Sunday, April 1, 2012
Sunday, March 18, 2012
Microteaching 2012
This semester microteaching of Group 6 will be held on:
Thursday, 19 April 2012, 9.40-10.25 am.
Please note that the above date is the production date, so the preparation is held (usually) on the previous day. You are free to choose the date on which we can have the discussion after the production.
Thursday, 19 April 2012, 9.40-10.25 am.
Please note that the above date is the production date, so the preparation is held (usually) on the previous day. You are free to choose the date on which we can have the discussion after the production.
Sunday, March 28, 2010
Action Research
OK, so you're interested in conducting action research after I explained some concepts about it this morning. Download the slides below, in case you need them.
Slides about Action Research (154 Kb)
Update April 9
I was a little bit shocked when someone mentioned the analogy between the classroom problem-action research and disease-medicine. In my opinion, you should not consider a problem in the classroom as a disease--an unwanted condition which you should "cure", eradicate, abolish, etc. If your students have a problem in writing an English essay, for instance, I'm sure they don't want to be viewed as "ill" or "sick" or "a person suffering from a disease". Such a view could be offensive for them, and in the end counterproductive for learning. (Believe me, I've been a university student three times, so I know how it feels to get negative reinforcement.)
Action research is conducted not only to solve the problems, but also to improve the results of learning. I have a book chapter about action research, titled "Introduction: The Nature of Action Research". It is a part of a book written by Henry and Kemmis (1985). Let me quote a relevant part of the book chapter:
[Action research] is not simply problem-solving. Action research involves problem-posing, not just problem solving. It does not start from a view of 'problems' as pathologies. It is motivated by a quest to improve and understand the world by changing it and learning how to improve it from the effects of the changes made (p 21).
So don't think that action research is a "cure" to a "disease" in the form of a problem in the classroom. The keyword in action research is improve, rather than cure.
Slides about Action Research (154 Kb)
Update April 9
I was a little bit shocked when someone mentioned the analogy between the classroom problem-action research and disease-medicine. In my opinion, you should not consider a problem in the classroom as a disease--an unwanted condition which you should "cure", eradicate, abolish, etc. If your students have a problem in writing an English essay, for instance, I'm sure they don't want to be viewed as "ill" or "sick" or "a person suffering from a disease". Such a view could be offensive for them, and in the end counterproductive for learning. (Believe me, I've been a university student three times, so I know how it feels to get negative reinforcement.)
Action research is conducted not only to solve the problems, but also to improve the results of learning. I have a book chapter about action research, titled "Introduction: The Nature of Action Research". It is a part of a book written by Henry and Kemmis (1985). Let me quote a relevant part of the book chapter:
[Action research] is not simply problem-solving. Action research involves problem-posing, not just problem solving. It does not start from a view of 'problems' as pathologies. It is motivated by a quest to improve and understand the world by changing it and learning how to improve it from the effects of the changes made (p 21).
So don't think that action research is a "cure" to a "disease" in the form of a problem in the classroom. The keyword in action research is improve, rather than cure.
Microteaching
I have just received the schedule of your microteaching. Please note the dates below.
Preparation: Thursday 17 June 2010
Production: Friday 18 June 2010
Discussion: Monday 21 June 2010
The time is 9.30-10.15. The location is the microteaching room in the faculty.
Wish you lots of luck for the microteaching.
Preparation: Thursday 17 June 2010
Production: Friday 18 June 2010
Discussion: Monday 21 June 2010
The time is 9.30-10.15. The location is the microteaching room in the faculty.
Wish you lots of luck for the microteaching.
Lesson Plans
The last group presented a paper about lesson plans. As their paper contains an example of a lesson plan, I don't think I need to give you another example. Please download the paper below.
Paper about lesson plan (3.8 Mb)
Paper about lesson plan (3.8 Mb)
Thursday, March 4, 2010
Curriculum & Syllabus
The first group performed an oral presentation about the curriculum, and you can download their slides and an example of a curriculum below.
Paper about curriculum (136 Kb)
KTSP (1.2 MB)
The second group presented about the syllabus, please download the slides and the example of a syllabus below.
Paper about syllabus (47.5 Kb)
Syllabus (419 KB)
Paper about curriculum (136 Kb)
KTSP (1.2 MB)
The second group presented about the syllabus, please download the slides and the example of a syllabus below.
Paper about syllabus (47.5 Kb)
Syllabus (419 KB)
Basic Course Outline
Here is the BCO of Student Teaching 1 this semester. Sorry for this belated post.
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