test add a test second line third line add new information
Deliver lectures
- Introduce the topic of lecture
- Explain the lecture strucure
- Introduce the first section
- Start a new section
- Signal the end of a section
- test
Identifying learning outcomes, designing assessments, and planning learning activities.
- exactly the same words
- same words, different forms.
- synonmys
- Checking connections
- checking audio
- Checking video
- Troubleshooting
- Explaning online course procedure
- transform academic sentence into plain, easy-to-understand English
- similar ideas
- releadted words
- inversely related
- translate English into Chinese
- read English from textbook
- Remember
- understand
- apply
- analyze
- evaluate
- create
- 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
- Classification question
- Questions about the initial issue
- Assumption questions
- Reason and evidence questions
- Origin or source questions
- Implication and consequence questions
- Viewpoint questions
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Reviews
- Raising meaningful questions
- Desiging tasks
- Encouraging students to generate products to demostrate learning outcomes
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Questions skill
- Close questions correct / incorrect
- Open-ended questions - a wide variety of ideas
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Design effective questions
- how can I imporve my questioning skills
- how do I know if my designed questions are thought-provoking and meaningful
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Socratic Questioning technique
- Socratic believed that instead of providing answers to students, teacher should ask students to answer thoughtful quetions.
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Clarification questions
- Okay, the company has finifcial problems, what do you think the root cause is
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Reason and evidence questions
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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
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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
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Online resources
- audio, video, webistes, (podcasts, youtube)
- vocabulary applications
- interactive tools
- kahoot
- Padlet
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Summary
- engage students with "texts "-- not enough
- images, graphics, videos, gestures
- online tools, applicaitons, websites
- 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
- 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
- summative
- 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
- learning outcome
-
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?
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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?
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Pass Q1
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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?
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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?
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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?
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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?
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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?
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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?
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.