May 30, 2018
During the first session, we are so fortunate to get instructions from our instructor. Every one of us shared our initial storyboard and got feedback from our professor.
The professor gave us very clear instructions about how we present. We will give a very short instructional unit. We shouldn't talk a lot about the background. We should talk about the content, things like: It will be two hours including introduction, demonstration, hand-on activities and assignments. She also elicit us to think about the questions below: What are their units about? Do we understand that? Questions will be followed up.
The first colleague who would like to share is Nathan. He's very smart. His focus is on how to help senior students to read and pass the comprehensive parts in SAT tests. It will be 6 hours because it will be divided into 3 long sessions. Two sessions will be about the strategies and one session will be practice and assignments. There will be units about the types of tests.
Nathan always proposed very creative ideas I would like to listen very carefully. This time he didn't talk a lot about the activities he thought of. I asked him to share. I felt grateful to his wonderful explanation. His activities will include the tutorials, which will include the content, category of the questions, giving specific strategies and lots of practice. There will be reflections of the learners and also beginning assignments and an end assignment.
The second colleague is talking about the football skill training. It will include the demonstration. presentation and debrief. The professor proposed that the instructional units should be divided into 4 parts: initial presentation, demonstration, practicing and get critiques about the students' performances and a debrief at the end. The first two pieces should be short and make sure the students really get that in terms of how they are doing this. Also, students need to get feedback from peers as well as coaches. There will be a video shooting and there should be some checklists that can help them to see it and someone can be paired up and critiqued on that.
Kenya is talking about Google Docs for ESL teachers to include the instructions in an hour.
Garmondyu talked with our professor for a long time because his instructional unit is huge. Our professor recommend he should cut them into one and include some checklists and demonstration videos.
My unit is about a training for all the teachers in the English department to use a flipped classroom model in the classroom in my former school. Professor proposed that higher-order thinking learning should be a unit, teaching them what is higher-order learning , technique what they were doing, and argue why they are not higher-order learning, looking at the types of strategies to give people higher-order learning. This is the theoretical background.
The second unit is about the model to develop, that is the flipped classroom model. Describe what it is and why is it appropriate to engage the students into higher-order learning. What does it look like? What does it mean to teaching? What do I have to do to fit for my teaching.
The third part is how we do that. Create one and show how to do it.
The fourth one is let's share ,collaborate what we did learn.
First identify what they are doing in their own class, whether it is higher-order thinking. Convince them to show the value of changing. Try to help all the teachers to engage all the students in the classroom. Teachers need to not only memorize , but also apply, and evaluate and even create. The emphasis is to get all the teachers understand what it means to get higher-order thinking and why this flipped model may help them.
Overcome them, then I can build on that. The front-end analysis is really important. We need to make students tell us they know that. Change is the hardest part.
I really enjoyed this virtual session and I got a much clearer picture about my storyboard.
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