oVisual

oAuditory

oReading/Writing

oKinaesthetic (or “hands on”) 

Have you heard of these styles? Can you describe them or give an example? 

Student 1:  Ah, there’s a tree in the air and  floating in the air. Cocnut shell is transparent.

Student 1:  Glass pot ? it;s like a boat with a big tree in the air.

Teacher:   What more can you find?

Student 2:  Well, that's noit foating in the air. that's not real. 

Student 2:  Well , it's mot a glass pot. It's like our earth.

Student 3: Yes, I see a tree on the fround .

Student 2:  Yes. the earth is broken . A lot of human hurt the earth. 

Student 1:  How can we  save the earth ? why ?

Student 3:  Global Warming ! We can plant trees….

Student 1:  Ah, there’s a tree in the air and  machinery in the air. Cocnut shell is transparent.

Teacher:  There’s a tree planted in the air? like a glass container ( pot) ? 

Student 1:  Glass pot ? it;s like a boat with a big tree in the air.

Teacher:   What more can you find? 

Student 2:  Well, that's noit foating in the air. that's not real. 

Teacher:  So, you don’t agree that the tree is floating in the air . You say the tres is not real . What do you see that makes you say that? 

Student 2:  Well , it's mot a glass pot. It's like our earth.

Student 3: Yes, I see a tree on the fround .

Teacher:  So, you both agree that there is a tree in teh earth and the earth are broken ?

Student 2:  Yes. the earth is broken . A lot of human hurt the earth, 

Student 1:  How can we  save the earth ?

Teacher:  Can anyone answer that question? How can we save the earth ? 

Student 3:  We can plant trees….

Use the information you see and hear in the video, as well as your own teaching knowledge and experience to complete the following questions. 

1.Describe the activity (e.g., process and purpose).

2.List some of the skills that students practise in this activity.

3.Evaluate the effectiveness of this activity in engaging learners.

4.Think of ways this activity could be applied to your teaching context. Give an example.

2.Pitching a tent

3.First aid 

4.Following instructions (Pitching a tent and First aid)

Question Time

1- Foods
2- Clothings
3- Medicines( first aid. mosquoti bite) 
4- Camping Equitment (sort - cooking utensil , 
 tent, chairs, flash lights, sleeping bags, camping stove, lamp . lighter,  fire starter)
5- Camping location -wild nature , 
6- Weather 
7- Transportation 
8- Expense 
9- Camping duties allocation ( pitching , cooking, chores) 
During -
1- 

·describe four different types of conflicts

·explain the importance of conflict resolution

·identify strategies for facilitating conflict resolution

·apply functional language and restorative practice techniques in a role play

2.Visual learning – an example

3.Criticisms of learning styles in education

4.Discussion and reflection 

Short and Clear sentences

Imperatives -verb 

Steps 

Visual 

Words and pictures

Write down the questions you hear. 

What type of questions are they?

Why is it important to ask the right questions?

•What strategies are mentioned in the video?
•What does it mean to 'cold call' and what are its benefits?

••How can you help the learners to answer the questions?
 
Stage 1 -Planning 
Stage 2 -Asking - Cold Call 
Ask based on their skills
Stage 3 - Supporting Puipls 'response 
Think,  pair and share 
sentences frame
Stage 4 REplying 
Say it again better 

Developing your listening  skills

2-Find partnes - music stops ( B talks and A listen) 
3-老師提問一個 1 QUESTION ABOUT FAST FASHION 
Will you change your habit after today's lesson?
Yes- 
No - 
4- teacher ask 1 S to speak what he / she will change.

國中綜合B姓名：熊名瑤

服務學校：臺北萬福國小

組別：國小綜合第四組時程：7/17-7/21（第二周）

第二周課程非常多元且緊湊，深受啟發受益良多

本周對教學課堂中進行教學提問及對話策略有了更深的認識、另外對澳洲教育介紹也有初步了解，而最讓人印象深刻的當然就是實地參訪Ｍodel Farms高中囉！

首先還是要對二位教師的課堂教學表示敬佩！本周二位教師Ms. Marnie及Ms. Zdenka帶來不同的教學風貌，體會到不同教師所展現的教學專業及風格。

Ms. Marnie專長在於跨文化及多元文化理解, 以合作性活動Running Dictation示範帶領我們了解如何在班級進行合作行學習活動, 藉著這次活動, Marnie老師進一步讓大家更加了解澳洲雪梨原住民文化, 非常有趣! 此活動是將班級分成五個小組,每個小組分成不同工作的角色1個writer和 4位 runners. Runners 需跑到外面或角落讀取老師貼在牆面的文章訊息, 再將文章口述給組內的作者紀錄, 完成文章訊息，此活動可以幫助學習者訓練閱讀理解及口說和書寫。另外Marnie老師擅長用提問及統整法帶領學生討論及產出,比入在進行Camping 主題時，Ｍarnie老師請大家發想，然後利用提問統整一次次提問中帶著大家完成相關主題的單字圖，而在提問中學習者也被引導到對剛剛自己發散的單字進行分類整理及排序的策略性思考練習。這個看似平淡的提問策略，若是可在平日班級不斷地進行，我相信一定可以提升學生的學習及素養思考力！”Can you tell me more? “What makes you think that? “Questioning Skills 提問技巧是我平日在課堂上比較少機會發展的教學策略，此次有機會親身體驗，確實開展我的教學思維。To be a thinker, a facilitator!

Zdenka老師則是採用非常多元的教學設計活動圍繞在一個學習主題Fashion 進行不同的學習活動,扣緊活動教學主題進行多元螺旋式練習，受益匪淺。針對Fast Fashion 這個主題, 老師安排了二篇閱讀篇章，將班級分成二組分組閱讀及字謎挑戰，各自閱讀完文章後再進行跨組分享，每人分享文章摘要學習並整理到二篇文章摘要大意。

一篇是談快時尚的問題，另一篇是解決的方式。透過這樣的方式共同學習共同分享，學生不再只是課堂的客人而是主體，翻轉學習。

另外針對文章單字的學習，Ｚ老師也用非常簡單的活動讓大家複習，活動方式是請班級同學二二相對，老師在背對者背後白板寫上重點單字，背對者須聽友伴陳述說明單字的意義而讓背對者猜寫單字，透過這個教學活動，再次扣緊學習主題單元進行練習，讓同學複習剛剛學習的單字印象深刻，最棒的是老師示範的這些活動都是非常隨手可取的，不需要教師大費周章準備教材的活動，進行時充滿趣味與投入，真的是非常有意義的學習！最特別的是老師能針對教室內學習者的狀況給予調整但卻又不失焦扣緊學習練習的主題來進行活動，真的讓我太敬佩老師的教學！下午上課時，老師注意到同學們有些精神快要不勝負荷時突然巧妙地安插了一個互動口語活動，二二排成面對面二排對談，提問後再交換問答，How often do you buy clothes? What kind of Clothing do you like? 讓大家針對早上閱讀有關快時尚的主題來問答個人習慣互動，最後再問大家是否會改變自己的習慣進行左右邊排排站，再次提問讓大家分享回答自己的選擇。所有學習活動分層，扣緊主題，營造語言練習機會多元，深深感受到任何的語言學習或雙語學習也應該如此，簡單明確扣緊主題，配合學習善用資源！最後是利用數位協作製作圖片簡報，每組須將文章學到的單字進行圖片說明，五張簡報圖說，每組每位學員計時後進行說明。透過數位軟體，再一次提供機會讓學習者重述學習或演譯所學到的字彙及概念，每組幾乎都摘要出閱讀文章的重點，回扣今天學習的閱讀主題：快時尚的問題及解決方式。最讓我驚豔的是老師選用的是微軟SharePoint 簡報製作，簡報完成後可以選擇設計，透過電腦模組，每張簡報都呈現出優美精緻的設計，讓學習者更有成就感。真的非常佩服老師的安排用心！處處觀察學習者的學習狀況，提供給予學習者多元互動的資源素材並提供成功的學習經驗，深深感動！希望自己也能將此次觀察到的教學想法回帶回落實在自己的課堂！

最後在即將啟程的第三周

以Model Farms High School 高中參訪時送給教師的卡片上所言

Don’t Count the days but Make the days Count !

謝謝和珍惜本周一起和伙伴一起共聚共備共同學習的美好時光！

本周除了課堂教學外，參訪及講座活動非常充實，澳洲教育講座及參訪精彩活動只能暫時紀錄在我的學習padlet 。

https://padlet.com/MIngyao/ntnu2-week-2-0717-0724-q86f3u0ybtqgyje8