School Enrolment and Privatisation:

• 34.6% of Australian students attend private schools

• Private schools are often more expensive and selective than public schools

• This can create unequal access to education based on socioeconomic status

Higher Education Enrolment:

• 93% of higher education enrolments are in public universities

• This indicates a strong emphasis on public provision of university education in Australia

National Curriculum and Assessments:

• Australia has a National Curriculum developed by ACARA since 2012

• This aims to provide consistent educational standards nationwide

• The national NAPLAN assessments test students' literacy and numeracy skills

• NAPLAN results are used to monitor progress and hold schools accountable

Interesting Takeaways (Infographics)

1. Gen Z is 16% more likely to give up when faced with a challenge compared to persisting (52% vs 36%)

   Children today are more likely to:

   • Give up

   • Feel insecure

   • Avoid challenges

   • See failure as a deficiency

   • Struggle in silence

   
   

2. Educators think character is more important for success than skills, compared to parents

Question About Australian Education:

1. Student Mental Wellbeing and Online Bullying:

• As teachers, how can we help students navigate their own mental health and wellbeing?

• How can we address issues of online bullying and harassment that cross into students' personal boundaries?

2. Exam and Assessment Pressure:

• How can teachers avoid placing too much pressure on students to perform well on exams and assessments, given that's often how they are evaluated?

3. Teacher Burnout:

• Teacher burnout seems to be a common issue. How can teachers effectively deal with and prevent burnout?

1. Lesson Plan: https://docs.google.com/document/d/1KDcsh0CQkz5hresnpcZyQwaqGLXa4g9Pl7PAIJkih_A/edit#heading=h.yatuiomnjwdy

2. Canva https://www.canva.com/design/DAGGlBjJ_BU/trQi6S2D1CnoggLwfEbSDQ/edit 

3. Miro Board

(Group 1: Miro Board) https://miro.com/app/board/uXjVKB9q-u8=/ 

(Group 2: Miro Board) https://miro.com/app/board/uXjVKB9-FsI=/ 

(Whole Class: Miro Board) https://miro.com/app/board/uXjVKB9-FuU=/

• prepared - in terms of rundown and materials.

• confident - delivery and getting students to interact.

• nervous and jittery - dealing with technical issues like sharing screen and diverting from original lesson plan rundown.

What are you most proud of?

• The engaging activity materials elicited enthusiastic responses from the students, who remained actively engaged and participated throughout the entire session.What might you do differently next time?

• Creativity with task activity - adapting the task toward the target age group

What might I do differently next time?

• Double check technology in advance - Miro access, share screen function

• Display instructions on screen to minimise having the students needing to remember them (esp. when there are multiple sections of the tasks)

What questions still remain for you?

• How should I evaluate the effectiveness of my online teaching methods and make improvements over time?What metrics or student feedback should I consider?

• Vocational school in AUS-> not as much stigma in comparison to Hong Kong

• Learn thru Tik Tok - AUS embrace digital literacy and responsible digital citizenship

• Educators = Character > Skill 

• Edu-business is an issue in Australia

3 Reasons why we want learners to speak English in class:

1. Practice the USE of language 

2. There aren’t many speaking opportunities outside of class 

3. Deliver the message that what they are learning IS actually useful to them 

Elements for speaking activities 

• Focus on (fluency or accuracy)

• “Fluency is more important than accuracy” -> they go hand in hand 

• Eliciting and checking rather than explaining.... How we present grammar - eliciting responses and then MEANING CHECK MEANING CHECK MEANING CHECK

Fluency-focused speaking activities should meet the following conditions

• Authenticity - speaking activities reflect real-life communication and language use

• Challenge - certain degree difficulty [ i (interlanguage) + 1 ]

• Interlanguage =>  your level of the L2

• Purposefulness - linguistic + non-linguistic outcome. 

• Interactivity - have to work together to complete the task

• Productivity - maximise the learners' opportunities for meaningful language production and practice

Thank you for your Peer Teaching 1 reflection, and for updating your Padlet with all your Peer Teaching materials. You have started a solid portfolio of ideas, materials and insights here, which I think will be highly valuable to your future career.

I am pleased to see in your reflection that you felt confident of your lesson delivery and satisfied with your materials. I agree that a particular strength of your lesson was the development of attractive, creative materials and an interactive and motivating main activity. I would also like to add that I thought your classroom manner was friendly and engaging, and as I have already mentioned to you, I thought your use of paralinguistic features to support your Teacher Talk was outstanding.

You have also identified supporting instructions as an area you would like to develop even further in your future teaching, especially if giving multiple tasks. As a matter of fact, we will be heavily focused on this and other aspects of Teacher Talk over the coming weeks, and I feel that you will engage well with the ideas and strategies we explore. I’m excited to see how you implement your own ideas in this area throughout the course.

Thank you for being such an active, responsive participant in class so far. Your willingness to always respond is most appreciated and valued. I look forward to hearing and seeing even more contributions from you in the coming weeks.

Vicki Bos

Find someone who (GTKY) - great icebreaker, gets students interacting, and allows for the teacher and students to learn more about each other (helps with personalisation down the line).

KWL (Know-Want-Learn) -

Know - helps to activate student's prior knowledge

Want - identify student's learning goals

Learn - assess learner's progress

- engages students and helps them take ownership of their learning.

---

Benefit of using a graphic organiser?

- helps consolidate learning

• condenses information into an easily digestible format

• Colour coded - for visual leaners

St Brandon’s Primary school (fairy tales + nursery rhymes technology) - G1

• Fairy tales and nursery rhymes study

• use of props

• kids sitting on floor

• Experiential learning on character and narrative

• Students in small groups select props, get photographed

• 'Who am I?' puzzle using digital photos on interactive whiteboard

• ICT(technology) increased student engagement

Melton Primary School (Using success criteria) - G5-6

• Prioritises teaching of Indigenous and diverse cultural backgrounds

• Uses flexible learning strategies (e.g., music, instruments, singing)

• Engages diverse learners (e.g., Indigenous, ESL, EALD)

• Adopts innovative approaches (e.g., cooperative community/family)

• Transforms students from passive to active technology users

• Brings in community experts to work with students - Hip hop artist

• Extends learning to authentic contexts (e.g., ABC radio studio)

Sunshine College (Differentiation in Math)

• Differentiated instruction - 3 levels of difficulty for activities, students choose based on ability

• Teacher-led initiative to rethink math instruction, using team teaching

• Students reflect on learning, feedback informs teaching

• Culturally diverse, co-ed secondary school

• Emphasis on integrating numeracy & literacy across subject

• Collaborative curriculum design and consistent delivery

• Textbook use may be reduced based on student progress

• Assess student abilities 4x/year using on-demand testing, use data to customise instruction

What are three things you want to remember:

• Blend traditional storytelling methods with modern digital tools to engage young students and develop their literacy and narrative skills in an interactive, immersive way.

• Use differentiated instruction with tiered tasks to accommodate diverse learning needs.

• Bring in community experts to supplement instruction and provide varied perspectives.

• More prepared and relaxed

2. What am I most proud of?

• Planning out the script to avoid extra language

• Making sure each student spoke and was engaged throughout - ICQ

• Using song, games, and gestures to support instructions and activity

• Encouragement given to students

• Connected reflection to target language - (hand on eyes, nose, mouth = easy, medium, hard)

  
  

3. What might I do differently next time?

• Avoid instruction stacking - (step-check-step-check)

• Making sure my teacher talk (TT) matched my target language (TL)

• Make extension task for fast students

• Give more time for students to speak

• Give correction:

  (controlled practice) =  immediate feedback (e.g how are you? Im'fin) (free practice) = fluency - try and not interrupt

• Try and link it to the next task...

4. What questions still remain for me?

• How to handle spontaneous feedback or corrections from students

Unbelievable sights
Indescribable feeling
Soaring, tumbling, freewheeling
Through an endless diamond sky

A whole new world
(Don't you dare close your eyes)
A hundred thousand things to see
(Hold your breath, it gets better)
I'm like a shooting star
I've come so far
I can't go back to where I used to be

• Everything was a new experience - from the classroom sizes and lesson plans to the student engagement levels.

• Was introduced to vastly different perspectives and points of view that were unfamiliar compared to our typical Hong Kong educational culture.

• Experienced all kinds of new and fun surprises and lesson activities

• The sense of discovery in the lyrics of "A Whole New World" perfectly captures the overwhelming newness encountered while observing at Moreton.

--------

As I reflect on the experience of sitting in on the year 10 subject selection process, it was definitely a significant and pivotal moment of change for those students. They are being placed in a situation of transition and growing up, which undoubtedly comes with a lot of anxiety. This reminds me of my own IB days, where everything felt so high-stakes and really "drove me crazy" at times.

However, this song also provides a reassuring message that "it will never change me and you." I relate this to the way the teachers made sure the students were aware that despite the drastic changes they will face, the school will continue to provide the same extra care and support to ensure they will get through everything.

I chose this photo since 1. I did not expect to see an emu at lone pine so it was a great surprise and 2. I had a phase where I was obsessed with the emu called Emmanuel on instagram. Emmanuel the emu would interrupt it's owner and showed such a goofy and stubborn personality I fell in love with. So seeing Bailey was like seeing Emmanuel. In real life, bailey is massive and less stubborn in comparison to Emmanuel. However, I found out their diet consists of mainly veggies. I also got to witness Bailey drink a lot of water and loaf in the sun.

A place similar to Lone Pine in Hong Kong would either be Ocean Park or Wetland Park. However, for each animal experience you'd have to much more in order to get up close and personal.

1. Input - how learner obtains info (i+1 - interlanguage - the students version of english)

2. interaction - how learner engage in talk w other speakers

3. output - how learner is given opper. to communicate

4. Feedback - when, how and from who do they receive feedback

5. Motivation - what motivates students want to learn and talk

What implications does this have for lesson planning?

• authentic and accessible input (comprehensible input)

• opportunities for interaction - tools

• opportunities for production - how can we make sure their language opportunities are meaningful + useful

A - alcohol

R - religion

S - sex

N - narcotics

I - isms

P - pork

S - sexual identity

Prioritise the
Opportunities to express oneself.
Engage the mind, heart, and voice -
Teach language incorporating the arts.
Refine through practice and revision,
Yield a fluent, expressive tongue not solely through drilling.

Speak not just with proper form,
But with the flow of meaningful thought.
Let lessons leap from textbook pages
Into realms of real discourse.
Where language is not just rote,
But a vehicle for deeper thought.

Listening/ reading/ speaking/ writing

- prepare an engaging skill based activity

WILT - What I'm looking for

3 strategies for supporting my readers

1. grammar makes u a better reader (helps with comprehension)

2. Reading with background music

3. theatre role play

4. art interpretation

5. create your own begin middle and end

6. reinterpret the ending

7. exposure to a lot genres

8. choose one character and imagine them in an unconventional situation

• The painting "Sleeping Bride" depicts a girl/female with blue skin and curly hair in a wedding dress. Her dress is dirty with a bug on her veil. She is in a dark misty forest. She lies with her entire front body to the dirt.

(INTERPRET)

• The painting "Sleeping Bride" by Arthur Boyd portrays a young woman with blue skin and curly hair. This appearance evokes a sense of sorrow and melancholy. The woman is wearing a wedding gown, which draws parallels to the experiences of Aboriginal brides. However, her dress is dirty with a bug on her veil, creating a sharp contrast with the "white finery" of the Aboriginal brides Boyd witnessed being transported to their weddings in open trucks, a method "more fitting for livestock." The isolated, desolate forest setting mirrors the shanty towns and displacement faced by Indigenous Australians at the time. Meanwhile, the woman's position lying face down in the dirt symbolises the "doomed affair of a mixed-race man and his so-called 'half-caste' bride," representing the "irreconcilable relationship" between Indigenous and white Australians.

------------

(ACTIVITY)

Activity: Art Investigation Scavenger Hunt

Level: IB English Language and Literature students in 11th-12th grade (around 16-17 years old)

Student Ability: These students are fluent and confident English speakers.

-> "Each student will receive a unique "art investigation card" with questions about a work of art. Students must find a partner who has a different card and take turns asking and answering the questions on their respective cards. This process continues until everyone has had a chance to discuss all 5 art investigation cards. The goal is for students to closely examine, interpret, and evaluate the artworks through engaging discussion with their peers."

(Factual/ Objective)

1. Describe - What do I see?

• landscape, people, animals

• place or setting (inside or outside)

• Abstract or realistic?

• What is the story, what is going on?

2. Contextual Examination - What is the content?

• what is the artist intention?

• how do others feel about the art?

• what influenced the artist culturally?

3. Analyse - How is the work organised?

• lines:

• colour and value: warm, cool, light, monochromatic, abstract

• texture: smooth, rough, soft

• form: 2D vs 3D

• contrast, movement, emphasis...

------------

(Interpretive/ Subjective)

4. Interpret - What is happening?

• the work is about...

• the artist is saying...

• the artwork reminds me of...

• the mood and feeling of the artwork is...

• what are the: symbols, metaphors, meaning, context, relationships between all parts?

• is there an overarching theme?

5. Judge - What do I think about the artwork?

• The best part is...

• the strengths of the work are...

• the weaknesses of the work are...

• the artist communicates ideas by...

• this is an important work of art because...

Target Language Goals:

1. Reading and Visual Literacy: Closely examining works of art and translating visual observations into verbal descriptions.

2. Writing: Constructing well-reasoned arguments and analyses based on evidence from the artwork.

3. Speaking and Presentation: Engaging in discussions and debates about the artworks, presenting their interpretations and perspectives.

4. Critical Thinking: Developing the ability to analyse, interpret, and draw insightful conclusions from visual information.

5. Contextual Understanding: Making connections between the formal elements of the art and broader social, historical, or cultural contexts.

---

(Another activity)

• PAINT SWAP

-> In this activity, students work in pairs. One partner faces the front while the other faces the back. The teacher will project a painting on the screen. The partner facing the front has 5 seconds to study the painting and remember as many details as possible. They then have to draw what they saw on a shared piece of paper.

The other partner, facing the back, then has to try and re-draw the painting based on the details provided by their partner. The pairs will switch roles 5 times, each time focusing on a new element of the painting, working to recreate the full artwork.

IDENTIFY
Consider the role that art and visual culture can play in shaping contemporary understandings of identity.

I like this activity because...

Comparative analysis and vocabulary:

• Students compare the design, materials, and symbolism of Naiza Khan's armour sculpture to historical accounts and depictions of Rani of Jhansi's actual attire, developing vocabulary related to armour, military equipment, and artistic concepts.

Cultural awareness:

• Students explore how female warriors and heroes have been represented across different cultures and time periods, developing cross-cultural understanding and appreciation.

Critical thinking:

• Students analyse how Naiza Khan's armour sculpture challenges the traditional dual function of armour as both a practical protective garment and a symbolic, artistic object.

Creative expression:

• Students design their own suit of armour that pays homage to a female hero of their choice, drawing on research and using their creative imagination.

Fostering inquirers:

• The activities encourage students to ask questions, conduct research, and explore different perspectives around the representation of female power and heroism.

Reflection:

• Students reflect on their own design process and the personal/cultural significance of the female hero they chose to honour through their armour design.

-> I love incorporating dance and movement.

-> Reduced Anxiety - create a low-stress environment

-> Multimodal Learning - combination of physical movement, visual cues, and verbal responses engages multiple sensory modalities, which can enhance learning and retention for a diverse range of learners.

-> Physical Engagement - helps learners become more comfortable using their bodies to express themselves in the target language. (kinesthetic approach can aid in memory retention)

Predicting a song story - activate background knowledge, encourage interest and motivation to focus on the song as a text

-> Focusing on the Song as a Text - encourages learners to approach the song as a text, rather than just a piece of audio.

-> Creativity - help students be capable of producing their own language 

Confident - be able to use the language on the spot

• represents the timing

• bulk of time spend on task

Things that stood out to me:

• PDP - pre, during, post

-> https://www.canva.com/design/DAGIjC9wFIQ/J0MkRw6SvQAT1GEk_tWYCw/edit?utm_content=DAGIjC9wFIQ&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Peer Teaching #3 Slides:

-> https://www.canva.com/design/DAGIlslA2rE/y2Oo-QKw5vv2iZTOC-tB5Q/edit?utm_content=DAGIlslA2rE&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

B: Feelin a bit preggas after avanavo toastie for brekkie in the morno 

A: ya still down for a choccy biccy 

B: defo. Ill be a min… Lemme grab some sunnies and my lippy 

Strength 💪

→ focuses on the meaning and structure

→ taps into their genuine interest, more personalised

→ provides context for how they use their language objectives.

Weakness 😩

→ requires some amount of prior knowledge

—————————————————————————

Presentation 

(BROAD)

• Lead in - set a broad context - concept of being rich 

• Cinderella = specific context 

• Ask students to establish Cinderellas life 

(SPECIFIC)

• Elicit marker sentence

• Elicit target language 

• If you cannot elicit - introduce it

• There is a gap in knowledge

• Model and drill - “she used to work hard” - (group - opportunity to feel safe + individual - ) 

(Important for students to produce the language first  - DON’T DISPLAY TARGET LANGUAGE FIRST) 

• Drill with different emotions - happy, sad

• MEANING CHECKING QUESTIONS

• Timeline - visual check (visual) - does she hard now? Did she work hard here? Here? Here? 

• Board Stage (1st time we see written form) - break down, subject, verb, you tell me where’s the subject, you tell me where is the stress 

• -> Substitution, +/-/? Forms

————————————————

Practice 

1. Controlled practice - focus on accuracy 

2. Free-er practice - focus on fluency 

————————————————

Production

• Spoken and written interview - friends and family 

• Find drastic before and after photos 

• Personalised the TL

=> see if S can use the target language in a real life context 

1. Has a narrative 

2. Creates a need for the target language 

3. Includes characters 

4. Starts general becomes specific 

5. Is not time-consuming 

Timeline 

Past. Present. Future.

Is it real or imaginary 

Perspective - looking at past towards the future 

https://www.canva.com/design/DAGJM_tfMO8/g2SNRGeH9Zlv47No7MYx_Q/edit?utm_content=DAGJM_tfMO8&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

Controlled Practice

https://www.canva.com/design/DAGJM_rVkQQ/URZ6Cw7-RSzS6JJe3ny-mg/edit?utm_content=DAGJM_rVkQQ&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton

-------

1. Students with emerging English proficiency can respond to challenging content when provided with appropriate scaffolding and support.

------

2. Encouraging students to make predictions about the text content is a crucial strategy for developing reading comprehension.

------

3. Emphasising the value of student participation and having a go, even for hesitant students, helps activate their cognitive engagement with the text.

------

- Pity - towards the dog when the kid didn’t play with him

- Proud - when the dog decided to keep on playing with he ball despite constantly tumbling over

- Warm/ touched - when the kid finally decided to entertain the dog

• mum gave boy the dog as a pity present

Detail how this text relates to the topic of inclusion

- Represents a person with a disability

Decide if you could use this text with a group of learners you will teach


- Yes I could! I could promote an “I can do it” and resilient attitude. See people with disabilities as just as capable and human

• predictions

• discussion - personalised lead-in

• introducing characters

• pre teaching vocab

• matching task

• brainstorm

• draw a picture of what they're gonna see

During task

• gap fill

• T/F Qs

• comprehension taks

• guided note-taking - characters/ ideas

• fill out the table

• categorising

• matching - words w images/ definitions

• ordering - lines/ dialogue in order

• timeline

• check predictions made beforehand

• do a drawing task while they watch

• list TL

• circle/ tick TL you hear

Post Tasks

• discussion w (purpose/ goal)

• reflection

• letter to Michael

• Presentation

• Leave a comment

• verbal summary/ narrative

• 
  

• predictions

• discussion - personalised lead-in

• introducing characters

• pre teaching vocab

• matching task

• brainstorm

• draw a picture of what they're gonna see

During task

• gap fill

• T/F Qs

• comprehension taks

• guided note-taking - characters/ ideas

• fill out the table

• categorising

• matching - words w images/ definitions

• ordering - lines/ dialogue in order

• timeline

• check predictions made beforehand

• do a drawing task while they watch

• list TL

• circle/ tick TL you hear

Post Tasks

• discussion w (purpose/ goal)

• reflection

• letter to Michael

• Presentation

• Leave a comment

• verbal summary/ narrative

• Personalised Padlets - documents S learning journey and growth

• Reading Race - Increases participation and collaboration

• Video reflection diaries - helps students reflect on their learning

2 Teaching Strategies

• P-P-P structure (pre-during-post tasks)

• Model and Drill Techniques

• Incorporating arts

1 Personal Teaching Goal I Will Continue to Focus On

• Personalising my classrooms

• Embracing chaos

•⁠ ⁠Chinese New year

•⁠ ⁠Lunar Calendar - different every year

•⁠ ⁠**Ask - Do you have anything similar?**

•⁠ ⁠What we wear (Girls + boys qipao picture)

•⁠ ⁠**Ask - Do you have any traditional Australian clothing?**

•⁠ ⁠Usually Red (introduce Red) -

•⁠ ⁠**Ask - what does the colour red remind you of - What does red represent.**

•⁠ ⁠Bai Nian culture - Wishing people good luck for - start the year strong and nice = good luck + repeat after me (3 popular blessings)

•⁠ ⁠*Introduce - Do you guys want to see an example of how this is done? We actually brought something for everyone!*

•⁠ ⁠*Introduce - red packets (instructions)*

•⁠ ⁠Demo

•⁠ ⁠Now everyone line up in 1 line. You will try the act of Bainian with us three. Say a greeting (it can be in English or any of the Chinese ones we taught.

3 syllable words

4 syllable words

show the yellow card if you hear 1 syllable

thumbs down if you hear 2 syllable words

S - spell

C - cover

W - write

C - check

• Focus on LOCAL CULTURE! esp for context setting (Specific to Sai Kung)

Example Activity - Show ocean park page - Teach "ride on..."

https://suno.com/create?signup_source=splashpage&referrer=%2Fhome&redirected_from=signup&wid=default

- Share the beginning and end

• Give students 10 questions to guess what happens in the middle

• Use background noise

[] I can hear my classmate clearly

Writing

[] I can read my partner's handwriting easily

Alien rules:

1. Must spit

2. Must be loud

3. Mustn't be nice

#2 - Ask S to gesture thumbs up and down.

#3 - Prepare guiding questions

• Where do we look to know when we can use the coupon?

• Where do I look to know the name of the restaurant?

  
  

Fill in the blanks

2nd time, T ask for written response

• Why did bobo call Laura?

• What did they plan to do? - Laura invited bobo to play badminton

• Where is the sports centre? - Bobo asked, "where is _____?"

• When would they meet?

Ask Students:

What makes a good writer?

• Asks good questions

• They plan

• They know what they are writing