writing, marking

saw this article via a fb post/link this morning:

2016-02-17_082902Responding to Student Writing — and Writers

and i thought what the author pointed out are indeed in line with the spirit of social constructivism (meaning-making occurs in discourse/dialogue), and assessment for learning. 6 ideas to get it write:

  1. Differentiate comments on drafts from those on final essays.
  2. Give grammar lessons their own time and space.
  3. Create a partnership with students across the drafts.
  4. Extend these writing-based partnerships by having a class-wide conversation about commenting.
  5. Establish a class language for comments.
  6. Be encouraging.

the ideas assumed that composition writing is a process that involves drafts before finals. process writing is in the true spirit of developing writing competencies in our students. i must confess that i did not do this in the past. but if i were to be back in the classroom, this would be a must-do. otherwise, how can i expect my students to improve in their writings when (1) a one-off marked and return exercise may have too many issues to tackle (字、词、句、段、篇 all 5 areas add up is A LOT A LOT A LOT), not to mention this turns every essay into (2) a summative assessment in disguise.

development takes time for the learners. and in this case, it would most likely take up more time of the teachers. one thing that must definitely be looked into: the number of essays to be written as stated in the SOW. it would probably make a good experimental study to compare a class of students who completes only 4 (let’s say) ‘formative’ essays vs. a class of students who completes the usual 8 (let’s say) ‘summative’ essays.

downward spirals, upward spirals

a second consecutive post on Benjamin Zander. below’s a video on Zander’s sharing his teaching philosophy “the art of possibility”. saw it many times in the past, and can’t help but to feel rekindled by Zander each time i watch this video 🙂

extending some thoughts from the video, our education system is built on the downward spirals, and how learning can be transformed if learning is built upon upward spirals. let’s take how (un)well students are learning CL as an example.

the downward spirals talks include:
“学生学不好华文因为他们没有兴趣。”
“学生学不好华文因为他们讨厌华文。”
“学生学不好华文因为他们在家里只讲英语,和朋友只讲英语。”
“学生学不好华文因为他们连字都不认得几个,还整天写错别字。”
“学生学不好华文因为他们…………”

how would the worldview change if we were to frame all these thoughts into one main sentence:

“学生都能学好华文,他们还未发现(这个可能性)罢了。”

similarly, all the above downward talks can be reframed:

“学生都能学好华文,他们还未发现如何对它产生兴趣罢了。”
“学生都能学好华文,他们还未发现如何爱上它罢了。”
“学生都能学好华语,他们还未发现如何能有机会多说罢了。”
“学生都能学好华文,他们还未发现如何能学习好华文的字词罢了。”

这里的共同语是“还未发现如何”,那下一步是什么?不正是教师的工作、教师的职责所在吗?去引导学生发现,去引导学生怎么学,让学生在我们不在的时候(也就是大多数时候)都能学;方法,学习的方法是至关重要的。21世纪的华文教师如果只是单纯的知识输出者,那机器应该可以作更好的输出,而且可以无时无刻地输出、反复地输出,24/7。

我们的学生都是华文成绩A的学生,他们还未发现(这个可能性)罢了。这里需要关注”A”的作用。它不是我们一般让学生去追求的目标。用Zander的话:

“We give students an A not as an expectation to live up to. We give students an A as a possibility to live into.”

这个思维的转变是非常关键的。不然又要落入downward spirals中,不得超生。

the video:

some other quotes that caught my attention are captured here:

“When you give an A, the relationship is transformed.”

“We don’t give children a name as an expectation to live up to. We give children a name as a possibility to live into… We give students an A not as an expectation to live up to. We give students an A as a possibility to live into.”

“it’s “cosmic laughter” … The A is invented, the 68 is invented. We might as well invent something that lights up our lives, and the people around us.”

“In Asia it is important to be right. The teacher is always right… and a young girl said ‘If you don’t say anything, you won’t ever be wrong.”

“You cannot learn anything unless you make a mistake. When you make a mistake, this is how you celebrate…”

“The downward spirals …”

“A Vision, is not something only a few can reach. A Vision, is something that everyone can reach.”

“Everybody loves classical music. They just haven’t found out about it yet.” (vs. Only 3% of pple love classical music. If only 4% of pple love classical music, all our problems would be over.)

“It’s all invented. Standing in possibilities. Rule #6. That’s it. Simple.”

🙂

designing ICT-integrated lessons with TPACK

thanks to colleagues at CPDD, our article written for CL teachers, by CL teachers is now published (:

2015-08-27-huawenlaoshi

the Chinese title reads 《基于TPACK的华文资讯科技教学设计思路》. in essence, the short article promotes the idea of considering TPACK when designing ICT-integrated CL lessons. teachers may adopt any starting point in their design, whether it’s content, pedagogy, or technology. suggestions are given in the article so that TPACK, which is essential for the design to facilitate learning in students, is considered. teachers would also be constructing their own TPACK during this design process. the pdf can be downloaded from the local mirror:

陈育焕、张永慧 (2015). 基于TPACK的华文资讯科技教学设计思路。华文老师,59, 32-36.

it is also appropriate for us to express our thanks to Si Hui for her invaluable comments to our draft here. the acknowledgement wordings (本文承蒙林思慧老师(目前为西澳大学博士生)为初稿提出宝贵的批评与建议,谨此特致谢忱。) were removed when the article was published.

and last but not least, here’s the high-res translated TPACK in Chinese 中文/华文 diagram for download, in case any fellow CL teachers would like to use it in their work, there’s no need to recreate the wheel (:

150322-TPACK translated to Chinese

thanks to tpack.org for making the original diagram for free distribution (:

teaching in the 21st century video

this piece of prezi presentation turned up in my fb history this morning. it was an item from my timeline 3 yrs ago. the presentation captured thought leaders’ ideas on what teaching and learning is about in the 21st century classroom:

the ideas are from 2010, and 5 yrs later, how much has our (CL) classroom changed?

thank you fb for having this neat, surprising history feature (:

flipped teaching sharing – recap and thoughts

had the chance to attend a 学思达翻转教学讲座 held at pei chun 培群小学 yesterday. 总算有机会一睹叶丙成老师的个人风采。
as i have heard how impressed some teachers were in the sessions they’ve attended last year, i thought it’ll be good for me to do a recap of what i heard. cos as effective presenter/teacher, we do update/morph our sharing content from time to time.

for a start, the title of the talk may be misleading for audience who has prior knowledge of flipped learning, or flipped classroom. as an audience, the workshop appears to be 学思达教学讲座。the “翻转” part appears to adopt a different set of ideals from this.

as i have not had the chance to step into a taiwan classroom, the beginning part of the talk lent me a quick overview of taiwan’s classrooms. i was quite surprised to hear that an extremely high % of classroom adopts highly teacher-centered approach from a pedagogical perspective. if so, the 学思达 approach would definitely be refreshing from a student’s perspective, as they now had chance to engage in active participation, instead of listening and falling asleep.

two basic arguments for engaging students’ in activities and reducing listening were presented: 1. the Learning Pyramid, 2. speed of reading outstrips speed of narration (thus listening) by a few folds. however, it is interesting to note that the National Training Laboratories, commonly credited as the source, refuted claim that the diagram was from them (ref 1, ref 2). and of course, we could always find arguments against the learning pyramid too.

the underlying philosophy of 学思达 approach remains as the teacher is the expert, the know-all. as a result, lesson preparation for 学思达 approach is highly taxing on the teacher (but not impossible even for a 1-man team as 叶丙成老师 has proven). this may be partly due to the fact that 学思达 approach believes that the teacher has to source as much relevant/useful information for students as possible so that their classroom activities would be meaningful.

学思达 approach engages students’ in active participation through discussions to find answers, and later to engage in competitive presentations. marks, assigned to groups, are used as the primary motivator. #iwonder how would things turn out if marks, as an emphasis due to the competitive element, are later removed. perhaps it could still work cos in 3-6 mths’ time, students should be attracted by the learning from the highly engaging lessons.

there is a brief recap of the history of flipped classrooms, how Khan Academy comes about, and how Taiwan, following Khan’s footsteps, have adopted the ideas 2 years ago. but it is not obvious to me how this part is linked, or relevant to 学思达 approach. for the after-class component in “翻转”, 学思达 does not advocate the use of videos; it probably falls back to the textbooks(?), and the highly detailed and customised 讲义 created by the teacher.

学思达 is good if your classroom/teaching meets the following criteria:
1. you used mainly teacher-centered (i speak, u listen; i ask, u answer; otherwise quiet) pedagogy.
2. your students are mainly motivated by marks (not learning, yet.)
3. you would like to explore more grouping strategies (beyond think-pair-share, convenient grouping)

学思达 probably wont be too attractive to you if:
1. you are comfortable and effective in facilitating group work/cooperative learning/collaborative learning
2. you want to shift away from spoon-feeding your students (not necessarily just in class)
3. you want students to be(come) the creator/curator of knowledge

will need to find time to look at the books, and return to update more ideas later (:
2015-07-14-xuesida