Scavenger Hunt

M8U9A1

1.Get Academic: Published Academic Article/Journal

Share a recently published academic article or journal in your subject area that you would like to read and why.

The topic I plan to investigate is Task-Based Instruction (TBI), which I will incorporate into my Standard 1~10 clinical practice. Although I have not used TBI before, I came across an article that discusses its effects on learners' reading comprehension, L2 grit, anxiety, and motivation for L2 reading. This article aligns with my goals, so I decided to read it. Throughout the research, I learned about the three-stage framework for TBI, which consists of the pre-task stage, task cycle stage, and language focus stage. The pre-task stage provides an overview of the task, the task cycle stage involves the task itself, planning, and reporting, and the language focus stage includes analysis and practice of specific language features. Moreover, the research design let me know the elements of conducting TBI, it involved participants actively interacting with authentic reading materials such as newspaper articles, short stories, and academic texts. By engaging in group discussions, collaborative activities, and analysis of these materials, learners were able to apply reading strategies, think critically, and participate in meaningful conversations. These tasks offered opportunities for the participants to use the language in real-world situations, thus promoting deeper understanding and application of reading strategies. Now that I have a good grasp of the basic principles of TBI, my next step is to implement it in my clinical practice. I am optimistic that this new approach will yield positive results.

The impact of task-based instruction on learners’ reading comprehension, L2 grit, anxiety, and motivation for L2 reading

https://sfleducation.springeropen.com/articles/10.1186/s40862-023-00216-2#Sec14

2. Develop Professionally: Upcoming Conference or Academic Event

Share an upcoming conference or academic event that you would like to participate in and why.

The seminar I will participate is called“AI-driven Foreign Language Teaching Pedagogy in the AI Era” held by the National Taiwan University of Education.
I am a pioneer in implementing bilingual education at my school. My goal is to acquire advanced knowledge about bilingual teaching through seminars and conferences, and then apply this knowledge within our bilingual professional learning network. The seminar I am interested in focuses on the application of AI to enhance teaching and learning. This is an area that I am currently exploring.
Previously, it was quite challenging to create diverse texts and topics for English learners. However, with the help of AI, I can now generate teaching materials that are tailored to students' individual English proficiency levels. This has significantly increased efficiency in my teaching. Nevertheless, I am eager to delve deeper into how AI can further support both student learning and teacher instruction. Additionally, I am also interested in examining the ethical implications or potential challenges associated with incorporating AI into English language education.

AI-driven Foreign Language Teaching Pedagogy in the AI Era

https://www.emi.eng.ntnu.edu.tw/event-details/ai-shi-dai-de-wai-yu-jiao-xue-si-wei

3. Build Life Skills: Host a Scavenger Hunt of Your Own

Host a scavenger hunt activity for your students on life skills or social-emotional learning and take a picture of items collected by students.

Goal Getter Scavenger Hunt: Preparing for Your College Journey

Students in my school are highly motivated to pursue higher education at prestigious universities. This scavenger hunt will help them develop goal-setting skills and create a portfolio (through pictures) that showcases their growth for college applications.

Steps:

Briefly introduce myself as an educator and my passion for helping students achieve their goals.
Ask students to think about their lives in 3 years and what they hope to achieve.
Goal Setting (In the beginning of the semester):
- Briefly explain the concept of SMART goals (Specific, Measurable, Achievable, Relevant, Time-bound).
- Instruct students to create a SMART goal for themselves, write it down, and take a picture holding it up.
- Ask them to find an object that represents a personal goal and take a picture with it, explaining the connection.
Goal-Getting in Action (During the semester):
- Examining the photo requirement for each goal. This could include pictures of their hard work in class, learning steps, and achievements.
- Sharing and Discussion : Facilitate a discussion where students share their pictures and explain how they relate to being a goal getter.
Celebration (In the end of the semester):
- Celebrate students' efforts and successes in achieving their goals and completing the scavenger hunt.

Resources:

7 tips prepare starting university https://www.topuniversities.com/blog/7-tips-prepare-starting-university

How to Be a Successful High School Student https://www.wikihow.com/Be-a-Successful-High-School-Student

4. Create Awareness: Overcoming Stereotypes

Implement an activity with students to overcome any one stereotype towards culture, ethnicity, gender, or learning differences.

Dismantling the Drone Gender Gap: An Activity for All Flyers!

This activity aims to challenge the stereotype that boys are naturally better drone pilots than girls by providing a hands-on learning experience that celebrates inclusivity and skill development.

Steps:

Briefly introduce drones and their diverse applications (photography, search and rescue, delivery, etc.).
Highlight the growing popularity of drone racing as a competitive sport.
Present the stereotype that boys are better at piloting drones.
Encourage students to discuss where this stereotype might originate and its validity.
Briefly mention famous female drone pilots and their achievements.
Divide students into the same gender groups and assign drones.
Each group takes turns practicing basic piloting skills (takeoff, landing, hovering, steering) with an emphasis on teamwork and communication.
Gather students for a discussion after everyone is piloting a drone.
Questions to Consider:
- Did anything surprise you about flying a drone?
- What challenges did you face? How did you overcome them (referring back to teamwork and problem-solving)?
- Do you still believe the stereotype about boys and drone piloting? Why or why not?
Briefly summarize the key points of the activity: challenging stereotypes, fostering teamwork, and celebrating the joy of learning a new skill.
Acknowledge and celebrate the students' efforts and successes, regardless of gender.

5. Create a Memory: Educational Props: Cohort Pic :)

My lovely cohort peers

6. Find Common Ground: Shared interests with colleague(s)

Show pictures of a hobby or interest that you share with a teacher colleague at your school. (e.g. pictures of you and your colleague hiking or having lunch/coffee)

Drone flying is my hobby. In addition to develop curriculum with our community teachers during the field trip, I also teach them how to fly drones.

7. Get Social

Add a post on the Twitter hashtag cohort or on the Facebook Cohorts community page with one important thing you learned during your clinical practice. Post a screenshot below!

8. Share an Achievement: biggest learning challenge

Share the biggest learning challenge you faced in the program and how you overcame the challenge.

The biggest challenge in this course was striking a balance between learning and life. The workload was significant, requiring me to sacrifice rest time and time with my children and family to complete assignments as an English learner. I even considered giving up at times.

However, I reminded myself of my goals and the potential impact of this course on my future. I persevered, completing each assignment with dedication and aiming for high marks.

For instance, in mid-April, I juggled multiple responsibilities: organizing a school field trip, serving as a digital workshop instructor, leading students in an international STEM competition, managing my own work, planning a family outing, and completing TEACH-NOW program assignments.

During this period, I was constantly on the go, with barely any time for rest. Sleep deprivation led me to rely on sleep aids to function. I focused on completing tasks as efficiently as possible, hoping for a break.

Thankfully, I overcame this challenging period. I believe it enhanced my resilience in the face of multiple pressures and taught me the importance of prioritizing and avoiding overloading my schedule. After all, physical well-being is paramount.

9. Get Personal: Professional Ethic you always live by.

Share one professional ethic that you always live by.

"Strive for excellence and achieve self-fulfillment."

Twenty years ago, I struggled to find direction and felt undervalued. After transitioning into the education field, I discovered my passion for teaching. I pursued professional development, earning certifications to become an educator.

Despite never living abroad, I have diligently studied English for two decades in a non-English learning environment. This dedication has led me to the opportunity to pursue a U.S. teaching license.

While my English proficiency is still under development, this course has instilled greater confidence in my ability to become an English teacher.