It feels okay, Vicki was really engaging and use different elements to make the lesson more enjoyable, like music and jokes from time to time. But I would still prefer face-to-face interaction more.

Which activities were EASY / MEDIUM / DIFFICULT to complete?

All activities were quite easy

What was the purpose of each GTKY activity?

To build rapport and set the tone for our lessons ahead.

How might you adapt these activities for the physical classroom?

The two truth one lie activity was a good ice-breaking game. Students can write it down on a paper instead of padlet.

b) You see it’s humid down here. The air just has more moisture in it.

c) Sounds touch you and the light wakes you up somehow (in the middle of the light). It is place that never sleeps.

1. VET-University Pathways: Formal agreements exist where VET graduates gain assured entry into universities upon qualification completion (Resource 1).

2. Integrated School System: Education spans primary, secondary, and tertiary levels, with national coordination alongside state/territory management.

3. Decentralised Governance: States and territories primarily administer schools and curricula, within a national policy framework (e.g., ACARA).

Two Interesting Infographic Findings

• Hybrid Work Preference: 82% of students prefer hybrid work arrangements, compared to 62% of the general workforce (Resource 2).

• Teacher Retention Challenge: 66% of teachers have considered leaving the profession in the past two years (Resource 2).

One Question

• How is the Australian government addressing the significant teacher retention crisis highlighted in the data?

I don't have a favourite colour, colours are just too pretty to just pick one.

Expert in the art of doing nothing

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 pleased at how well your classmates engaged with the lesson and responded to you. I agree that this was a strength in your class, and it was largely due to your lovely encouraging classroom manner, and your planned use of interactive strategies to keep students engaged throughout.

You have clearly identified in your reflection a couple of areas to focus on for future teaching. In particular, I’m pleased to see you intend to focus on your teacher talk and comprehension checking questions. These are aspects of teaching that we will focus on a great deal in this course, so I look forward to seeing how you implement ideas from the course in your professional development in these areas.

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

• Each student selected a prop related to a character and was photographed acting out emotions or gestures.

• Photos were displayed on an interactive whiteboard to help students reflect on facial expressions and vocabulary.

• The teacher used technology (digital cameras, IWB) to deepen understanding and make learning interactive.

• The classroom was set up to facilitate group work and use of props, encouraging hands-on learning and collaboration.

• Language was age-appropriate, with emphasis on descriptive vocabulary linked to emotions and story elements.

• The staging involved breaking down stories into recognizable clues and using visual aids to support comprehension.

Class 2: Grade 5 – Success Criteria

• Teachers clearly articulated expectations and success indicators to help students self-assess and monitor progress.

• The classroom environment supported independent and group work with resources like checklists and visual aids.

• Language was explicit and instructional, emphasizing clarity and metacognition.

• Tasks were staged with clear steps and criteria, enabling students to take ownership of their learning.

Class 3: Kindergarten – Formative Assessment

• Teachers used formative assessment strategies to observe and document children’s skills during regular activities.

• Assessment was ongoing, embedded in play and learning, and included varied evidence like observations, drawings, and conversations.

• The classroom was arranged to allow naturalistic observation and interaction in whole-group, small-group, and individual settings.

• Language used by teachers was reflective and responsive, focusing on children’s development and needs.

• Tasks were flexible, allowing teachers to tailor instruction based on assessment data.

Three Things to Remember

• The use of technology in early years to capture and reflect on learning enhances engagement and vocabulary development.

• Clear success criteria help older students take responsibility and improve their learning outcomes.

• Formative assessment is a continuous, embedded process that informs teaching and supports individual growth.

1. How did you feel in PT2?

   I felt more calm compared to PT1, more classmates aka students were very supportive and the classroom atmosphere is very nice. This helped a lot.

2. What are you most proud of?

   I am most proud of my ability to engage with students, like asking them how they feel in the beginning to get them ready for the activity, I am also attentive to their needs, like when they couldn't guess the words, I can instruct them to describe the word in another way for them to continue the activity smoothly.

3. What might you do differently next time?

   Only give instructions when I am sure that I have everyone's attention. And ask different students to answer questions rather than just relying on that one volunteer to ensure to whole class is participating.

4. What questions still remain for you?

   How can I keep track of every student to make sure they are paying attention during class. What is a hack or strategy I can use to check if students are paying attention from time to time while not being too repetitive.

Process: a lot of questions were asked by students, a small drawing activity was included so students can familiarise themselves with the cell structure

Creativity: The drama class teacher was very creative and lively during the lesson.

Positivism: I love that students are active in class, and they are encouraged to do so, even without raising up their hand they know when is the right time to speak.

Emotions: I feel really happy to see such a high level of participation in class.

Caution: The classroom management requires improvement is some classes, some students were not playing attention and were doing their own makeup and listening to music on their headphones.

Number one rule is to enjoy the day

Greeted with a smile and a warm embrace.

Let creativity flow and emotions felt with grace.

In a place so foreign and new

Sky so blue and crows flew

Here we are, poets and teachers in bloom.

If the world is ending, what would you let go?

1. What if the man doing? What are the papers?

2. Relate papers to regret/things not important in life

3. Ask students to write/draw things that they want to let go on the paper

4. Fold it into airplanes and throw it out

How would you describe the relationship between the water

and the sky?

Imagine a world without land?

Ask students to think about different types of weather (e.g. sunny, rainy, cloudy, windy, cold). Write down how it makes you feel and an associated colour.

"Good evening," says The River, in a soothing, relaxed voice.

"I'm not sure which way my home is, could you help me?"

"With _____________, water can break through anything, even stone,"

"Ok, well, thank you very much, Miss. River."

The Koala slowly blinks up at Sunshine. "Remember that it is always okay to _________________, just like me," he says.

"Thank you very much," said Sunshine.

Presentation

1. General context

   picture of money, idea of being rich

2. Specific context

   Introduce character (pictures, questions, etc.)

   Tell me about her life now and before (introduce the contrast)

   *build an example of how to use the target language→ create a need for the language

3. Elicit target language from students → marker sentence

   • Use finger model to signal the number of word (show the back of your hand, start from pinky)

   • Ask questions

   *when you set the context clear enough, those who know will give out the target pattern, those who don’t know will understand the gap and need for the target language

   *It is not a guessing game, it is okay if students don’t know

4. Model and drill

   • Use finger models to highlight pronunciation/word groups (useful for contractions/ pronunciation blocks, stress, shortening or omitting sounds)

   • Drop your hands when drilling, prioritise natural speaking, show sentence stress, use clicks or claps on stressed work

5. Meaning Check

   • MCQs: check students’ understanding of the use of grammar, with the aid of timeline

   *Do not show the written form of target language→ not natural when it is read off the board

   *Listen and speak the natural form before learning the written form

6. Board stage

   • Elicit to the board (more interaction)

   • Form/grammar analysis

   • highlight pronunciation features

Practice

1. Controlled Practice

   • focused on accuracy

   • then and now picture of kids

   • test understanding (no difference between then and now)

2. Free(r) Practice

   • focused on fluency

   • personalised target language

https://www.edb.gov.hk/attachment/en/curriculum-development/kla/eng-edu/Curriculum%20Document/ELE%20KLACG_2017.pdf

Students

• GRADE 10 (Authentic Learning):

  • Producing language in real-world contexts (e.g., radio broadcasts).

  • Practicing pronunciation/intonation using rhythm.

• GRADE 10 (EALD Reading):

  • Sharing predictions/opinions despite potential errors.

  • Adapting to new classroom norms (e.g., valuing risk-taking).

• YEAR 9 (Engagement):

  • Participating diversely: group discussions, reading aloud, written responses.

  • Building confidence through low-pressure tasks.

Teachers

• Authentic Learning:

  • Designing real-life tasks (radio project).

  • Using beat/rhythm as a pedagogical tool.

• EALD Reading:

  • Explicitly validating risk-taking: "Sharing ideas is safe here—even if unsure."

  • Prioritizing psychological safety before skills.

• Engagement:

  • Differentiating participation modes (speaking/writing/reading).

  • Noticing individual comfort zones and scaffolding accordingly.

Resources

• Radio equipment (microphones, recording tools).

• Rhythm instruments/metronome for pronunciation.

• Multicultural texts (EALD class).

• Graphic organizers for written responses (Year 9).

Classroom Setup & Space

• Radio station simulation area (e.g., dedicated "broadcasting" zone).

• Flexible seating for small-group discussions (Year 9).

• EALD class: Circle arrangement to foster open dialogue.

Teacher Language

• Authentic Learning: "Your radio segment needs clear pacing—like this beat."

• EALD Reading: "Your prediction doesn’t need to be correct; I value your thinking."

• Engagement: "Share your idea aloud, write it down, or tell your group—you choose."

Staging of Tasks

1. Authentic Learning:

   • Introduce real-world context → Practice technical skills (rhythm/intonation) → Apply skills in project.

2. EALD Reading:

   • Establish safety norms → Teach prediction strategies → Scaffold sharing.

3. Engagement:

   • Offer participation choices → Group discussion → Individual reflection → Confidence-building reading.

Surprises

• The intentional normalization of "wrong" predictions in EALD class to build safety.

• Using musical rhythm as a concrete tool for abstract language skills (intonation).

Three Things to Remember

1. Psychological Safety First: Explicitly validating risk-taking (e.g., "Errors welcome") enables EALD engagement.

2. Authentic Audiences = Motivation: Real-world tasks (e.g., radio) increase language investment.

3. Flexible Participation: Catering to diverse comfort levels (writing/speaking/reading) ensures all learners contribute.

• I feel some slight frustration for him when his mom interrupts, blocking his view and turning on the lights, disrupting his focus.

• I feel joy upon seeing the dog, but that quickly turns to anger when he kicks the dog after noticing its missing limb.

• Heartwarming: The boy discovering a kindred spirit in the dog, who also has a missing limb. Their interaction outside symbolizes acceptance and shared experiences.

  
  

2. Relation to the Topic of Inclusion

The film’s twist is heartwarming. The boy realizes that the lovable nature of the dog mirrors his own worth as a person. Initially, his anger stems from seeing his own insecurities reflected in the dog; he projects his self-loathing onto it. However, he ultimately recognizes that the dog is just as capable of joy and play as any other, leading him to understand that he, too, can lead a fulfilling life despite his challenges.

3. Suitability for Teaching

I would definitely incorporate this film into my lessons. It offers valuable lessons about the worth of individuals with disabilities, emphasizing that they are just as valuable as anyone else. This narrative can foster empathy and understanding among students, encouraging them to appreciate diversity and inclusivity in their lives.

Language teaching focus

Length

Language content

Values

Students backgrounds/ prior knowledge

Engagement/ interest

1. KWL

2. Grammar Bob

3. Listen and Draw+ Art Gallery

2 Teaching Strategies

1. KISS my teacher talk

2. Modelling and Drilling (split, varied pitch)

1 personal goal

My confidence in a classroom, the way I present myself in front of students.