The video lesson today is about CLIL and students as multi-modal users, enjoy!

今天的視頻課程是關於 CLIL 和作為多模式使用者的學生，請欣賞！

And today we're going to see how we can foster the production of multi-modal communication by students and so that they can become proficient multi-modal users.

今天，我們就來看看如何培養學生的多模式交流能力，讓他們成為熟練的多模式使用者。

Now it is important that we understand that when we are using CLIL methodology we are using a learner-centered approach.

現在，我們必須明白，當我們使用 CLIL 方法時，我們使用的是以學習者為中心的方法。

There are two different approaches in terms of focus and those have to do with teacher-centered approach and with learner-centered approach.

在重點方面有兩種不同的方法，即以教師為中心的方法和以學習者為中心的方法。

The teacher-centered approach is more traditional and so the roles of learners are relatively more passive and the roles of teachers are relatively more active and they are more in control of what's going on in the classroom.

以教師為中心的教學方法更為傳統，是以學習者的角色相對更為被動，而教師的角色相對更為主動，他們更能掌控課堂上發生的一切。

Now when you have a learner-centered approach like CLIL, learners have a responsibility, part of responsibility for their own learning and they take part in making decisions about their own learning and then the teacher's roles are seemingly less active but on the contrary I think that you work more with a learner-centered approach than with a teacher-centered approach.

現在，當你採用像 CLIL 這樣以學習者為中心的教學方法時，學習者對自己的學習負有責任，部分責任，他們參與對自己的學習做出決定，這樣教師的角色似乎就不那麼積極了，但恰恰相反，我認為以學習者為中心的教學方法比以教師為中心的教學方法更有效。

Now when you have a focus on students, you have what we call a learner-centered approach or a student-centered approach.

以學生為中心，我們稱之為 "以學習者為中心 "或 "以學生為中心"。

In this case, student-centered learning emphasizes students' interests and abilities and learning styles, placing the teacher as a facilitator of learning for individuals rather than for the class as a facilitator of learning for individuals rather than for the class as a facilitator of learning.

在這種情況下，以學生為中心的學習強調學生的興趣、能力和學習方式，將教師作為個人學習的促進者，而不是班級學習的促進者。

In essence, the teacher's goal in the learning process is to guide students into making new interpretations of the learning material thereby experiencing content and this is why it's so important in CLIL that we repeat the same content item in different modes so that different students with different skills and different abilities would learn from the different modes that you are using.

從本質上講，教師在學習過程中的目標是引導學生對學習材料做出新的解釋，從而體驗學習內容，這就是為什麼在 CLIL 中，我們用不同的模式重複同一內容項目如此重要，這樣，不同技能和不同能力的學生就會從你所使用的不同模式中學到東西。

So if you have a more visual type of learner, they would learn more with the pictures but if you have a more textual type of learner, they would still learn from the lesson because you're using and integrating different modes into the same learning experience.

是以，如果你的學習者是視覺型的，他們會從圖片中學到更多，但如果你的學習者是文字型的，他們仍會從課程中學到更多，因為你正在使用不同的模式，並將其整合到相同的學習體驗中。

Now multi-literacy and multi-model production are essential in student-centered approaches or student-centered focus.

現在，在以學生為中心的教學方法或以學生為中心的教學重點中，多種素養和多種模式的製作是必不可少的。

Teachers providing tools to students so that they can interpret multi-model messages and eventually experience and create their own multi-model resources.

教師為學生提供工具，使他們能夠解讀多種模式的資訊，並最終體驗和創建自己的多種模式資源。

So the idea today is that you teach your students how to create their own meanings by using multi-model resources.

是以，今天的想法是，你要教學生如何利用多種模型資源來創造自己的意義。

It's important that you understand that learners are mimicking multi-model strategies.

重要的是，你要明白學習者是在模仿多種模式策略。

If you are a successful multi-model teacher, then your students will mimic your strategies even if you don't instruct them to copy you in those instances.

如果你是一位成功的多模式教師，那麼即使你沒有訓示學生在這些情況下模仿你，他們也會模仿你的策略。

So you may have what we call spontaneous multi-model students production.

是以，你可能會有我們所說的自發的多模式學生生產。

This has to do with students note-taking.

這與學生記筆記有關。

I mentioned this in my first video and when you have students note-taking, if you are teaching through images, if you are teaching through animations, they may reflect that on their note-taking.

我在第一段視頻中提到過這一點，當你讓學生記筆記時，如果你通過圖片、動畫進行教學，他們可能會在筆記中反映出來。

Let me show you some examples again from my experience in Taiwanese schools, elementary schools from 2018.

我再給大家看幾個例子，這是我2018年以來在臺灣學校、小學的經歷。

Here we have a proficient multi-model teacher, primary teacher on fifth grade and she's teaching rock formation to students, okay?

這裡有一位精通多種教學模式的教師，她是五年級的小老師，她正在教學生岩石的形成，好嗎？

And she's using images here, she's using text, she is also using different graphs and different process drawings.

她在這裡使用了圖片、文字，還使用了不同的圖表和不同的流程圖。

And now these are pictures of the notes that students were taking during the session.

現在這些是學生們在課堂上做筆記的照片。

And what I find very interesting is that they are also including, you know, here they are also including drawings and you know the lava and they're using and they're also using text, okay?

我覺得非常有趣的是，他們還包括，你知道，這裡還包括圖畫，你知道熔岩，他們還使用了文字，好嗎？

Vocabulary and in some cases they are including Chinese as well.

詞彙，有時還包括中文。

So their notes are already multi-model and they are already multilingual but no one asked them to do this, they just were asked to take notes on the lesson and the result was that their notes were multi-model and multilingual which is fascinating.

是以，他們的筆記已經是多種模式和多種語言的，但沒有人要求他們這樣做，他們只是被要求記下這堂課的筆記，結果是他們的筆記是多種模式和多種語言的，這很吸引人。

And so these strategies should be encouraged because basically what they're doing is they're spontaneously mimicking the teacher and she is already producing multi-model messages successfully and this is what they're trying to do as well.

是以，這些策略應該得到鼓勵，因為從根本上說，他們正在自發地模仿老師，而老師已經成功地製作了多種模式的資訊，這也是他們正在嘗試做的事情。

This is another example, this is more evidently multilingual and this person is, you know, again including drawings, including different graphs and including the English and the Chinese translation so that they understand the process of rock formation.

這是另一個例子，這是更明顯的多種語言，這個人，你知道，再次包括圖紙，包括不同的圖表，包括英文和中文翻譯，以便他們瞭解岩石形成的過程。

But the idea is that our students become proficient multi-model users not necessarily just spontaneous multi-model users, just mimicking what they see in the classroom but we should design activities so that they are purposely using multi-model communication and creating multi-model products.

但我們的想法是，我們的學生要成為熟練的多模型使用者，而不一定只是自發的多模型使用者，只是模仿他們在課堂上看到的東西，但我們應該設計活動，讓他們有目的地使用多模型交流，創造多模型產品。

So the CLIL teachers become multi-model facilitators, okay?

那麼，CLIL 教師就成了多種模式的促進者，好嗎？

Then we have a number of potential students multi-model production.

然後，我們就有了一些潛在的學生多模型生產。

Now all kinds of multi-model production again they can be analogical, so by using colors, you know, drawings etc like the Taiwanese students I was showing you in my previous examples and those are analogical so it's multi-model production with no technology but today I'm more interested in multi-model production through digital media and here we have a number of alternatives that we have so that our students are creating multi-model resources to discuss the content that we are teaching in our classes, okay?

現在，所有類型的多模型製作都可以是類比的，是以可以使用顏色、圖畫等，就像我在之前的例子中向大家展示的臺灣學生一樣，這些都是類比的，是以是沒有技術的多模型製作，但今天我對通過數字媒體進行的多模型製作更感興趣，在這裡我們有許多替代方法，這樣我們的學生就可以創建多模型資源，來討論我們在課堂上教授的內容，好嗎？

One of the things that we can use is cartoons or comic strips or storytelling, okay?

我們可以用漫畫、連環畫或講故事，好嗎？

So I have an example here of a comic strip, this is obviously analogical and then here you have Canva, the graphic design software I was mentioning in my previous video lesson and you can help your students, you create a project, maybe in groups if you go to the computer room and they can create a story only in this case with the computer with this particular software or they can create videos like this kid is creating a video, okay, about school and content from school, in this case it's food.

是以，我這裡有一個連環畫的例子，這顯然是類比的，然後這裡有 Canva，我在之前的視頻課程中提到的圖形設計軟件，你可以幫助你的學生，你可以創建一個項目，如果你去電腦室的話，也許可以分組進行，在這種情況下，他們可以用電腦和這個特定的軟件來創建一個故事，或者他們可以創建視頻，比如這個孩子正在創建一個視頻，好的，關於學校和學校的內容，在這種情況下是關於食物的。

Now we can also have mind mapping, in the case of mind mapping you can do it again analogically like so, so you can do it either in the classroom or as homework but then you can also create it with software, specific software, in this case we are using Poplet, it's a specific app that you can students can use particularly to create their own mind maps.

現在，我們還可以使用思維導圖，就思維導圖而言，你也可以像這樣進行類比，是以你既可以在課堂上做，也可以作為家庭作業來做，但你也可以使用軟件來創建，特定的軟件，在這種情況下，我們使用的是 Poplet，這是一個特定的應用程序，學生可以特別使用它來創建自己的思維導圖。

You can also ask them to create lesson summaries, now for lesson summaries at the end of the lesson or at the end of each session every day you can ask a volunteer or ask them to take turns to answer this particular question, what did you learn today and you can use as in this example, you can use sticky notes, you can use sticky notes in the classroom for a number of purposes, in this case we could use them for the discussion of specific question on the topic that was covered in your CLIL course during that session and then students are allowed to bring their sticky notes with their summaries or their answers to the questions and eventually read what other learners have taken from that particular content.

您還可以要求他們製作課程小結，現在在課程結束或每天每節課結束時進行課程小結，您可以請一名志願者或請他們輪流回答這個特定的問題，即 "你今天學到了什麼"，您可以使用便籤，就像在這個例子中一樣，您可以使用便籤，您可以在課堂上將便籤用於多種用途、在這種情況下，我們可以用便籤來討論該節課中 CLIL 課程所涉及主題的具體問題，然後允許學生將便籤與他們對問題的總結或回答放在一起，並最終閱讀其他學習者從該特定內容中學到了什麼。

You can have a classroom journal, again this is another analogical example of a classroom journal and physically you have a journal and you may have a number of topics and students are taking turns in into writing one page, however this can very easily turn into non-multimodal because if you ask them to heavily depend on just written text without any pictures or without any graphs or drawings then this would not be a good example of multi-modal communication, however when you turn your classroom journal into a blog, sorry about that, into a blog and then you ask students to answer the same question we were asking before, what did you learn today or can you summarize the lesson today or what was fun today, how did you feel today, there's a number of questions you can always ask your students, then you can ask them to do it at home on a classroom blog and these are many reasons why you would have a classroom blog to cover content particularly in English.

你可以寫一本課堂日誌，這也是課堂日誌的另一個類比例子，實際上你有一本日誌，你可能有很多主題，學生輪流寫一頁，但這很容易變成非多模態，因為如果你要求他們主要依賴於書面文字，而沒有任何圖片或圖表，那麼這就不是多模態交流的好例子、但是，如果你把課堂日誌變成博客，對不起，是博客，然後讓學生回答我們之前問過的同樣的問題，你今天學到了什麼，或者你能總結一下今天的課程嗎，或者今天有什麼有趣的事情，你今天感覺如何，你總是可以問學生很多問題，然後你可以讓他們在家裡的課堂博客上做這些事情。

One of the interesting things about classroom blogs is that it gives your students a global audience, from experience the less restrictive your blog is and your blog entries are, the more engagement, the higher engagement levels you'll find from students and also from parents, they are so happy to see that their kid's paragraph with the picture or the short video has comments from people all around the world because of the use of English, so it's quite interesting and quite fulfilling.

根據經驗，博客的限制越少，博客條目越多，學生和家長的參與度就越高，他們非常高興地看到，由於使用了英語，他們孩子的段落和圖片或短視頻得到了世界各地人們的評論，是以，這非常有趣，也非常有成就感。

Now you can have lesson related activities so that they become multi-modal users and they do so successfully, so for example you may have activities in which they need to list advantages or disadvantages of a specific content point or a cause and effect type of discussion and you can ask them to work in groups and again I have an analogical example here with cause and effect but also you can have specific software that you can use to create a comic story or a comic strip or whatever you want to call it so that you are explaining cause and effect but in this case is digitally.

現在，你可以開展與課程相關的活動，讓他們成為多模式用戶，併成功地做到這一點，例如，你可以開展一些活動，讓他們列出特定內容點的優點或缺點，或者進行因果關係類型的討論，你可以要求他們以小組為組織、部門開展工作，我這裡也有一個因果關係的類比例子，但你也可以使用特定的軟件來創建一個漫畫故事或連環畫，或者你想怎麼稱呼它就怎麼稱呼它，這樣你就可以解釋因果關係，但在這種情況下是數字的。

You may have timelines and sequences again in the case of timelines you can always have them in analogically like in these examples but then you can have this app timeline in which you can create an actual timeline, students would need a computer or a tablet and they create timelines normally in groups.

學生需要一臺電腦或平板電腦，他們通常以小組為組織、部門創建時間軸。

Now with musical projects they tend to be technologically slightly more difficult, you cannot cover them in just part of a session like the previous elements I was discussing but normally they are lots of fun and normally they are very engaging, they increase motivation etc.

現在，音樂項目在技術上往往略顯困難，你不可能像我之前討論的內容那樣，在一節課的短短部分時間內就能完成，但通常情況下，這些項目都非常有趣，而且非常吸引人，能提高積極性等。

So here I have an example of a musical project and here I have another example again my presentations are interactive so if you want to consult it at a later date you can click here and watch the videos.

這裡有一個音樂項目的例子，這裡還有另一個例子，我的演示文稿是互動式的，所以如果你想以後再查閱，可以點擊這裡觀看視頻。

This is a collaborative project in which students from different schools around the world are singing the same song and this one is from an Australian rural school and they are singing a song that they created.

這是一個合作項目，來自世界各地不同學校的學生演唱同一首歌，這首歌來自澳洲的一所鄉村學校，他們演唱的是自己創作的歌曲。

It's not a popular song like this one, it's a song that they created.

這不是一首流行歌曲，而是他們自己創作的歌曲。

You can create concept boards again analogically so maybe like this one about animals and they create it in groups but you could use Pinterest to create different boards or basically folders in which the teacher and the students select a number of pictures to describe a specific concept like so.

您可以再次以類比的方式創建概念板，也許就像這個關於動物的概念板一樣，他們可以分組創建，但您也可以使用 Pinterest 創建不同的板塊，或者基本上是文件夾，教師和學生可以在其中選擇一些圖片來描述一個特定的概念，就像這樣。

So this is an example of a board on traveling on Pinterest.

這就是 Pinterest 旅行板塊的一個例子。

Now again this requires students to have the app on their mobile phones, you can ask them to use their parents mobile phones.

這同樣需要學生在手機上安裝應用程序，您可以要求他們使用父母的手機。

Now the problems and the strategies and the contextual difficulties you may have in terms of using mobile learning, we're not going to cover that today.

至於在使用移動學習時可能遇到的問題、策略和環境困難，我們今天不打算討論。

Now the only item on this list that is digital only, it's not possible to have it in an analogical form is webquests.

現在，這份清單上唯一一個只能以數字形式存在，無法以模擬形式存在的項目就是網絡任務。

Webquests are basically treasure hunts that are guided by the teachers so basically you need to have relatively long preparation to have very specific instructions.

網絡任務基本上是由教師指導的尋寶活動，是以基本上需要有相對較長的準備時間，以獲得非常具體的指導。

Normally you divide the class into groups and each group you would have different students with different roles.

通常情況下，您會將全班抽成幾個小組，每個小組有不同的學生，他們扮演不同的角色。

So for example if you do a web quest about traveling you may have one person is the tourist, one person is the hotel concierge, another person is the travel agent and so on.

例如，如果你做一個關於旅遊的網絡搜索，可能會有一個人是遊客，一個人是酒店禮賓，另一個人是旅行社，等等。

They have different roles and different levels of involvement and each of them needs to create different multi-model products.

他們的角色和參與程度各不相同，每個人都需要創造不同的多模式產品。

For example the tourist would need to create postcards about the places that they have visited, the travel agent would need to create a catalog of different options, the hotel concierge would need to probably record a video with the conversation and so on.

例如，遊客需要製作明信片，介紹他們到過的地方；旅行社需要製作不同選擇的目錄；酒店禮賓可能需要錄製一段對話視頻等等。

So roles would imply different activities.

是以，角色意味著不同的活動。

The good thing is that if you have several web quests during the academic year you can ask students to switch roles and so those students who were participating with less challenging roles in a previous web quest can now take a more difficult or complex role in a new web quest.

好的一面是，如果你在一學年中有幾個網絡任務，你可以要求學生轉換角色，這樣，那些在以前的網絡任務中參與難度較低的角色的學生，現在可以在新的網絡任務中扮演難度較高或複雜的角色。

They are lots of fun, students love them because they are like games and you can make them about any kind of content that you have, music, math, science, art, you name it.

它們非常有趣，學生們非常喜歡，因為它們就像遊戲一樣，你可以把任何內容製作成遊戲，音樂、數學、科學、藝術，你說得出來。

So they're lots of fun but they require lots and lots and lots of preparation particularly because you have general guidelines and then guidelines for each role and then the way to assess this kind of activity when you have a web quest you normally have a portfolio in which each member of the group would need to submit the product that they were required to do.

是以，這些活動非常有趣，但也需要做很多很多的準備工作，特別是因為你有總體指導原則，然後還有針對每個角色的指導原則，而評估這類活動的方法是，當你進行網絡探險時，你通常會有一個作品集，小組的每個成員都需要提交他們需要完成的產品。

You can have a digital portfolio and they can upload their materials.

您可以擁有一個數字作品集，他們可以上傳他們的材料。

Now the tools that you can use for those elements, those products, multi-model products that your students can create are simple.

現在，您可以使用簡單的工具來創建這些元素、產品和多模型產品。

For cartoons and comic strips and storytelling you can use this software, Storyboarder or Storyboard That.

對於漫畫、連環畫和講故事，您可以使用 Storyboarder 或 Storyboard That 這款軟件。

Normally this one is preferred by primary educators and this one is preferred by secondary educators.

一般來說，小學教育工作者更喜歡這個，中學教育工作者更喜歡這個。

Then as I said before Canva as the graphic design tool it's really it works wonders and then Powtoon it creates video animations without much work and much of a hassle and it looks very professional so this one is also very very popular.

然後，正如我之前說過的，Canva 作為圖形設計工具，它真的能創造奇蹟，然後 Powtoon 它能創建視頻動畫，不需要太多的工作和麻煩，而且看起來非常專業，所以這個工具也非常受歡迎。

Let me show you this is Storyboard That and this was created by students and this is a Powtoon example.

讓我向大家展示這是 Storyboard That（故事板），由學生創作，這是 Powtoon 示例。

This is a video created by a teacher and eventually as you can see it's very professional and it takes very little time to do.

這是由一位教師製作的視頻，正如你所看到的，它非常專業，而且只需很短的時間即可完成。

In terms of mind mapping you can use Brazee.

在思維導圖方面，您可以使用 Brazee。

This is the one I'm using.

我用的就是這個。

It has very good templates for timelines and you can become a free user if you are an educator.

它有非常好的時間表模板，如果你是教育工作者，還可以成為它的免費用戶。

So you can have a free account and lots of perks.

是以，您可以擁有一個免費賬戶和許多優惠。

So you can use Brazee to create your own templates for your so it's quite interesting.

是以，您可以使用 Brazee 為自己創建模板，這非常有趣。

Canva again for graphic design but also for mind mapping you can use Xmap, Matmapping and Mind Me Up.

Canva 同樣適用於平面設計，但也適用於思維導圖，你可以使用 Xmap、Matmapping 和 Mind Me Up。

There are other software and apps online you can choose whichever you want.

網上還有其他軟件和應用程序，您可以根據自己的需要進行選擇。

I find this one to be relatively easy to use if you're not interested in using Brazee or Canva.

如果你對使用 Brazee 或 Canva 不感興趣，我覺得這個軟件相對容易使用。

Okay the activities that I'm proposing for today again a discussion with questions.

好了，今天我提議的活動還是帶問題的討論。

They're going to be app for on the screen with the homeroom teacher but basically it's important to understand if you are promoting your students output both in terms of language and in terms of content and if those resources that you're using are they analogical or digital or both and do your students spontaneously without any instructions to do so do they create multi-modal notes?

他們將與班主任一起在螢幕上使用應用程序，但基本上，重要的是要了解你是否在語言和內容方面促進學生的產出，以及你使用的這些資源是類比資源還是數字資源，或者兩者兼而有之，你的學生是否在沒有任何訓示的情況下自發地創建多模式筆記？

How do they create it and what for are they multi-lingual?

他們是如何創建的，他們為什麼會說多種語言？

For example can you describe them and then what difficulties do you predict in case you wanted to your students to create digital multi-modal products?

例如，您能否描述一下，如果您想讓學生製作數字多模態產品，會遇到哪些困難？

I can think of a number of difficulties but it would be interesting if you could discuss those difficulties and particularly how you could overcome those issues.

我能想到一些困難，但如果你們能討論一下這些困難，特別是如何克服這些問題，那將會很有意義。

Okay now my second activity yes no surprise is design a lesson plan.

好了，現在我的第二個活動是設計一個教案。

In this case it's not the whole lesson it's just a task.

在這種情況下，這不是整堂課，而只是一項任務。

Okay so design a task in which your students create multi-modal learning products.

好吧，那就設計一個任務，讓學生製作多模式學習產品。

First they need to select you need to select what kind of product they're going to create.

首先，他們需要選擇你需要選擇他們要創造什麼樣的產品。

Is it going to be a web quest with a portfolio?

是要在網絡上尋找作品集嗎？

Is it going to be a video?

會是視頻嗎？

Is it going to be a story multi-modal story?

這將是一個多模式的故事嗎？

Then you need to design the task help your students choose the resources that they're going to integrate and then how are you going to assess your task?

然後，你需要設計任務，幫助學生選擇他們要整合的資源，然後如何評估你的任務？

So the maximum length of the task should be one hour and you need to guide them on what kind of resources they can use by providing examples links etc.

是以，任務的最長時間應為一小時，您需要通過提供示例鏈接等方式，指導他們可以使用哪些資源。

You don't have to actually you know mention the links that you're going to be using for this particular purpose and then but you do need to mention how you are going to assess your students in terms of language use in terms of comprehension in terms of cognition and also in terms of digital skills.

實際上，你不必提及你將為這一特定目的而使用的鏈接，但你確實需要提及你將如何從語言使用、理解、認知以及數字技能等方面對學生進行評估。

How can you measure how skillful they are in terms of multi-modal production?

如何衡量他們在多模式生產方面的技能？

Also you need to think about your own assessment.

此外，您還需要考慮對自己的評估。

How can you assess your task and how can you make the necessary adjustments for next time?

如何評估自己的任務，如何為下一次做出必要的調整？

Okay my tip for this particular video lesson is to use templates again adapt to your students context and level and don't be afraid to integrate your own language.

好了，對於這節視頻課，我的建議是再次使用模板，適應學生的語境和水準，不要害怕融入自己的語言。

So your native language can help it's never going to prevent learning it's always going to facilitate learning.

是以，你的母語可以幫助你的學習，但它永遠不會阻礙你的學習，反而會促進你的學習。

So don't be afraid to use your own language and integrate it into your own teaching particularly in Clio.

是以，不要害怕使用自己的語言，並將其融入自己的教學中，尤其是在克里奧。

There's a number of useful links I am leaving with you they have to do with musical projects with blogging in the classroom with how to use sticky notes in the classrooms um how can you um how can you choose um for your classroom and for your teaching and how can you create vlogs with your students so video blogs with your students and how they can be successful.

我給你們留下了一些有用的鏈接，它們與音樂項目有關，與在課堂上寫博客有關，與如何在課堂上使用便籤有關，與如何為課堂和教學選擇便籤有關，與如何與學生一起創建視頻博客有關，與如何讓學生取得成功有關。

Thank you.

謝謝。