Peer Review for Pod 8’s Interactive Learning Resource Draft

After reading the post from the Pod 8, I think teaching high school students to learn more about microeconomics is a good idea because in the context of globalization, economic development is always a hot topic.  Additionally, the course is helpful for students to increase their understanding of the microeconomics as well as improve their decision-making ability.

I really appreciate your measures of caring for ELL and learners with loss of hearing in the first of the Interactive activities. But I think it is not easy for students to understand a concept like Macmillan Learning by just watching the video. Therefore, considering Inquiry-based Learning will be applied in your course, my suggestion is that before watching the video, you can ask students to use their spare time to look up information, discuss in groups through Zoom or other platforms, to get a general idea of the concept to be introduced in class. I think it might be more in line with the learning method you chose.

As for the second Interactive activity in your Resource Draft, I agree with the idea of after reading the articles and then create a blog because I believe one of the best way for teachers to assess whether students understand a concept is asking them to write as required. But I wonder whether students can read and make comments on others’ post, and have a chance to polish their post because just like what you mentioned in your Resource Draft, Inquiry-based Learning is a student-centred and semi-autonomy learning approach, thus we should give students more chances to explore by themselves and encourage them to share information and discuss with each other. Additionally, for English as second language learners, I think we can assess their blog not considering too much on the gramma or spelling, etc.

When it comes to the third Interactive activities, I noticed that our thinking differs in the way on how to assess the students. For me, regarding the title of the third activity – Think with an economic perspective and solve problems like Economists, which requires students to analyze the problem and solve them with the ideas learned in the program(like an economists), that is to say, what should be assessed is not only the presentation they give, but also the way how they share their own opinions and solutions for the given prompt during the group discussion. To be more concise, teachers can pay attention to the performance of the students during the discussion section and combine with the group presentaion to give rational and scientific score.

Last but not least, I really like how you explained your methods to help students with hearing impairment, and I am wondering what can you do more for them while using the Technology tools like Zoom for group meeting.

All in all, almost all of the required information is included in your Interactive Learning Resource Draft and if more details were added into it, it would be better!


[PRMPT] Interaction

The link of the video: FRENCH LESSON – learn french with Harry Potter I ( french + english subtitles )

The video I chose is the part of the film Harry Potter with french dubbing as well as french subtitles. During the class, all of the students in different groups will dub for a movie with French dubbing and French subtitles, just like the movie in the video. We will separate all of the students into different groups according to the movies they choose. In addition, everyone will be given a script of a movie in class and has 20 minutes to prepare. After everyone is ready, they will do the dubbing in turn.
Actually, before the dubbing assessment, we will introduce everyone in our class to download a dubbing app(MadLipz) in their smart phones. Furthermore, by means of the dubbing app we will assign some tasks regarding dubbing for different French movie parts, which helps them get familiar with dubbing works as well as do well in dubbing during the class.
When it comes to the feedback the dubbing assignment on the app(MadLipz), we will take the systematic scoring for reference and give the final grades in terms of their pronunciation, fluency, emotion, etc.
Additionally, as for the dubbing task during class, considering that few students may feel nervous and shy dubbing in front of the whole class, we will mark only focus on engagement and participation.
We believe that dubbing for a film can not only arouse students’ interest in learning French, but also improve their expression and imitation skills. Our goal in getting students to complete the dubbing task is not to expect them to be as fluent and standard in pronunciation as the characters in French films, but to create a tu that is different from traditional teaching and stimulates their language imitation and interest in language learning.

Response to: Direct Instruction for teaching French by junhao

After reading the teaching method post written by junhaoLin, I knew that  Direct instruction is where teachers use explicit teaching techniques to teach a specific skill to their students, which is quite different from my teaching method – Inquiry-based Learning.

Glad to know that junhao had the experience of teaching English and I think during the period when he taught English, he could be more aware of the importance of the role of a teacher in learning a foreign language.  And I think the reason why he chose the direct instruction is that he believed learning a non-native language could be boring and dull and the guidance and help from the teacher is necessary and important.

Although I admit that his words were convincing, I think he exaggerated the role of the teacher a little too much. In my opinion, in the process of learning a foreign language, what a teacher can do is to provide learning methods and stimulate students’ interest in learning.  Whether students can make progress in learning a foreign language mainly depends on how much time and energy they put into it.  Not every teacher can provide targeted teaching for every different student. At most time, the limited teaching resources determine that students have to explore the different learning methods provided by their teachers and in that way, they need to explore a series of theories and methods and find the ones which are the  most suitable for themselves.

[PROMPT III] Inquiry-based Learning approach

As a teaching model which is quite different from the traditional teaching, Inquiry-based Learning inevitably faces various challenges. Based on one of our group’s activities (debate), in general, not every student is good at debating competition or eloquence, especially when using a non-native language to express their views and ideas.

The unfamiliarity with the topic of the debate, the poor listening and speaking ability of the foreign language (French) and so on will be a great obstacle for students to improve their language ability in the debate. I hold a strong belief that there are always more ways than difficulties. In view of these potential problems, we can only analyze them one by one and take corresponding solutions, so that every student can benefit from the debating competition organized by us.

As for one of the problems, the unfamiliarity with the topic of the debate, this may be caused by two reasons, one is that students’ extracurricular life is not rich enough, they know little about things other than study and life, and the other is that students’ vocabulary about debating topics is insufficient. In teaching, we will actively encourage students to improve the accumulation of French vocabulary, and each section of the course will share vocabulary on different topics. after learning vocabulary, students can use what they have learned and combine it with real life. create a short story or write down your understanding of the field.

In terms of the problem of poor listening and speaking ability of the French, we will pay special attention to French listening and pronunciation training in teaching, because this will be the most basic ability to participate in the debate competition. In class, we will increase activities such as French song training, watching French movies and TV dramas, and recommend learning websites or applications for students to practice French pronunciation, so as to encourage students to listen more and speak more French in class and after class.

In the process of teaching, new difficulties and challenges will continue to emerge. only by making a detailed teaching plan can we get a satisfactory teaching quality.

If you are interested in my or my other team members’ solutions to our own teaching solutions, you are welcome to read and leave a message.

yiwei’s experiential learning method 

yiyan’s cooperative learning method

junhao’s direction instruction learning method

[Prompt II] Inquiry-based Learning

According to Wikipedia, Inquiry-based learning is a form of active learning that starts by posing questions, problems or scenario and it is often assisted by a facilitator rather than a lecturer.

After learning about the characteristics about the Inquiry-based Learning, I chose it as our project’s  teaching method ultimately. There are many reasons for this, which are as follows:

Our group intended to teach people from various cultural background to learn French, which includes several parts, listening, speaking, reading as well as writing . All of our team members have rich language learning experience and are glad to share it with the learners. Kathleen and Charles (2016) indicated that  curiosity and motivation lie at the heart of inquiry-based education. This approach to learning has turned traditional classrooms into high-energy learning centres, where (students) are excited to learn and participate. In my opinion, language learning requires not only scientific and efficient methods, but also students’ constant pursuit of new knowledge.

The reason why I chose Inquiry-based learning is that this kind of learning method is totally different from the traditional learning and teachers do not play the most important role in imparting knowledge. That is to say, it can not only cultivate students’ interest in exploring things, but also improve their ability to think  of and solve the problems.

I knew that Inquiry-based learning is generally used in small scale investigations and projects, as well as research, whose strength is that it is suitable for our small class teaching(15-20 people) and it would be more efficient if people can cooperate with others in respective group. And it requires teachers to  understand and apply the kind of inquiry that students are interested in and can really improve their language skills. According to our teaching mode, we think high of teaching the methods and ways of learning language instead of the knowledge itself, which is helpful to promote students’ engagement and deepens their understanding of the knowlege.

What’s more, as for the details of several interative activities of the project, we encourage students to access strong research materials and practice frequently to complete the questions or tasks we will post.  Inquirt-based  learning also gives students a chance to discover the meaning and necessity of learning French through their own efforts. For the final decision of choosing teaching method, we will discuss further in our group and welcome all of you to share your ideas and suggestions in comments with us!

If you are interested in the learning method chosen by my teammate, you can click the following links to get more information:


How to use inquiry-based learning with young learners. (n.d.). Retrieved July 23, 2020, from


[PROMPT] Learning, Motivation, and Theory

What I wanna share is about my best learning experience and the reasons why I enjoy the course I took.

Although I was deeply impressed at each stage of my study, in my memory, the learning experience I was most proud of was the learning of biology courses in my junior high school.

   I think one of the most important reasons was that I really enjoyed learning biology and I wanted to know more about the organisms as well as the nature. In my spare time, I was glad to read biology magazines, newspapers, or books. And gradually I found that the more I learn, the more obesessed I was to it. The process of learning biology was wonderful, you can not only learn about the detailed process of the photosynthesis of the plants, but also know different functions and structures of the organs of animals. The exploration of human life is endless, which is also the reason why people love and Revere life.

My achievement in biology learning is inseparable from the guidance and instruction of a patient and knowledgeable teacher. My biology teacher was a kind and considered old lady, she devoted most of her life to the great cause of education and I had a lot of respect for her. Although she is nearing retirement age, she showed a youthful energy and enthusiasm for teaching that many other young teachers lack. Therefore, her class is relaxed and cheerful, and her students were highly motivated. I have often considered it a blessing in my life to be her student. I often asked her for advice. And she always patiently answered my questions and kept encouraging me to keep my passion for learning biology. Inspired by her, I was more willing to spend my time and energy on the study of biology. Hard work always pays off, and every time I get a satisfactory biological result.

No one is born good at learning, but there is no denying that all of us must learn. As long as we put in enough hard work and effort, we can always become masters of knowledge and put what we have learned into practice.

Stories vary from person to person, click  here to know more about junhaoLin’s experience approximately ten years ago, and you will surprisingly find what a courageous and smart boy he was at that time.

Welcome and Introduction

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Test Learning Design Post

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