quilinxinag / xxxyy.github.io

xxxyy.github.io for git sublime text integration

EMI notes

test add a test second line third line add new information

Deliver lectures

1. Introduce the topic of lecture
2. Explain the lecture strucure
3. Introduce the first section
4. Start a new section
5. Signal the end of a section
6. test

backward model

Identifying learning outcomes, designing assessments, and planning learning activities.

paraphraing strategies

• exactly the same words
• same words, different forms.
• synonmys

Deliver lecture II

• Checking connections
• checking audio
• Checking video
• Troubleshooting
• Explaning online course procedure

use simple language

Paraphrasing Strategies

• transform academic sentence into plain, easy-to-understand English
• similar ideas
• releadted words
• inversely related

Do not

• translate English into Chinese
• read English from textbook

III 04-Integrate Discussion questions based on Blo...

• Remember
• understand
• apply
• analyze
• evaluate
• create

III 05-DOK – Depth of Knowledge

• Depth of Knowledge = DOK 習得 飯店經營管理
• DOK level one-knowledge acquistion
  • recall and reproduce data, definition, details, facts, information, and
  • analyze topics
• DOK level two-knowledge application 應用 拌演飯店經理
  • use academic concepts and cognitive skills to answer questions, address
  • problems, acomplish tasks, and analyze topics.
• DOK level three knowledge analysis 分析 設計問卷及分析客戶回應
  • think strategically about how and why concepts, ideas, operations, and
  • procedures can be used to explain answers, conclusions, decisions, findings
  • and results.
• DOK level four knowledge augementation 加強 設計新的飯店商品
  • Think extensilvely about what can be achieved, and how could they use what
  • they've learned in different contexts

III 06-Socratic Questioning Technique

• Classification question
• Questions about the initial issue
• Assumption questions
• Reason and evidence questions
• Origin or source questions
• Implication and consequence questions
• Viewpoint questions

VIDOES

• Reviews

  • Raising meaningful questions
  • Desiging tasks
  • Encouraging students to generate products to demostrate learning outcomes

• Questions skill

  • Close questions correct / incorrect
  • Open-ended questions - a wide variety of ideas

• Design effective questions

  • how can I imporve my questioning skills
  • how do I know if my designed questions are thought-provoking and meaningful

• Socratic Questioning technique

  • Socratic believed that instead of providing answers to students, teacher should ask students to answer thoughtful quetions.

• Clarification questions

  • Okay, the company has finifcial problems, what do you think the root cause is

• Reason and evidence questions

III 07-Multimodality

VIDEO

• Multimodality 多模態學習

• The interaction between different representional modes.

  • Text
  • Language
  • Images, photos, graphics, (table/charts)
  • sounds, writting articles, layouts
  • gestures, body language
  • 3D objects

• EM learning environment

  • incorporate different teaching / learning modes
  • facilitate students' learning proces
  • maximize students' learning outcomes

• Example: business management class

  • watch three assigned youtube videos
  • summarize at least three key points
  • students compare notes, share ideas, analyze cases, brainstorm new strategis, and present skill

• Diferent modes

  • watch videos 影音
  • write a summary 書寫
  • communicate / share opinons 討論／分享
  • analyzing / brainstorming 分析／發想
  • practice presentation skill 口語簡報

• Online resources

  • audio, video, webistes, (podcasts, youtube)
  • vocabulary applications
  • interactive tools
    • kahoot
    • Padlet

• Summary

  • engage students with "texts "-- not enough
  • images, graphics, videos, gestures
  • online tools, applicaitons, websites

IV

Evidence of learning

• the importance of learning
  • the proof of what students have learned
  • show that students have devoted effort and achieved something in the EMI programs
• Scores on Exams
  • Taking exams to test student knowledge
  • Students expect to get an actual score
• Sample of writing
  • Essays and reports
  • Read five journal articles and write a report to sumarize the key findings of the articles
• Individual / Team Projects
  • example: a research project
  • Student choose a topic, decide data collection methods, analyze information, and write up research results
• Recordings
  • podcasts
  • video films
  • video cv
• Portfolios
  • a collection of the students's work
  • different kind of writing
  • the resutls of an experiment
  • slides of a presentation
• Summary
  • information about student achievements
  • students reflect on their learning process
  • teachers design lessons and activites to help students achieve learning objectives

Unit 2 Assess Students’ Learning Achievements 評估學習成效 /(必修)

Assessment students' learning achievement

• Assess students to
  • find out what students know
  • find out EMI students' strength and areas for imporvement
  • Monitor progress in high-order thinking skills, and communication skils
  • ENcourage EMI students to improve
• Assess criteria
  • learning outcome
    • students should be able to apply the marketing 4Ps in desiging a new marketing campaign
  • assessment criteria
    • students can explain marketing 4Ps correctly, and their ability to link 4Ps in their campaign deisgn
  • assessment type
    • summative
      • long-term
    • formative
      • short-term
  • Peer assessment
  • Self assessment
  • feedback should focus on the learning outcome rather than on comparisions other students
  • Assessment results
    • Mark 87/93
    • levels Level1(low) / level5 (high)
    • Written comments
    • Questionaires / Interviews

Unit 5 Evaluate EMI Instructors’ Performance 教師授課成效 /(必修)

• Performance of EMI teacher

  • are there criteria that can be used to evaluate whether our EMI programs are effective
  • what else can we improve to make our EMI classes more successful?

• Evaluation of EMI teachers

  • Well-prepared for EMI programs?
  • Evaluation criteria for EMI instructors?
  • How to reflect on your EMI teaching?

• Preparation

  • Do you have a thorough understanding of the purpose and value of your EMI programs?
  • Do you have a clear understanding of the role of English in your EMI classes?
  • Do you EMI programs include a variety of student-centered learning activites?
  • Do you demostratate a good level of English proficiency and is your speech is intelligible to your students?
  • Do you posses pedagogical sklls that can help facilitate your students learning?

• Pass Q1

• Pass Q2 + after reflecting on your own EMI teaching what would do differentlyl in you next class.

• in EMI classes

  • what criteria are used to evaluate EMI instructors' teaching performance?

• Learning outcomes

  • Does the instructor describe what students will learn and be able to do?
  • Are learning objectives achievable and they be measured?
  • Are all teaching and learning activites meaningful, relvant, and motivating?
  • Are learning activites closely linked to course objectives?

• Begining

  • Does the instructor start the classes in positive mood?
  • Does the instructor set proper expectations and subject objectives?
  • Does the instructor manage routines, activites, and discussions effectively?
  • Does the instructor proived a recap of previous lessions?
  • Does the instructor use engaging warm-up / hook activites?
  • Does the instructor present the lesson by connecting it with the warm-up activites?

• During

  • Factilate learning through a student-centerd approach?
  • Integrate appropriate teach or online tools to support learning?
  • Use enrichment activites for students to understand the topic?
  • Design authentic and meaningful leaning activites, and describe producres logically and clearly?
  • Promote students's engagement and interaction?
  • Encourage an open discussion relating the topic to real-life situation?
  • Use questioning techniques to engage students intellectually?

• Assessments

  • Administer assessments effectively?
  • Whether students's understanding is checked during and after the lesson?
  • Provied a recap of the lesson and assign meaningful task for student to work on?

• Pass Q3

  • in addition to the above listed critera, what other factor would adopt to evaluate the effectivness of the EMI courses in your dicipline?

• Reflection

  • How successful was the lesson? did the students meet the intended learning objectives? how do you know?
  • what evidence do you have of student learning? what do students' work production reveal about their level of engagement, and understanding?
  • what classroom activies are effective (or ineffective) in term of engaging student? what, if anything, would you do differently?
  • Were you satified with your instructional deliverly?
  • what do you recommend to help improve the teaching strategy for next EMI class?

Prompt messages

Revise and shorten it in a paragraphy, and check English grammar.

Q: Give an example of a learning outcome and its corresponding assessment criteria.

learning outcome: website deisng assessment criteria: online test to assess the web programming ability.