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Tuesday, August 11

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    Accidentally created this and cannot delete it.

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    11:34 pm
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Thursday, July 30

  1. page Example 2 - Chinese edited ... Students to have some time to feedback what they have seen by writing and posting the characte…
    ...
    Students to have some time to feedback what they have seen by writing and posting the characters they could remember using Group Scribble - let them have a guess of what today's lesson is about.
    Then, will the characters posted by the students be used in any discussion?
    Teachers will ask the students to do a comparison between the characters shown in the video and the characters that they read in their textbooks.
    Intellectual Curiosity
    (1) Youtube: The Art of Writing
    ...
    To know how Chinese characters evolved over the years
    To know the characteristics of each form of the Chinese characters
    同学们,看到了什么字?
    Critical Thinking
    PowerPoint- Instructions and Questions that are posted by the teacher.
    ...
    Can't quite figure out what it means by "show students one of the other input in e-Dictionary". Pls clarify.
    老师可以讲解汉字构造是用不同的部首构成的。
    (We decided to keep the demonstration of the E-Dictionary for another lesson.)
    Activate
    20 min
    Activities
    Students to make use of a software (GS?) to explore the different forms of words (How do they explore? Some kind of collaboration here? Describe, pls). In groups of 4, to come up with a summary of the characteristics of each form of the Chinese characters How are they going to present the summary? using ICT tool?
    CollaborationTeachers will show students a table the characteristics of the different forms of words. With reference to the video and the table, the students will write out the different forms of words in the chronological order.
    The chronological order is: 甲骨文-》金文-》篆书 -》隶书-》楷书
    The students will write their answers on GS.
    By looking at the different forms of words students are to reason why the character is written in a particular form in a particular era.
    Table to be shown to the students with the characteristics of different form of words.
    Form of the word
    Characteristics
    Why is it written in this form?
    || Collaboration

    Communication
    (2)
    || (2) Explore Youtube:
    tu hua (图画), xiang xing (象形) , zhuan zi (篆字), li shu (隶书), kai shu (楷书)
    Please insert hyperlink to the Youtube video
    Individual laptop
    Is
    || Is GS the
    ...
    Chinese characters? ||
    Demonstrate
    10 min
    For students to "show they know"
    ...
    short passage of 140 words written in
    1. identify which form the passage is written in
    2. try and figure out what the passage is about
    The students will write their answers on GS.
    One representative from each group will show their answers on the Public Space and the other groups will have to do peer marking by correcting their friends' work.

    Critical Thinking
    Short passage written in the tradition form of Chinese
    ...
    Can be fictional or based on actual history records
    Allows students to find out about the meanings of the words as well as how they are written.
    The above activity will change to the following:
    Students will need to group the cards with the characters of different forms in the chronological sequence and write the characters on GS.

    Creativity
    Collaboration
    ...
    Groups will present on the stories that they have came up with for the 4 new words
    The meaning of the new words and how to write the characters (in modern day form) will have to be taught to the rest of the class
    The above demonstration will change to the following:
    One student representative will show the five different form of the Chinese Character on the Public Space. They will have to explain to their classmates why they align the characters according to this sequence.

    Courage
    Creativity
    ...
    Is the teacher going to reveal each of the 20 characters one at a time?
    Not sure how the teacher is going to manage the 20 post-its that are going to appear at the same time.
    This activity is to get the students to recall the 20 characters that their peers have shared.
    Consolidate
    10 min
    ...
    Please insert hyperlink to the Youtube video
    How are students going to capture their findings? Any technology use here?
    The students will capture their findings via the google spreadsheet.
    This activity will lead to lesson 3 where the students will write a self introductory essay for their blog.

    (view changes)
    10:18 pm
  2. page Example 2 - Chinese edited ... Create the learning environment Teacher to set up the computer and software to be used 1. W…
    ...
    Create the learning environment
    Teacher to set up the computer and software to be used
    1. Will the google account of the students be set up.
    2. Will the Group Scribble software be installed when the students get their Lap top?

    20 min
    Connect
    ...
    Students to have some time to feedback what they have seen by writing and posting the characters they could remember using Group Scribble - let them have a guess of what today's lesson is about.
    Then, will the characters posted by the students be used in any discussion?
    (GS
    Intellectual Curiosity
    (1) Youtube: The Art of Writing
    ...
    Something to consider:
    How does the use of Group Scribble value-add to the user's experience in this activity, as compared to just writing on a piece of paper or coming up to the board?
    (GS an value add to the user's experience as it is an instance response.)
    Post the answers on the Public Space.
    Agree on the learning outcomes
    ...
    To know how Chinese characters evolved over the years
    To know the characteristics of each form of the Chinese characters
    同学们,看到了什么字?
    Critical Thinking
    PowerPoint- Instructions and Questions that are posted by the teacher.
    (view changes)
    9:02 pm
  3. page Example 2 - Chinese edited ... Skills: See "Suggested Teaching Activities". >>>Key Concept: Evolution …
    ...
    Skills:
    See "Suggested Teaching Activities".
    >>>Key Concept: Evolution
    >>>Key Understanding: Language evolve according to the need of society.

    Topic: Evolution of Chinese Characters (Part I)
    {CL_Clip.png}
    ...
    Students to have some time to feedback what they have seen by writing and posting the characters they could remember using Group Scribble - let them have a guess of what today's lesson is about.
    Then, will the characters posted by the students be used in any discussion?
    (GS
    Intellectual Curiosity
    (1) Youtube: The Art of Writing
    (view changes)
    7:40 pm
  4. page Example 5 - Humanities edited ... Tang Dynasty Formative Assessment.pdf The 2 historical sources for the FA can be presented u…
    ...
    Tang Dynasty Formative Assessment.pdf
    The 2 historical sources for the FA can be presented using Blogger by each of the groups. For all 5 groups, there will be 2 activity blogs - one for the Emperor and one for the diary.
    By putting the write-ups of
    ...
    same blog, this would facilitate further class discussions comparing how the tone and register ofdiscussion can be furthered by getting students to compare the writings............difference in perspectives, since all the write-ups are targeted at the same audience.
    This clearly highlights the idea of how the study of History is really about examining the same source from different points of view.
    Possible extensions of the task could see the making of end products like podcasts and digital posters by the respective groups. These could be embedded in students' blogs/wikis subsequently.
    (eg. comparison, offering different points of view though all the write-ups are targeted at the same audience.)
    Closure and Summary of Lesson Takeaways
    (10 min)
    (view changes)
    6:57 pm
  5. page Example 2 - Chinese edited This lesson was shared in March/April 2009 Topic: The Evolution of Chinese Characters Core area…
    This lesson was shared in March/April 2009
    Topic: The Evolution of Chinese Characters
    Core areas of Development (Part I & II):
    Perception:
    Through incorporating ICT into the lesson, to make the learning of new Chinese characters interesting and engaging, so that students will see the fun and valuable side to learning Chinese.
    Attitude:
    Through group work and the use of Task-based Learning (recommended by the new 2011 CL Syllabus), to train students to be self-directed and independent in their learning.
    Values:
    By connecting the lesson with real-life application (family's Chinese names: See "Self-directed Learning" section right at the end of lesson scenario), to enhance understanding and inculcate respect for the evolution of Chinese names.
    Skills:
    See "Suggested Teaching Activities".
    Topic: Evolution of Chinese Characters (Part I)
    {CL_Clip.png}
    Objective:
    Students to have a better idea of how Chinese characters evolved over the years from the early drawings and characters to how they look like today.
    Duration: 1 hour (Part I)
    Level: Secondary 1
    Stage
    Time
    Suggested Teaching Steps
    Suggested Teaching Activities
    Skills Required
    Teaching Resources
    Technology Use in T&L
    Connect
    Before lesson
    Create the learning environment
    Teacher to set up the computer and software to be used
    20 min
    Connect
    Teacher to connect the students - arouse their interests
    Teacher to show a clip which demonstrates how Chinese character can be composed to produce a simple story (see teaching resources)
    Students to have some time to feedback what they have seen by writing and posting the characters they could remember using Group Scribble - let them have a guess of what today's lesson is about.
    Then, will the characters posted by the students be used in any discussion?
    Intellectual Curiosity
    (1) Youtube: The Art of Writing
    Youtube
    Youtube Video
    teaser
    引起动机
    [SK1] Use of Group Scribble to write down the different Characters that they saw on the Video Clip "The Art of Writing".
    Something to consider:
    How does the use of Group Scribble value-add to the user's experience in this activity, as compared to just writing on a piece of paper or coming up to the board?
    Post the answers on the Public Space.
    Agree on the learning outcomes
    Teacher to facilitate and guide students in discussing and agreeing the learning outcomes for the day's lesson
    To know how Chinese characters evolved over the years
    To know the characteristics of each form of the Chinese characters
    Critical Thinking
    PowerPoint- Instructions and Questions that are posted by the teacher.
    E-dictionary
    Teacher to further explain the structure of the Chinese Character and show students one of the other input in E-Dictionary
    Can't quite figure out what it means by "show students one of the other input in e-Dictionary". Pls clarify.
    老师可以讲解汉字构造是用不同的部首构成的。
    Activate
    20 min
    Activities
    Students to make use of a software (GS?) to explore the different forms of words (How do they explore? Some kind of collaboration here? Describe, pls). In groups of 4, to come up with a summary of the characteristics of each form of the Chinese characters How are they going to present the summary? using ICT tool?
    Collaboration
    Communication
    (2) Explore Youtube: The Transformation of a word through 5 distinct stages:
    tu hua (图画), xiang xing (象形) , zhuan zi (篆字), li shu (隶书), kai shu (楷书)
    Please insert hyperlink to the Youtube video
    Individual laptop
    Is GS the ICT tool used at this stage? Then it's SK1.
    Any ICT involved in the course of coming up with the different forms of Chinese characters?
    Demonstrate
    10 min
    For students to "show they know"
    Teacher to provide a short passage written in li shu (隶书) and get students to
    1. identify which form the passage is written in
    2. try and figure out what the passage is about
    Critical Thinking
    Short passage written in the tradition form of Chinese
    Consolidate
    10 min
    Review, Reflect, Recall
    (both content and process)
    Teacher to play a brief prepared presentation on how the characters have evolved over the years and changed from form to form (see website) as a summary of the whole lesson
    Teacher can also inform the class what to expect for the next lesson (learning of 20 new vocabulary)
    (4) Website or Youtube
    Please insert hyperlink to the Youtube video
    (a) PowerPoint Presentation
    Topic: Evolution of Chinese Characters (Part II)
    Pre-requisite Knowledge: Students know the language features and structure of a formal letter.
    Objective: Students to learn and to be assessed on 20 new Chinese words through the use of computer software (Group Scribble)
    {CL_Clip.png}
    Duration: 1 hour (Part II)
    Level: Secondary 1
    Stage
    Time
    Suggested Teaching Steps
    Suggested Teaching Activities
    Skills Required
    Teaching Resources
    Technology Use in T&L
    Connect
    Before lesson
    Create the learning environment
    Teacher to divide the class up into groups.
    15 mins
    Connect:
    To connect to learning in previous lesson
    Teacher prepares 5 different sets of cards of the same 10 Chinese characters in different forms [namely, tu hua (图画), xiang xing (象形), zhuan zi (篆字), li shu (隶书), kai shu (楷书)] and gets students to play a simple game in a team - to group the cards into their respective sets
    As a revision to what students learnt in the previous lesson
    10 Chinese characters used in the cards should be part of the new vocabulary that the students are required to learn
    Teacher to reveal the correct answer.
    5 sets of 10 cards
    PowerPoint slideshow
    Agree on the learning outcomes
    Teacher to facilitate and guide students in discussing and agreeing the learning outcomes for the day's lesson
    To learn 20 new Chinese characters/vocabulary (how they are written and used) by the end of the lesson.
    Critical Thinking
    PowerPoint: Chart with a list of 20 new vocabulary words to be learnt
    Activate
    20 min
    Activities
    Students to work in 5 groups to come up with a simple story that explains how 4 of the 20 new vocabulary evolved from the past to its present way of writing. Any ICT tool involved here? Like students using "Pages" / wiki / blog to type their story.*
    Can be fictional or based on actual history records
    Allows students to find out about the meanings of the words as well as how they are written.
    Creativity
    Collaboration
    Communication
    Individual laptop
    Please describe how students are using the laptops for the tasks as there's no mention of ICT use here.
    What ICT tool(s) will be used?
    E.g. the use of blog to presnet their story, they could insert relevant pictures as illustrations to the story. Similarly, they could easily include the meaning of the words they found (from online diectionary) and put them on the same page. This helps them to better understnd the words as it's used in context (in their story).
    Demonstrate
    15 min
    For the students to "show they know"
    Groups will present on the stories that they have came up with for the 4 new words
    The meaning of the new words and how to write the characters (in modern day form) will have to be taught to the rest of the class
    Courage
    Creativity
    Communication
    (b) Any possible software or IT resource that the groups would like to use to make their presentation
    What ICT tool(s) will be used?
    Examples: "Pages", "Keynotes", online platforms like blog, wiki and even shared platforms (e.g. google powerpoint).
    "Pop" Test
    Teacher to give out a short "pop" quiz to the students to test if they remember how to write the new vocabulary learnt and their meanings
    (c) Group Scribble - Sequence
    Teacher will read aloud the 20 new characters to be written. Learners are to write the respective new characters on their individual laptops. The wait time for each character to be written is 35 seconds.
    Subsequently, all students' writings will appear on the projector screen for the teacher to provide instaneous feedback (AfL)
    What's the objective of this activity? To get students to recall? (i.e. spelling)?
    Is the teacher going to reveal each of the 20 characters one at a time?
    Not sure how the teacher is going to manage the 20 post-its that are going to appear at the same time.
    Consolidate
    10 min
    Review, Reflect, Recall
    (both content and process)
    Self-directed Learning (Homework)
    Students to go home and find out their Chinese names and how their parents' Chinese names came about (i.e. a particular Chinese character shared amongst family members of the same generation as show in the family tree 族谱)
    Bonus:
    Youtube: Dance
    Please insert hyperlink to the Youtube video
    How are students going to capture their findings? Any technology use here?

    (view changes)
    2:39 am

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