Tips: 資源

輔導群

102年度「多補成有差」分組實作單

102年度「有多補差成」分組實作單

103學年度辦理推動主軸工作坊的實作單

大家在教字母時一定有這個經驗：在現有字型中找不到完全對應的字型。因此國內教師製作字母學習單，只能以兩三種字型混用，或手寫加畫格線，難以在電腦中完稿，造成教學資源製作與分享的不便。EngTRESS字型的產生便是為了解決國內字母教學問題。
本資料夾內有EngTRESS字型及使用說明。

基隆市

新北市

103學年度新北市研習資料

project-based learning strategy

課堂教學研究方案

新北市國中英語教師臉書翰林版備課平台

新北市國中英語教師臉書康軒版備課平台

新北市國中英語教師臉書南一版共備平台

中師外師合作教案--Corey & Sandyz

佳林國中外師Corey Sanderson與中英團團員淡水國中陸韻萍的協同教學教案--Superlatives

主題 4

教學小技巧

Cultural Literacy 文化素養

彈出自信彈出英語力

Using Reading Strategies

主題 5

講師：政治大學英國語文學系葉潔宇教授

講師：彰化師範大學英語系游毓玲教授

1.Differentiated instruction
2.十二年國教推動重點
3.The factors that influences instruction
4.How does differentiated instruction works?
5.Reading theoris and instruction
6. Sample of Text structure
7. Intensive reading and extensive reading
8. Free volunteer reading

主題 6

新竹市

工作坊(I) 專題講座:新竹市立三民國中退休教師傅惠美老師分享 (0331Cooperative learning.pptx)

工作坊 (III) 輔導團教學經驗分享:新竹市立三民國中潘慧嵐、羅麗月、周鳳琪老師分享

(103.4.28 輔導團合作學習實作經驗分享_1.ppt, B3 U7 worksheet.docx, Some ways of teaching reading0430.docx)

英語課堂中的閱讀策略

主題 8

http://9years.mlc.edu.tw/9yearsFiles/9years/3430/國中小英語銜接大湖國小20120330_revised.ppt

英語金頭腦

三灣國中英語金頭腦:

簡單的教學問與答的活動，透過ppt及多媒體的運用，讓教室的氣份更活潑有趣。

精進國中小教學簡報

精進國中小教學簡報-台師大張素真教授

臺中市

Cooperative Learning: Class Participation and Discussion

Due to this national policy of promoting Cooperative Learning throughout all the junior high schools in the country, I get to travel to many schools to not only share what I've learned related to this teaching approach but observe other teachers' classes and give my professional feedback and suggestions. When it comes to classroom observation, I probably have done this over twenty times, gaining plenty of experience and STEALING many brilliant ideas from it as well. So, I've developed my own framework of participation and discussion in terms of Cooperative Learning, jotting down everything, including the highlights, my questions and suggestions, to share with all the participants right after the teaching demonstration.

Before Demonstration

I'll tell the event planner that I'm really willing to help check the teacher's lesson plan prior to the real performance if that's fine with him or her. Of course, this is not mandatory, but if I do
get one, I'll carefully examine it with the following features which would help a lot to clarify some doubts: objectives, activities, assessment, materials, and time distribution. Lesson plans can come in a variety of forms and formats, but I always keep those five key elements in mind and raise some questions for discussion according to the lesson plan. Take this one for example:

"1.每一個教學流程若再思考所欲達成的目標為何(何種閱讀策略)？以及如何得知達到目標(評量方式)？如此，加上原本的時間分配後就會是一完整的教案，且有利於議課時的說明。

2.流程一中提到翻譯、排序及「討論文章內容」，請問討論文章內容指的是？

3.程度好設計問題，程度不好畫圖，此為差異化教學概念。一般的差異化教學會將學生依程度分為高、中、低三組，老師可想想程度中等的同學可針對閱讀做什麼？

4.不知學生之前有無做過類似畫圖的活動？若無，老師可在活動前提供一範例，學生在討論期間會較有具體概念須要完成什麼。

5.程度不好的同學須於畫圖活動完成後緊接著由程度好同學教導如何正確念出題目。因接下來還會有二組須上台報告所完成的圖，不知學生在何時可準備如何報告？

6.建議當天可將教案、學習單及所上課的課文內容等影印裝訂後給前來觀課的老師們。

7.建議老師可思考此次公開課經驗如何融入教甄的教學演示？例如如何以全英語說明在活動前、中、後的指導語及回饋等。在口試部分，若抽到的題目為「如何因應會考挑戰」、「英語閱讀教學」、「差異化教學」、 「分組合作學習」、「補救教學」等相關教學實務問題，如何以全英語回答。

其實您最瞭解班上學生，且觀課及議課是蠻主觀的，所以您可擷取上述適合自己班上、適合自己教學風格的部分再加以思考。"

The above is a recent example of how I discussed the lesson plan with the presenter in advance. As you can see, being judgmental is absolutely something I want to avoid no matter what. So, I'll reiterate that it's perfectly okay with me if they decide to stick with the original plan. After all, I don't want to jump into conclusion based on only the lesson plan.

During Demonstration

A lot of things are going on in my head when sitting in the back of the classroom. I need to be completely focused and well prepared for my job as an adviser:

1. A quick summary of the teaching procedures. This would indicate that I am preoccupied with everything in the classroom later in the meeting. I'll specifically pay attention to the seating, grouping, rewarding system, positive interdependence, individual accountability, equal participation and so on of the whole process of demonstration.

2. Strengths of the demonstration. I always bring up the strengths first before providing the rest of my opinion. For example, I usually compliment the teacher's attempt of giving activity instructions in English, being skilled at handling the CALL equipment, using intriguing board games and authentic learning materials, complete with students' active participation, to name just a few.

3. Questions regarding the demonstration. Coming up with good thought-provoking questions is an art. Again, I've met some professors and teachers who appeared quite authoritative and overbearing. They thought they could just judge a teacher with only one class observation, not to mention that they know nothing about both the students and the teacher at all. I don't want to be a jerk like that.

4. Suggestions. This is absolutely my favorite part. Based on what the teacher presented, I'd look for similar activities I've done in my own class for their future reference. The more I try out new stuff in my class, the more I can offer my advice as an alternative to the original one. Currently, I often share activities with regard to reading strategies, fun grammar application and how to get students to speak in English.

After Presentation

A meeting will be called right after the demonstration, and that's when everybody looks forward to hearing what you have to say as a so-called “expert” on this field of Cooperative Learning.

1. Expressing gratitude towards the demonstrator and the event planner. I know how challenging, sometimes even intimidating, it can be for a teacher to publicly teach in front of others. Also, I would like to set the tone first that we're not here today to judge; instead, we're here to learn from each other.

2. Quickly going over what is in my notes. This includes a brief summary of the class, the highlights of the demonstration and my questions about the teaching.

3. Inviting the demonstrator to reflect on his or her own teaching today. If they need to do it one more time, what would they do to make it better?

4. Asking the participants to give their feedback. This is where I can learn about whether I've missed on something important and also what other features that they value most.

5. The Q and A session. Frequently asked questions include: "Would this student-centered approach help with the grades?", "Would it slow down my schedule?", "Would I be able to cover everything before the exams?", "The preparation seems very time-consuming, how do I make time for it?", "What if my students are getting very noisy in my class?".

6. Providing nuggets to take away. This is when this teaching blog comes in handy because I can immediately show off my lesson plans, pictures, video clips, activities, students' feedback and so on with the participants.

This job of mine is really challenging and rewarding. I really picked up many great teaching ideas from those teaching demonstrations. On top of that, in order to provide the nuggets, I am also propelled to relentlessly take what I learned into practice in my own class. To sum up, taking part in the class participation and discussion is totally a virtuous cycle to me because it satisfies my cravings for learning as well as sharing. On top of that, what really matters is that I can contribute to promoting this teaching approach and thus benefit some teachers out there.

Collaborative Lesson Planning: Celebrities

Teaching Demonstration Filming Project

Richard's Presentations

國中字母教學

99年度精進計畫成果彙編

原臺中市國教輔導團國小組英語教學領域輔導小組精進教學工作計畫執行成果

98年度精進計畫成果彙編

原臺中市國教輔導團國小組英語教學領域輔導小組精進教學工作計畫實施成果

97年度精進計畫成果彙編

原臺中市國教輔導團國小組英語教學領域輔導小組精進教學工作計畫實施成果

臺中市國教輔導團國小組英語學習領域輔導員勤耕作品

原臺中市國教輔導團國小組英語學習領域輔導員勤耕作品（教學研究心得點滴），與大家分享分享