2. I study Chinese History at HKU.

3. I cannot eat spicy Korean food.

2. 

EASY: 

2 Truths and a Lie

Unmute and Answer

Choosing Specific Students to Answer

Type answers in the chat

MEDIUM: 

Show and Tell -> A bit messy to show the object to camera

HARD: 

Heads Up, Heads Together, Heads Down -> Hard to keep students concentrated and being on-task all the time

3. It acted as an ice breaking game which is particularly useful when students do not know their classmates (imagine a scenario like Day 1 of school…), and to help them build connections with their classmates once they know if they share same interests/habits

4. By transforming them into physical activities by making use of space/materials? E.g., For GTKY we can give students a sheet of paper and they can walk around and interview their classmates…???

• The progression from pre-primary to senior secondary stage is different from that in Hong Kong (i.e, Foundation year before primary school, only 2 years in senior secondary instead of 3 in HK)

• Academic structure in post-secondary stage is almost the same as that in HK (i.e, Vocational Training, Associate Degree, Advanced Diploma, Bachelors and Masters Degree etc.)

• The Australian government provides professional training for teachers who wish to pursue professional, academic development, while HK government only provides seminars for in-service teachers as support, and professional academic training is delivered by universities

2 things that interested me from the infographics

• Teachers are seen as the major companion in acquiring knowledge

• Technological tools play a big role in students' learning

• Students tend to work in a more modernised workplace instead of conventional offices and occupations

1 Question on Australian Education

• Being a teacher is considered a professional and rather well-paid career and it is very competitive to get a PGDE/BEd qualification in HK, is that the same case in Australia?

2. I am most proud of my interactions with my students as they participated actively in my class. I always enjoy classes where my students and I can interact freely and actively, and today’s class contents looks appealing to my students. A certain degree of personalisation was also made to further bring students to think about themselves, and to carry something away from today’s class as we tried to build links between what they saw in-class and their personal perceptions.

3. What I will do differently…would be to check the readiness of the materials. A small accident popped up when my class moved on to the activity part. They were supposed to read several short texts on Google Doc and find out the attractions that match with them. I forgot to make a duplicate of the document, and the document was already full of answers as Eggrice and I share the same document. I could have paid more attention on these technology items and prepared better in advance.

4. I always feel like teaching skills-based subjects (like English) and content-based subjects (like History) are completely different, and I don’t always feel concrete when I was teaching English to my students, but that feeling doesn’t appear much when I was teaching History…Is it normal to feel this way or is there any ways to make English Language teaching more concrete??

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.

Your reflection shows a depth of thought on the topic of student interaction and participation in class. You have identified the importance of active learning and personalisation, and I agree that these are principles we are working towards as teachers in order to effectively facilitate learning. This is definitely something I observed you doing during your lesson as well, with personalised questions and continual checking in with the class.

In your reflection, you comment on prompting students with less open-ended questions, and I agree that this is an area that we could focus on for professional development. Crafting effective prompts to elicit language or responses from the students is a challenge that I am looking forward to exploring with you throughout the course.

Thank you for always making meaningful contributions to class. I look forward to hearing and seeing even more from you in the coming weeks.

Vicki Bos

• Students work groups

• ⁠Students sit on chairs

• ⁠Use of ICT in lesson

Resources

• Teachers put everything about the unit on the e-whiteboard, and students and go back and revisit anytime to recall memories of the taught items of the unit

• Direct, simple, concise language use

  • ”No hands-up”

• Use of names instead of pronouns

• Teachers participate in activities together with students instead of simply observing

Staging of tasks

• Describe -> collective answers checking -> point out term

• Collaboration-based

Students

• Come from diverse backgrounds and has different mother language and special educational needs

Use of space

• Scattered around the classroom

• Students gather together when teachers talk and they move around different parts of the classroom when it’s activity time

What surprises me

• How inclusive the classrooms are! They have students from different ethnicities and they seem to work with each other very well!

• I love how collaborative the classrooms are in terms of learning, not only S-S, but also T-S. The good balance between T-S instructions and collaboration is definitely beneficial to students’ learning

Never give students up!!

It is love we must hold onto...

Maybe some moments weren't so perfect,

Maybe some moments weren't so sweet...

But we have to know some bad times, or our lives are incomplete

Protects, Proceeds, and Perserveres

And [love] makes us whole

Thoughts:

We aren't always at our best (it's normal isn't it?). But what we have on our shoulders is our dearest students. Without the ability to self-reflect and keep improving, it wouldn't benefit them the best. I find myself resonating with what the Deputy Principal mentioned about the student-centred design of MBC's curriculum. As teachers everything we do are important to our students. When teachers couldn't identify our own flaws and allow them to go on, it doesn't make us qualified teachers.

The moment I wish to last forever:

The time(s) with all the kids in classrooms...they are just TOO adorable to handle!!!

p.s. I love this song so much...I have a strong...'touched' (or just a wee bit of emotional) everytime I hear it TvT

If I were to arrange a visit for my students in Hong Kong, I might bring them to Ocean Park Hong Kong because there are also a lot of animals inside the park (no Koalas of course :( ) A task I would arrange for them would be to explore around the park and share with the class 2-3 animals that they found intriguing/new to know.

I feel like students in Hong Kong do not have such rooms for creativity, perhaps because of the tense learning environment that they are in. They don’t really think about life but only grades. I wanna try this out with my students to bring them to recall the beautiful moments that appeared in their life. The painting gave me an inspiration of making records in a non-literal and non-verbal way, so I might try doing that (or something similar) for myself and with my students when I got home.

Easy and complex,

Intriguing, Complicating, Entertaining,

Unpredictably,

Reading-aloud.

I love how students get to move with the rhythm of the music and they can the chance to develop their own moves on the music if that can be considered an extended activity :D

Activity 2: Lyrics Fill-in-the-blanks

This task trains up students' ability to listen not in a 'Listening Exam' occassion but a rather daily and colloquial style. This can train up students' ability to catch daily expressions and can one day develop themselves to be able to use them as time goes by.

Created using ClassroomScreen (PDF file above)

Group Activity

Created using Google Doc

Group A: https://docs.google.com/document/d/1DPU9YFPwqzJxI5gHsG0n4PLc2beQtNzlZJqJg6GdbW0/edit?usp=sharing

Group B:

https://docs.google.com/document/d/13-ofKS9QqFRxddsDVa9m-YPUx5GxIdiSYcktDZT0d-w/edit?usp=sharing

Everyone has their own needs and different strengths and places where they need more help and we shouldn't label/bully them because of these spots. Instead they should also be treated like normal humans and we should provide them with the help they need.

I feel like this video works with students in senior primary as that's where they start to develop their own values and thoughts and this could be an entry point for them to understand being empathetic and inclusive.

• Appropriacy

• Content Relevance

• Linguistic and/or Non-linguistic Outcomes

• Length

• ???

The first thing out of all that I learnt would be how to present things in a concise manner as I had a lot that I wished to cover in my video. Shrinking everything into 3min was challenging, but that's also where we learn how to KISS isn't it? Presenting infos in an interesting manner is also another learnt, yet still to-be-learnt, as one of teachers' roles is being a comedian - to make students feel joyful, and that's exactly what I have learnt from my peers.

Q2:

The way they presented their topics and strategies were so fun that they gave me a huge room of inspirations in making videos with a different approach compared to what I have produced this time.

Q3:

I think we could go around an hotly-discussed issue in recent times and we can then invite students to share their views together with some questions they wish to prompt their classmates. I would not intervene with their discussion - just let them lead the whole thing and they can learn the most from it when I am like invisible as they are being themselves. They can also learn how to maintain the liveliness of the discussion - teachers find it very tiring to always keep that energy level...:D

• Padlet

• MiroBoard

• iFakeMessage XD

2 Teaching Strategies:

• Whole Flow of Teaching Grammar

  • I feel like it's effective in eliciting the TLs and students will be put on a step-by-step progression instead of being spoonfed

• ICQs and MCQs

  • It's effective in making sure students understand what to do and what is taught

1 Personal Teaching Goal:

• Be a well-prepared and committed teacher who brings fun to students' learning