Month: June 2020

First of all, I would like to thank the students of Pod4 for introducing happiness. It is also very clear that the target of the teaching is 15 high school students in grades 9-12. Cognition and understanding of happiness is an important part of high school students’ establishment of life values, and learning happiness does not require special professional academic theory. Secondly, in the part of learning design, you used the direct teaching method to directly teach the theme of happiness through articles and videos, but we all know that “happiness” is a very abstract concept. The understanding will be different. For example, it may be happy for the tramp to eat a burger, but for the rich, hamburger does not bring him happiness. The direct teaching method is to teach a fixed concept, you can consider how to make students express different happiness. Then you have designed two specific groups of people for ELL students and hearing-impaired people. I very much agree to use Youtube’s slow-motion function. This function combined with subtitles can enable ELL students to fully understand the video content and better understand the concept of happiness. A separate video lecture can perfectly solve the problem of hearing-impaired people. I like your evaluation criteria. You have listed an evaluation form on how to evaluate happiness, making the very abstract concept of happiness very specific, and let students learn and understand what happiness is through daily little things. Finally, you use constructivism as the basis for resources, and I strongly agree. Based on the abstract concept of happiness, the initiative of learners in constructivism fits this theme very well. Teachers promote and help students learn the concept of happiness autonomously, and then understand the meaning of happiness through the combination of videos and articles, and finally through the evaluation form to enable students to truly understand the meaning of happiness and integrate the concept of happiness into life, To make students experience happiness, highlighting the autonomy and personality of learning. This is a very systematic teaching plan.

https://docs.google.com/document/d/1Ik_w_O8Jviu-4wMwvbnkM8YlaYIWNYHG3LKxxQy_62M/edit

First, I will ask students to understand the basic concepts of COVID-19 through video sites such as Youtube. Through the feedback of the concepts learned by the students, analyze whether the students’ understanding has deviated from the trajectory, and then interact by providing the content again. Content, and then interact with the teacher in the form of a thesis or an opinion. This interaction is benign. It can also help the teacher understand some excellent ideas about the concept. From the perspective of the student, the teacher then improves the idea and then Teaching improved content to students, this process allows teachers, students and concepts to interact with each other, and shows a spiral upward trend, representing their progress. I will force students to provide feedback. Through the thesis, I feel that all completely independent and thoughtful points of view will be reflected in the thesis.
In fact, I think the feedback after watching the video is very important because often immediate feedback can better reflect a person’s point of view, and some inspiration bursts are often at that moment, and later memories and reflections often filter out that Very important but seemingly immature point of view. Then the schematic diagram and notes after viewing are particularly important.
This work will bring me a lot of work because I have to read every post-view, but I think this is an essential job because the most important feedback can be used to read the students’ views. , Is it a positive evaluation of the fact that wearing a mask is still true, why is it different from the viewpoint in the video, and why is the opinion in the video approved? These are the interactions between content and students. And I read these points of view is the interaction between me and the students, I improve my personal teaching content after reading the student’s article is the interaction between me and the content.

Inclusive learning means that every learner can have fair access to learning opportunities. Even if there are congenital deficiencies, it can be designed so that every learner can get the same level of education. On a horizontal level, I prefer to analyze individual needs by understanding different learners’ personal abilities. On the three-dimensional surface, I will establish a comprehensive and effective way for learners to learn more efficiently, such as using high-tech software or other useful methods. When an accident occurs, I feel that I can work remotely through the Internet. Set advance plans and performance and divide the goals into multiple goals. When the learner reaches a certain performance, he can proceed to the next one. If the learner does not reach the performance, analyze the reasons for the failure to achieve the performance the cause is still caused by its own reasons. Let learners fully express their problems and solve them by analyzing the problems. I think the most important thing is that teachers need to have an inclusive mind. The learner’s knowledge and cognition are often not all from the teacher, and many cases come from social experience and social cognition. Therefore, it cannot impose opinions on learner’s social experience. Inclusive learning is the fusion of various conflicts of knowledge and opinions through certain modifications and compatibility. To explain with a mathematical model, knowledge and cognition are independent of each other, just like the independent spatial subsets A and B. A certain way to make the intersection of subsets A and B. Inclusive learning is like a parent set C, which includes subsets A and B.

In the blueprint, I used Direct Instruction. I think this approach does not reflect the inclusive learning method. In traditional teaching, direct instruction does not reflect the personality of the students, but only using teaching and learning. I think teaching can be done by adding options. You can choose some basic necessary knowledge for teaching, such as 1+1=2. Of course, the learner can get different answers, such as 22 or 3 or more answers, retain their original answers, and teach the correct answers. This is the inclusiveness of direct instruction.

In terms of overcoming obstacles, I prefer to use high technology to improve the learning environment.