#31 How to Amplify Your Students’ Voices — Katelynn Giordano (如何幫助學生找回學習自主權)

In this episode, it is all about amplifying your students’ voices.  We are really happy to have Katelynn Giordano joining us and sharing her teaching strategies of years. 

Katelynn Giordano is a Middle Level Language Arts Educator,  a blogger at Curriculum Coffee, a writer for the Teachers on Fire magazine, and a Director of Curriculum & Instruction for the Teach Better Team
She is a dynamic educator who is passionate about student voices, promoting equity, and valuing teachers as professionals.

Connect with Katelynn:
Website | Twitter | Instagram 

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Show Notes with Selected Links

  • [01:30]  Not only Katelynn is a 6th grade teacher but also an instructor in Northwestern University Center for Talent Development and working for the Teach Better Team.  Except for being a 6th grade teacher, how did Katelynn decide if she wanted to take on these roles and thus actualize her beliefs in education ?
  • [03:26] What did Katelynn want to do for a bigger reach in Education at the beginning?
  • [05:05] The reason why Katelynn is passionate about advocating amplifying students’ voices.
  • [07:14] From Katelynn’s personal take, what does it mean by giving your students’ voices.
  • [09:30] How do students behave differently before and after having their own voices out?
  • [12:30] Tips to give students more voices or choices in writing classes.
  • [14:46] How did Katelynn help students to find their own passion for projects?
  • [16:54] How long to do “soul searching”?
  • [17:30] Tools Katelynn used for students’ feedback.
  • [22:38] How did Katelynn know that she addressed the feedback on point?
  • [24:08] When and how did the students do the feedback form?
  • [25:33] Books that influenced the core values or thinking of Katelynn.
  • [28:46] If Katelynn has a superwoman power, what does she want to change the education system of the US?
  • [30:04] Parting thoughts.

Transcript

Please go here

Reflections

  • Can your curriculum help your students to see who they are ? Or is the curriculum written by the people from the homogenous or diverse background?

What can you do tomorrow

  • Start from one writing assignment. Let your students write about their passion projects and see how that trigger their intrinsic motivations.

Song Tracks Credits

#30 融入跨領域與資訊科技的教學設計 — 黃加明老師

這集司南老師將帶您深入淺出:如何融入跨領域與資訊科技於教學中,這次非常榮幸邀請到黃加明老師!

加明老師已於教育界服務二十來年,目前是臺北市政府教育局支援教師,曾任西松高級中學教務主任,老師在教學設計和行政奉獻甚多,曾獲2016全國學校經營與教學創新KDP國際認證獎,教學創新類佳作,也協助推廣臺北酷課雲數位學習平臺等等。老師時時具備他五「心」級教育信念:『愛心』、『耐心』、『善心』、『真心』與『熱心』。

追蹤加明老師:臉書

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本集大綱 Show Notes

回顧我們的教學 Reflections

  • 您覺得學生只需具備學科內的能力,就足以面對新世代的挑戰嗎?
  • 您是否融合學科外的能力,例如:說故事或是簡報技巧,於自己的課室中呢?

改變的一小步 What can you do tomorrow

  • 若想要培養學生的表達力,不妨給予自由,讓學生選擇有熱情的主題發揮,這不僅激勵更深層的學習,也往往讓師長有意外的收穫,促使教與學的相互成長。

音樂來源 Song Track Credits

#29 Bringing Socratic Seminars Into Your Teaching with Kerry Graham (如何融合蘇格拉底式討論於教學中)

“I just want them to grow in their confidence and I want them to know that being uncomfortable doesn’t mean something impossible. I want them to know the power of their voices and how special their thoughts are. I want them to be good listeners and compassionate with their spoken words” — Kerry Graham

In this episode, it is all about Socratic Seminars. Socratic Seminars is a teaching strategy to guide student-led discussion. This time, we are excited to have Kerry Graham joining us and sharing her experience in this strategy. 

Kerry is not only a teacher but also a writer.  She lives and kayaks in Baltimore, MD, USA, after graduating from Johns Hopkins University School of Education,.  Kerry prioritizes laughter, compassion, and self-expression in her English classroom. She’s grateful for and humbled by her ten years as a public school teacher. 

Connect with Kerry:
Twitter | Facebook

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Show Notes with Selected Links

  • [01:46] As a writer, the core message or feelings Kerry wants to deliver through her stories.  
  • [03:54] For Kerry, personally, how does she express her love to her students and let them know that she care about them? 
  • [05:35] In the high school Kerry is teaching is very diverse. 50% percent from Baltimore while the other 50 from the globe. Other than Baltimore, what are the countries the students came from?   Do most schools in Baltimore have diverse population? 
  • [07:56] How did Kerry change her teaching approaches for diverse students?
  • [10:18] What is Socratic Seminar?
  • [11:21] Step by step how Kerry used  Socratic Seminar in her own classroom. 
  • [15:50] How does Kerry assign students into groups?
  • [16:40] The seating setup in Socratic Seminar.
  • [18:40] Outer circle student’s tasks when observing inner circle discussion.
  • [19:35] Example of the Socratic Seminar topics and the questions students came up with.
  • [21:13] Is there any boundary for students when crafting their questions?
  • [22:32] How many minutes does each group have for discussion? And how many students are there in a group?
  • [24:43] The ways to help students stay on the track without diverging too much.
  • [26:33] How does Kerry give feedback to her students in Socratic Seminar?
  • [32:06] Kerry’s personal goals for students to learn in Socratic Seminar.
  • [34:01] The most common mistake teacher made in Socratic Seminar and approaches to prevent it from happening.
  • [37:00] 1 to 2 books that influence Kerry ‘s core values or thinking.
  • [39:00] If Kerry has one superwoman power to change the education system in the US, what would it be?
  • [41:26] Parting thoughts

Transcript

Please go here

Reflections

  • What is your teaching goals personally for any student led discussion in your class?

What can you do tomorrow

  • When there is a topic you want your students to discuss in class, try to ask them coming up their own questions before the class. In class discussion, give your students a safe space to speak without intervening too much.

Song Tracks Credits

#28 Infusing Social Emotional Learning in Classroom – Wendy Turner (如何融合情緒管理學習於課室中)

In order to prepare teachers to do this, number one you have to have them to work on adult SEL (social emotional learning). So work on their social competencies in terms of developing self-awareness, self-management, social awareness, relationship skills and responsible decision making. – Wendy Turner

In this episode we are going to deep dive into how to infuse social emotional learning into your classroom. Today, we are really honored to have Wendy Turner joining us.

Wendy is a 2nd grade teacher and 2017 Delaware Teacher of the Year. She teaches at Mt. Pleasant Elementary School, a large suburban school in Delaware, with over 750 students and a diverse population. Wendy is interested in trauma-informed practices, global education, social-emotional learning, and empathy in education, and she loves every moment spent with her seven- and eight-year-olds.

Connect with Wendy:
Twitter | Facebook | Website

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Show Notes with Selected Links

Transcript

Please go here

Reflections

  • How did you know your students’ emotional state in the distance learning environment?
  • How did you explain to your students about events like BLM or Capitol riot in the US?

What can you do tomorrow

  • Practice SEL ourselves. Be transparent with your progress and encourage them to work together with you.
  • Check out these optimistic closure activities and experiment in your own classroom.

Song Tracks Credits

#27 如何活化漢字,增進特殊孩子識字的能力 – 李雪娥老師 (How to learn Chinese by understanding its meaning behind)

“我們需要了解教學的教材是什麼,它的本質又是什麼,所以教學障的孩子並不是把教材簡化,教學速度放慢,這樣是不能解決問題。” – 李雪娥老師

哈囉司南聽眾們,這集我們將探索如何使用有生命的漢字課程幫助孩子解決讀寫問題這次非常開心能邀請到李雪娥老師,雪娥老師不僅是一位老師,也是學習障礙孩子的家長,老師最為人所知的就是他所推廣的部件意義化識字,除此之外,老師主編的<有生命的漢字>,集結了許多生動的學習教材,幫助縮小孩子與漢字間的距離。

追蹤雪娥老師: 臉書

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本集大綱 Show Notes

  • [1:12] 老師專研特教的啟程。老師分享當初如何發現自己小朋友有學習障礙。
  • [4:30] 確定有學習障礙後,老師尋求的援助。
  • [9:56] 老師在2012年時,提出了「形→義→音」的中文學習模式,稱做為「部件意義化識字教學法」,為什麼傳統 形 > 音 > 義的模式不適合?
  • [12:47] 部件意義化識字教學法的實際例子。
  • [14:09] 課堂上,老師使用的輔助工具以呈現漢字的意義。
  • [19:13] 每個文字都有辦法用意義帶出來嗎? 
  • [21:46] 哪個時刻讓老師發現「部件意義化識字教學法」是值得推廣。
  • [23:26] 圖畫識字的教學法,但無法套用在老師學障的孩子身上。
  • [25:56] 老師發展「部件意義化識字教學法」的起承轉合。
  • [32:20] 利用小篆為媒介帶出漢字意義的例子。
  • [39:34] 部件意義化識字教學法不僅只適用於學障孩子。
  • [42:45] 如果老師有一個超能力去改變台灣教育,最想改變的是什麼?
  • [50:19] 結語

回顧我們的教學 Reflections

  • 當您孩子時常無法記起某個字時,您會如何教導他們呢?
  • 對於學習有困難的孩子,您的教導策略是什麼呢?

改變的一小步 What can you do tomorrow

  • 從醫學或科學角度了解學習狀況較特殊的學生或孩子,進而之,您或許能發現適合他們的方式而非簡化教材。
  • 對於孩子無法了解的漢字,嘗試拆解部件且教導其意義。(不知如何踏出第一步? 歡迎參考雪娥老師的臉書,其分享許多解析鷹架。)

音樂來源 Song Track Credits

#26 Integrate Technology in Learning Living Skills with Tarja Tolonen

In this episode, we are going to explore how we can integrate technology in classroom to cultivate life skills for special young adults (Age 16 -18).  And we are really lucky to have Tarja Tolonen to join us today.

Tarja is a  Finnish special education lecturer at Savo Vocational College. She has extensive experience  in early education , adult education and special education.   She is Apple Distinguished Educator since 2015 (ADE).   As an ADE, she is a trusted advisor in integrating technology into learning environments and passionate about sharing her expertise in using technology to help engage students in new ways with other educators around the globe. 

Connected with Tarja:
Twitter | Facebook

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Show Notes with Selected Links

  • [1:40] Tarja’s journey into special education for young adults.
  • [3:05] Why does Tarja think special education requires creative teaching?
  • [3:48] When Tarja just started to teach, what was the classroom she wanted to create? Is it changed throughout these years?
  • [5:50] What is the moment that changed Tarja’s mindset that she doesn’t need to know everything in teaching?
  • [7:03] What does Telma education look like in Savo Vocational College?
  • [9:19] How does Telam tailor the curriculum for different individual needs?
  • [12:09] As a technology integration advocator,  what is the one technologies Tarja used the most in her classroom for communication?
  • [15:13] How do these apps help the students to communicate?
  • [17:28] What do students do with book creator app in the classroom?
  • [20:32] There is an interesting Facebook video post from Tarja that trying to use filter for people with speech disabilities.  What inspired Tarja to do that?
  • [22:35] Tarja’s favorite app for virtual learning environment.
  • [26:05] The proportion of nurses and special young adults in a classroom.
  • [26:37] Books that influenced Tarja a lot in these few years.
  • [27:48] What does education mean to Tarja personally?
  • [29:25] Parting thoughts

Transcript

Please go here

Reflections

  • Do you use any technology in your own classroom? What do you think the role technology plays in teaching and learning?

What can you do tomorrow

  • Try out Book Creator app to help your students to build their own cooking book, personal interests..etc with vivid pictures.

Song Tracks Credits

#25 如何創造差異化教學的課室 – 劉繼文老師 (How to create a personalized learning classroom)

“如果地上沒有箭頭,你會判斷一下,這地上有無車軌痕跡或是從側邊停車方向辨別走向,但是如果有了箭頭,就好像老師直接給予答案,學生就失去思考的機會。” – 劉繼文老師

這集我們將一起探索如何落實差異化學習,,讓「因材施教」不再只是一句口號,這次很開心邀請到劉繼文老師與我們分享他在此的教學鷹架.

繼文老師目前是新北市新泰國中數學教師.2020新北市SUPER教師 .學思達核心講師和均一教育平台顧問教師.「讓大象動起來」 是 近期老師出版的書,書中集結了許多實質的技巧讓老師們能打造以學生為中心的課室

追蹤繼文老師: 臉書

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本集大綱 Show Notes

回顧我們的教學 Reflections

  • 您覺得老師在這資訊爆炸的時代下,與以往扮演的角色有何不同?
  • 您是如何顧及課室中進度超前或進度落後的學習者呢?
  • 在培養終生學習者的浪潮下,您如何提升學生自學能力呢?

改變的一小步 What can you do tomorrow

  • 探索線上教學影片如均一課程,選擇一個可輔助您課堂的影片,給予學生空間用自己速度學習。

音樂來源 Song Track Credits

#24 From Digital Citizenship to Digital Leadership – Jennifer Casa-Todd

“We help model for our students so that they can use social media to develop a positive digital identity, understand the audience, use their voices for change, use their voices to connect with others.” – Jennifer Casa-Todd

How much time do you spend on social media daily? How about your students or kids? It is hard to deny that social media is more and more ubiquitous. And today we have Jennifer Casa-Todd who is specializing in social media in K-12 context to guide us about teaching kids to become not only a digital citizen but also a digital leader.  

Jennifer Casa-Todd is an award-winning educator, wife, mom, Teacher-Librarian at Cardinal Carter CHS in Aurora and a former Literacy Consultant for the York Catholic District School Board.  She is also the author of the book, Social LEADia which gives out practical tips for moving students from digital citizenship to digital leadership.   Jennifer is passionate about showing teachers and students how they can use technology and social media to make the world a better place. 

Connect with Jennifer:
Website | Twitter

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Show Notes with Selected Links

Transcript

Please go here

Reflections

  • How do you teach your kids the usage of social media?
  • Are you the role model for your kids as being a digital citizenship?

What can you do tomorrow

Song Tracks Credits

#23 創新教案設計:口訣肢體記憶與密室逃脫 – 張崴耑老師 (How to design engaging game-based learning like escape room. )

"教學就是老師要開心,如果老師不喜歡自己的課,那學生也不會喜歡" – 張崴耑老師

這集我們將一起探索跳脫傳統的教案設計技巧,例如我很愛的密室逃脫與教學的結合等等。這次很榮幸能邀請到張崴耑老師與我們分享他的多年經驗。
張崴耑老師現任臺中市大明國小教師和翰林社會教材作者。崴耑老師於他個人搜秀資源網上分享無數創意教案,且也以他創新的教學方式,受獎無數,例如榮獲教育部師鐸獎、親子天下百大創意翻轉教師和未來教育台灣100等等。

閒暇之餘,崴耑老師以「風聆」為筆名,著有數本輕小說、網路小說與奇幻小說。

追蹤崴耑老師:書 部落格

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本集大綱 Show Notes:

  • [01:55]"以能辦到每堂課與所有評量都100%依據課綱與能力指標為豪,但沒人在意這種事。"很好奇老師為何覺得沒人在意或是被輕忽了?
  • [05:00] 參加深耕種子教師的過程。從兒童文學到社會科領域的轉折。
  • [07:52] 還是菜鳥老師時,就開始設計創新的教學方式?還是因為某些經驗或研習激勵您,慢慢跳脫傳統的方式。
  • [13:30] 現在台灣國小社會領域的能力指標。
  • [14:46] 在口訣歌曲手勢記憶法設計過程中,可能要經過一些實驗潤飾,老師大多用什麼素材作為基底?
  • [20:42] 如何由學生的反應去改變口訣?
  • 密室逃脫教案鷹架
    • [23:31] 事前準備項目和場地選取。
      • Holiyo
      • Line Business
      • Google Form
    • [32:50] 曾使用哪些主題或情境以增加學生參與感?
    • [34:07] 遊戲設計靈感。
    • [40:08] 如何協助卡關的學生?
    • [40:47] 幾個人一組?
    • [43:29] 分組時,有些孩子容易主導整組導致其餘孩子學習參與度降低或是程度較落後的難已跟上,如何讓孩子都能適性學習?
  • [46:33] 這幾年來,有哪一到兩本書深深影響您的思維或是價值觀?
  • [50:17] 如果您有一個超能力去改變台灣教育,您最想改變的是什麼?
  • [55:53] 結語。

回顧我們的教學 Reflections

  • 能力指標如何幫助您的教學設計?
  • 你喜歡你自己的課嗎?

改變的一小步 What can you do tomorrow

尋找一個半封閉式的安全環境 (如公園),與親朋好友試玩Holiyo

音樂來源 Song Track Credits:

#22 The Path to Become a Burned-In Teacher with Amber Harper ( 如何打造一個永續的教職生涯 )

“What happens when you lose touch with your self-awareness and stop thinking about your everyday beliefs, habits, and routines? You simply go through the motions.” – Amber Harper.

How is your feeling now?  Do you feel exhausted or feel like your life is okay?  In this bizarre year, I’ve heard so many educators feel overwhelmed or anxious for the enormous change.  Today we are really lucky to have Amber Harper to guide us how to tune in ourselves in these crazy days.  

Amber Harper is an educator, author, Google Certified Trainer, and Teacher Burnout Coach. She’s the founder of burnedinteacher.com and author of Hacking Teacher Burnout which empowers burned-out teachers to believe that they deserve and can achieve a happier and more fulfilled  life with her 8-step BURNED-IN process.

Amber hosts a weekly podcast dedicated to action, inspiration, and support for teachers dealing with burnout.  The show is  called The Burned-In Teacher Podcast.

Connect with Amber:
Website | Twitter

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Show Notes with Selected Links

Transcript

Please go to [TBD]

Reflections

  • How do you feel every morning after getting out of the bed? Do you feel excited to start the class and meet you students?
  • Do you have a special time for yourself to pause or exercise every day?

What can you do tomorrow

  • Take the burned in teacher quiz and learn where you are now.
  • Ask your students or colleagues about how they feel about you to understand your teacher brand and what your strengths are.

Song Tracks Credits