Laughing, and then thinking

"While students start laughing, they start to think."

This is the question I consider and get confused resently because of my instruction.

In instruction, for the purpose, I usually make pupils happy.

However, although sometimes pleasant atemosphere is filling in instruction context

in order to make students enjoy learning and doing better performance,

it still can be found that the students' achievement does not get better as what is expected

earlier, even including of their motivation.

So that is why makes me feel confused.

Luckly, in the conference "Enhancing visual literacy through using multimodal

representation," there was a professior saying words that let me get deep impression

as the first sentence I have mentioned.

Perhaps this could be one way explaining why I always would like to build up in my

instruction.

Either this reason or other else is alright, anyway, and I think it would be able to rasie up

students' motivation and also promote their better achievement.

Transforming concept map into writing

This lectture as below is created by me while I teach student who does not get reasoning or good understanding of writing.

It mainly indicates the steps and the way how to transform oneself's ideas into writing by concept map, and it maybe not be made up so normally but followed by instructive instruition, however.

The content:
• 3 Main content that is necessary to write by the topic:
1. Introduce where you went and had a good time
2. Describe what happened there
3. Share your feeling or ideas in this break

• Illustrate your concept map to promote you to get easy and exact direction in writing

• Follow the 6 steps that you have learned how to take uses of concept map:
1. Make your topic sentence by each connection between main idea and sub-idea
2. Extend and make more statements that is followed your topic sentence
3. Integrate each paragraph which is also required some connective sentences
4. Add more opinions or other creative ideas
5. Revise the whole article where perhaps would make mistakes in writing
6. Ensure your title and topic

• Make sure and check each part while or after you finish writing

Of course, I think it is necessary to be revised and disscused.

八卦關係圖來教學

好複雜喔!
小孩在讀了一段小說後
迸出這樣的話語
覺得書中的人物和情境等關係很複雜
因為學生的特性是讀寫能力不佳
要他在寫出句子或做摘要
對於這樣的孩子而言
我們所設計的模板可能也變成挑戰或噩夢
讓他們感到很大的挫折
於是
我請他繪製了人物關係圖
也請他描述和說明這些關係和每個概念的特點

After that, i got a new idea as below:

"Illustating the relationship map after literacy activity for promoting understanding of science concepts"

在活動進行時候
也得以讓學生有具體的架構或素材可以向大家分享
或是說明他心中的想法
甚至可以編撰新的故事
讓學生也成為新的"故事媽媽"或事"故事爸爸"

這感覺有點相似概念圖或是心智圖
但是也讓我去聯想其他學生又是怎樣子去建構心中的關係圖像
是否
這也是一種協助學生對於概念間作"建立關係"並且"產生意義"
的一種活動和學習
同時
這也能列為一種多元表徵的方式吧

甚至
也可以視學生喜好與年齡層而定
嘗試運用他們喜歡的卡通或者偶像劇等來做題材發揮
作做演練

或許
在日後的他們
更能看的懂"XX水玲瓏"或是"XX蜘蛛網"等芭樂鄉土的社會劇
可以馬上猜出劇中的狐狸精是誰喔!