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The children were invited to share what they saw from the wonder wall and to identify the activity they enjoyed the most from the activities. The activity that most children shared they enjoyed most was the Water Cycle Dance.

The questions used during the discussion were:

1. Can you recall what you did for the past two weeks?

2. Which activity did you enjoy most?

3. Why do you enjoy that activity the most?

4. What do you learn from the activity?

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2.幼儿在奇妙墙会拿着提问卡进行提问之外，还会看着图片分享拿个萝卜是自己带的。

3.在讨论的过程中，我用五感对幼儿进行了提问。

-萝卜有什么颜色？

-萝卜是什么味道？

-萝卜是软软还是硬硬的？

-萝卜有声音？

4.奇妙墙呈现了其中一个活动“萝卜里面和外面的颜色是一样的吗？”，旁边放置了幼儿携带的萝卜和他们当时进行活动的语言。

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Children were engaged in show and tell using their family photographs. Children were excited to share / introduce their family members to their peers.
இவர் யார்?
இந்த புகைப்படம் எங்கே எடுக்கப்பட்டது?
எத்தனைப் பேர் உள்ளனர்?
இது என்ன இடம்?

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2. The children were engaged in picture talk while using the wonder wall. The children were mostly interested on the MRT and Sengkang LRT map on the wall. From there, they shared things like which stations they visited before and even stations that their family members alight to go to work.

3. Questions I used:
- Which is the nearest MRT station to your house?
- Which stations have you visited?
- How do you go from xx station to xx staion?
- Where is xx station on the map?
- What do the different colours on the map mean?

4. The children continued visited the wonder wall as they often have conversations on the things on it. Whenever we learnt about something new, I would update the wall with their thoughts and even artwork.

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The children engaged with the wonder wall using a mixture of picture talk and show & tell.

What is your favourite part of the wonder wall?
Do you recall what were activities we did that is being displayed at the wonder wall?
Why do you think Teacher Renee placed all these pictures on the wall?
Which activity would you like to experience again?
What activity did you dislike?
Is there any activity you would like to try that we did not try during our inquiry project?

The wonder wall was able to keep a clear vision of what were the activities that I have conducted with the children. This allowed me to have a clearer path as I paved the activities for the children. With the activities displayed, I was able to keep track of whether the children were meeting the objectives that I have set for the children at the beginning of the project.

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2) Kanak-kanak telah melibatkan diri dengan menggunakan teknik 'Rutin Pemikiran' Lihat-Fikir-Tanya (See -Think-Wonder)

2) Soalan-soalan yang dikemukakan menggunakan (5W1H)

Bila? Mengapa? Di mana? Siapa? Apa? Bagaimana?

Lihat:

Apakah nama tempat ini?

Di manakah tempat ini?

Fikir:

Pada pendapat kamu, bilakah kanak-kanak ini boleh bermain di taman permainan?

Siapakah yang sedang duduk di bangku?

Tanya:

Saya tertanya, bagaimana kanak-kanak bermain jika tidak ada taman permainan?

Saya tertanya, mengapakah tiada orang dewasa yang memperhatikan mereka?

Saya tertanya, permainan yang manakah menjadi pilihan

4) Idea-idea dan pembelajaran berterusan nyata

Mereka sentiasa diizinkan ke sana untuk melihat dan melakukan aktiviti komusikasi tersebut sekerap mungkin.

Guru akan mencatat perkongsian mereka.

Mereka juga dapat mengimbas kembali serta mengingat kembali mengenai perkongsian yang lalu.

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I used various communication activities for our wonderwall as it serves as a working documentation for our children’s learning. During the IQP, children were engaged in a show-and-tell session as they brought along their own apple from home and described it to their griends with their senses. Picture talk to share about the parental engagement activity.  Brainstorming activity to think of questions they would like to ask for our expert interview. After IQP, we used picture talk to recap our learning and reviewed all the answers to their questions.

Some example of the questions we used are:
- Where did you buy your apple from?
- How do you prefer eating your apple?
- What did Aunty May/ Chun Mei shared during our interview?
- Why apple skin is healthy?

By printing the pictures during our IQP week helps the children to look back on the activities and new knowledge they learnt about apples. Using the manipulative felt apple parts, children are able to one-by-one articulate the parts of apple. By looking at our expert interview pictures and upon seeing aunty May, children would always say “Aunty Chun Mei & Aunty Mei slice the apples in school” “Aunty May said apple skin is healthy and good for our teeth”

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Honesty 1 did a picture talk where they presented a photo of them in the egg shop or a photo of them making an egg dish at home. They also brainstorm on completing the KWL chart, especially on "What do I want to know or learn more" about eggs.
The questions used were:
-Where did you get the eggs?
-What recipe did you make?
-How did you make the recipe?
-How does it taste like?
Our wonder wall helped the children revisit the learnings, ask more questions and interact with the wall and with their friends.

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2、我使用了布鲁姆的提问策略。
3、在讨论的过程中，向幼儿提问：
1）我们的奇妙墙上有些什么？
2）你们还记得这些活动的名称吗？
3）这些活动是在什么地方进行的？
4）谁参与了这些活动？
5）在这些活动中，你们都学到了什么？
6）你们最喜欢哪个活动？为什么？
4、奇妙墙上是以幼儿们在讨论KWL表是所提出的问题进行展示，呈现的都是幼儿们在探究课程中的活动，把幼儿的活动过程进行拍照，以及他们的言语进行了记录，然后黏贴在奇妙墙上，供幼儿们在回忆及讨论中，巩固已学的知识。

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2.奇妙墙上分为五个板块，每个板块都有幼儿探索活动的照片和幼儿进行活动时的记录和作品。幼儿来到奇妙墙，通过看图说话，讨论不同板块关于蜗牛的知识。他们会翻看幼儿的作品，互相提问。幼儿也会根据中间的KWL，说出对蜗牛的认识，比如：蜗牛吃白菜，蜗牛有很多牙齿等。
3.在讨论中，我提出的问题有：
-蜗牛喜欢生活在哪里？
-你在观察蜗牛爬行时发现了什么？
-为什么蜗牛在干燥的表面爬得慢？，在潮湿的表面爬得快？
-蜗牛是怎么吃东西的？
-如果你是一只蜗牛，你想要什么样的蜗牛壳？
4.幼儿每结束完一个活动，我都会把他们的当天进行活动记录表和照片贴在奇妙墙上。幼儿在其他活动期间，会来到奇妙墙和朋友互相分享讨论，讲述分享自己在当天活动中的所观察到的蜗牛。

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2.幼儿们使用了五觉的提问卡片，还有一些提示卡片，是我们在课程中讲解和主体墙的标题。
3.讨论中，幼儿们使用五觉卡片对他们的朋友提问？
你看到了什么？
你如果用手摸龟壳是硬硬还是软软的？
龟的样子是怎样的？
龟食有哪些等
4.幼儿们想了解的大部分问题都可以在奇妙墙上找到。他们看到自己的照片在里面，很兴奋，而且会告诉他们的朋友他在做什么。看到他们的作品他们也会分享，他们喜欢朋友的作品的某个部分。他们也喜欢玩会爬的乌龟。

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The children communicated their learning experiences through picture talk. They shared their excitement and fears with one another (eg: showering K1 class pets, Terry and Timmy, releasing the pets for a walk, voting their favourite species, knowing the gender of the turtles, etc)

Some of the questions asked was:

1. What did you think about when doing these activities?

2. When was the time you felt that the activity was too easy/difficult?

3. Would you recommend this project to your friends from other classes?

4. How did you overcome your fears?

The wonder wall enabled the children to share their learning through interactions as the project was in progress. It motivates them to see their inputs on the wall and their work acknowledged. This helped me to chart the course of the project and not to deviate from their interest.

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2. Our inquiry topic was Rescue Vehicles. The communication strategies were mainly Picture Talk and Show and Tell through the strong parental involvement whereby many children brought in pictures of their visits to the fire station and for some, their vehicles.

3.  Some of the questions posed during the discussion were:-
- What did you like most about the topic? Why?
-  Can you name some of the activities that you enjoyed?

-  What are the common elements between the rescue vehicles?

-What information can you share with your friends and family members?

4.  I wanted the children to be able to continue their learning aside from just reflecting on photos of the past activities. Therefore, I displayed concrete materials of large cut outs of rescue vehicles where children could take out do continue to work with them e.g patterning or just playing with them. I also had stick puppets of the emergency service workers and pictures of the police equipments for children to take out and reflect what they have learnt through the Specialist Interview with the parent of Kayden who is a police officer from the Emergency Response Team.

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2) The children were engaged in both picture talk and show & tell. As part of their picture talk, the children were shown photos of marine animals in dangerous situations due to humans actions. After the completion of their recycled artwork, they engaged in a show and tell session whereby they shared, ask questions and showed appreciation by commenting on their peers’ crafts.

3) - What can do we to protect the marine animals?
- Why do people choose to dirty the environment?
- Who is responsible to keep the environment clean?
- Why do we wash and dry the recyclable materials?
- How does Singapore transport trash to Semakau Landfill?

4) Everytime we revisit the wonder wall, the children were seen to recall the knowledge that they have gained during their lessons. They engaged in small talks with their peers (“You remember that time, we played the game and then we sort out the trash that Teacher Liza brought? Teacher Liza put the recycled things on the board! - Danish Ong) As there are headers for each section, I have a better idea of the different activities that the children can engage in to broaden their knowledge on the topic.

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Kayden enjoyed this topic a lot and was always at the wonder wall to flip through the photos and cut-out manipulatives. He was also able to give an impressive review to Reshmann who was absent for two whole weeks about the activities that we had done.

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2. 在本次探究课程的奇妙墙中幼儿使用了提问法、展示与分享、看图说话这几种策略。
3.-这个墙上有什么？
-你记得我们做了什么活动？
-你和谁一起做这个活动？怎么做的？
-在这个活动中你学到了什么？
-你最喜欢这面墙的哪里？为什么？
4.-在奇妙墙上我们用在KWL时讨论的问题来引出活动，作为活动标题展示。
-在我们完成奇妙墙上每个问题的同时，也可以看到幼儿学到的有关建筑的知识。
奇妙墙上我们通过六个板块来分别展示了
-自己手绘家里的平面图
-了解世界建筑和新加坡建筑的手册
-使用iPad画出自己最喜欢的建筑进行二次创作
-小组为单位使用不同材料建造自己的建筑
-小组进行展示分享自己的创作想法
-每个幼儿采访不同的成人所住的建筑。

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2.沟通策略：
幼儿使用了展示和讲述、看图说话、采访后的交流与分享。
3、问题：
1）你对垃圾的印象是什么？
2）垃圾的处理过程是什么？
3）垃圾如何回收？
4）新加坡有哪些不同的垃圾桶？
4.
1）我用网络图的形式,幼儿作画和分享，激发幼儿集体解决问题的思维。
2）展现幼儿在校园内观察不同垃圾桶的照片、幼儿采访厨房和清洁工阿姨，了解厨房垃圾桶和厕所和课室垃圾桶的处理，并通过奇妙墙的图片进行描述。
3）幼儿根据所展示的不同垃圾桶，根据问题：在哪里看到这些不同的回收垃圾桶？你和家人是怎么使用它们的？为什么要这么做？
4）展示幼儿的手工作品，描述运用回收物品制作手工的过程和心得。

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2奇妙墙上有小朋友们的展示与讲述，有小朋友们的的作品，也有让小朋友们操作的游戏。这次的探讨虽然是紧急救援车，但小朋友们也对消防车情有独钟。因此我们会较偏向消防车和消防员的探讨较多。
3在展示与讲述，我使用了五感的提问方式，让小朋友们根据自己抽到哪一个感官，就根据那一个感官的范围提问。
奇妙墙是和小朋友们讨论后，他们决定要把什么东西放上去，才展示出来。
在最后一堂课讨论中的提问：
-你们还记得你们想要知道的问题吗？

-你觉得这些活动让你学到了什么？

-你会怎样把学到的内容，跟爸妈分享？

-你最喜欢哪一次的活动？为什么？

-请你在平板电脑上画出一辆你喜欢的紧急救
援车，你会自创一辆特别的吗？

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2. What communication activities did your children engage in while using the wonder wall?
- picture talk of the parental ngagement activity that the children did with their parents (find radish in supermarket or do anything they want with a radish)
- round robin: Sharing of what they have learnt such as the names of radish and the activities done

3. What questions did you use during the discussion?
- what kinds of radish did we learn or did your friend bring? (Cherry Belle radish)
- how were the radish different? (Big and little)
- what is happening to the radish? (Moldy, spoil)

4. How did the wonder wall keep ideas and learning visible?
- it was like a continuation if what they have learnt about radish and how their parents were involved in the inquiry project too. Like a walk down memory lane to remind them of what they have learnt the past 2 weeks!

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2.小朋友在使用奇妙墙时进行的沟通策略有：

· 与同伴分享自己喜欢的苹果和自己的苹果创意画作品

· 指着自己的照片和朋友们分享自己在做什么。（可嘉说：“我是在晚上吃的苹果。我有吃一整粒的苹果，也有吃切片的苹果。我会自己洗苹果。”）

· 尝试拿出提问卡，但没有进行与苹果相关的提问，而是一直强调自己拿到的提问卡是什么。（这是眼睛、这是鼻子、这是嘴巴、这是手、这是耳朵）然后会比较谁拿到的提问卡最多。

· 通过观察、粘贴、手势动作复习苹果的生长过程和结构。

3.在讨论中使用到的问题有：

· 苹果是什么样子的?(圆圆的、大大的、有点点)

· 苹果是什么颜色的?(红色的、绿色的、黄色的)

· 苹果是什么味道的?(甜甜的、香香的、脆脆的、粉粉的)

· 苹果摸起来怎么样?(滑滑的、冰冰的、凉凉的)

· 苹果里面有什么？（苹果核、种子）

4.奇妙墙呈现的活动有：

· 大家都喜欢吃哪一种苹果呢？——苹果种类喜好小调查：孩子们通过投票得出了班级里喜欢吃红苹果的小朋友多，喜欢吃黄苹果的小朋友少的结论。

· 苹果种子是怎样变成一个苹果的？——苹果的生长过程：种子、发芽、幼苗、苹果树、开花、结果。

· 为什么我们切的苹果会变色？为什么阿姨切的苹果不会变色？——探究延缓苹果氧化的方法：盐水浸泡法是最有效的延缓苹果氧化的方法。

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Children reflected back on their experiences and talked about what they have learnt from their peers. They also commented on what they can do to achieve similar experiences eg Anya caught a snail so Liron also wanted to do the same if his mother allowed him to.

Questions during the discussion:
1) Where did he get the idea of drawing snails from?
2) What did you remember about this activity (life cycle of snails)?
3) Which is your favourite part about this project?
4) What is a snail? Is it the same or different from a slug?
5) Why is it important to learn about snails?

The wonder wall was updated as we went along and children knew that there were new things being added progressively.

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2. Show and Tell & Gallery Walk
At the wonder wall, I displayed the parental engagement artworks that children brought to school. After displaying it, the children did their show and tell by the wonder wall to their peers. At the wonder wall, the children also did a gallery walk where they went to look at all the artwork that was displayed there and shared which was their favorite artwork and why.

3. Questions I used:
What activity did you do together with your parents?
What is something different about your blueprint compared to the other blueprints?
What makes this place so special to you?
If you got to design the whole house on your own, what would you change about the blueprint?

4. Visible learning
The wonder wall showed the process of how the children started their inquiry project all the way to how they concluded their project. When the project first started, the wonder wall was filled with questions about what they wanted to learn and what they already know about buildings. As the weeks went on, the children slowly added on different things that they learned about such as interesting structures in Singapore, different construction vehicles, and also blueprints that they drew. Now that their inquiry project has ended, the children can look back at the wonder wall to see what they have learned throughout their inquiry project journey.

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Kanak kanak telah didedahkan dengan teknik Rutin Pemikiran iaitu dengan mendedahkan apa yang mereka telah lihat di gambar dan huraikan apa yang telah mereka lihat.

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Kanak kanak telah didedahkan dengan teknik Rutin Pemikiran iaitu dengan mendedahkan apa yang mereka telah lihat di gambar dan huraikan apa yang telah mereka lihat.

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Guru telah memanggil satu persatu kanak kanak untuk mereka huraikan apa yang mereka telah lihat gambar di Wonderwall dan huraikan diasak dengan soalan siapa,mana,bagaimana dan apa.Dengan teknik ini,ini akan meluaskan daya pemikiran mereka dan juga mengasah bahasa Melayu mereka.

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小朋友运用看图说话，评论其他朋友作品，以及访问K2年级老师的方法进行分享与讲述。

我运用了以下问题
1.哪些事可以在地铁上做？那些不能？
2.地铁长什么样？如果你要设计的话，你会设计成什么样？为什么？
3.地铁的作用是什么？
4.如果没有地铁我们会怎么样？
5.你喜欢谁设计的地铁站？为什么？
6.哪个老师住的比较靠近地铁站？哪个老师比较远？如果你从这里来学校你要怎么走？

我运用了网络图的方式，让小朋友系统的学习和认知，通过奇妙墙进行温故而知新，不断的的复习学习过的知识并进行思考。
我展现了不同的地铁，让小朋友比较和学习，从而进行设计，并通过奇妙墙进行分享。
小朋友们采访了K2的老师们，通过采访学习地铁转换站和路线图的看法。

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-我运用了展示与讲述，提问及与孩子分享讨论等策略。
-你知道这面墙的名称吗？
你在墙上都看到了什么？
你能说一说这些管子有什么不同吗？
管道长得什么样子的？
哪里会有管道？
你喜欢奇妙上展示的哪个活动？为什么？
-奇妙墙展示了管道的不同材料，让孩子可以去看，摸探索对管道有初步的认知。也通过孩子做的管道及绘画的作品来了解管道的结构，并且可以操作阀门，增加趣味性。也通过探究的问题展示了活动时的照片，让孩子通过照片回顾，分享讨论活动。增强他们的口语表达能力和赏识、反思性。

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1.幼儿会提问，谁会下蛋?鸡会下蛋，鸭会下蛋，鸟会下蛋。
2.采访老师，你们喜欢吃什么蛋?炒蛋，煎蛋还是蒸蛋？
3.如何区分生蛋熟蛋？

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幼儿问之外，还会看着图片分享鱼是怎么生活的。

3.在讨论的过程中，我用五感对幼儿进行了提问。
-鱼有什么颜色? -鱼是什么味道?
-鱼可以走路吗？

4.奇妙墙呈现了鱼都在哪里生长

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1. Upload a picture of your completed wonder wall in class.

上传您完成的奇妙墙的图片。

2. What communication activities did your children engage in while using the wonder wall?

您的孩子在使用奇妙墙时进行了哪些沟通策略？

3. What questions did you use during the discussion?

你在讨论中使用了哪些问题？

4. How did the wonder wall keep ideas and learning visible?

奇妙墙如何呈现孩子的想法和问题？