1) The document summarizes the author's observations of teaching strategies at Taipei European School (TES) during a 5-day visit, including having students do morning exercises to music to start the day, conducting debates using a PEEL structure with Google Docs and self/peer assessment, and implementing differentiated guided reading with reciprocal teaching roles. 2) The author notes how technology is used to support learning objectives and higher-order thinking, and foster collaboration, such as using Google Classroom, Google Slides, and Seesaw app. 3) Key strategies observed for developing self-regulated learning included explicit training in metacognition, positive teacher-student interactions, small-group learning, establishing motivating contexts,

1. 天母國小 沈佳慧 Cindy Shen
I. Introduction
Wondering how English applies as a tool for cross curriculum, how ICT
(Information and Communication Technology) is used as a common skill for teaching
and learning, and how differentiated instruction is integrated in various subjects? The
teachers and students in Taipei European School (TES) generously show us how they
use these practical and useful strategies at school.
II. In-Class Observation and Implementations
Time flies. The five days in-class observations have been finished. The following
four empirical tips in teaching that I appreciate a lot and I can’t wait implementing in
my classes. First, the TES 6th
grade students always have ‘morning exercise’ at 8:10.
They solve the riddles and then dance ‘Happy’ from YouTube https://goo.gl/kZVoa9
to start a day together! I use this tip in my class and I find that it really helps my 4th
graders concentrate on the following learning!
‘Happy’ by Pharrell Williams
from Just dance
A ‘HAPPY’ Morning!!
Good morning! Classroom management Take Action in Cindy’s Class!!
Second, in the sixth-grade class, a debate is conducted naturally and
authentically. The motion is ‘This house believes that all students should wear school
uniform.’ Students use Google Docs to co-edit and state their arguments. The strategy
I learn is ‘PEEL,’ i.e., Point, Evidence, Explanation, and Link. The planned
facilitative questions can encourage students to express their personal perspectives
that enrich the debate discussions while challenging the ideas of their peers. Peer
assessment is conducted with a rubric. After that, an oral presentation is video-

2. recorded and uploaded to Seesaw App, which is applied as a great communicative
channel with parents directly. Parents can see and reply what their kids’ performance
at school.
I prepare the PEEL flash cards and self/peer evaluation sheets for my 4th
graders
at Tianmu Primary School. This is their first time to debate in English. They
collaborate the English writing slides via Google Classroom and iPads. Sufficient
time is provided for students to think, pair, and share with their peers.
Debate PEEL strategy
co-edit Google slides assessment rubrics
cultivate critical thinking skills
step by step!!
self / peer / teacher evaluation sheet
PEEL card in Cindy’s class PEEL card instruction

3. tech buddies: collaborative learning peer assessment
Third, I see a high-quality, highly effective implementation of differentiated
guided reading with a process of self-reflection is involved. The TES 4th
grade teacher
used ‘reciprocal teaching approach’ in the Guided Reading class. The whole class is
divided into three groups. Each group reads different books.
(1) The advanced group sit on the comfortable mat and listen to the audio CD
individually. After that, they go back to their seat and write a summary on their
Reading Notebook.
(2) The intermediate group is guided by the teacher, who is the so-called ‘big
boss.’ Each student has a role, such as a clarifier, a questioner, and a summarizer to
scaffold reading comprehension with each other. After that, a self-assessment is
conducted.
(3) The basic level group is leaded by an assisted teacher. They try to read the
beginning level books and they spend lots of time on word meaning identification and
clarification. The unknown words are defined via Oxford paper-based dictionaries.
advanced level group reading material CD players and headphones

4. CDs summary
intermediate level group reciprocal teaching: the big boss
reciprocal teaching: the clarifier reciprocal teaching: the clarifier
reciprocal teaching: the summarizer reciprocal teaching: the predictor

5. reciprocal teaching: the sharer reciprocal teaching:
pupil evaluation sheet
Cindy’s reciprocal teaching!
Apps I use: Google Classroom,
Google Slides, and Goggle Drive
Cindy’s reciprocal teaching materials
for each group
scaffolding among peers
Fourth, the ‘WOW Words’ in each classroom are established as a word learning
context for students. Some of the TES teachers make the posters by themselves, but
some of them ask students to write the word lists. The words are mainly from reading
materials or from the Spelling classes.
WOW Words with definitions!! WOW Words posters

6. Wh-Qs words Kids’ handwriting ‘WOW words’
III. Cindy’s Pedagogical Implications and Discussions
1. Facilitating whole-class conversations after reading.
In the TES Guided Reading classes, students are able to see that each person has
different responses and interpretations to the reading texts through supportive and
collaborative conversations. Textual interpretation is socially situated as readers
transact with the text by relying on their unique experiences, which mediates the
construction of meaning. This interactional skill will be integrated in my teaching and
I will assist my students to see themselves as individuals in reading process.
2. Integrating technology instead of simply using technology.
From one week involvement with TES, I realize that technology is used to
support curricular goals and learning objectives, to encourage higher-order thinking
skills, to facilitate collaboration among groups, and to construct and build knowledge.
3. Fostering self-regulated learning in the classroom.
TES teachers encourages students to take responsibility for their own learning
and to find creative ways to display what they have discovered. I therefore believe
that teacher’s positive behaviors can encourage students’ self-directed development. I
will use the following six strategies to foster self-regulated learning in my teaching.
(1) Explicit training in metacognitive strategies.
(2) Positive teacher-students interactions.
(3) Small-group learning and the teaching of collaborative skills.
(4) Establish motivating learning context.
(5) High level of classroom organization.
(6) Goal setting, monitoring progress, and evaluating.
IV. Conclusion
In brief, I hope I could have further connections with TES teachers and students,
such as making the projects, debating, reading the same storybooks, writing
reflections, and exchanging great ideas together in the near future.