#34 彼得思教育和合作課 — 吳緯中老師 (Teaching with PTS Education)

“當我們談到教育,其實就是談生活,所以在這幾年當老師,我覺得我像是在學習如何當一個人,學怎麼去跟人互動。” – 吳緯中老師

今天我們要一起聊聊彼得思教育和學習合作的真諦。非常開心能邀請到吳緯中老師與我們分享他的教學理念和技巧。

緯中老師目前是台北市開平餐飲學校教師,老師於大學畢業後在不同的行業打滾,而終於在三十三歲那年,毅然轉換人生跑道,離開辦公桌,成為了毫無背景的菜鳥老師。幾年後,已著有數本與教育相關的書籍,其中包括合作課:從我到我們的團隊練習和今年新出的丟掉課本之後,學習才真正開始:啟動學習的9大關鍵字

追蹤緯中老師:
臉書 | 部落格

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本集大綱 Show Notes

回顧我們的教學 Reflections

  • 當您與學生起衝突時,您會如何去應對? 跟學生賭氣? 還是試者了解學生行為背後的原因?

改變的一小步 What can you do tomorrow

  • 與老師們合作時,試著先討論對合作的見解,了解彼此重視的元素,甚至嘗試彼此的生活,例如交換早餐,更進一步增加凝聚力。

音樂來源 Song Track Credits

誠摯邀請希望您填此簡短回饋單,我們希望聽到您的聲音,幫助我們了解能讓更多人受益的主題,感謝。This is a feedback form for Compass Teachers Podcast. We would love to hear your voice and improve our content to serve all of you better. This should take less than 5 minutes but you will help us grow a lot. Thank you !

此外
也歡迎到 Apple review 給予我們評價! 不僅讓更多教育人士能發現司南,也可以幫助我們改善平台唷。感謝!

#33 Social Emotional Learning with Brain Science – Andrea Samadi (當神經科學遇上情緒管理學習)

In this episode, we will be exploring social emotional learning with brain science and what strategies we can apply in the classroom based on science.  We are really happy to have wonderful Andrea Samadi joining us.

Andrea Samadi, is a former middle school teacher who began working with success and social and emotional learning principles with students in the late 1990s.   Andrea’s book Level Up: A Brain-Based Strategy to Skyrocket Student Success and Achievement using the latest research to help others increase their learning potential.   She is also the founder of Achieveit360 which offers  programs, grounded in brain-based research and practical neuroscience, helps parents, teachers, coaches and employees to optimize learning, well-being and achievement at home, school or the workplace.

Connect with Andrea:
Website | Twitter

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Show Notes with Selected Links

Transcript

Please go here

Reflections

  • Have you ever yelled at your students? What reactions did you get from your students?

What can you do tomorrow

Song Tracks Credits

#32 如何培養學生團隊精神與班級凝聚力 — 仙女老師余懷瑾 (Effective Strategies for Classroom Management )

“我們老師看到的是那麼多小孩,每個都在發光,我們就各自看到他們發光的地方,告訴家長。”- 仙女老師余懷瑾

這集我們將一起聊聊實質班級經營的技巧,非常榮幸能邀請到仙女老師與我們分享她多年的教學經驗!

仙女老師,本名余懷瑾,目前是高中國文老師,學生都暱稱她為仙女。老師也著有教育相關書籍包括:《仙女老師的有溫度課堂:讓學生不想下課的教學和班級經營心法》和《慢慢來,我等你:等待是最溫柔的對待,一場用生命守候的教育旅程》。老師在教育的付出已受到許多肯定例如:榮獲全國SUPER教師、臺北市特殊優良教師──導師類、全國創意教學獎特優等等。

追蹤仙女老師:
臉書 | 部落格

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本集大綱 Show Notes

  • [01:45] 仙女老師轉換跑道於教職的原因和旅程。
  • [03:57] 老師是否一開始就選擇高中教職?
  • [06:18] 高中學生與其他學齡層的不同。
  • [07:05] 仙女暱稱的由來。
  • [10:05] 作為一個班級導師,仙女老師想要塑造的班級互動和氛圍是什麼?
  • [13:12] 老師大量使用分組於隨堂測驗的原因。
  • [17:50] 如何有效安排學生座位?
  • [23:33] 分組溫故知新於課堂上的時間安排。
  • [28:36] 如何安排學生的組別。
  • [34:00] 什麼是六頂思考帽(黃、白、綠、黑、紅、藍) ?
  • [37:30] 如何利用六頂思考帽於班級經營?
  • [44:43] 如何培養與家長的關係,且拌演家長與學生之間的潤滑劑。
  • [52:34] 一到兩本書深深影響老師的思維或是價值觀。
  • [53:31] 如果有一個超能力去改變台灣教育,老師最想改變的是什麼?

回顧我們的教學 Reflections

  • 學生在課堂上是否有機會給予您回饋呢? 如果有的話,您又如何接收這些回饋?
  • 在親師關係中,您是如何拿捏與家長之間的互動溫度呢?

改變的一小步 What can you do tomorrow

  • 在溫故的時段,嘗試利用分組活動,且分配小白板於各組,給予學生討論及發表的空間。
  • 了解六頂思考帽,初步可嘗試在您日常生活的衝突上,再延伸於課堂上的應用。

音樂來源 Song Track Credits

#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