiger drank all the water from the

tap?

Do you think the tiger was being polite? Why or why not?

What if another animal came to tea-what would happen?

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What is the colour of the shoes?

What happened to Pete?

What can you do with the Legos?

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1.这里面有什么东西？2.它们

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1.这里面有什么东西？

2.它们是什么颜色？

3.哪些东西和颜色一样？

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Remember

Ask questions. "Do you remember the story of Pete the Cat?"

Understand

I will encourage the children by asking them what colours they see in the book.

Apply

I will get the children to find the colours in the classroom.

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1. Recalling the essential agreements. I will ask them to share what are the essential agreements.

2. Understanding why is it important to have such classroom rules.

3. How can we use them effectively in school.

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1.记忆 Remember

“毛毛虫吃了什么？（指着书里的苹果）

2.理解 Understand

“毛毛虫和蝴蝶一样吗？”

3.应用 Apply

如果你肚子饿了，你会吃什么？

4.分析 Analyze

毛毛虫变大了吗？是大还是小

5.评价 Evaluate

你喜欢吃苹果还是西瓜？

6.创造 Create

如果你有一只特别的毛毛虫，它是什么颜色的？

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这是什么动物？老虎有什么特征？

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这是什么动物？

老虎有什么特征？

如果老虎想和你做朋友，你会如何与他相处？

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Observation of children during implementation

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Observation of children during implementation

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Individual teacher responses

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Week 6 AP: Discuss the lesson plan as a team and write down the types of questions you plan to ask, indicating the level of Bloom's Taxonomy for each question. 

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Week 6 AP: Discuss the lesson plan as a team and write down the types of questions you plan to ask, indicating the level of Bloom's Taxonomy for each question. 

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With your Level Team

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Share the effectiveness of applying Bloom's Taxonomy question technique. 

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Share the effectiveness of applying Bloom's Taxonomy question technique. 

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Which 3 tiers did you choose to apply?

Was it effective? How did the children react to the questions?

您选择了哪三个层级进行申请？
所提问题的效果如何？孩子们对这些问题的反应怎样？

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《圣诞礼物》第六周第一堂课 N2 

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《圣诞礼物》第六周第一堂课 N2 

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记忆： 从图片中能看出这是什么节日？

应用： 圣诞节我们可以为家人准备些什么礼物？

创造： 你能想一个特别的礼物，送给最爱的家人吗？

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记忆： 从图片中看出这是什么节日？

应用： 如果要你准备一份礼物，你会送给谁？

创造：如果你要准备一份特别礼物，你要送什么给你最爱的家人？

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1、记忆

2、 明白

3、 运用和实行

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Apply -

Using wooden blocks to built a house.

Making a house with natural materials using the storybook props as a guideline.

Understand -

the emotions of the pigs and wolves

The materials that the pigs used for the houses

Remember -

- Why is the mommy pig crying?

What did the first/second/third piggy make?