Jul 31, 2020

Learning to Manage Your Emotions - Student Project

Student write-up
Student write-up

The project was titled “Learning to Manage Your Emotions”. The principal investigator was a high school teacher and the project was conducted among high school students. The project aimed to help students understand different emotions and how emotions impact one’s daily life and relationships with others. The project objectives include: 1) students are able to name and describe different emotions they experienced in life; 2) students are able to categorize emotions to represent positive and negative leanings; 3) students are able to recognize that there are no right or wrong emotions, and all emotions are valid; 4) students are able to illustrate how emotions can bring positive or negative influences through concrete examples; 5) students are able to collaborate with others and assume roles of leadership.

 

To accomplish the project objectives, students participated in a series of activities:

  1. In-class games to share what emotions students are experiencing and learn to articulate them
  2. Learn to understand and describe major emotions (happiness, anger, sadness, fear and disgust) through watching movies, having discussions about the movie characters and their emotions, and reflecting on one’s own experiences in life.
  3. Based on personal experiences and observations, guided discussions are held to help students understand how emotions can positively or negatively influence one’s life (e.g. extreme anxiety and fear can be crippling, and yet a reasonable amount of anxiety and fear can be motivating)
  4. Students worked together to create a picture book about emotions and distribute it among the community. Each student contributed to 1 page of the narrative or illustrations of the book. During the book production, students could apply for different roles in the process (e.g. editor, art director, marketing and outreach coordinator), and the book was the outcome of the collaborative effort of the production team.

 

We believe that this project has successfully accomplished its objectives and help students become more aware of their emotions and gain a better understanding of the role of emotions in their lives. Their participation in this project will lay the foundation for them to embark on a path to process and manage their emotions in a healthy and active way.

Student presentation
Student presentation
Sketch for students' self-made distressing device
Sketch for students' self-made distressing device
Students' self-made distressing device
Students' self-made distressing device
Measured physiological signs linked to emotions
Measured physiological signs linked to emotions
Student note describing personal emotions
Student note describing personal emotions
Cover of the picture boo
Cover of the picture boo
Apr 9, 2020

Oral History Project Training Update

2nd Local Cultural Oral History Teaching Workshop
2nd Local Cultural Oral History Teaching Workshop

In 2019, based on the direction of the Footprint oral history project identified by the 2018 Guilin Workshop, about 30 secondary school oral history teams from Qinghai, Guangxi, Yunnan, Guizhou, and Gansu are experimenting oral history teaching on local cultural topics, and pursue students’ understandings of life stories in the aspects of background, subjectivity, and life connection. The themes explored by teachers and students are rich and varied, including local opera arts, such as Guangxi Yong Opera, Central Gansu shadow play; folk customs, such as Shehuo custom in Hehuang River Basin; livelihoods, such as the life of a buckwheat farmer, the life of a blacksmith, and the life of gold miner; food culture, such as Hepu Big Mooncake, Jiuxi Maltose for sacrifice to the Stove God; community history, such as the life of Water People, education stories of Dingjiayan Village, Cultivation Literature Society of Nanning No. 4 Secondary School, the life of Grandmas with bound feet, etc. After the first and second interviews, the students are in the middle of the interview analysis and essay writing.

In order to promote the teaching towards understanding, from November 21st to 24th, 2019, the 2nd oral history teaching on local cultural topics workshop was held at Beihai No. 2 Experimental School in Guangxi. The theme was "Focus on Process", and the driving question was “How might we organize the research/teaching process to achieve the students’ target understandings?”, including sub-questions such as “How to form a research question which leads to students’ target understandings?” and “How to design products and displays to share the findings and understanding of teachers and students with the public?” Around 60 teachers participated in the training.

Besides the case sharing of outstanding projects, this workshop also includes 1) A session discussing the research process of oral history projects, led by Dr. W. Wong from the School of Social Science, Hong Kong University. Using "history-culture-life" as the basic appreciation framework, she led the trainees to analyze and interpret the interview transcripts, in order to improve their level of interview and analysis. 2) A session discussing the research positioning and outcome evaluation of oral history projects in the current academic/teaching standards, led by H. Xia, a senior history teaching researcher at the Teaching and Research Department of Guangxi Institute of Education; 3) A session reflecting on the teaching process in light of learning process and the teacher-student relationship, led by PBL facilitator Y. Xu and assistant H. Sun.

In addition, this workshop also provided interesting parallel workshops to help trainees develop skills and design ability of OH products and displays, include 1) The logical fallacy workshop: Observing that the teachers and students were prone to logical fallacy which affected the quality of research analysis, independent designer H. Liu carefully designed this workshop, as a start of training on logical thinking. 2) Introduction to Documentary workshop: Based on the experience of producing the documentary film " The Rice Cake of Yangmei Ancient Town——An Oral History", Teacher Z. Zhao from the Oral History Society of Nanning No. 14 Secondary School, Guangxi, brought to the trainees a documentary workshop including theory and hands-on experience. 3) Oral History Drama Workshop: Based on the interview transcripts of the Huaer Oral History Project from Tianzhu Xinhua Middle School, PEER drama instructor D. Xu and Y. Gong led the trainees to create and perform in front of all the trainees a one-act drama“Life with Huaer of Guosheng Zhang”, greatly stimulated teachers' interest in drama as a product of oral history.

Each oral history team will complete essay writing or other planned products under the guidance of this workshop. For example, the Tianzhu Xinhua Middle School team incorporated what they learned from the drama workshop, improved the “Life with Huaer” drama that they were making, and had a successful public debut at the end of 2019.

The life stories of Grandmas with Bound Feet
The life stories of Grandmas with Bound Feet
A life with Yong Opera
A life with Yong Opera
Dr. W. Wong guiding the trainees
Dr. W. Wong guiding the trainees
Y. Xu guiding the trainees
Y. Xu guiding the trainees
Group discussion - Reflect on teaching process
Group discussion - Reflect on teaching process
Jan 7, 2020

Summer Exchange Project

Summer Exchange Programs for Students in Rural China

The goal of the summer US-China student exchange program is to enhance mutual understanding of student life in their respective countries. The online Skype program in 2018 was a great success in inspiring their dreams about the outside world. They would like to know more about some projects mentioned during the summer.

Students solicited support from their schools and teachers. Three teachers Dongbo Y., Aihong W., Qixu Y. took the lead in KidsLoveCoral project.

During the follow-up visit, students were excited and wished to continue exploring and discussing. The gift, US stamps, will help pave the way to their dreams. Someday, they would visit the places in the stamps!

On the other side of the world, US 9th grade student, Victor L. wanted to see what real life was like for kids in rural China.  In summer 2019, he made his trip to China. Victor visited during the hottest time in China. He stayed and slept with kids for a few days. Also, he participated in the student’s daily activities and visited two students’ homes. One student called Can Y. is in the same grade as Victor. It was a very different experience than he had ever had. Victor finally got a real feeling for what his mom, Julia Z., described her time growing up in China. His visit allowed them to have a deep discussion about the education system in China and what they could do for students in rural China.

“I will visit them again and invite them to US in the future.” Victor said on his way back.

 
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