Friday, August 01, 2008
Wednesday, July 30, 2008
Learning Vocabulary
Learning Vocabulary Fun
http://www.vocabulary.co.il/
The Ten Best Vocabulary Learning Tips
http://www.sheppardsoftware.com/vocabulary_tips.htm
http://www.vocabulary.co.il/
The Ten Best Vocabulary Learning Tips
http://www.sheppardsoftware.com/vocabulary_tips.htm
Thursday, July 24, 2008
Aa..Bb..Cc
A is for Art Gallery...
There are so many students' art works decorated around buildings. It's like walking through an art galley.
B is for Bilingual Sign
If you don't speak Chinese, you won't get lost because we have bilingual signs indicating where you are.
Oo..Pp..Qq
P is for Pink Area...
It's like left-and-right, in-and-our...we need to pay attention to walk on the correct area depends on what shoes we wear.
Xx..Yy..Zz
Y is for YAES
which means YongAn Elementary School, and our website address is http://www.yaes.tp.edu.tw
Thursday, July 17, 2008
Nations & Flags
Aa ...Australia 澳洲 
...
........Argentina 阿根廷
...
Bb ...Brazil 巴西
... Belgium 比利時 
...
Cc ...Canada 加拿大
...China 中國 
...
Dd ...Denmark 丹麥
...
Ee ...Egypt 埃及
...
.........European Union 歐洲聯盟
...
Ff ...France 法國
...
Gg ...Germany 德國
...Greece 希臘 
...
Hh ...Hong Kong 香港
...
Ii ...Italy 義大利
...
Jj ...Japan 日本
...
Kk ...Kenya 肯亞
... Korea 韓國 
...
Ll ...Liberia 賴比瑞亞
...
Mm ...Mexico 墨西哥
...
Nn ...Norway 挪威
...
Oo ...Oman 阿曼
...
Pp ...Poland 波蘭
...Philippines 菲律賓 
...
Qq ...Qatar 卡達
...
Rr ...Russian Federation 俄羅斯
...
Ss ...Spain 西班牙
... Singapore 新加坡 
...
Tt ...Taiwan 臺灣
... Thailand 泰國 
...
Uu ...United States 美國
...
.........United Kingdom 英國
....
Vv ...Vietnam 越南
...
Ww ...Wales 威爾斯
...
Xx
Yy ...Yemen 葉門
...
Zz ...Zambia 尚比亞
...
...........Argentina 阿根廷
...Bb ...Brazil 巴西
... Belgium 比利時 
...Cc ...Canada 加拿大
...China 中國 
...Dd ...Denmark 丹麥
...Ee ...Egypt 埃及
............European Union 歐洲聯盟
...Ff ...France 法國
...Gg ...Germany 德國
...Greece 希臘 
...Hh ...Hong Kong 香港
...Ii ...Italy 義大利
...Jj ...Japan 日本
...Kk ...Kenya 肯亞
... Korea 韓國 
...Ll ...Liberia 賴比瑞亞
...Mm ...Mexico 墨西哥
...Nn ...Norway 挪威
...Oo ...Oman 阿曼
...Pp ...Poland 波蘭
...Philippines 菲律賓 
...Qq ...Qatar 卡達
...Rr ...Russian Federation 俄羅斯
...Ss ...Spain 西班牙
... Singapore 新加坡 
...Tt ...Taiwan 臺灣
... Thailand 泰國 
...Uu ...United States 美國
............United Kingdom 英國
....Vv ...Vietnam 越南
...Ww ...Wales 威爾斯
...Xx
Yy ...Yemen 葉門
...Zz ...Zambia 尚比亞
...
Tuesday, July 15, 2008
Healey (2007) -- Reflection
Healey’s paper is discussed about autonomy in language learning based on the Oxford’s model (2003) which has four interrelated but differing perspectives.
~technical perspective~ focus on physical situation
According to the content and locus of control, there are four settings for self-directed leaning; such as, distance education/highly structured learning; CALL/accreditation and training; WebQuest/contract-based independent study; tandem learning project/highly self-directed learning. No matter the learning setting of content is fixed or variable, or the locus of control is more possessed by teacher or learner, it cannot be denied that the learning environment in nowadays is quite different. “Although not everyone may want to be immersed in technology, knowledge about and access to technology are a source of power in today’s world.” I think it is important to cultivate students' computer literacy to be not 'illiterate' in the future. And the ultimate principle is that teacher's primary role is assistant and facilitate.
~psychological perspective~ focus on characteristics of learners
Learning happens when students have purposes to learn. For example, they need to have interests/motivation, some control about their lerning progression, setting achivable goals not beyond their abilities and no fear of exposing themselves with technology. “Language poses special challenges to learners in that there is no clear path to mastery. Learner goals and learning styles are important factors.”
~sociocultural perspective~ focus on mediated learning
Learning comes from the interaction between experience and competence, which dovetails with Vygotsky's ZPD."Computers do not have true mutuality in engagement, cannot understand a community's shared enterprise, and cannot negotiate meaning to coproduce elements of the shared repertoire." Technology is useful since huamn uses it, or it is just hardware. Students are progressing through learning, either from teachers' guidance or peers' competition.
~political-critical perspective~ focus on ideologies, access, and power structure
"To be autonomous, learners need to know to query, find, and question what they find on the Internet, in software, and in print." This is a information-flooded society, especially various kinds of information on the Internet, and learning to inspect, analyze information whether true or false before making a decision is an important training for being autonomous.
"As teachers, we cannot create autonomy in learners, but we can do out best to think about the technical, psychological, sociocultural, and political aspects of learning and how CALL can be used to enable and enhance a learning environment conducive to autonomy."
~technical perspective~ focus on physical situation
According to the content and locus of control, there are four settings for self-directed leaning; such as, distance education/highly structured learning; CALL/accreditation and training; WebQuest/contract-based independent study; tandem learning project/highly self-directed learning. No matter the learning setting of content is fixed or variable, or the locus of control is more possessed by teacher or learner, it cannot be denied that the learning environment in nowadays is quite different. “Although not everyone may want to be immersed in technology, knowledge about and access to technology are a source of power in today’s world.” I think it is important to cultivate students' computer literacy to be not 'illiterate' in the future. And the ultimate principle is that teacher's primary role is assistant and facilitate.
~psychological perspective~ focus on characteristics of learners
Learning happens when students have purposes to learn. For example, they need to have interests/motivation, some control about their lerning progression, setting achivable goals not beyond their abilities and no fear of exposing themselves with technology. “Language poses special challenges to learners in that there is no clear path to mastery. Learner goals and learning styles are important factors.”
~sociocultural perspective~ focus on mediated learning
Learning comes from the interaction between experience and competence, which dovetails with Vygotsky's ZPD."Computers do not have true mutuality in engagement, cannot understand a community's shared enterprise, and cannot negotiate meaning to coproduce elements of the shared repertoire." Technology is useful since huamn uses it, or it is just hardware. Students are progressing through learning, either from teachers' guidance or peers' competition.
~political-critical perspective~ focus on ideologies, access, and power structure
"To be autonomous, learners need to know to query, find, and question what they find on the Internet, in software, and in print." This is a information-flooded society, especially various kinds of information on the Internet, and learning to inspect, analyze information whether true or false before making a decision is an important training for being autonomous.
"As teachers, we cannot create autonomy in learners, but we can do out best to think about the technical, psychological, sociocultural, and political aspects of learning and how CALL can be used to enable and enhance a learning environment conducive to autonomy."
Friday, July 11, 2008
Alphabet .... animals
Aa...ant...alligator...
Bb...bee...bear...bunny...buffallo...beaver...bull...
Cc...cat...camel...cow......canary
Dd...dinosaur...dog...dolphin...duck...deer...dragon...
Ee...elephant...eel...eagle...
Ff...fish...frog...flamingo...
Gg...goat...gorilla...goldfish...goose...giraffe...
Hh...horse...hippo...hummingbird...
Ii...iguana
Jj...jellyfish...
Kk...kangaroo...koala...
Ll...ladybug...lion...lizard...leopard...mantis...
Mm...monkey...mouse...moose...
Nn...nightingale...
Oo...owl...octopus...ostrich...otter...
Pp...pig...parrot...penguin...pandan...peacock....
Qq...quail...
Rr...rabbit...raccoon...rhino...
Ss...seal...snake...shark...snail...squirrel...sparrow...
Tt...turtle...turkey...tiger...
Uu...unicorn...
Vv...vulture...
Ww...whale...woodpecker...wolf...
Xx...ox...fox...
Yy...yak...
Zz...zebra...
Thursday, July 10, 2008
Alphabet ... food & fruit
Aa...apple..asparagus...Bb...butter...banana...bread...bean...beef...
Cc...corn...chips...cereal...cheese...chocolate...cake...
........catchup...cucumber...
Dd...doughnut...dinner...
Ee...egg...eggplant...
Ff...fish...French fries...flour...
Gg...grapes...guava...garlic...gingerbread...
Hh...hamburger...honey...hot dog...
Ii...ice cream...
Jj...jam...jelly...juice...
Kk...kiwi...
Ll...lemon...lollipop...
Mm...milk...meat...muffin...
Nn...nut...noodles...
Oo...orange...oat...
Pp...pear...pizza...pea...potato...peanut...popcorn...
........pudding...pickle...
Qq...quiche...
Rr...rice...raisins...
Ss...sugar...sandwich...strawberry...spaghetti...soup...
Tt...tuna...tomato...
Uu...ugli fruit...
Vv...vegetables...vanilla...
Ww...wheat...waffles...walnut...watermelon...
Xx... X-shaped cookies
Yy... yogurt...
Zz... zucchini...
Wednesday, July 09, 2008
Alphabet website
Phonics
http://www.kiddonet.com/gb/flash/phonics/Intro.html
http://www.poissonrouge.com/abc/index.htm
http://www.starfall.com/n/level-k/index/load.htm?f
Food Alphabet
Here are some fun A-B-C food snacks
http://searchwarp.com/swa278022.htm
http://www.fastq.com/~jbpratt/education/theme/alphabet/abcsnacking.html
http://www.mrsjonesroom.com/jones/foodalphabet.html
http://www.fouroceanspress.com/archive_food_alphabet_2008.html
Alphabet Animals
http://www.infostuff.com/kids/a.htm
http://www.billybear4kids.com/animal/animal-abc/a.html
http://www.pocanticohills.org/shaul/99/abc.htm
Dinosaur Alphabet Book
http://www.zoomwhales.com/dinoalphabet/
World Flag Database
http://www.flags.net/
Flags of All Countries
http://www.wave.net/upg/immigration/flags.html
http://www.kiddonet.com/gb/flash/phonics/Intro.html
http://www.poissonrouge.com/abc/index.htm
http://www.starfall.com/n/level-k/index/load.htm?f
Food Alphabet
Here are some fun A-B-C food snacks
http://searchwarp.com/swa278022.htm
http://www.fastq.com/~jbpratt/education/theme/alphabet/abcsnacking.html
http://www.mrsjonesroom.com/jones/foodalphabet.html
http://www.fouroceanspress.com/archive_food_alphabet_2008.html
Alphabet Animals
http://www.infostuff.com/kids/a.htm
http://www.billybear4kids.com/animal/animal-abc/a.html
http://www.pocanticohills.org/shaul/99/abc.htm
Dinosaur Alphabet Book
http://www.zoomwhales.com/dinoalphabet/
World Flag Database
http://www.flags.net/
Flags of All Countries
http://www.wave.net/upg/immigration/flags.html
Friday, July 04, 2008
An egg is an egg
An egg is an egg... Until it hatches...
And then it is a chick.
雞蛋...孵化....小雞
A branch is a branch...Until it breaks...
And then it is a stick.
樹枝...折斷...木棒
Nothing stays the same. Everything can change.
A seed is a seed...until it is sown...
And then it is a flower.
種子....播種....花
A block is a block...Until there are many....
And then they become a tower.
積木....很多....塔
Nothing stays the same. Everything can change.
Water is water...Until it is brewed...
And then it becomes tea.
水...釀泡....茶
You are you...Until I come...
And then you become "we."
你...我來....我們
Nothing stays the same. Everything can change.
The yard is green...Until it snows...
And then it becomes white.
綠色....下雪....白色
Day is day...Until it sunset...
And then it is the night.
白天...太陽下山....晚上
Nothing stays the same. Everything can change.
The baby was a baby...Until he grew...
And then he is a boy.
嬰兒...長大....小男孩
But you can always be a baby...
You will always be my baby.
Some things stay the same. Some things never change.
And then it is a chick.
雞蛋...孵化....小雞
A branch is a branch...Until it breaks...
And then it is a stick.
樹枝...折斷...木棒
Nothing stays the same. Everything can change.
A seed is a seed...until it is sown...
And then it is a flower.
種子....播種....花
A block is a block...Until there are many....
And then they become a tower.
積木....很多....塔
Nothing stays the same. Everything can change.
Water is water...Until it is brewed...
And then it becomes tea.
水...釀泡....茶
You are you...Until I come...
And then you become "we."
你...我來....我們
Nothing stays the same. Everything can change.
The yard is green...Until it snows...
And then it becomes white.
綠色....下雪....白色
Day is day...Until it sunset...
And then it is the night.
白天...太陽下山....晚上
Nothing stays the same. Everything can change.
The baby was a baby...Until he grew...
And then he is a boy.
嬰兒...長大....小男孩
But you can always be a baby...
You will always be my baby.
Some things stay the same. Some things never change.
Thursday, July 03, 2008
students' blogger
Please post your blogger URL in here....
陳凰姬 http://jillclassroom.blogspot.com/
李小勳 http://yaes945.blogspot.com/
王子杰 http://biggerface0330.blogspot.com/
黃宇婕 http://yoyocutestar.blogspot.com/
林哲漳 http://jerryblue78.blogspot.com/
黃靖芬 http://fanny5326.blogspot.com/
李唯嘉 http://joysweetpudding.blogspot.com/
吳書萱 http://sean850927.blogspot.com/
黃冠仁 http://www.best-jim.blogspot.com/
陳 蓁 http://qcat1234.blogspot.com/
劉緒玥 http://sharon-liou.blogspot.com/
唐 綺 http://maggie123456.blogspot.com/
蔡子萱 http://smilejudy33.blogspot.com/
侯君儀 http://jasmine106.blogspot.com/
羅巧雲 http://s94860430.blogspot.com/
陳省君 http://jinjin721.blogspot.com/
陳奕伶 http://lemon-elaine.blogspot.com/
楊宛儒 http://louan1.blogspot.com/
李曼瑄 http://s94mandy.blogspot.com/
朱珈妤 http://tiffany551.blogspot.com/
陸音里 http://crystal1226.blogspot.com/
黃雅郁 http://julia-huang.blogspot.com/
花巧馨 http://cindy-hua.blogspot.com/
遲妤倢 http://wohlies.blogspot.com/
黃 湘 http://millie1105.blogspot.com/
陳凰姬 http://jillclassroom.blogspot.com/
李小勳 http://yaes945.blogspot.com/
王子杰 http://biggerface0330.blogspot.com/
黃宇婕 http://yoyocutestar.blogspot.com/
林哲漳 http://jerryblue78.blogspot.com/
黃靖芬 http://fanny5326.blogspot.com/
李唯嘉 http://joysweetpudding.blogspot.com/
吳書萱 http://sean850927.blogspot.com/
黃冠仁 http://www.best-jim.blogspot.com/
陳 蓁 http://qcat1234.blogspot.com/
劉緒玥 http://sharon-liou.blogspot.com/
唐 綺 http://maggie123456.blogspot.com/
蔡子萱 http://smilejudy33.blogspot.com/
侯君儀 http://jasmine106.blogspot.com/
羅巧雲 http://s94860430.blogspot.com/
陳省君 http://jinjin721.blogspot.com/
陳奕伶 http://lemon-elaine.blogspot.com/
楊宛儒 http://louan1.blogspot.com/
李曼瑄 http://s94mandy.blogspot.com/
朱珈妤 http://tiffany551.blogspot.com/
陸音里 http://crystal1226.blogspot.com/
黃雅郁 http://julia-huang.blogspot.com/
花巧馨 http://cindy-hua.blogspot.com/
遲妤倢 http://wohlies.blogspot.com/
黃 湘 http://millie1105.blogspot.com/
Monday, June 30, 2008
Reaction_week04
This paper is clearly describing the major interactions would happen in the learning process and providing the Equivalency theorem of interaction. I agree that this theorem will help educators think about how much they should pay attention to interaction among student-student, student-teacher and student-content. According exactly to the author said, as long as one of the three types of interaction is at high level, deep and meaningful formal learning is supported. A curriculum can be deemed successful depends on whether its educational objects achieved or not. So, what types of interaction should play an important role during the learning process is the core concern when educators design curriculum and make a decision choosing what kinds of resource to help learning.
“The value of content is dependent on the extent to which it engages students or teachers in interaction, leading to relevant knowledge construction.” For me, I strongly advocate that content plays an influential role on interactions between student-content and teacher-content. If teachers are knowledgeable and professional about the course, instructing the lessons systemically and definitely, and providing useful, relative and abundant resources, no mater the course is held in a community of inquiry or a dependent study, the “content” is sufficient itself and teacher-content interaction is at high level. The trigger is how to motivate students engage in the course. If students are naturally having interests in this topic, the student-content interaction is absolutely at high level; or the tasks/activities are attractive, the motivation might be raised up and the student-content interaction might gradually grow up during learning process.
I have a question that how author defined student-student, student-teacher and student-content interaction is at high, medium or low level. In this paper, for example, it just said that “the traditional lecture mode of delivery has medium levels of student-teacher interaction, low levels of student-student interaction and medium to low levels of student-content interaction.” It also listed the levels of interaction happened in distance education delivery, audio and video conferencing and web-based courses. But, I wonder how the decision is made to judge its level.
“The value of content is dependent on the extent to which it engages students or teachers in interaction, leading to relevant knowledge construction.” For me, I strongly advocate that content plays an influential role on interactions between student-content and teacher-content. If teachers are knowledgeable and professional about the course, instructing the lessons systemically and definitely, and providing useful, relative and abundant resources, no mater the course is held in a community of inquiry or a dependent study, the “content” is sufficient itself and teacher-content interaction is at high level. The trigger is how to motivate students engage in the course. If students are naturally having interests in this topic, the student-content interaction is absolutely at high level; or the tasks/activities are attractive, the motivation might be raised up and the student-content interaction might gradually grow up during learning process.
I have a question that how author defined student-student, student-teacher and student-content interaction is at high, medium or low level. In this paper, for example, it just said that “the traditional lecture mode of delivery has medium levels of student-teacher interaction, low levels of student-student interaction and medium to low levels of student-content interaction.” It also listed the levels of interaction happened in distance education delivery, audio and video conferencing and web-based courses. But, I wonder how the decision is made to judge its level.
Anderson, T (2003)
Getting the mix right again: An updated and theoretical rationale for interaction
Key concepts
＊The purposes of this paper à distinguish between interaction leading to learning in any informal context and those types of interaction that occur in a formal education context.
＊Equivalency theorem of interaction
Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student-teacher; student-student; student-content) is at a high level. The other two may be offered at minimal level, or even eliminated, without degrading the educational experience.
High levels of more than one of these three modes will likely provide a more satisfying educational experience, though these experiences may not be as cost or time effective as less interactive learning sequences.
＊An interaction-based model of e-Learning
1. Paced, Collaborative Learning / community of inquiry
· Learning is sequenced, directed, and credentialed through the assistance of a teacher.
· Using a lot of net-based synchronous and asynchronous (video, audio, computer conferencing, chats, or virtual world) interaction
· Binds learners in time, forcing regular sessions or group paced learning
· Suffer from an inability to scale to large numbers of learners
2. Independent Study
· Structured Learning Resources (search & retrieval, tutorials, simulations games, virtual labs, e-books)
· The independent student is not alone; colleagues, peers, family are significant sources of support and assistance locally or distributed across the net
＊Three functions that a good educational theory performs.
1. Helps to envision new worlds – Getting the mix right involves a series of tradeoffs (knowing how one type of interaction can effectively substitute for another), and provides an essential decision making skill in the distance educators’ knowledge base.
2. Helps to make things – Getting the mix right helps to position and make judgments of the arsenal of available tools as to their potential effectiveness and efficiency in program planning.
3. Helps to be honest –Getting the mix right encourages challenging evaluations: How much of the educational process can be composed of interaction with non-human entities? How much of the human interaction should take place face-to-face or in real time?
Key concepts
＊The purposes of this paper à distinguish between interaction leading to learning in any informal context and those types of interaction that occur in a formal education context.
＊Equivalency theorem of interaction
Deep and meaningful formal learning is supported as long as one of the three forms of interaction (student-teacher; student-student; student-content) is at a high level. The other two may be offered at minimal level, or even eliminated, without degrading the educational experience.
High levels of more than one of these three modes will likely provide a more satisfying educational experience, though these experiences may not be as cost or time effective as less interactive learning sequences.
＊An interaction-based model of e-Learning
1. Paced, Collaborative Learning / community of inquiry
· Learning is sequenced, directed, and credentialed through the assistance of a teacher.
· Using a lot of net-based synchronous and asynchronous (video, audio, computer conferencing, chats, or virtual world) interaction
· Binds learners in time, forcing regular sessions or group paced learning
· Suffer from an inability to scale to large numbers of learners
2. Independent Study
· Structured Learning Resources (search & retrieval, tutorials, simulations games, virtual labs, e-books)
· The independent student is not alone; colleagues, peers, family are significant sources of support and assistance locally or distributed across the net
＊Three functions that a good educational theory performs.
1. Helps to envision new worlds – Getting the mix right involves a series of tradeoffs (knowing how one type of interaction can effectively substitute for another), and provides an essential decision making skill in the distance educators’ knowledge base.
2. Helps to make things – Getting the mix right helps to position and make judgments of the arsenal of available tools as to their potential effectiveness and efficiency in program planning.
3. Helps to be honest –Getting the mix right encourages challenging evaluations: How much of the educational process can be composed of interaction with non-human entities? How much of the human interaction should take place face-to-face or in real time?
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