Chunlei's BLog

电影《性本恶》
在恶的世界对善的追求

濮存晰朗读《风月大师》
感恩和助人

生命不是自顾自的苟延残喘或纸醉金迷，生命是照亮自己也照亮他人的一次结伴履行。

要对人有善念，要对人有善行。这是作为一个社会人的价值所在。这不是名利所能标价的，你活着人们的心理。

Be good, Do good. Not for others, but for yourself.

教育游戏活动

STEM教育类：

设计挑战
1、用A4纸设计并制作一架飞行器，要求能在同等高度在空中飞行最久。
2、设计机场电梯防护栏，要求能够避免行人携带行李车乘坐传送带式电梯。

教育技术类：

1、即时反馈技术[Kahoot](Kahoot!
https://kahoot.it/)
2、仿真模拟游戏Phet
3、严肃科学游戏Cell Craft
4、科学能力测评NAEP Interactive Computer Tasks

博弈游戏：

1、作业时间博弈
4名学生一起玩游戏。分别扮演数学老师、语文老师、英语老师、科学老师。学生做多能完成的作业量为4个小时，每位老师都可以布置一个作业时间（0-4小时），如果4位老师布置的总时间超出了4小时，那么布置最多的老师作业取消资格。如果还超出4个小时，第二多的老师作业无效，直到作业总时间少于4小时。累计4轮，布置有效作业时间最多的老师获胜。

2、红黑博弈游戏

3、趣味博弈游戏-讨教还价、百元大钞

团队合作游戏：

1、拇指摔跤-游戏的力量

2、背靠背站起

3、教师双簧
两人一组，一名同学表达教师的口头语言，一名同学表演教师的肢体语言，开展教学。观众或评委根据两人的配合默契度打分或点赞!。
可以分解教师口头语言和肢体语言，也可以分解教师的板书和讲解，还可以分解教师的语言和表情。

板书游戏：

1、我画你猜（将抽象概念可视化）
组织者准备20张抽象概念的卡片，比赛选手两人一组，一个能看到卡片的概念，但是不能说话也能写字，只能画图。另一人猜测卡片背后的概念。看不同小组谁能够猜的对更多的卡片。

现场教学比赛（语言和板书）

组织者准备若干（如20个）教学主题，这些主题可以事先让参赛者知道。比赛时，让参赛者随机抽签，抽到之后马上开始3分钟教学讲解。两两PK最终，有观众投票决定胜负。赢得最多场数的队伍获胜。

情境短剧：

1、未来学校：设想你时空穿越来到一所未来学校，新奇的故事接二连三的发生……
2、信息土著的教育：工作后你会面临信息土著的学生，作为老师你该何去何从……
3、新型教师：你将成为怎样的新型教师以适应这个时代的变化发展
4、学校教育印象：描述你印象深刻的、对你有很重要影响的事件。
5、交互式短剧：短剧中的角色的命运会受到观众的影响，剧情也会根据观众的投票或反应而发生变化。

爱是什么？

它是人与人的一种积极互赖人际关系。如果进一步拓展，它也可以是人与一切事物的积极互赖关系。比如你可以爱父母、爱配偶、爱子女，也可以爱家庭、爱家乡、爱祖国，还可以爱空气、爱原野、爱大海、爱大自然。

爱不仅是言语，更是行动。
爱有时需要勇气。
爱是有条件的，但却并不刻求回报。
爱像火，它发光发热。它可以照亮他人，也可以温暖他人，还可以召唤起别人爱之火。爱可以产生更多的爱。
理智相似一个壁炉，如果完全密闭空气，爱就会熄灭，如果完全破除，爱就容易泛滥成灾。
爱不一定导致好的结果，但是缺乏爱的世界注定不精彩。

人本生来就有爱，爱是人的一种固有品性和能力。同情心和换位思考就是爱的基础。但是，它也会被阴影淹没，被冰冷的枷锁束缚，进而让人失去爱的能力而变得麻木。比如嫉妒、仇恨、冷漠会让人弃爱不顾。刻板的职业角色和观念会让人麻木不仁，失去感受爱的能力。沉迷和上瘾会让人无暇为爱行动。

爱是如此珍贵和重要，所以人一定不要失去爱的能力。爱的能力包括感知、消化、行动三种能力，下面分别介绍。

首先是感知爱的能力。这在很大程度上，取决于你设置的临界点。有的人把这个临界点设置的很低，所以他容易感动，也容易做出爱的行动，从而也更大的机会获得爱。有的人把这个临界点设置的很高，所以他难于感受到别人的爱，也不愿意给予爱，这样一来也就更难获得别人的爱。就像笑点很低的人最开心一样，爱点低的人更幸福。当一个人对别人期望越大，实际上其设置的爱点也越大，其结果往往是失望越大。

其次是消化爱的能力。有人获得了别人的爱，受宠若惊，不知所措。有的人则骄傲自大，认为理所应当。还有的人会心生歉疚，认为自己不配拥有。从感知爱到产生爱的行动，这就是爱的消化过程。它直接决定着爱是否能传递下去。如果认为别人的爱是天经地义、理所应当，就不会升起一颗感恩之心，爱的感知也就不会转化为爱的行动。人人爱我，就不会产生我爱人人。而起决定作用的就是那颗感恩之心。

最后是爱的行动能力，也就是给予爱的能力。爱有大小长短之分。如果某人爱你，你也爱某人，这是小爱。如果某人爱你，而你爱人人，这是大爱。”投我以桃，报之以李”是短爱，”两情若是久长时，又岂在朝朝暮暮”是长爱。做出爱的行动是需要智慧和勇气的，同时也需要毅力和才能。所谓“穷则独善其身，达者兼济天下”，这穷和达固然可以理解为财富或权利，也可以理解为做出爱的行动能力。

爱虽有大小长短之分，但却并无高低贵贱之别。或大或小，或长或短，所有真心的爱都值得珍惜拥有，都能让这个世界更美好。

一个人一定要有爱的能力，感知爱、消受爱、给予爱。因为它是我们给予这个世界的最好礼物，也或许是人类最宝贵的财富。

这些文字就算是情人节礼物吧！

21天的紧张学习，一次特别意义的春节，3次新奇而愉快校园之旅，在我们全员参与的一场快闪热舞之后落下帷幕。有视频为证。

这次培训项目是Tony老师为我们师范生精心准备和量身打造的、高质量的课程。当中 有很多教育理念、教学技巧、策略以及教学活动都值得未来教师教育项目参考和借鉴。

其中给我形象最为深刻的活动如下：
1、教育印象（image of schooling: An image about teaching or learning that has some meaning to you）
2、劈叉苦茶 Pechakucha Pairs(15seconds X20 pages) 开学第一天就明确最后作业
Planning Sheet for Pechakucha- peer review
3、在地性学习（place-based learning – interviewing the campus）
4、读书进程 （Reading Schedule）
5、TPI survey
6、Multiple Intelligence survey
7、学习经历短剧（Skit that illustrates your experience as a student）
8、学校观察（New understanding and questions about teachers, students, subject matter, Milieux）
9、个体帮助（Meet with professor Marina Milner-Bolotin）
10、社会和情感学习能力（Self-awareness, Social awareness, Responsible decision-making, self-management, relationship skills）

教育策略及其背后理念:

可视化（教育是认知加工辅助）如画示意图
游戏化（教育是刺激反应连接）如开展比赛，教师团队和学生团队pk，4人讲同一主题，两两一组，同课异构，相互PK，一方做教师另外一方就做学生，另外4人担任裁判，做教学记录，并最终在支持的一方处签名。
民主化（教育是社会文化转型）如让学生决定准备时间，分权而不是控制
意义化（教育是意义主动构建）如参观学校主动构建对学校教育的理解

具体的做法和技巧：

Philosophy of teaching statement
short test
Fill the form sheet to draw your conclusion

Group work

1、Think-pair-share
2、Jigsaw
3、Three step interview(interview alternate and then share in group)
4、Group Investigation(找到共同兴趣点、计划研究内容、研究任务分工、分析、总结、报告)

divide into different groups by taking off a shoe

Inquiry based activities

1、Use factoid to provoke student questions(e.g.: Tornadoes are nearly invisible whirling winds until dust and debris are picked up or a cloud forms inside the funnel.)
2、Push student thinking by asking questions(What do you wonder about now? Does this suggest any new approaches, ideas to you worth investigating? what kinds of connections can you make? where do we go from here?)
3、Slow down
4、Be on the look out for student’s questions and persistent interests
5、Use previous activities to move forward
6、Help students make sense of non-fiction text（by different symbols）

促进学生思考的策略：
分享教学目标、关键问题或面临的挑战
随机提问
Wait Time
澄清或转述学生的回答
追问（为什么？你同意吗？你能举个例子吗？）
让学生总结（你可以总结一下小丽的观点吗？）
克制价值判断性言论
让学生外化思维过程（你是怎么得出这个答案的？）
信息可视化（如图片组织者）

简单学习策略
时间伙伴（clock buddies）

Think, Pair, Share(2分钟独立思考，2分钟同伴交流，最后班级分享)
图形组织者

PMI chart

更复杂的学习策略
3 step interview（访谈者，被访谈者，报告员，3个主题的访谈，每一轮角色轮换一次）
角色扮演\skit（情景短剧）
拼图Jigsaw（每组派一名学生去专家组学习，然后返回学习小组进行分享）
Place Mat

在大众媒体和互联网信息满天飞的时代，同样一件事，会有不同的观点和立场，持有不同立场的人都只会选择性的使用所谓“事实”来佐证自己的观点。而大多网民，往往也只是选择一个立场站队而已。似乎真相已经无关紧要，这样的事发生在郭德纲和他徒弟之间纠纷中，发生在傻根和他老婆的离婚事件中，发生在冯小刚和万达对撕之间，发生在特朗普与希拉里的竞选辩论中。

站在一个普通网民的立场，对于一个事件可能压根就没有搞清楚事实的欲望，或者也缺乏辨别信息真伪的能力，更不愿以花费时间，最后结果就是找一个自己愿意相信的故事了事。至于真相，事不关己，也就没那么重要了。即便是某人被黑了，或者受到了舆论不公正的待遇，或者有人造谣生事。在这个时候，真相已经不重要，态度和立场已经压倒了事实。

如果仔细思考，这是一件非常可怕的事。我们可以称之为舆论暴力，舆论不分青红皂白就给当事人洪水猛兽般的压力和冲击，不管当事人做过还是没做过，更可拍的是打压完之后，即便错误了也没有人对所造成的后果负责。

这让我想起一个电影，网民通过一个非法平台来影响玩家现实行为，从接吻到冒险，甚至杀人，因为背后的网民都是匿名的，他们不负担任何责任，最后玩家一个接着一个在完成任务的过程中意外死去，直到主人公联合好友和黑客破坏了游戏平台，曝光了每个匿名网民的真实身份。

我们的网络舆论就像这个游戏，戏内戏外不断切换。也许上一秒你是个网民，你根据自己的喜好对冯小刚万达事件发表评论，只顾个人偏好不管事实真伪。下一秒你就变成了当事者，受到不管事实真相、不负责任的外界舆论的人肉搜索和打压。

我们真的希望看到一个这样的世界吗？我们真的想成为一个匿名、不负责任甚至心理变态的舆论暴力的一份子吗？公民理性何在？独立思考能力何在？如果这样的话，人人都不在乎真相，那么我们也就变成了一群网络暴民，冲动、偏激、愚蠢、不负责任、被人利用。

后真相时代是人们面对信息过载的一种无奈现状，千万不要把它当成终点或既成事实而不加改变。在这样的时代，真相本身以及追求真相的意识和能力实际上比任何时代都更宝贵。

When I was wandering around in Vancouver BC last month, I found a art gallery along the Howe Street by chance. It is called LeSoleil Fine Art Gallery.

It was raining and I had some time, so I decided to have a look inside of the gallery. One artist’s painting named “That Night the Magic Mirror” attracted my attention. The artist’s name is Cecilia Aisin-Gioro (爱新觉罗.恒钦). She is the grandniece of the last Chinese Emperor Pu Yi Aisin-Gioro.

You can find more paintings of her here.

At my first look of the picture, the woman is very beautiful and youthful, but herself in the mirror seems less energetic. When you look the picture carefully, you will found a mistake(or unnatural phenomenon) in the picture. Take your time to have a look.

The woman have two left arms, one you can see directly, one in the mirror, without right arm. What does Cecilia want to say? or it is just a mistake?

The other thing I don’t like is the face in the mirror. It is flat and dull comparing with her real face.

So I changed it like this.

Monday

On Monday, we went to Victoria and visited the BC Museum. It took us about 2 hours to look around the natural history and human history exhibition. The most interesting things were Mammoth and indigenous people of Canada. Our students also had a great time on the ferry, because it was the first time for most of them to travel by ferry. I took us nearly one and a half hour to across the Channel. So most of our time was spent on road or boat.

Tuesday

On Tuesday, during the time of check in, one student asked about the religion system in Canada. Andrea hesitated whether should talk about this. Tony encouraged her to have a try and she gave use a useful introduction of the family trees and history of different religions in BC. Tony highlighted the idea of religious tolerance, which means people can respect and be tolerant to others’ religions.

Unfortunately, a terrible terrorist attack happened in Quebec, in which one man killed six people and injured another five in a Quebec mosque on Sunday. Click here to know more.

Here is the statement by the Prime Minister of Canada on Sunday.

Diversity is our strength, and religious tolerance is a value that we, as Canadians, hold dear.

After Tuesday’s class, I found UBC faculties and students got together on the square and express their feelings and ideas about the event. Slogans such as “Hate is not the answer!” “LOVE” “Connection” were written on the posters. Several speakers were invited to give a public speech. More than one hundred audience circled around.

Well, these things were accidentally connected in my mind, which push me to think the goal of our education, the role of college in society, the beliefs behind our teaching practices.

Wednesday

On Wednesday, we visited the Richmond High School. Their students of grade 12 showed us around and introduced their school. Our college students also visited several classes and had a nice talk with their students.

Thursday

Teachers’ professional development needs to be autonomous.
Teachers should make their classroom a more public place rather than a private place. Although new teacher may take their time to do so.

school system vs education agenda(教育系统与教育使命)

A history of my approach to teaching(Tony)
As a beginning teacher. I believed in technical rationality.
Graduate school. I encountered constructivism.
More recently, I learned about complexity science

Classroom as Complex systems: its not an entirely new idea!

Four theoretical principles of complex phenomena or system:
1 an emphasis on a non-linear frameworks(Davis, 2004)
2 cogintion is not simply representative of what we know but a continual bringing forth of what we know through the process of engagement(Capra,2002)
3 open system maintain themselves by being is a state of disquilibrium yet they remain stable nonetheless(Prigogne,1984)
4 spontaneous emergence of order from apparent random or unrelated events(2001)

What does your classroom look like？

• networks(peer, buddy, teacher, parents)
• self-regulation(negotiated curriculum)
• feedback loops(pairs, groups, whole class)
• disequilibrium(edge of chaos? generative)
• nested(student, class, program)

If a classroom or teaching and learning represent complex systems and if we fail to acknowledge them as such….
…then we are probably failing to allow for, recognize, or take advantage of the emergence of complexity as it arise in our practice.

Five features of complexity that enhance the possibility of emergence
Internal redundancy - commonality …shared understantding
Internal diversity -variety … a rich pool of ideas
Neighborhood interactions -engagement …ideas bumping up against one another
Decentralized control -democratization … collective authoring
Enabling constraints playing field …a generative space

Four implications for classroom:
1 surrendering certainty(open eye)
2 An emphasis on inquiry(the effort to articulate what we don’t know)
3 Acknowledge Complicity(迭代交互影响)
4 Allow for improvisation

Graduate life in UBC and how to apply for UBC

Friday

Presentation Report
Flash mob
Certificate ceremony
Feedback Survey
Pictures together and say Goodbye.

Monday:

learning theory and the colorful pictures.
Gamification in education by Ms. Hu and Dr Boskic.

Tuesday:

Visit Cook Elementary School
This school is well organized to meet every students’ learning need although it is not as rich as Norma Rose Point School.

Wednesday:

Meet Professor of UBC
UBC class visits

Thursday:

Tony wrote:
I am not teaching you how to be a teacher
but I am asking you think about being an educator in the world.(conception of teaching and learning; language to talk teaching & learning; make sense of your practice as a teacher)

Different perspectives：
1 Behaviorism(Behavior, Stimulus/Response)
2 Cognitivism(Symbols,making connections, schema)
3 Constructivism(Elicit existing conceptions, personal construction)
4 Social Constructivism(Social interaction, mediation of knowledge)
5 Enactivisim(Embodied action, context is critical)
6 Complexity(dynamically adaptive phenomena, emergence)

Can you think of examples in your subject area

a test

Visit BC transition program class

Friday:

Social and Emotional learning
Tony let us watch the 2007 Spring Festival Live

The new BC curriculum
Understanding (big ideas)–Do (curricular competency learning standards) –Know (content learning standards)

This post will not be another list of good teacher characters. There are already many lists. Some come from serious studies. Some come from just personal experiences or judge(like this one highly recommended). Some come from student or teacher self-reports(read this student self-report). Well these lists of qualities of good teachers help little in explaining how teachers become good teachers. What I want to do here is think about the most critical character that make a teacher becoming a good teacher.

The best answer (I can give for now) is being serious of their teaching job is the most important character in becoming a good teacher. Being serious means the teacher really care about students’ learning in class and take enough efforts to make it better. The efforts include making the place, understanding students, building connections, organizing cognitive burdens, trying different ways or strategies, critical thinking and examine their own practices, keeping learning themselves, making meanings and so on. Well, maybe it is cheating answer because it nearly included all the characters in the lists. But how can teachers become better if they don’t care teaching at all.

The truth is that I care then I want to improve.

In this lovely week, our students enjoyed Tony’s classes. WHY? Because Tony made it a lovely place to learn. HOW? In order to answer this question, I have to go back and inquiry Tony’s classes and teaching practices. I hope I can recognize not only Tony’s magic tricks but also his intentions behind. If I don’t write it down, the ideas may disappear and never come up to my mind again. So the FRIST goal of this post is a reflection and a record for myself.

It is a challenging job to decode a teacher’s class, especially Tony’s complicated, multicultural and bilingual class in with many educational goals, skills and strategies were embedded. Fortunately, Tony provided some clues. The clues were written on the whiteboard or explicitly said by Tony.

Monday 16th Nov, Hot Water Welcome

After we got in the door of Scarf building, we saw a welcome poster for our ECNU students in the corridor. It is not big, but well printed and mounted with a frame. The next day, It was put on the wall of our classroom. There were two hot water containers prepared for us. So nice! [MAKING THE PLACE]

The thing we did in the morning was self-introduction. Tony provided some useful scaffoldings, a map of China, pins with student names and numbers, umbrellas and format of introduction. When TAs and faculties came, they introduced themselves too.[CONNECTING THE PEOPLE]

In the afternoon, students went to corridor to look around their own pictures printed by Tony. The pictures were chosen by students. They stand for students’ image of teaching or learning and also have special meaning for themselves. After they got back, they share a picture and the reasons why they choose it to share. Tony would welcome other students to make comments too. Then the picture owner reveal its meaning or story. [ENGAGING THE STUDENTS]

Tuesday 17th Nov, Placed Based Learning

Natalie introduced the place at different levels, Vancouver, BC, Canada, Turtle island, the Indigenous. Place based learning aim to make this change from I AM NO WHERE to I AM NOW HERE. Place represents layers of stories and it can included ecological education, bioregional education, critical pedagogy, experiential education, indigenous ways of knowing and being. Place based learning connects people and their places. It disrupts the idea of a one size fits all curriculum. Place is not about where we lived, buy rather about how we live where we live. Wisdom also sits in places. So our learning should not take place without a place.[PRESENT THE CONCEPTION]

Place based learning should answer three questions:
WHAT IS WHERE
WHY IS IT THERE
WHY SHOULD I CARE

Students explored the place around Scarf building in UBC. They must interview someone about the place and sit down some where in the building silently for 5 minutes to feel the place. Every group of 4 people needed to take 3 pictures and answer the three questions.[EXPLORE AND SHARE]

They explored many places excitedly and discovered many culture differences. The pictures were printed out and put on the wall to share. In this activity, pictures provided many learning opportunities:
the pictures show interesting information and details
the pictures generate questions
the pictures have stories

Natalie remind the students:
Place making=build and construct while,
place maker=every body make a part.
Teachers are place maker.
Forget place we forget how to make place.

I think this [place based learning] was carefully selected for our students, because it help them to explore UBC, practice oral English and think about connections between people and places.

Wednesday 19th Nov, School Visit

let the children to be children

I wrote a post about Norma Rose Point School.

How Learning theories are different and alike?[fill tables]

Thursday 19th Nov, Skits

Task: In your group, you are to perform a short skit that illustrates an “image of schooling” drawn from your experience as either a primary, secondary, or post-secondary school student. The performance lasts 2 or 3 minutes.[ROLE PLAY]

How we can divide the groups?[TEACHER QUESTION]
Students’ answers: by group numbers,by tables, by a game, pick card, color of clothes, by students’ abilities and so on.

How much time do we need to prepare this skit?
Students’ answers: 20 minutes; 30 minutes; 25 minutes.
Teacher: OK we choose the middle.
[Democratic the Classroom]

Teacher decides the activity but let students decide the time to prepare. To do so, students can have some ownership.

Go to the corridor and divide groups by taking off a shoe.[MAKE IT ANOTHER WAY]
The only limit is your imagination.

Friday 20th NOV, TPI

[check in]
Use check in to borrow students’ ideas and questions as learning needs and learning opportunities.

[music as alarm]
When it is time for rest, turn on the music. When class begin, turn it off and student aware of that without a pain.

Group dividing strategies:
[Number the table and symbol the students]
Let students pull out the table number[Democratic the Classroom] and teacher draw the symbol like a game. This strategy can engage more students. Don’t’ put back the table number if you don’t want one table answer twice.

[verbal curing]
LET students know the signal 30 seconds ahead before you give the signal.

Other cures:
verbal cure
eye contact
visual sight
audio sound

Teaching Perspectives Inventory
Students already took the survey and sent them to Tony. Tony print them out and sent it back to students. Then Tony began to count the heads who were dominant in one perspective and write the results on board. Then he let one student read the text about one perspective and then everyone try to summary the paragraph by keywords or phrase.
Here is the result:
TRANSMISSION 1
accuracy Anthony content knowledge
APPRENTICESHIP 7
skill norm practice
DEVELOPMENTAL 4
learner reasoning and thinking,make sense of something
NURTURING 23
safety heart support
SOCIAL REFORM 3
change collective, deconstruction, who why interests

Tony let student write on a note what impress them most these days. Then let them post it up on the wall near their pictures.[MAKE A PLACE FOR STUDENTS to share]

Let us get back to the question that I asked. My best answer for now is that Tony made good social and emotional connections with our students by making a place where they feel good by his hands, heart and minds. It was not tricks at all!