#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

#21 喚醒讀的好奇心與建立寫的思辨力 – 林怡辰老師 (Awaken Kids’ Curiosity in Reading and Develop the Writing Skills)

司南聽眾,您們曾經懊惱無法激起您學生的讀寫興趣嗎?還是您小時候像我一樣很討厭閱讀和寫作文嗎?這集我們將一起探索讀寫教育的滋養。非常開心這次邀請到林怡辰老師與我們分享她多年的經歷。

怡辰老師是彰化縣原斗國民小學的高年級導師兼教務組長和國語日報講師。老師已是許多教師培訓的資深講師,生動有趣地分享她的讀寫實務教學。大家最熟知老師的作品就是他去年出版的暢銷書從讀到寫,林怡辰的閱讀教育:用閱讀、寫作, 讓無動力孩子愛上學習

追蹤怡辰老師:臉書 | 部落格

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本集大綱 Show Notes:

回顧我們的教學 Reflections

  • 您如何引導高年級的學生閱讀較艱深的文章或是書籍呢?
  • 在日常教學中,您如何依學生程度,給予不同的課題?

改變的一小步 What can you do tomorrow

  • 利用早晨的十分鐘,一起和您學生或孩子閱讀各自喜愛的書籍。
  • 舉辦一場小辯論會,藉由貼近學生日常的主題,增進口語與思辯能力。

音樂來源 Song Track Credits:

#20 Going Gradeless in the Traditional Classroom with Starr Sackstein (以實質的學習回饋取代傳統分數)

中文讀者歡迎到此頁,閱讀其中文版喔!

This episode is all about hacking assessments. If you have been thinking about changing assessment but don’t know how to do it, I hope in this episode, you can get some practical actions to take.   If you have never thought about changing it, this episode will give you a different insight. Today we are excited to have Starr Sackstein to share with her amazing hacks for transforming this paradigm. 

Starr Sackstein has been an educator since 2001 and left her role as the director of humanities in the West Hempstead Union Free School District to become a full-time consultant with the Core Collaborative. Starr was named an ASCD “Emerging Leader” class of 2016 and gave a TEDx Talk called “A Recovering Perfectionist’s Journey to Give Up Grades.” 

She has authored many books for teachers. For example , Teaching Students to Self-Assess,  Hacking Assessment: 10 Ways to Go Gradeless in a Traditional Grades School, Peer Feedback in the Classroom and the list goes on. Starr has traveled the world sharing ideas about assessment reform in Dubai and South Korea and is hoping to continue changing the system for kids everywhere.

Connect with Starr:
Facebook Twitter Website

Subscribe

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Show Notes with Selected Links

Transcript

Please go to [here]

Reflections

  • Have you been frustrated with the struggles to give meaningful feedback?
  • How confident are you with your understanding of every student’s learning progress?

What can you do tomorrow

  • Guide your students with reflections after an assessment which can help you understand if the assessment is helpful. Few steps to take:
    • Ask students what they think the assessment is asking them to do?
    • Ask students what steps they took to complete it? How they overcame the struggles?
    • Students find the evidence to support the standards they achieved.
    • Students grade themselves by evidence
    • Reflect what they would do differently next time.

Song Tracks Credits

#19 如何培養特殊生的專注力與口語表達 – 小魚老師 (Tips for Teaching Focus and Oral Expression in Special Ed)

這集我們將聊聊幫助特殊孩子專注力和口語表達得實質方式。不知道司南聽眾們是否有接觸過較特殊的孩子呢?我本身大學時因服務性社團的關係,陪伴了一些特殊孩子一小段的人生旅程,也因此對這方面感觸很深。

這次很開心能邀請到怡蓉老師和我們分享她的教學。怡蓉老師又稱小魚老師,現任高雄市中庄國小不分類資源班導師。獲選高雄市109年度優良特殊教育人員。老師相信藉由教育,我們可以找到孩子深埋的能力。我會怡你為蓉,是怡蓉老師對每個孩子的期待。

追蹤小魚老師:臉書

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本集大綱 Show Notes:

  • [1:21] 為何小魚老師接觸特殊教育是一個美麗的錯誤
  • [4:00] 特殊生有分哪幾類
  • [5:59] 小魚老師本身接觸的特殊生是哪幾類
  • [6:26] 學習障礙的定義
  • [7:38] 台灣如何鑑定學習障礙
  • [9:44] 小魚老師希望她的特殊孩子專注力可以如何改善
  • [11:26] 如何教導學習等待
  • [14:30] 為何利用提示卡而非直接口頭提醒
  • [16:28] 小魚老師分享羽球結合專注力訓練的課室設計
  • [23:47] 小魚老師對於特殊生的口語表達程度的教學目標
  • [26:23] 什麼是 Card Talk app? 如何使用它?
  • [31:30] 結合 Card Talk 於日常教學中的方式
  • [34:00] 過去幾年來,有哪一或兩本書深刻影響小魚老師的思維
  • [38:28] 如果小魚老師有個超能力,他最想要如何改變台灣教育
  • [41:05] 結語

回顧我們的教學 Reflections

  • 您如何提醒學生不妥善的行為呢?您會直接指名道姓地在課室中提醒嗎?

改變的一小步 What can you do tomorrow

  • 嘗試選擇一個球類運動,讓孩子每天花五到十分鐘練習。(專注力的培養)
  • 試玩 Card Talk ,一起與您的學生有效創造圖卡,增加更多有趣的表達工具。

音樂來源 Song Track Credits:

#18 Nurture Young Readers by the Philadelphia Method with Elisa Guerra (Philadelphia 方法培養年幼讀者)

中文讀者歡迎到此頁,閱讀其中文版喔!

This episode is all about cultivating our young readers.  I’m really happy to have Elisa Guerra joining me who is a well-known expert in early childhood development. 

Elisa Guerra is the founder and teacher at Colegio Valle de Filadelfia . It is a school for (PreK -9th), helping students achieve their fullest potential. Her school model has been replicated in 11 campuses and 5 Latin American countries. She was one of the  TOP50 finalists for the GLOBAL TEACHER PRIZE  in both 2015 and 2016. This award has been called the “Nobel Prize” for Teaching.

Elisa has authored many great books for teaching. For example,   “Learning to read at 3: Doman Method applied in the Preschool Classroom” . This book has been, consistently, first placed in sales in Amazon Mexico.  The most recent book of hers is Hope where are you? is the story of six children around the world who are experiencing school closures because of the pandemic. The book is free and has more than 30 languages.

Connect with Elisa Guerra:
Facebook Twitter Website | Instagram

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Show Notes with Selected Links

Reflections

  • How do you teach your students to read? Do you use phonetic method? How do you connect meaning with words?
  • How many students of yours love reading?

What can you do tomorrow

  • Create your word cards for your students.
    • No pictures on the cards.
    • Present the pictures or the physical things to your kids to connect the meaning with words in other section.
    • Show the flash cards 3 times a day in short duration.

Transcript

Please go to [TBD]

Song Tracks Credits

What is your favorite idea from this episode? Please let me know in the comment section! 您在這集中有哪個最喜歡的點子嗎?歡迎在以下留言與我分享!

#17 以數位學習點亮英語教學 – 廖婉雯老師 (Light up English Teaching with Technology )

這集我們將探索如何結合數位學習於英語教學中。這次很開心能邀請到廖婉雯老師與我們分享她多年融合教育科技經驗,婉雯老師目前是臺北市大直高中英文老師,同時也是Apple傑出教育工作者和Google認證訓練講師,婉雯老師曾受獎無數,其中包括:台北市行動研究 翻轉英文 以科技創新教學 用數位點亮學習 優選 和臺北市 「百大菁英資訊科技應用 人才教育獎」等等。

婉雯老師對於一成變得教學感到不安,認為教學沒有標準答案,因此在多年的教學經驗中,他不斷精進自己,希望以身作則,激勵他的學生勇於嘗試。

了解更多婉雯老師的分享:Facebook  | 部落格

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本集大綱 Show Notes:

  • [01:18] 老師接觸數位學習的轉捩點
  • [04:20] 學生的樣貌與以前有何不同
  • [06:25] 數位學習如何提升學生專注力
  • [09:34] 老師在課堂上希望學生在聽說上能達到的指標
  • [12:33] Flipgrid是什麼?如何利用Flipgrid幫助學生英文口語表達和課堂上使用的流程
  • [22:53] 老師需要花多少時間去引入一個新科技於課堂上
  • [28:17] 希望學生畢業後,他們在讀寫的程度是如何?
  • [33:05] 什麼是 Reading Journal? 老師在課堂前會用Pages 如何備課且在課堂中,學生會如何去使用
  • [37:42] 為什麼選 Pages ?
  • [40:21] 對於一個無法人人一平板的學校,您覺得學校老師有什麼其他方式可以引入數位學習嗎
  • [43:00] 老師平常會利用什麼媒介或是追蹤任何教育學者去得的數位學習靈感
  • [45:44] 如果老師有一個超能力去改變台灣英語教育,最想改變的是什麼
  • [48:08] 對於一個新進老師,老師最常給的建議是什麼

回顧我們的教學 Reflections

  • 平時您會利用什麼小技巧提升學生專注力與參與度
  • 學生在您課堂上如何練習英語表達

改變的一小步 What can you do tomorrow

  • 如果學校有硬體資源,試著玩玩免費的Flipgrid,思考可以如何利用此軟體應用在您課堂上,增進學生參與度
  • 您的閱讀策略是什麼? 或許可以嘗試避免逐字為您的學生翻譯,教導更宏觀地閱讀,掌握精隨。

音樂來源 Song Track Credits:

#16 Dissect Phenomenon based Learning with Ilona Taimela (透視現象為本學習)

中文讀者歡迎到此頁,閱讀其中文版喔!

This episode is all about Phenomenon based learning. Given Finland’s Phenomenal Education site , Phenomena-based learning and teaching is that “holistic real-world phenomena provide the starting point for learning. The phenomena are studied as complete entities, in their real context, and the information and skills related to them are studied by crossing the boundaries between subjects”.

We are lucky to have Ilona Taimela joining us who is specialised in Phenomenon based learning, design thinking, participatory processes and sustainability. 

Ilona has an over 25 years of experience from training teachers in Finland nationwide and now more internationally. 

She is the CEO of Helsinki Education Consulting Group.  She provides consulting services to cities and schools in implementing the new Finnish National Curriculum with her long experience from being a classroom and subject teacher,  a university researcher, to an executive director and an administrator.  She is no doubt an engaging, energising and a sought after speaker.

Connect with Ilona:
Facebook | Twitter | Website

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Show Notes with Selected Links

  • [01:55] Why Finland introduced Phenomenon based learning ?
  • [03:16] Why focuses on inter-disciplinary?
  • [04:53] How IIona defines Phenomenon based learning and the key ingredients in Phenomenon based learning?
  • [08:37] An example of Ilona’s favorite Phenomenon based learning project she designed before.
  • [11:28] The steps to design Phenomenon based learning.
  • [18:27] Tools or tips to narrow down the skills teacher want to embed in a phenomenon based learning project.
  • [22:56] Examples of the phenomena Finnish schools have picked.
  • [26:03] What do students’ mind maps look like?
  • [29:16] The ways teacher guide students to do inquiry based learning or facilitate the process.
  • [37:36] Advice for teachers who wants to try out phenomenon based learning.
  • [42:18] Ilona’s core value in education.
  • [43:56] Parting thoughts.

Transcript

Please go to here.

Reflections

  • Do your students have the space to teach others in your class?
  • What is the percentage of time you usually talk in a class compared to your students?

What can you do tomorrow

  • Pick a current phenomenon that is relevant to your students’ lives.
  • When introducing a new concept, you can guide your students by asking what they already know and what they want to know about it. After that, giving them some time to do research. 

Song Tracks Credits

What is your favorite idea from this episode? Please let me know in the comment section! 您在這集中有哪個最喜歡的點子嗎?歡迎在以下留言與我分享!

#15 現象為本與立體式學習 – 陳玟樺老師 (Phenomenon-based and Pop-ups Learning)

陳玟樺老師是臺灣師範大學課程與教學所博士, 也曾是新北市清水高中數學教師。 大家最熟知玟樺老師的作品就是《我在芬蘭中小學做研究的日子:芬蘭中小學教育現場課室親身觀摩365日》,這本書揭示玟樺老師親身在芬蘭的課堂觀摩經驗,芬蘭的新課綱目標、七大橫向能力、客製化的「一生一課表」等,為台灣現今推行新課綱提供借鑑。

玟樺老師的研究也受到許多肯定。她的博士論文「立體學習地景——芬蘭赫爾辛基一間學校的現象為本學習」,榮獲 108學年度賈馥茗教授教育基金會博士學位論文優良獎、108學年度田培林教授博士學位論文優良獎,是年度唯一雙料冠軍!

這集非常開心能與玟樺老師對談,讓聽眾進一步了解現象為本的學習和立體學習。

了解更多玟樺老師的分享:Facebook 

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本集大綱 Show Notes:

  • [01:45] 什麼現象為本學習?
  • [02:56] 芬蘭結合現象為本學習的例子。
  • [07:44] 與專題式學習 (Project-based learning) 異同處。
  • [09:23] 真實世界的案例或現象的結合的好處和實踐上的困難。
  • [12:28] 反思是學習的重要環節,常常也是真正學習的開始。書中提到的例子是,在現象為本的學習中,芬蘭老師問學生:你跨領域學習了嗎? 以引導學生思考。想問在您的觀察,芬蘭老師問學生的問題或方式有什麼不一樣之處?或甚至現象為本的學習有什麼不凡於一般的引領問法?
    • 四點量表
  • [16:57] 什麼是立體學習 (Pop-ups learning ),和老師創造這名詞的靈感。
  • [22:59] 學生享受這學習過程的例子。
  • [31:23] 台灣老師可以如何發展或培養立體學習?
  • [34:30] 老師曾經是高中數學教師,您經過這段精彩的研究歷程後,如果現在您再回去教您的高中數學,您會有什麼改變?或是您會有哪些建議對當時的您說?
  • [39:35] 結語

回顧我們的教學 Reflections:

  • 宏觀上來看,您希望您的學生在這階段需要學到的技能是什麼? 除了學術基礎之外,您有其他的教學主軸嗎?
  • 您如何引導孩子結合跨領域的知識?

改變的一小步 What can you do tomorrow:

  • 選擇一個現象,例如COVID-19或氣候變遷,結合在您的教學主題中,讓學生討論貼近他們生活的問題。
  • 保留時間讓學生有探索解決方式的空間,取代傳統教師直接講述過程。

音樂來源 Song Track Credits:

您在這集中有哪個最喜歡的點子嗎?歡迎在以下留言與我分享! What is your favorite idea from this episode? Please share with me in the comment section!

#14 Create a Student-Centered and Stimulating Math Class with Maarit Rossi (如何打造學生為中心的教室)

中文讀者歡迎到此頁,閱讀其中文版喔!

Maarit Rossi was a Finnish Math teacher and principal.  She is one of the top 10 finalists in Global Teacher Prize 2016.  Maarit is driven to prove that math is not boring but stimulating and meaningful; Her students often learn outside the classroom by taking unconventional approaches to real-life problems.

She has authored nine Math text books, several pedagogic articles and publications.

Besides lecturing and training teachers around the world,  she is also the CEO of Paths to Math. “Paths to Math” is an e-Learning Math material that helps teachers to build an innovative, challenging and student centered learning environment for the grades 6 to 9. 

Connect with Maarit Rossi:
Facebook | Twitter | Website | Youbute

Subscribe

Acast | Apple Podcast| Google Podcast | Spotify | Stitch |Youtube

Show Notes with Selected Links

  • [1:37] What is the difference between these two Math class drawings? One is you first took over their math class and  the other one is after 3 years you taught them. What is the reason or motivation behind that you want them to  draw a math class?
  • [5:07] What do you think the key components for building a student-centered learning environment?
  • [8:20] An example how Maarit guides students to discuss and talk in the classroom. 
  • [12:30] Social interaction is important for more active learning. Any tips you would give teachers to facilitate social learning?
  • [14:35] When you were teaching, how do you find the ideas from real world that you can incorporate in your math class? 
  • [17:50] How should assessment change?
  • [21:32] How did you see a student’s learning progression in their portfolio and 1-1 conversation?
  • [24:00] Now it is Covid-19 , how can teachers make math interesting and engaging in distance learning?
  • [27:40] What drove you to build this Path to Math?
  • [30:54] Examples about how a teacher can plan their personalized learning course with Path to Math
  • [33:33] Any books that changed your thinking a lot in the past few years
  • [36:28] For a baby teacher, what is the one piece of advice you would give to them?
  • [37:34] Parting thoughts

Reflection

  • Any real life examples you can think of to incorporate in your class like waste management? (In math class, ask student to calculate their waste daily. )
  • Any activities you did in the class that made your students to move and talk.

What can you do tomorrow

  • Ask your students to draw the subject class you teach in to learn how they think of the class. Is it engaging?
  • If your student has learning profolio, have a 1-1 conversation with them to understand their learning deeper. For example, we can ask students what is the project they enjoyed the most and why.

Transcript

Please go to here. [TBD]

What is your favorite idea from this episode? Please let me know in the comment section! 您在這集中有哪個最喜歡的點子嗎?歡迎在以下留言與我分享!