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Questions for reflection and sharing思考与分享的问题

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Questions for reflection and sharing思考与分享的问题

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1)Upload a photo of your dramatisation with picture talk activity used for Term 2's inquiry project. 上传用于第 2 学期探究课程的图片谈话活动的戏剧化照片。

2) What strategy did you use to facilitate the communication activity? (E.g. questions jar, 5 senses prompt, mystery box).您使用什么策略来促进交流活动？ （例如问题罐、5 种感官提示、神秘盒子）

3) Describe what went well.
描述进展顺利的方面。

4) What were the children's responses?
孩子们的反应是什么？

5) How would you do this differently?
如果这个活动再做一次，您会做什么更改？

6) Comment on a peer's post to share about what you would like to try out in the future.评论同行的帖子，分享您希望在未来尝试的内容。

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1. Dramatization of leaves: The children learned that leaves are part of a tree or a plant. In this activity, they dramatized the story and pretended they are part of the tree.
2. I asked the children questions such as "How do the leaves fall from the tree?"
"How do they look like when they are sad?" they shared and decided the action.
3. The children enjoyed the activity, as most of them are into role-playing.
4. I think it is good to get them to watch videos or bring them to watch a tree or plant to see leaves movements.

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Senses prompt - sense of sight and touch. Children were asked on what they can see and what is the texture based on their prior knowledge.

The children have prior knowledge of the different pictures that were given to them. When each small group randomly chose a picture card, most of them were excited to try out the activity. This was their second time executing dramatisation thus they took shorter time to discuss with their peers.

To challenge the children, I will prepare picture cards whereby they can engage in dramatisation alone. This is to give a chance for quieter children to dramatise and practice using their whole body to dramatise. Apart from that, they can dramatise through ‘charades relay’. This can be done in a group whereby each child will charade in a relay to pass the actions from one child to another.

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2. The children first did a picture talk where they share about different ways they can take care of their teeth. After the picture talk, each pair was given a picture where they would then dramatise how they take care of their friends.

3. The children had to discuss about how they wanted to dramatise it, thus, i would really see the children thinking of different ways to dramatise out.

4. They were really enthusiastic to guess what their friends was dramatising. They also made use of the opportunity to ask different questions to their friends to find out more about what they are dramatisation.

5. I would pass the children a variety of materials such as the actual tools and pictures.

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这次的探究课程 我主要以提问和神秘盒子的方式来进行有关牙齿的讨论活动。
问：你拿到了什么牙齿？
它是什么样子的？
它叫什么名字？
它可以做什么？
你可以用你的身体来展示它吗？
小朋友可以很好的回答问题然后有创意得用肢体来表达牙齿。也可以很快的认出牙齿的名称。小朋友们可以通过自己选择的牙齿来认出牙齿的形状牙齿的样子和说出牙齿的作用, 并且通过肢体的语言来表达出牙齿的形状，从小朋友的表现也可以了解到，小朋友对磨牙尖牙和切牙的认识。
如果这个活动再做一次，我希望可以有更充足的时间来进行这个活动。

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-在谈话活动中，老师以提问的策略促进交流活动。
-老师问：＂地铁／轻轨车厢里有哪些设施？＂请幼儿到前面用动作表现出来。幼儿都举手要先做，表现得非常积极，也能够一个接一个的加入。宇恬先上来做出了座椅的动作，文泽上来做出了扶手的动作，林鑕，乐恩分别做出车轮的动作，勇智上来做出了扶手动作。其他幼儿也猜测并说出了他们动作所表现的设施。
-幼儿能表现出自己的设施动作也表现出了空间，整体的概念。
-下次再进行这个活动时我会幼儿去尝试细致地表现如，2个或2个以幼儿共同做出车轮，或门等。表现对事物的认知。

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在这个活动中，小朋友们各自出示自己带来的叶子，跟同学们分享叶子的变化过程。我使用了提问的策略来引导小朋友们进行“演说”叶子的变化。
*你的叶子为什么是褐色的？
*为什么多数的叶子是绿色的？
*叶子为什么会长大？
*叶子会老化吗？
*叶子的成长过程是怎样的？
小朋友们都能说出光合作用的过程，也很清楚地解释刚长出来的叶子的颜色是浅绿色的，慢慢变深，最后老化枯死就是褐色。有几位小朋友会用自己的形体表演绿叶长出来的过程。
通过这堂课，就能知道大家对叶子的生长、过程，叶子如何制造营养等都已掌握。

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2) What strategy did you use to facilitate the communication activity? (E.g. questions jar, 5 senses prompt, mystery box).您使用什么策略来促进交流活动？ （例如问题罐、5 种感官提示、神秘盒子）

The chidren did a show and tell of the headgear the created using the different paper products (toilet rolls, drawing paper, cardboard etc). They shared what their headgear was and acted out according to their headgear. For example, if the group created a robot hat, they had to act like robots. I used the question jar to encourage the children to elaborate more during their show and tell.

3) Describe what went well.
描述进展顺利的方面。

They enjoyed it as they were able to act out what they had planned. They were also excited to use the question jar to ask their friends questions.

4) What were the children's responses?
孩子们的反应是什么？

Although they were excited to ask questions accordinh to tje question jar, some did not know what questions to ask. For example if they picked up "Where?" they didnt know what kind of "Where?" question to ask.

5) How would you do this differently?
如果这个活动再做一次，您会做什么更改？

Perhaps show them examples of the kind of questions they can ask according to the 5w1h.

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2、我以提问的策略来促进幼儿交流。
3 、活动中，幼儿能根据面食的外形特征用手势做出动作，其他幼儿乐意参与猜测，猜对的幼儿进入圆圈中间继续表演一个动作，幼儿之间的互动很好。
4、活动中，嵘杰的思维最为活跃，他在老师解释一次后，很快第一个做出捞面条的动作，轮到渝蒽时，需要老师再次加以引导，之后，幼儿越玩越开心，每个幼儿积极地参与猜测和表演。
5、再次进行这个活动，我会运用图片，让多数幼儿根据图片来表演动作，一个幼儿观察不同朋友的表演来猜测物品。

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2) What strategy did you use to facilitate the communication activity? (E.g. questions jar, 5 senses prompt, mystery box)

There was a mystery bag with different types of strings inside and each child picked out a string from the bag. With the item that they picked out, they will have to dramatise and act out what the string could be (if it’s not just a string)

3) Describe what went well.

Most of the children used the strings differently. For example, they dramatised and pretended the string to be a snake, a watch, a hairband, a necklace, a train, etc.

4) What were the children's responses?

They had fun dramatising and guessing what their friends were using the string as. Every child participated; even the quieter and more reserved ones.

5) How would you do this differently?

Probably provide the children opportunities to explore the strings in pairs so that they have moments of peer sharing and discussion and the outcome of the dramatisation might be different.

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Kanak kanak telah membawa gambar ibu mereka dan telah berkongsi bersama kawan kawan dan guru tentang profil ibu mereka.

Kanak kanak yang lain harus menggunakan kad bertanya dengan mengajukan soalan berkaitan ibu mereka.

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2）在这个活动中，我用问题罐中的问题，引

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2）在这个活动中，我用问题罐中的问题，引出花园种花的活动，和幼儿一起唱“小小花园”来了解种花的过程。
3）老师创设情境，幼儿自己创编动作表演。
刚开始是幼儿讲述自己的美劳作品“小小花园”，在分享过程中，其他幼儿分享自己家里也有小花园。老师问“你们是怎样照顾小花园的呢？”，李祉萱说“我先挖呀挖，然后要浇水，花就长大了。”，这时另一个小朋友说：”我是水壶。“，然后把自己变成水壶浇水，李祉萱也配合他慢慢站起来，直到花开。
4）孩子们很喜欢唱”小小花园“儿歌,特别是唱到“挖呀挖”时，他们会做挖的动作。在“展示与讲述”环节，幼儿自己创编动作，将种花的过程：挖土-种种子-浇水-晒太阳-开花，表演出来，浇水环节，幼儿主动要表演水壶。在晒太阳环节，本来只有一个小朋友做太阳，另一个幼儿说“花儿要晒太阳才能更香。”于是，有了两个太阳，其他幼儿也跟着要做太阳，最后小组里，有很多太阳，一朵花。整个活动，幼儿的参与热情很高，也富有想像力。
5)如果再做一次活动，我会留更多时间，让幼儿发挥想象创编更多的情节，然后编成一个故事。

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The strategy I used was senses prompt where we talked about what we could use our eyes to see.
- The children were tasked to dramatize what they could see at an LRT station.

As this is not a new strategy to the children, they were excited and were able to discuss as a group this time to come up with their dramatization.

I will introduce dramatisation charades with the children where they would need to look at the picture and act out for the peers to guess as this will give me control on what they children will be dramatisation and would be a more intentional learning.

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2) What strategy did you use to facilitate the communication activity? (E.g. questions jar, 5 senses prompt, mystery box).

During the KWL activity, some children wanted to know about  autumn. Therefore this dramatisation activity was introduced. In this activity, pictures of the Four Seasons where shown to the children as the lines were read out to them.  Children had to enact the process of being a seed experiencing the 4 seasons and I facilitated by demonstrating some actions to them.

3) Describe what went well.

The children enjoyed the whole process of this activity as it involved gross motor movements. They enjoyed it from the beginning as they had to crouch on the floor imagining to be a seed and gradually growing up during “Spring” represented by stretching their body upwards,and etc.

4) What were the children's responses?

Children were thrilled with the dramatisation. Some of the responses were:-

Jenn: I am growing into a tall tree reaching up the the sky.

Ethan: We are the seeds moving around because of the wind.

Rae Joon: It’s winter now, we are on the ground waiting for spring.

5) How would you do this differently?

I would try dividing the group into smaller groups and let them decide on their own movements thus allowing them to show their  inventiveness

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我使用了提问的策略来引导幼儿分享活动。

老师提问：

“照片中你手里拿着什么？

你正在做什么？

你是怎么把种子取出来的？

可以表演示范一下嘛？

俊毅可以根据老师的提问和引导进行回应，并使用比较完整的句子表达

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1.《我最爱吃的叶子》2.通过提

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1.《我最爱吃的叶子》
2.通过提问和鼓励以及5种感官提示引导幼儿说出对叶子的直观描述和品尝体验。
3.大部分幼儿能表现出良好的仪态进行展示与讲述，并能在引导和提示下按照展示与讲述的步骤顺利进行。
4.幼儿都能积极、踊跃参加活动，没有带叶子和发送照片的幼儿也纷纷表示失落，并在接下来陆续带来叶子进行展示与讲述活动，大家都有着非常积极的心态期待此活动。
5.改进：因为幼儿对此活动有非常大的兴趣，没有参与到的幼儿很失落，所以应该在活动开展前多次提醒家长对此活动的支持，并将在接下来的假期中联系家长继续此活动。

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2）我使用了提问的策略来促进交流活动。
“你找到了什么交通标志？”
“你在哪里找到的这个交通标志？”
“这个交通标志代表了什么含义？”
3）进展顺利的方面有：恺晴能够清楚地描述照片中的内容并根据提问进行回答。
4）孩子们的反应是：恺晴很愿意分享自己的寻找轨迹和收获，爸爸妈妈带着她从家里出发从楼下开始寻找，然后走到附近的街道寻找，最后完成了《马路上的交通标志》记录表。
5）如果这个活动再做一次，我会保留小朋友用橡皮泥和雪糕棒自制的交通标志，完成一个街景的设置，幼儿图片讲述后，去街景区找出对应的交通标志，增加趣味性。
6）我希望未来尝试的内容有：魔法盒子

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2) What strategy did you use to facilitate the communication activity?
The children first shared what was happening in the picture and their experiences. After that, they were invited to demonstrate how would they do it by pretending that they are on the road.

3) Describe what went well.
Norah was able to articulate what was happening in the picture and it was evident that her parents used our guide questions for our picture talk.

4) What were the children's responses?
Norah shared to us that his dad brought her to petrol station and on their way they found some road signs. She shared that "On this road, I looked left and right to see if there are incoming cars." (demonstrating the left and right looking action)

She also shared that there was a car incoming so she had to stop and waited for the car to pass by.

5) How would you do this differently?
We just recently created their own DIY road signs. Hence, we will be using it for our upcoming bicycle play.

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1)我用了五官提问法的方式与幼儿进行沟通。
2）因为是幼儿在进行活动的照片，是他们熟悉经验，于是就以他们眼睛看到什么？耳朵听到了什么？鼻子闻到了什么？来进行提问。
3）幼儿们都很积极地回答问题，他们地参与度都很高。他们回答:
1、我看到宏泽跳很高。
2、我看到敬毅和禹腾在甩绳子。
3、我看到宏泽跳得比义伟高。
4、我听到绳子甩在地上的声音。
5、我听到宏义伟地笑声。（从哪里可以看出义伟在笑？）
6、从义伟的脸上可以看出义伟在笑。
4）如果再进行这个活动，我会多准备几张不同的跳绳活动，让他们进行比较。

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1) Picture talk dramatisation on growth stages of a tomato plant
- the children were tasked to dramatise different stages of a tomato plant and order in sequence.

2) What strategy did you use to facilitate the communication activity? (E.g. questions jar, 5 senses prompt, mystery box).
I asked the children questions like
"What is the next stage?"
"How does seed/seeding/plant/flower/fruit look like?"
"Do you think it's tall/short/big/small?"

3) Describe what went well.
The children were excited and eager to dramatise the different stages. As they dramatise the stages in sequence side by side, the audience was able to see the "seed" grow into an adult tomato plant with flowers and fruits. The children were also able to recall the names of the stages and describe what are the distinct physical features of the stages.

4) What were the children's responses?
Some children even tried to correct their friends on how to act it out.

5) How would you do this differently?
Instead of getting a group of children to dramatise the whole sequence at the same time, I might want to let a child randomly pick a stage to dramatise and get the audience to guess which stage he/she is dramatising.

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1.自制灯笼椒披萨

2.通过提问引导幼儿自制灯笼椒的步骤以及通过让幼儿表演来进行。

3.幼儿能够利用简单的动作和语言进行表达，并且可以记得自制灯笼椒披萨的每个步骤及要做的事情。

4.幼儿对表演十分感兴趣，都纷纷想要进行图片演绎。

5.如果还有机会再做一次的话，我会再幼儿进行动作时用语言说明每个步骤的动作，这样幼儿也能过学会用语言进行描述。

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Topic: Bell peppers

2) What strategy did you use to facilitate the communication activity?
As it was their first time doing a pic talk dramatisation, I facilitated by asking children to think how they travelled to the supermarket to buy/take photo of the bell peppers. (At first I wanted to do a sequential 3 step photo as part of the parental activity but none of the parents sent in 3 step photos haha). So in the end I asked how they travelled to supermarket and got them to reenact and guess. In this pic, R was doing a 'driving' action to tell his friends that his mother drove him to the supermarket to buy the bell peppers.

3) Describe what went well.
描述进展顺利的方面。
His friends managed to guess the answer quickly and subsequent children who tried this managed to do the actions and guess their friends actions too! It was rather engaging because friends got to guess instead of asking questions as per usual.

4) What were the children's responses?
孩子们的反应是什么？
S: is it driving?
C: I think it's driving!
YX: walking?

5) How would you do this differently?
如果这个活动再做一次，您会做什么更改？
I'm thinking of having another cue/prompt card that shows a drawing of a body movement so that the child knows that he needs to do a dramatisation to his friends to guess.

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Makan menggunakan tangan
Kami telah berbincang cara makan kaum Melayu.

Mereka sudah terbiasa makan menggunakan sudu dan garfu. Justeru itu, agak sukar untuk mereka mengingati tangan kanan.

Kami menggunakan tangan semasa ikrar Sungapura dan tangan menulis sebagai rujukan.

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2) Based on the picture talk of the life cycle of a sunflower, children took turn to guess the stage of the life cycle that was dramatised by their peers.

3)To encourage everyone to participate, the audience were invited to answer verbally and/or by carrying out the dramatisation to show their understanding too. When children led the game, they also displayed confidence.

4) Wen Yang asked his peers "Can you guess what am I?"
Hailey was quiet when it was her turn but her actions were 'big' enough that anyone was able to guess accurately  on which stage of the life cycle she was at.
Alson kept pointing and used his body parts to mimic what his 'presenter' friend did.

5) The children did this together with me when they first learned about the life cycle of the sunflower. During this game activity, they had the chance to view how they dramatise to their peers. Perhaps, next time we can also create a picture word dice (LA) or just word dice (HA) to carry out the actions which can be child-led. The dice would be a fun way to start the game, too.

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在这个活动中，幼儿通过将寻找表格带回家之后，在家里寻找好看、特殊的纸，并学习纸的质地，让小朋友们感受纸的质地，如软软的、硬硬的、皱皱的、毛毛的、厚厚的等。我使用了问题罐的方法让小朋友学习和分享。

活动进展非常顺利，孩子们都将自己在家里找到的纸带了回来。并非常期待分享。

如果这个活动再次进行，我会想要让小朋友们附带一些道具，让他们带着自己的纸进行分享。这样能够更清晰的让小朋友明白质地的感觉。

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I facilitated this activity using a mystery box. It was full of picture cards of tubes that the children had explored. The activity went well as the children were excited to present the item to their friends. They were engaged and appreciated each other's effort.
After the first attempt, children would copy the actions that they liked best and all would second guess it correctly. This encouraged some children who had no exposure to what charades/dramatization was about to step out of their comfort zone and to try.