URL for my website

Here is the URL for my website: https://sites.google.com/site/joannewuhavemeyer/

Have I used inquiry-based learning as a teacher?

In order for students, who are learning Chinese as a second language, to be able to survive in a situation, they have to learn “how did they know” and less on “what did they know”. 

In my early teaching, I focused on fun, interesting learning, and the hope that students would maintain their life-long learning.  Nevertheless, I found that they did not learn as much as I expected.  It clearly demonstrated that without decent assessments, we cannot measure results.  On the other hand, should we be concerned more with in-school success, or with equally important life-long learning?  In other words, without testing, I don’t really know if students learned or if they just mimicked me.  Therefore, this year, I give the same interesting activities with comprehensive formats to test, to check, to provide help and to adjust the teaching path. 

In the 21^st century, technology empowers the connection between local and world communities.  I use facebook, twitter and moodle to facilitate network by which teachers and students write to each other.  Now, I am learning that blogging and websites induct the learners to a real world in which second languages are spoken.  How cool it is!

After this reading, I will provide paintings or photos for students to ask and post questions and comments, so that others solve the problem by thinking critically. 

I should also guide or nurture students into modern life and to new ethical and practical issues.  Teaching a relevant context leads to broader understanding.

I have used inquiry-based learning for all levels in my Chinese classrooms.  When appropriate, I have used dialogues, music, TPR, games, drama, drawing, and role play. I have also created skits or situations for students to get around in real life.

I have not used historical thinking at this moment, because students’ Chinese  competency level is not high enough.

Inspiration concept map on UDL-Universal Design for Learning

I use three concept maps to analyze my understanding:

·      The power of digital media map

·      UDL and its three principles map

·      UDL implementation map

The power of digital media has four important aspects; versatile, transformable, to be marked and to be networked from one medium to another.  It enables educators to design lessons with different students’ background and learning capacities in a diverse classroom. 

UDL-a universal design to create structures that is access for all, including those with disabilities.  In order to be efficient, I know essential instructional goal to guild my students when to support and when to challenge them.  There are three principles to support recognize learning; to support strategic learning; and to support effective learning.  1. How to support recognize learning?  We need to recognize the barrier, provide multiple presentation and bottom-up nature of learning.  2. How to support strategic learning?  Using digital media programs, flexibility in presentation, express an apprenticeship and engagement options.  3. How to support effective learning?  Provide hyperlinks to overcome cognitive barriers and give appropriate challenges.

UDL Implementation provides students supports in any ways.  It also challenges teachers to become more flexible.  But how do we use UDL to develop systematic methods for the flexibility?  UDL has the Role of Applied Neuroscience; the Role of Digital Media and the New Role of Assistive Technology. 

The UDL challenges educators to rethink the nature of curriculum material and how we teach.  Again, we need to set clear goals with individualizing instruction with proper assessments.

After I read these two chapters, I am looking forward to reading more chapters about it.  

Digitally manipulated image use in the Chinese class

Photo shop is not an easy task for me.  It took me hours to figure out how to move around the images, add colors and type text.  I designed a travel experience by using the technique.  I brought myself into the picture to show my personal experience first.  Then, students can follow the pattern to retrieve their own travel experiences. 

First, I selected the landmark of Shanghai and added myself pointing to the landmark.  (The following examples explain are used in Chinese grammar patterns)

·         I went to Shanghai                              (Subject + verb + Object)

·         I 15^th went to Shanghai                       (Subject + time + verb + Object)

·         I have never been to Shanghai            (Subject + haven’t + verb + Object)

.   The Chinese sentence pattern has its sequential orders: 

Subject + Time + Place + Verb + Object

How did I digitally manipulate the image in this photo?

1.      Shanghai landmark:  I used lasso tool to move the Shanghai landmark photo to form a new image on this one.  Then, under Edit, I selected “free transform” to change the size  

2.      I used the same technique in #1 to add myself, from a personal photo, to stand next to the Shanghai landmark

3.      I highlighted the “Sentence pattern” and “Your turn” with yellow color, which I selected from the background color tool and painted it.  I also saved each one in a layer. 

4.      Each Subject, Person, Time, Places and Verbs has its own layer to manipulate easily

From this lesson, I learned that I can manipulate an image to represent a personal experience to bring into the classroom.  It definitely gets more attention than the regular image.  The more familiar I become with photoshop techniques, the more proficient my lessons will be in the future.