More Related Content
Similar to Comp397Presentation
Comp397Presentation
- 1. COMP 397 Presentation(Hong Kong Team) Tang Man Ki (10010900D) Chiu Hoi Ling (10500500D) Wong Ho Wa (09516703D) Lau Siu Fung (10041234D) Wong Po Wah (09566872D) Leung Shuk Yee (09582522D) Wong Wing Lam (09093945D) Lo Ka Yee (10366438D) Yu Yi Yan Ada (09033189D)
- 2. CONTENT Preparation Execution Problem Solving Impacts Improvements
- 3. Preparation Preparation | Execution | Problem Solving | Impacts | Improvements
- 4. Preparation Well-organized lessonplans Good division of labor Well-prepared materials Buy/Donate gifts Preparation | Execution | Problem Solving | Impacts | Improvements
- 5. Preparation A talkfrom YMCA A visit to Christian Action A Scratch workshop from MIT Preparation | Execution | Problem Solving | Impacts | Improvements
- 6. 2 sets oflesson plan Level Elementary and Advanced Reasons Difficult to predict the IT level of students More flexible Preparation | Execution | Problem Solving | Impacts | Improvements
- 7. Rules & Scoringsystem Preparation | Execution | Problem Solving | Impacts | Improvements
- 8. Contingency plan Preparation | Execution | Problem Solving | Impacts | Improvements
- 9. Problems about EMkids Preparation | Execution | Problem Solving | Impacts | Improvements
- 10. Problems about EMkids Problem 2 Food problem Solution 2 Be careful to buy food from them Check the logo Preparation | Execution | Problem Solving | Impacts | Improvements
- 11. Execution Preparation | Execution | Problem Solving | Impacts | Improvements
- 12. Execution Preparation | Execution | Problem Solving | Impacts | Improvements
- 13. Execution Scratch InterestingSample Video 2 levels of tasks Review before new lesson Story Making Practice Presentation Preparation | Execution | Problem Solving | Impacts | Improvements ↓
- 14. Execution Movie MakerInteresting Sample Video Review before new lesson Database Story Making Practice Presentation Preparation | Execution | Problem Solving | Impacts | Improvements ↓
- 15. Execution Service LearningPrepare for the elderly service (Mentally) Lecture Key Words Role Play Review Preparation | Execution | Problem Solving | Impacts | Improvements
- 16. Execution Preparation | Execution | Problem Solving | Impacts | Improvements HK Team 同理 心 耐 心 關 心 樂 意 在 意 EM Team P atient L anguage A ttitude C alm E ye contact D istance
- 17. Execution Teaching theElderly Huge difference from our lesson plan Large digital divide among the elderly Teaching basic computer operations (Class A) Teaching basic operations, Facebook and surfing the Internet (Class B) Preparation | Execution | Problem Solving | Impacts | Improvements
- 18. Case Sharing: Problem Solving Preparation | Execution | Problem Solving | Impacts | Improvements
- 19. 1 st case--“Unfair” Background: make the learning process fun delivered the knowledge games and competitions yelled out the answers to maintain the class discipline emphasized only invite students who raised up their hands to answer A shy boy raised up his finger he was interested to answer my question Given and Danu: unfair--the shy boy didn’t raise up his hand but got invited rejected to continue the game & told their buddy Junior to boycott the game with them Preparation | Execution | Problem Solving | Impacts | Improvements
- 20. 1 st case--Unfair” Solution: explained why the shy boy was invited over the others right away in the class fair to everyone the boys’ reaction > expectation discussed this incident in the meeting after the lesson Preparation | Execution | Problem Solving | Impacts | Improvements We should be more alert to the fairness in the coming lessons
- 21. 2 nd case--“Unfair” Background: In the game we were teaching communication skills Mohamed was invited Danu: cheating; unfair if M was cheating but got invitation cried Preparation | Execution | Problem Solving | Impacts | Improvements
- 22. 2 nd case--“Unfair” In-class Solution: To calm Danu down and not to disturb the others who would like to continue the lesson human resources into 3 teams 1 st -- Olive, took the 3 boys Danu, Given and Junior to have a walk outside the classroom 2 nd --continued the game and the lesson in the classroom 3 rd --a fast little discussion & decided to chat with the boys after lesson Preparation | Execution | Problem Solving | Impacts | Improvements
- 23. 2 nd case--“Unfair” Solution (Con’t): We felt the need to discuss Danu was so alert or sensitive to “fairness” First thought: because he was a Black and a refugee??? Preparation | Execution | Problem Solving | Impacts | Improvements
- 24. 2 nd case--“Unfair” Solution: face to face chat understand them better stay the boys behind after that lesson 1 . the boys phoned and told their parents that the boys would come home a bit late 2. listened to their reasons for their reactions, feelings & complaints 3. after getting to know his reasons and feelings (a) showed our understanding but (b) told them what they did wrong in the lesson Preparation | Execution | Problem Solving | Impacts | Improvements
- 25. 2 nd case--“Unfair” Solution (Con’t): 4. Since Danu also shared his unfair treat in school, we suggested him solutions 5. explained : (a) a lot of effort in preparing the course to learn and have fun (b) If unhappy not our purpose , we were sorry about that, and promised to be more alert in the rest of the days 6. shared a little bitter truth in the reality--no absolute fair, we adults also face unfair situations sometimes share how we deal with it Preparation | Execution | Problem Solving | Impacts | Improvements
- 26. 2 nd case--“Unfair” mental health & good character traits unpleasant face to the refugee children Preparation | Execution | Problem Solving | Impacts | Improvements Black people children c. children do unfavorable behavior e.g. talk loudly, yell, run Not aware
- 27. 2 nd case--“Unfair” Preparation | Execution | Problem Solving | Impacts | Improvements If the children to be more polite, considerate People show unpleasant face or sidelong glance We emphasized good character traits
- 28. 3 rd case—Gender issue A larming issue in EM community -- status of female Background--f irst 2 days, the girls : automatically chose the seats after the boys rarely expressed their thoughts seldom took the initiates to be the hosts in the game compare to their counterparts but happy to share their thoughts be the host when they were invited and did well M istaken notion : some people are more prestige because of their gender Preparation | Execution | Problem Solving | Impacts | Improvements
- 29. 3 rd case—Gender issue Solution: D eliberately empowered both boys and girls to be the host e.g. in the game Hangman W hen we witness the girls being the victims of unwanted behavior told them to speak up 3. Compliment the girls when they did well in the class Preparation | Execution | Problem Solving | Impacts | Improvements
- 30. 3 rd case—Gender issue How the girls have changed: more participative in the class more willing to fight with boys instead of merely tolerant e.g. if the girls were the first at the queue to enter classroom choose seats first & sat at the front more willing to express their opinions in the class A girls even volunteered to be the MC when we were distributing the awards Preparation | Execution | Problem Solving | Impacts | Improvements
- 31. 3 rd case—Gender issue How the boys have changed: More respect to their girl counterparts e.g. keen to use the computer to find music for their performance let the girls used first because the girls queued before them. A nice improvement in terms of gender issue and equal opportunity Preparation | Execution | Problem Solving | Impacts | Improvements
- 32. Impacts Preparation |Execution | Problem Solving | Impacts | Improvements
- 33. Maslow’s Hierarchy ofNeeds Refugees Preparation | Execution | Problem Solving | Impacts | Improvements
- 34. Physiological food, water,shelter from NGO in HK Safety Gained the security of body, the family, health, property Exist but not live Live in the past Understand the Needs Preparation | Execution | Problem Solving | Impacts | Improvements
- 35. Understand the NeedsAccording to Maslow, individual will strongly desire the higher level needs Why cannot go further? Limitations Employment Voluntary services Belonging and Love Friendship (bias, school) Family (value family relation, left in the home country) Preparation | Execution | Problem Solving | Impacts | Improvements
- 36. Understand the NeedsEsteem Achievement Recognition Respect by others (status) Self- actualization Problem solving Spontaneity Preparation | Execution | Problem Solving | Impacts | Improvements
- 37. Impacts to EMStudents - Belonging & Love Preparation | Execution | Problem Solving | Impacts | Improvements After spending a morning with the elderly Eliminate the bias Become more detail- mined and empathy
- 38. Impacts to EMStudents- Esteem Gained recognition Performance session Completed tasks Moved to the next level of hierarchy of needs Preparation | Execution | Problem Solving | Impacts | Improvements
- 39. Impacts to EMStudents During the five- day course, Clear concept about the computing course organized by our department Think about their future career (e.g. Programmer) Through story telling Inspire students’ creativity with software Preparation | Execution | Problem Solving | Impacts | Improvements
- 40. Impacts to EMStudents Self- motivated Installed and practiced Scratch & Window Movie Maker at home Train the trainer Teach siblings the software that they learnt Narrow down the digital divide Preparation | Execution | Problem Solving | Impacts | Improvements
- 41. Feedbacks & ImprovementsPreparation | Execution | Problem Solving | Impacts | Improvements
- 42. Feedback from recipientsand parents Preparation | Execution | Problem Solving | Impacts | Improvements HK students: I like the course and would come back next year I hope the course will last longer (e.g. two weeks, three weeks) Scratch and Movie Maker are interesting. All teachers are kind.
- 43. Preparation | Execution| Problem Solving | Impacts | Improvements EM students: I have lots of fun in the course, especially the campus tour and the special show to the elderly. I want to have swimming lesson in the course next year. Feedback from recipients and parents
- 44. EM parents: Why not prepare a course for me? I am interested in what you are teaching. Preparation | Execution | Problem Solving | Impacts | Improvements Feedback from recipients and parents
- 45. Elderly: I love the “special show” arranged by you. l love learning from the “small helpers”. I think the computer course organized by PolyU is great. I want to join more courses in summer. Preparation | Execution | Problem Solving | Impacts | Improvements Feedback from recipients and parents
- 46. What we coulddo better ? Preparation | Execution | Problem Solving | Impacts | Improvements Lack of communications among helpers Cause: Time constraints Result: Misunderstanding, betray our trust 2. Neglect colleague’s feelings Cause: Focus too much on servicing the recipients Result: Have no sense of belonging to our team Do not have a positive view on their works
- 47. Preparation | Execution| Problem Solving | Impacts | Improvements 3. Take everything for granted Cause: Course materials of previous workshops are always prepared by the others Result: Confusion What we could do better ?
- 48. What we coulddo better ? Preparation | Execution | Problem Solving | Impacts | Improvements 4. Making unfair decisions Cause: Time constraints Result: Selective perception bias Resentment build and damage the friendships 5. Over-protection and over-accommodation Cause: Underprivileged children are our service recipients Use reward management to control the children Result: They think that they have privileges Do not listen to our instructions
- 49. Improvements Preparation | Execution | Problem Solving | Impacts | Improvements Share the information Meeting manner Briefing in the morning and afternoon Notify the others for any ad hoc matter
- 50. Improvements Preparation | Execution | Problem Solving | Impacts | Improvements Do preparations more carefully Stand on the client’s ground and think their needs more carefully Check all the teaching materials and equipments before the lesson Collect more information about the client and verify the information
- 51. Improvements Preparation | Execution | Problem Solving | Impacts | Improvements Prevent unfair issues Give a clear marking criteria Explain the reason to the client in detail Discuss with the other teammates before making decision
- 52.