写在 lesson co-design之后

上回随玉云和静骅、许薇、海晶和涓涓聊教学转眼已是5个月前的事了。今天下午我们在南洋女中的聊话主要环绕阅读教学的设计——借流行歌曲、通过学生个人及小组协作学习去巩固和提升他们的赏析能力(分别作书面文字的理解+文字的隐含义;后者尤其是关键学习目标)。以下记录的是我们的知识共创:

这是今天有缘人的合照:

(左-右:(前)海晶、涓涓、玉云;(后)静骅、许薇)

除了我们的共创内容之外,有两句话我想记下来:
一、开始讨论前许薇说道:“上回我们提起的Affordances,最近学校里在谈SLS的使用时,我觉得我能够从这个角度去思考。”;
二、我们的讨论至尾声的时候,海晶说道:“我们上回谈的内容,我不时还打开照片来复习。”

这两句话对于说话的朋友或许是不经意的,但从教学的角度无疑是另一次evidence of learning,同时也肯定了我和老师们一起学习时所投入的精神是值得的。当然,这一切也不能忘记最关键性的一个人 —— 谢谢玉云无私地带着我让我有机会和老师朋友们一起学习成长 (:

sentence … phrase … word

was browsing the book that i’ve gotten recently, and saw the above/below:

this is one of the making thinking visible strategies to facilitate deeper thinking. shall save it for our future meeting that requires participants’ pre-reading (:

affordance 能供性

“affordance” 一词在最近的聊话中经常会涉及。但其实也不是最近的事,应该是12470在2014年开始时就已经常要接触到了。but i just realised i have not blogged an entry on this so very important term. so here we go:

affordance 华文我选择使用“能供性”作为翻译。affordance在我们涉及科技的谈话中,它其实是指 technological affordance. 但无论affordance也好,能供性也好,这两个词都还是太抽象了。如何解释得较容易理解和被接受,我尝试将能供性进行扩展,即:

能供性=能够提供给学习的可能性。

举个例子:

增强版乐学善用互动平台 (aka iMTL)中的协作便利贴能为学习提供哪些可能性呢?

  • 每个学生都能有机会发言了 (every student has a voice;从语言学习的角度,能够作语言输出是关键的)
  • 学生都针对同学的发言进行交流讨论 (meaning negotiation & meaning making in collaborative learning;从学习的角度,意义的理解的建构或许不是他人可以灌输的)
  • 你还想到其他的能供性吗? (:

i shall end this quick post here. 如果你在作报告或写论文需要整理文献出处,feel free to cite this post:

Tan, Y. H. (2018, May 17). Affordance 能供性 [Blog post]. Retrieved from https://edublog.net/wp/2018/05/17/affordance-%E8%83%BD%E4%BE%9B%E6%80%A7/

OR

陈育焕. (2018, May 17). Affordance 能供性 [博文]. 取自 https://edublog.net/wp/2018/05/17/affordance-%E8%83%BD%E4%BE%9B%E6%80%A7/

若要对affordance有进一步的了解,欢迎参考拙文中的说明 (:

lastly, 要谢谢 Thomas忠伟 for engaging in knowledge co-creation together at Keming Primary this afternoon, and inspiring this post (:

呈现 or 呈献?

当我们写道:“我们请一组(学生)来 呈 xian4”,我们其实指的是“我们请一组(学生)来作报告”;英文作”Let’s invite a group (of students) to present (their work)”。那当我们想使用呈xian4时,应该是“呈现”还是“呈献”呢?

《现代汉语词典(第7版)》第167页的截图如下:

(鸣谢:北京:商务印书馆; acknowledgement: Beijing: The Commercial Press)

从这两个定义来看,或许“献”是更贴近我们所指的。
当然,语言的使用是约定俗成的,或许未来现汉(第8版)会收录“现”与“献”同当指present(ation)时也说不定。

until then (:

聊一聊 bearing fruit

was asked by 林振南老师 to join in the first iMTL NLC meeting of the year on 11/4 (wed) held at 老家SCCL. during the sharing of experience by an invited CL teacher on-stage, something on screen caught me eyes. take a look and see if you see what i see:

hint: it’s the ‘a’ word (:
i cannot fully describe the excitement of seeing the word on screen; not just once, but it appeared a second time in another slide later. what’s the significance of the sightings?

going back in time, 2 months ago on 20/2 (tue), i was at yio chu kang primary, and had two rounds of conversation with two groups of CL teachers on the topic of 《华文、学习、科技》. and 慧芬 who’s on stage was among the YCKPS teachers. i recalled it was the first time for some CL teachers to hear the term affordance (能供性); for a rare few, it’s probably the first time they were hearing technological affordance in the way i described it. the sessions were but a short 1-hour. and how do we know if teachers’ were impacted? what evidence(s) of learning do we have? it may not be easy to answer these qns, for many at times, learning is not fast, and it’s hardly evident in short term courses/workshops many at times.

and i am very thankful for 林振南老师 for asking me to be there, and of course PMTT林季华老师 and Dr. Sim SH for allowing me to be there. as a result, i had the chance to catch glimpse of the evidence of learning! not sure if the other close to 70 CL teachers (ST, LT & (P)MTTs) saw the significance. but it definitely tells me that what i’m doing is worthwhile doing, and i shall continue to pursue opportunities to influence CL teachers’ ideas and practice of CL, learning, and ICT. lastly not to forget, i am also grateful to 玉云 for allowing me to learn from & with her at YCKPS (: