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      <title>My wonderings by Lilian Wong</title>
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      <description>Made with curiosity</description>
      <language>en-us</language>
      <pubDate>2022-05-24 08:25:49 UTC</pubDate>
      <lastBuildDate>2025-11-15 09:42:52 UTC</lastBuildDate>
      <webMaster>hello@padlet.com</webMaster>
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         <title>Recently I read an article about &quot; learning mandarin through play&quot; . In my view the activities (bowling, role play, and building 3-D shapes) are station work. Are these activities considered as inquiry learning? As in the article, it did not state how they make connection with the key concepts.</title>
         <author>xin_zhao5_3</author>
         <link>https://padlet.com/lilian_wong/y4fxl65uzlosu3wb/wish/2205351878</link>
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         <pubDate>2022-05-31 02:48:26 UTC</pubDate>
         <guid>https://padlet.com/lilian_wong/y4fxl65uzlosu3wb/wish/2205351878</guid>
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         <title>Esther: There are different types of inquiry. Structured inquiry, Guided inquiry. &amp; Open inquiry. #1 )Which one can be used for WL classrooms the most for the language acquisition?</title>
         <author>esther_ahn1_3</author>
         <link>https://padlet.com/lilian_wong/y4fxl65uzlosu3wb/wish/2205764782</link>
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         <pubDate>2022-05-31 08:38:21 UTC</pubDate>
         <guid>https://padlet.com/lilian_wong/y4fxl65uzlosu3wb/wish/2205764782</guid>
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         <title></title>
         <author></author>
         <link>https://padlet.com/lilian_wong/y4fxl65uzlosu3wb/wish/2206749810</link>
         <description><![CDATA[<div>I wonder about an effective way to help students improve on their spelling and writing skills (Korean mother tongue and intermediate students).<br>I also wonder about how to balance language teaching (such vocabulary and grammar) with inquiry style teaching.</div>]]></description>
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         <pubDate>2022-05-31 23:47:27 UTC</pubDate>
         <guid>https://padlet.com/lilian_wong/y4fxl65uzlosu3wb/wish/2206749810</guid>
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         <title>As PYP consists of 8 concepts, how many concepts should we choose for each unit? For example when I teach radicals to students, I would focus on the form. But in a unit, when you focus on different areas of learning, you will touch on different key concepts. </title>
         <author>xin_zhao5_3</author>
         <link>https://padlet.com/lilian_wong/y4fxl65uzlosu3wb/wish/2206845808</link>
         <description><![CDATA[]]></description>
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         <pubDate>2022-06-01 01:50:41 UTC</pubDate>
         <guid>https://padlet.com/lilian_wong/y4fxl65uzlosu3wb/wish/2206845808</guid>
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         <title>Transdiscplinary learning</title>
         <author>christinaluo1_3</author>
         <link>https://padlet.com/lilian_wong/y4fxl65uzlosu3wb/wish/2208850051</link>
         <description><![CDATA[<div>How to connect the language learning (especially 2nd language learning) with other core subjects? </div>]]></description>
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         <pubDate>2022-06-02 11:21:46 UTC</pubDate>
         <guid>https://padlet.com/lilian_wong/y4fxl65uzlosu3wb/wish/2208850051</guid>
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         <title></title>
         <author></author>
         <link>https://padlet.com/lilian_wong/y4fxl65uzlosu3wb/wish/2209887945</link>
         <description><![CDATA[<div>Do you indicate or explicitly tell the concept to the students? For example, through teaching grammar, and sentence patterns we convey the concept of form. But do you summarize the word 'form' to the student verbally or do you have students summarize the concept themselves? </div>]]></description>
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         <pubDate>2022-06-03 06:48:58 UTC</pubDate>
         <guid>https://padlet.com/lilian_wong/y4fxl65uzlosu3wb/wish/2209887945</guid>
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