2) Takeaway(s) / Suggestion(s) / Question(s):

You may use the 3-2-1 frame to give your reflection or frame your inputs on the OC lesson.

1. 学生们在讨论中积极参与，学习气氛非常活跃。

2. 小组活动有效帮助学生理解课程内容。

3. 尽管有些学生在集中注意力方面有困难，但整体目标已达成。

2 things I found interesting

1. 学生们的参与度非常高，讨论热烈。

2. 小组活动的设计使学生能够更好地掌握知识点。

1 thing I will do differently next time
为了提高学生的专注度，下次将增加更多互动环节，激发他们更深入的思考。

1. Critical Thinking was evident in the process of the learning as the questions posed by the teacher required students to engage in deep thinking and reasoning. Certain questions even required students to recognise the characters' POV and consider students' real-life experience. (For ex. Why did the children cover the whale in soaked clothes?) I feel that Fengyi's modelling of critical thinking helped the students do the same as I heard a group member asking his group, "为什么不是一百，两百，一万两万呢？“

2. Fengyi used very purposeful questioning to sieve out ideas and enabled students to build on each others' voices to solidify understanding and make sense of decisions the characters made. During small-group discussion, when students guessed that children covered whale in soaked clothes so the whale will not be so warm, Fengyi further pointed out to the group that they have to consider the children are very young. This helped the students meaningfully connect ideas they have gathered from the previous question to the new question.

3. During group discussion, when Fengyi went around to listen to their ideas, he left the discussion very open and free, allowing students to really explore differing and creative possibilities. I heard 1 student say that using clothes is faster than pouring water. The openness of the discussion and absence of a straightforward answer promotes Inventive Thinking among the students

另外这篇文章很适合进行保罗批判性思维的分析，教师能准确抓住各个思考要点，结尾还能引导学生质疑文章假设的真实性，了解鲸鱼搁浅的真实危险之处，并让学生思考，设计解决方案，有效培养了学生的21世纪技能（批判性思维、适应性思维）

虽然学生发言积极，但老师还是有意识的鼓励不举手的学生发言，使得这些常“保持沉默”的学生能得到锻炼。

课程设计最后的解救方案部分的活动为亮点和重点，可以适当延长教学时间，（建议：减少前面小组讨论的频次或者精简、整合小组讨论的问题，节省教学时间）让学生明白问题的解决方案不是唯一性，突出适应性思维能力。

课程设计中评估部分以老师评估为主，可以加入些互评活动，让学生评估其它小组的方案或者选出自己喜欢的方案并说明为什么。也可以考虑使用ICT平台进行。（课上学生很自然地表达了互评的欲望，甚至直接发表了互评的意见。）

整个教学流畅，学生参与课堂活动积极，训练有素，老师课室管理出色，师生关系很融洽。

由于学生程度较好，一般的课文内容理解无法满足学生的思维能力，因此教师通过各类问题，引导学生进行小组讨论，提高学生的理解和思维能力。

主要流程为，学生默读，小组讨论，课堂呈现。

其中一些较为深层次的问题为：

寻找隐含内容

概念题

对意义的讨论激烈

挑战题，引导思考质疑，讨论原因后拓展思考解决办法，改写课文

学生表现令人印象深刻，

小组讨论和呈现热烈，学生思维活跃，可动可静。