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951 951.

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Presentation on theme: "951 951."— Presentation transcript:

1 http://www.cna.edu.tw/~dlh/ccna/sun/teacher.htm http://www.cna.edu.tw/~dlh/ccna/sun/teacher.htm 951 951

2 Occidental Masters and Masterpieces Love, Access to Hope Teaching Staff: - Roy R.B. Wu Candidate of Master degree, Institute of English, NKNU Candidate of Master degree, Institute of English, NKNU - Ted C.T. Lin Candidate of Master degree, Institute of English, NKNU Candidate of Master degree, Institute of English, NKNU - Eve Y.W. Chiu Candidate of Master degree Candidate of Master degree Institute of Information and Computer Education, NKNU Institute of Information and Computer Education, NKNU

3 Briefing Guidelines I. Teaching Goals I. Teaching Goals II. Teaching Methods II. Teaching Methods III. Teaching Outline III. Teaching Outline IV. Speech Enlightenment IV. Speech Enlightenment V. Teaching Evaluation V. Teaching Evaluation VI. Leaner Feedback VI. Leaner Feedback VII. Revision & Improvement

4 I. Teaching Goals Make Cadets Think and Question Make Cadets Think and Question to Provoke their Imagination and Originality to Provoke their Imagination and Originality - Independent Thought: Basic Ability Acquired from Superior Education - Independent Thought: Basic Ability Acquired from Superior Education - Deliberating on Acquisition: Nothing gain without Reflection - Deliberating on Acquisition: Nothing gain without Reflection - Using Weapon Properly: Finding a Humane Tactics before Each Military Operation - Using Weapon Properly: Finding a Humane Tactics before Each Military Operation

5 II. Teaching Methods Inclusive Practice [ ] : Multiple Approach to Train Critical Thinking Inclusive Practice [ ] : Multiple Approach to Train Critical Thinking 1. Literature Reading (Great Masters & Masterpieces) 1. Literature Reading (Great Masters & Masterpieces) 2. Audio-visual Inspiration (5 Topic-subjects) 2. Audio-visual Inspiration (5 Topic-subjects) 3. Instructor Enlightenment : 3. Instructor Enlightenment : (1) Director of project (1) Director of project (2) Speaker (2) Speaker (3) TA (3) TA 4. Discussion [Thought-Provoking Questions 4. Discussion [Thought-Provoking Questions ( )] ( )] (1) Oral (Group) Collective Discussion (1) Oral (Group) Collective Discussion (2) Forum (Group Individual) Collective work (2) Forum (Group Individual) Collective work 5. Writing: Well thought works 5. Writing: Well thought works (1) Mid-term Report [Introspection] (1) Mid-term Report [Introspection] (2) Final Test [Thought-Provoking Questions] (2) Final Test [Thought-Provoking Questions]

6 III. Teaching Outline [3-1] Five Subjects as Discussion Tops Topic I: Mentor Topic I: Mentor Topic II: Dream Coming True Topic II: Dream Coming True Topic III: Sweet Company Topic III: Sweet Company Topic IV: Self-surmounting Topic IV: Self-surmounting Topic V: Auto-realization Topic V: Auto-realization

7 III. Teaching Outline [3-2] Prelude: Introduction Prelude: Introduction - Entire Teaching Project Aims at Critical Thinking Training, inaugurated with a 3-minute excerpt of a film, : - Entire Teaching Project Aims at Critical Thinking Training, inaugurated with a 3-minute excerpt of a film, : A Composition of Frank McCourt, A Composition of Frank McCourt, [ Limerick ] [ Limerick ] … …

8 III. Teaching Outline [3-3] [ ] [ ] Topic I: Mentor Topic I: Mentor To Inspire learners potential of all aspects To Inspire learners potential of all aspects - Film: 1. (2004) - Film: 1. (2004) 2. (2005) 2. (2005) Topic II: Dream Coming True Topic II: Dream Coming True - Literature: - Literature: 1. (1963) 1. (1963) 2. (1943) 2. (1943) - Film: [Nazi Academy, 2004] - Film: [Nazi Academy, 2004]

9 III. Teaching Outline [3-4] Topic III : Sweet Company Topic III : Sweet Company - Literature - Literature 1. of Guy de Maupassant 1. of Guy de Maupassant 2. in l001 Nights [The Arabian Nights] 2. in l001 Nights [The Arabian Nights] 3. in the Bible [The Old Testament] 3. in the Bible [The Old Testament] Topic IV: Self-surmounting Topic IV: Self-surmounting - Film: < Le Fabuleux destin dAmélie, - Film: < Le Fabuleux destin dAmélie, Amelie from Montmartre > (2002) Amelie from Montmartre > (2002)

10 III. Teaching Outline [3-5] Topic V: Auto-realization Topic V: Auto-realization - Literature: - Literature: 1. of William Shakespeare 1. of William Shakespeare 2. of Ernest Hemingway 2. of Ernest Hemingway - Film: - Film: 1. (2005) 1. (2005)

11 IV. Speech Enlightenment [4-1] Lecture I: Prof. Lio, Pen-shui Lecture I: Prof. Lio, Pen-shui < The Symbolic Meaning of Ocean in < The Symbolic Meaning of Ocean in Occidental Literature > Occidental Literature > Department of Applied English, Department of Applied English, Leader University, Tainan Leader University, Tainan 6 th week: October 25, 2006 6 th week: October 25, 2006 Lecture II: Prof. Pei, Jia-Chi Lecture II: Prof. Pei, Jia-Chi Dir. of Institute of Wildlife Conservation, Dir. of Institute of Wildlife Conservation, National Science and Technology Pingtung National Science and Technology Pingtung College, Pingtung College, Pingtung 10 th week: November 22, 2006 10 th week: November 22, 2006

12 IV. Speech Enlightenment [4-2] Two Superb Lectures: Lecture I Lecture I Lecture II Lecture II

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14 V. Teaching Evaluation [5-1] Critical Thinking Records: Critical Thinking Records: 1. Mid-term: English Résumé 1. Mid-term: English Résumé 2. Final Exam: Critical Review Test 2. Final Exam: Critical Review Test 3. Questionnaire: Learners Feedback 3. Questionnaire: Learners Feedback

15 V. Teaching Evaluation [5-2] English Résumé: Mid-term Report English Résumé: Mid-term Report - Composing a Personalized Bilingual Work [basing on Topic II], - Composing a Personalized Bilingual Work [basing on Topic II], Required for the Future Attachés Required for the Future Attachés - Focusing particularly on the parts below:, and - Focusing particularly on the parts below:, and

16 V. Teaching Evaluation [5-3] Final Exam: Critical Review Test Final Exam: Critical Review Test - 1-8 Instructors Subjects - 1-8 Instructors Subjects - 9-10 Learners Subjects - 9-10 Learners Subjects Adapting the Theory of Thought- provoking Questions [Cincinnati Federation of Teachers, Ohio State, 2002] Adapting the Theory of Thought- provoking Questions [Cincinnati Federation of Teachers, Ohio State, 2002]

17 VI. Teaching Evaluation [6-2-1] 1. In the speech of Martin Luther King in 1963, 1. In the speech of Martin Luther King in 1963,, please describe exactly his dream, and how he will carry it out ?, please describe exactly his dream, and how he will carry it out ? 2. According to the and, how would you inspire the most part of passive or naughty learners if you were a teacher? 2. According to the and, how would you inspire the most part of passive or naughty learners if you were a teacher? 3. What have you learned via the lecture of Professor Pei, Lets Rescue Wildlife? Share with us its influence over you? 3. What have you learned via the lecture of Professor Pei, Lets Rescue Wildlife? Share with us its influence over you? 4. Please develop your own interpretation on the image of the Ocean, especially as a Naval Officer? 4. Please develop your own interpretation on the image of the Ocean, especially as a Naval Officer? 5. Viewed from an irony, the story of the unlucky couple, Mr. and Mrs. Loisel in < Le Collier, 5. Viewed from an irony, the story of the unlucky couple, Mr. and Mrs. Loisel in < Le Collier, The Necklace > of Maupassant, are they still Sweet Company to each other in some way? The Necklace > of Maupassant, are they still Sweet Company to each other in some way?

18 VI. Teaching Evaluation [6-2-2] 6. Please recite some impressive discovery of Little Prince during his Earth Planet travel? 6. Please recite some impressive discovery of Little Prince during his Earth Planet travel? 7. What is (are) the message(s) that the film tries to convey? Please analyze it according to the view of Self-surmounting. 7. What is (are) the message(s) that the film tries to convey? Please analyze it according to the view of Self-surmounting. 8. Please make a comparison, a metaphor or even a (symbolic) picture as your own comprehension/ viewpoint on the topic ofLife according to of Shakespeare and of Ernest Hemingway? 8. Please make a comparison, a metaphor or even a (symbolic) picture as your own comprehension/ viewpoint on the topic ofLife according to of Shakespeare and of Ernest Hemingway? 9. (Subject option open for the students) 9. (Subject option open for the students) 10. (Subject option open for the students)

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20 VII. Learner Feedback [7-1-1] Original Writing Test [011007] Original Writing Test [011007] Test Item 8: Test Item 8: Please make a comparison, a metaphor or even a (symbolic) picture as your own comprehension/viewpoint on the topic of Life according to of William Shakespeare, and of Ernest Hemingway. Please make a comparison, a metaphor or even a (symbolic) picture as your own comprehension/viewpoint on the topic of Life according to of William Shakespeare, and of Ernest Hemingway. -1. Life is like a Travel, and friends, travelers who keep company of your life. [ (with picture). ]

21 VII. Learner Feedback [7-1-2] 2. Life is like a Line. It is limitless (endless). It could encounter lots of depress (bands together). Therefore, it is very exciting. Life has many cross-roads, it needs the determination. How is your life, up to you! [ (with picture). ] ] 3. Life is like a Painting. A new birth is like a White paper, Sketching is our juvenile. According to the age, we complete more and more the Outline of work, until coming out the achievement of a Colorful Painting. [ (with picture). ]

22 VII. Learner Feedback [7-1-3] 4. Life is Game. No body always wins or loses all the time. [. ] 4. Life is Game. No body always wins or loses all the time. [. ] 5. Life is a Meteor. [. ] 5. Life is a Meteor. [. ] 6. Life is like a Weak (Fragile) Flower. [. ] 6. Life is like a Weak (Fragile) Flower. [. ] 7. Life is Ups-and-downs of Being, Living, Existence and Death. [ / / / (with picture). ] 7. Life is Ups-and-downs of Being, Living, Existence and Death. [ / / / (with picture). ] 8. Life is like a Chocolate Box, you never know the next flavor, sweet or bitter? [ (with picture). ] 8. Life is like a Chocolate Box, you never know the next flavor, sweet or bitter? [ (with picture). ]

23 VII. Learner Feedback [7-1-4] 9. Life is like Uphill to the Heaven. [ (with picture). ] 9. Life is like Uphill to the Heaven. [ (with picture). ] 10. Life is the diagram of Yin-Yang. It symbolizes constant (eternal) circulation of lives in Nature. [ (with picture). ] 11. Life is like Weather. Sometimes it is sunny day; sometimes, rainy day. Life is made of alterations of Happiness and Sorrow. Good and bad things come and go, but we must face all these. [. ] 12. Life is just like a Dream. Every one might have different dream, but manageable each. If we wish good dreams, we must work hard, otherwise it becomes just a daydream or nightmare. [. ]

24 VII. Learner Feedback [7-1-5] Critical Writing Critical Writing Test Items 9 & 10 (Subject options open for students) Test Items 9 & 10 (Subject options open for students) 1. Q1. If you can control (manage) the time, what will you do first? [ ] 1. Q1. If you can control (manage) the time, what will you do first? [ ] Q2. When you meet a poor person, what will you think at once? [ ] Q2. When you meet a poor person, what will you think at once? [ ] 2. Q1. We should protect wild animals, but lots of animals are killed. If you still not give a hand, whats your plan to protect Wildlife? [ ] 2. Q1. We should protect wild animals, but lots of animals are killed. If you still not give a hand, whats your plan to protect Wildlife? [ ] Q2. is a very good movie. What the movie tries to say? [ ] Q2. is a very good movie. What the movie tries to say? [ ] 3. Q: If you are the writer (producer) of, do you have another ending version? [ ] 3. Q: If you are the writer (producer) of, do you have another ending version? [ ] 4. Q1. If you are the teacher in, can you take the child (the orphan) go away with you? [ ] 4. Q1. If you are the teacher in, can you take the child (the orphan) go away with you? [ ] Q2. is very splendid. But if you are parents, can you let your child be a rock singer? [ ] Q2. is very splendid. But if you are parents, can you let your child be a rock singer? [ ]

25 VII. Learner Feedback [7-1-6] 5. Q1. What did you gain in the story of the Little Prince? When Little Prince comments our Planet, have we made the introspection? [ ] 5. Q1. What did you gain in the story of the Little Prince? When Little Prince comments our Planet, have we made the introspection? [ ] Q2. What is Education? I think Education is to shape the personality, not focuses only on expertise-teaching. [ ] Q2. What is Education? I think Education is to shape the personality, not focuses only on expertise-teaching. [ ] 6. Q: Which is the most touching program you like most? 6. Q: Which is the most touching program you like most? Ans.: Via the performance of schoolchildren in, I see the Light of Hope, a kind of simple and wonderful teaching methods, without heavy reflection beyond. [ ] Ans.: Via the performance of schoolchildren in, I see the Light of Hope, a kind of simple and wonderful teaching methods, without heavy reflection beyond. [ ] 7. Q1. What is the most important concept of ? 7. Q1. What is the most important concept of ? Ans.: It should learn what you like first, otherwise even you have learned an unpleasant subject for ten years, you learned still nothing. [ ] Ans.: It should learn what you like first, otherwise even you have learned an unpleasant subject for ten years, you learned still nothing. [ ] Q2. What do we learn from ? Q2. What do we learn from ? Ans.: We learned that we must be merely ourselves, and observe carefully everything which happens in our surrounding. [ ] Ans.: We learned that we must be merely ourselves, and observe carefully everything which happens in our surrounding. [ ] 8. Q1. What kind of animals is suitable to be (domestic) pets? [ ] 8. Q1. What kind of animals is suitable to be (domestic) pets? [ ] Q2. Do you have any ideas after admiring ? [ ] Q2. Do you have any ideas after admiring ? [ ]

26 VII. Learner Feedback [7-2] Satisfaction of Teaching Program [ 011007] Satisfaction of Teaching Program [ 011007]

27 VII. Learner Feedback [7-3] Learners Self-evaluation [011007]

28 VIII. Revision & Improvement Learner-Orientated Teaching Project: 15/31 Students note: Encouraging Support on Questionnaire 15/31 Students note: Encouraging Support on Questionnaire 12/31 Students wish : To Advance to an Earlier Class Hour, for Fear of being Bothered by Routine Duties [at 17:00, Making Dining Tables, Flag-guard, Hour- announcing, on Watch, etc.] 12/31 Students wish : To Advance to an Earlier Class Hour, for Fear of being Bothered by Routine Duties [at 17:00, Making Dining Tables, Flag-guard, Hour- announcing, on Watch, etc.] Instructor: To Shape Continuously the Balance of Cadets Learning Habit, between Obeying [Martial Expertise] and Critical Thinking [Cultural Literacy], in the ROC Naval Academy Instructor: To Shape Continuously the Balance of Cadets Learning Habit, between Obeying [Martial Expertise] and Critical Thinking [Cultural Literacy], in the ROC Naval Academy TA : TA :

29 Thanks for Your Attention!


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