Monday, July 16, 2007
How is your school?
Let us know how you are back home in your school! It is Monday morning, and I am going to my new school to prepare this morning. I am taking my ideas from the institute with me. What is one idea you hope to use in the coming months? Aloha, Carole
Wednesday, July 11, 2007
Questionnaire from Hiroaki
Please respond to these questions. We can share our different perspectives!
1. School sytem and school size. Also, how do you organize school? such as K-12, 6-6-3, or other?
2. How do you develop grades for each of the students? How do you give them to parents?
3. Could you describe your testing system?
4. Why do the parents choose your school?
Due to the reputation of graduates who attend excellent universities?
Due to the special programs offered such as IB?
Other reasons?
1. School sytem and school size. Also, how do you organize school? such as K-12, 6-6-3, or other?
2. How do you develop grades for each of the students? How do you give them to parents?
3. Could you describe your testing system?
4. Why do the parents choose your school?
Due to the reputation of graduates who attend excellent universities?
Due to the special programs offered such as IB?
Other reasons?
Tuesday, July 10, 2007
Monday, July 9, 2007
Friday, July 6, 2007
Brain Research Resources
URL's
Brain Briefings, Society for Neuroscience, http://apu.sfn.org/content/Publications/BrainBriefings/index.html.
Brain Development, http://faculty.washington.edu/chudler/dev.html
Brain Facts. Society for Neuroscience http://apu.sfn.org/content/Publications/BrainFacts/index.html, 2002
http://www.brainconnection.com
http://www.brainsmart.com
http://www.teachersdomain.org ( you need to register)
Inside the Teenage Brain. http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/, January, 2002.
The Secret Life of the Brain, http://www.pbs.org/wnet/brain/index.html
The Secret Life of the Brain: 3-D Brain Anatomy,
http://www.pbs.org/wnet/brain/3d/index.html
Books
Feinstein, Sheryl, Secrets of the Teenage Brain. Corwin Press, Thousand Oaks, CA., 2004.
Jensen, Eric, Brain-Based Learning. Corwin Press, Thousand Oaks, CA., 2000.
Jensen, Eric, Teaching with the Brain in Mind, ASCD Publications, Alexandria, VA., 1998
Restack, Richard, M.D. ,The Secret Life of the Brain, The Dana Press, Joseph Henry Press, 2001.
Sprenger, Marilee, How to Teach so Students Remember. ASCD Publications, Alexandria, VA., 2005.
Sprenger, Marilee, Learning and Memory: The Brain in Action. ASCD Publications, Alexandria, VA., 1999.
Strauch , Barabara, The Primal Teen. Doubleday, N.Y., 2003.
Wolfe, Patricia, Brain Matters. ASCD Publications, Alexandria, VA.,2001.
URL's
Brain Briefings, Society for Neuroscience, http://apu.sfn.org/content/Publications/BrainBriefings/index.html.
Brain Development, http://faculty.washington.edu/chudler/dev.html
Brain Facts. Society for Neuroscience http://apu.sfn.org/content/Publications/BrainFacts/index.html, 2002
http://www.brainconnection.com
http://www.brainsmart.com
http://www.teachersdomain.org ( you need to register)
Inside the Teenage Brain. http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/, January, 2002.
The Secret Life of the Brain, http://www.pbs.org/wnet/brain/index.html
The Secret Life of the Brain: 3-D Brain Anatomy,
http://www.pbs.org/wnet/brain/3d/index.html
Books
Feinstein, Sheryl, Secrets of the Teenage Brain. Corwin Press, Thousand Oaks, CA., 2004.
Jensen, Eric, Brain-Based Learning. Corwin Press, Thousand Oaks, CA., 2000.
Jensen, Eric, Teaching with the Brain in Mind, ASCD Publications, Alexandria, VA., 1998
Restack, Richard, M.D. ,The Secret Life of the Brain, The Dana Press, Joseph Henry Press, 2001.
Sprenger, Marilee, How to Teach so Students Remember. ASCD Publications, Alexandria, VA., 2005.
Sprenger, Marilee, Learning and Memory: The Brain in Action. ASCD Publications, Alexandria, VA., 1999.
Strauch , Barabara, The Primal Teen. Doubleday, N.Y., 2003.
Wolfe, Patricia, Brain Matters. ASCD Publications, Alexandria, VA.,2001.
Wednesday, July 4, 2007
Howzit~
Thank you so much for your patience today. I hope most of you were able to access and post on the blog. If not, don't worry we still have time. I have already read through some of your posts and I'm excited to be involved in this program. This August I'm leaving Hawaii to participate in the JET program in Japan. All of the information and discussions on this blog will be a valuable resource for me and your colleagues.
puzzling questions
1. How to pay effecive individual attention in a very large classroom which consists of about 48 students?
2. How to arouse students' interest of learning English for daily use instead of just for exams?
2. How to arouse students' interest of learning English for daily use instead of just for exams?
Maths websites
I posted some junior maths (up to grade 10) websites in response to Joyce's computer question, but here is a senior maths one that is quite good.
www.mathgym.com.au/MIC/MIC.htm
Click on student guide for 11 or 12 then review quizzes. Choose a chapter and then you can access various review questions which can be done online.
www.mathgym.com.au/MIC/MIC.htm
Click on student guide for 11 or 12 then review quizzes. Choose a chapter and then you can access various review questions which can be done online.
Teaching 5th graders
Hi everyone,
Here are a few ideas from my classes. I know most of you teach older children but I hope they might be useful.
When asking questions in class, I think it is important that those who are less confident get a chance to answer. They get a huge confidence boost from this. I always throw in some easy questions which I feel pretty sure anyone can answer. Then when I am confronted by a sea of hands, I make sure I ask one of those students who rarely volunteer an answer. I sometimes preface questions with the words "This is a very difficult question" when the question is a bit tougher, Students take great delight in answering these questions accurately. Of course I always praise the students when they are right and add encouraging words even if the answer is not the one I was hoping for!
Sometimes I ask questions at the beginning of the class just as a warm-up activity. During this time, I try to avoid questions that require answers that are obvious to us all. Older students, in particular, find this type of question/answer session rather meaningless. I do, however, throw in a few 'obvious answer' questions as students have fun coming up with 'obvious answers' which actually illustrate their ability, even in 5th grade, to use English appropriately and cause amusement to the rest of the class.
When I walk round the class to listen to the students when they are working in groups or doing writing tasks, I always get down to the students' level when I talk to them and check their work. They respond much better when our eyes are at the same level. I try not to tower over them like Roald Dahl's "BFG".
When I give the class a new list of words for spelling tests I have small spaces next to each word in which the students draw pictures to illustrate the meaning of the words. This reinforces the meaning much better than a translation of the word which they often pay little attention to. It also helps them to focus on the meaning of those words which cannot so easily be illustrated, such as "some". The comments they make about such words and their efforts to illustrate the words give me a good idea as to whether they understand the meaning or not. These comments by students, usually in Japanese, help the students who have not completely understood, too. I print each spelling test on a colored piece of paper so that the students can easily find the right list of words to study each week.
Here are a few ideas from my classes. I know most of you teach older children but I hope they might be useful.
When asking questions in class, I think it is important that those who are less confident get a chance to answer. They get a huge confidence boost from this. I always throw in some easy questions which I feel pretty sure anyone can answer. Then when I am confronted by a sea of hands, I make sure I ask one of those students who rarely volunteer an answer. I sometimes preface questions with the words "This is a very difficult question" when the question is a bit tougher, Students take great delight in answering these questions accurately. Of course I always praise the students when they are right and add encouraging words even if the answer is not the one I was hoping for!
Sometimes I ask questions at the beginning of the class just as a warm-up activity. During this time, I try to avoid questions that require answers that are obvious to us all. Older students, in particular, find this type of question/answer session rather meaningless. I do, however, throw in a few 'obvious answer' questions as students have fun coming up with 'obvious answers' which actually illustrate their ability, even in 5th grade, to use English appropriately and cause amusement to the rest of the class.
When I walk round the class to listen to the students when they are working in groups or doing writing tasks, I always get down to the students' level when I talk to them and check their work. They respond much better when our eyes are at the same level. I try not to tower over them like Roald Dahl's "BFG".
When I give the class a new list of words for spelling tests I have small spaces next to each word in which the students draw pictures to illustrate the meaning of the words. This reinforces the meaning much better than a translation of the word which they often pay little attention to. It also helps them to focus on the meaning of those words which cannot so easily be illustrated, such as "some". The comments they make about such words and their efforts to illustrate the words give me a good idea as to whether they understand the meaning or not. These comments by students, usually in Japanese, help the students who have not completely understood, too. I print each spelling test on a colored piece of paper so that the students can easily find the right list of words to study each week.
Wonderful opportunity
It is great to be given this chance to be at Punahou in Hawaii. Great experience in terms of learning and fun.
If you need some extra resources in maths for your classes, try : www.emaths.co.uk, http://www.subtangent.com/maths/games.php, http://www.emaths.org.uk/
If you need some extra resources in maths for your classes, try : www.emaths.co.uk, http://www.subtangent.com/maths/games.php, http://www.emaths.org.uk/
Computer Use in classroom
As we become more familiar with the computers at Punahou, can you tell me how you use computers in your classroom at your school? I can request a cart of 20 computers at my school for a particular day if I have a specific thing that I want the students to work on. I hate to have them just play games. Joyce
A suitable teaching strategy
After teaching language for such a long time, I myself have found out that I can't rely on conducting my class using only one teaching methodology in one class. Things I can do is trying to apply many impossible strategies to match with my students and topic to be taught---this creates lots of work to the teacher, right?
Anybody has a good idea, let me know.
Anybody has a good idea, let me know.
Awesome Experience
So happy sharing ideas with you guys.Such a great experience! but I still be in jetlag and less sleep. If I am fully awake I will have some more new ideas to share.
Monday, July 2, 2007
Friday, June 29, 2007
Wo Teacher Institute Begins!
We will meet you on Sunday in the Hale Manoa Lobby at 1:00pm. We will give you a little information and meet and greet each of you! If you have questions please ask us! Also, you can post questions here if you think of them later. Mahalo for coming to Hawai`i and sharing with fellow educators. We will have fun!
For Monday:
Bring an object that you will share and tell about, so we can get to know you better.
Wear comfortable shoes and a hat for walking around campus.
Be prepared to tell about your school
Aloha and Welcome, Carole and Terrina
For Monday:
Bring an object that you will share and tell about, so we can get to know you better.
Wear comfortable shoes and a hat for walking around campus.
Be prepared to tell about your school
Aloha and Welcome, Carole and Terrina
Tuesday, April 24, 2007
Terrina and Carole Welcome You!
Aloha,
We are excited to welcome you - our teachers - to the summer institute. You will join a group of teachers from China, Indonesia, Malayasia, Philippines, Thailand Japan, Taiwan and Australia! This will be your blog! You can write about your experiences and share ideas with each other.
We are excited to welcome you - our teachers - to the summer institute. You will join a group of teachers from China, Indonesia, Malayasia, Philippines, Thailand Japan, Taiwan and Australia! This will be your blog! You can write about your experiences and share ideas with each other.
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