Game-based Learning

There are many problems in the real world that need to be solved. Real-world problems are often more complicated than the problems we learn in school. The methods and techniques for students to solve problems in formal school settings are often well-designed, regular and procedural issues. These problems can be resolved by certain methods and steps provided by instructors, while the real-world problems have many uncertainties and irregularities. Interestingly, in the world of video gameplay, it is often possible to find the same situations, just like the real-world problems, without obvious steps and regularities to solve. While playing games, the gamer is solving problems as they are in the real world. The problems being solved are often limited by time and conditions and are not solved by applying a step-by-step solution as we learn at schools. Solving problems in video games and in a real-world are both processes of finding step-by-step solutions from irregularities. Video gameplay can more realistically reflect the real world's problem-solving skills. Therefore, game-based learning can be used as a learning tool at school to reflect real-world problems.

There is a gap in the kinds of problems being assessed and taught in schools and those desired in workplace environments (Shute & Emihovich, 2018). The field of game-based learning is trying to bridge the gap of problems between schools and workplace environments. According to Polya (1945), problem-solving is not an innate skill, but rather something that can be developed. Polya compared problem-solving skills to swimming, emphasizing it is a practical Skill. Since problem-solving skills can be learned after birth, and video gameplay can provide a real-world situation, game-based learning is an issue worthy of research, discussion, and application in formal education.

Games can teach us about learning. Recent research indicates problem-solving skills involve two facets: rule identification and rule application (Schweizer et al. 2013). Rule identification refers to the ability to acquire knowledge of the problem-solving environment, and rule application is the ability to control the environment by applying the knowledge acquired (Shute & Emihovich, 2018). In well-designed video games, game players often require identifying and applying rules. Take Use Your Brainz, a video game used to develop a stealth assessment of problem-solving skill, as an example, four-facet competency models have been included in the game, including analyzing givens and constraints, planning a solution pathway, using tools effectively and efficiently, and monitoring and evaluating progress. People who play games can discover the rules and apply what they have learned to become better at the game the more often they play it. This is the so-called practice makes perfect. Finding rules in games that seem to be irregular is what games can teach us about learning. In other words, the ability to solve problems will become stronger after learning by playing games.

           Playing and building games helps students understand complex systems—including their own systems of thinking (Farber, 2019). According to Farber, systems thinkers can “analyze how parts of a whole interact with each other to produce overall outcomes in complex systems.” He argues, that any game is a system. In traditional school learning, we constantly learn from parts without seeing the whole. However, game-based learning makes up for this deficiency, showing us the whole, and from there, we look for the tiny key parts that affect the whole problem. Isn't that the problem we see in the real world? Although there are many challenges in implementing game-based learning in formal education settings, it is still worth studying and discussing. Overall, it represents the mainstream of learning in the 21st century.

Reference

Shute, V. J., & Emihovich, B. (2018). Assessing Problem-Solving Skills in Game-Based Immersive Environments. Springer International Handbooks of Education Second Handbook of Information Technology in Primary and Secondary Education,635-648. doi:10.1007/978-3-319-71054-9_40

Farber, M. (2019, January 24). The Benefits of Constructionist Gaming. Retrieved from https://www.edutopia.org/article/benefits-constructionist-gaming

IB and Instructional Design

The school I taught a few years ago became an IB school. I started to teach IB courses in 2017. I often think that it is not easy to ask students to learn so many things in such a short time. In particular, there is really not much time for IB test-takers to learn all of the assigned topics in the class before taking the exam. If you want to ask your students to learn so many different topics and be able to prepare adequately and cope with the exams, it is really necessary to implement an efficient teaching method. I deeply understand that good instructional design can be used to transfer information to learners efficiently. Instruction is the arrangement of information and the environment to facilitate learning.

An instructional design framework, such as the ADDIE model allow me to learn the specific steps of designing a good instructional design. The first step of ADDIE is analysis, which includes analysis of learners and content. In the past, my teaching experience often did not include learner analysis prior to the start of the school year. The speed of the course and the adjustment of the steps had to be modified after the school year began. I would check the students' reactions to the class and content to make adjustments. One of the obstacles to doing learner analysis prior to the beginning of classes is that I am not able to learn about the students who choose my class before the start of the semester. It is difficult to implement the learners' analysis before the lessons begin. According to the ADDIE model, the learner's analysis consists of four domains: cognitive, personality, social, and physical. Such a comprehensive analysis must be achieved through professional work. I agree with the idea that it is an investment of time and effort to understand your learners.

In addition, in terms of development, as a teacher, in reality, Prototype development is also limited. So, ID is a very professional field. And designing ID is a step-by-step procedure.

Another important part of ID is to set up performance objectives. "An objective describes an intended result of instruction." It offers a clear direction of where the instruction is going.

Using ADDIE components to do ID allows the start-up ID designers to have very clear steps and make the entire design more organized and systematic. This also echoes the beginning of this article. The ID is a very systematic design. It also makes the learning process systematic and has clear directions and goals. Learners' learning is, therefore, more efficient.  I realized that to be able to successfully teach IB courses, I must have a very systematic and efficient instructional design, so that my learners can be effective during their learning time, and then pass the exam.

Maria Callas: one of the best known opera singers

I fell in love with her voice in college. Listening to her singing is like stepping back in time.

除了中國菜，你還能吃什麼？

即使住在美國，我的文化融合度還是非常有限的。就像我的非裔美國學生一樣，即使出生在美國，對白人文化的了解度還是頗低的。願意融入異文化，還得有機會融入才行。然而，我的孟加拉回教學生呢？他們大多數沒有想要融入的意願。

融入異文化，可以從吃開始。美國這個大融爐最吸引我的文化之一就是能吃到各種不同國家的菜。選擇吃的時候，能有美國菜、墨西哥菜、中國菜、泰國菜、印度菜、韓國菜、越南菜、日本料理、希臘菜、地中海區料理、黑人文化的soul food...應有盡有的選擇。如果你還沒移民，這也可以是個移民動機吧！如果你已經移民了，卻沒全都吃過以上所列的各國菜餚，那麼下次選擇餐廳的時候，可以考慮選擇還沒品嚐過的其他各國菜餚。

美式漢堡一定要吃現做的，別到了美國還買"麥當當"吃
現做美式漢堡 ＋薯條 ＋ coleslaw（似沙拉的透明小碟）


Mediterranean food 1
不想吃亞洲菜的健康首選 

Mediterranean food 2
肉類燒烤是一大特色／米飯必定有調味





























Mediterranean food 3


Mediterranean food 4

 




















墨西菜餚已成為一般老美的日常生活之一了。
我家自製墨西哥菜 enchiladas（一般老美都熟悉的一道墨西哥菜）

要吃的時候，放上香菜cilantro和墨西哥salsa

Chilaquiles（在佛羅里達州的一家家庭式口味的墨西哥餐廳點的一道菜）

美國中文教學概況

由於中國日漸強大, 全球國家不得不重視來自中國的這個鉅大財富源。 美國商店裡無不充斥著中國製造的商品;美國大學也有愈來愈多的中國留學生。我所在地區的華人教會曾經充斥著台灣移民, 這幾年卻讓日益增多的中國移民和留學生漸漸取代。當然, 學習中文或者華語也漸漸在美國獲得重視。 與其說是因為中國的經濟影響力造成這股學校的中文開班潮, 倒不如說是因為中國這個強敵愈來愈不容小覻,中國對美國的戰略地位變得不能忽視。到底美國中文的教學狀況如何呢? 我以以下分段論述.

華人愈多的城市, 中文課開的愈多

K(幼稚園)到12年級(高中最後一年),以下簡稱K-12 開中文班的比例和當地華人數目成正比, 而華人數目也和中文班選課人數成正比。 1970到1990年代, 華人子弟並不流行學習中文, 當時許多華人希望他們的孩子長大後能完全融入美國社會, 因此即使在家也刻意不和孩子說中文。現今則不同, 華裔子弟Chinese heritage students)學習中文的比例大大昇高, 因此, 華人集中的城市成為學習中文最熱的地方。至於非華裔(non-Chinese heritage students)美籍學生呢? 熱度並不如想像中的高。 以高中中文選修課為例, 非華裔美籍學生不選中文課的原因有三個:

• 中國文化的深度並不想像中的平易近人, 對青少年來說更是有點距離。 反觀我所在學校的日文班, 幾乎是年年爆滿, 理由很簡單, 孩子們熱愛日本動漫, 那是他們想學日文的原因。 至於增加經濟力和就業力這種因素對懵懂的青少年孩子來說, 實在還是有點遙遠. -高中生活活動多, 生活忙. 學中文, 特別是學寫中文字, 真的是time consuming, 美國大學入學指標主要看的是英文, 數理(math and science),社會科學（social science), 課外活動(extracurricular activities)及領導能力(leadership), 中文這個可有可無的"選修(elective course)"科目, 對進名校大學校並不具備決定性的關鍵因素。 
• 對非華裔高中生來說, 中文學得再好, 也很難好過華裔子弟, 因為華裔子弟從小在家就說中文, 他們早是聽說流利,只須學讀和寫。就算有份工作, 要求中英文流利, 非華裔學生還是拼不過華裔學生。 
• 美國大學學分費昂貴，學生不一定會願意多花學分費選修中文課。除非對學習中文有強烈動機，對許多美國學生而言，選修中文的錢是可以省下來的。況且，除了許多有錢人孩子和華裔媽寶，美國學生除了上課之外，都要忙打工賺生活費，學習中文這事兒常常要等到"將來有空"再說吧！

許多中文老師必須跑校教課  

美國學校對經費預算緇絑必較，對於支出能省就省。大學為了省經費，盡量顧用兼任教授（adjunct professor);中小學則常常是由一個學區（school district)顧用一名教師，跑教不同學校,以節省人事支出。以K-12全職教師來說，一名全職教師一天必須教滿五節課，不滿五節課，都以兼職教師終點費計算。因此，一名學區的中文教師很可能為了湊滿五節課成為全職教師而必須跑學區內的不同學校教課。當然，也有少數學校會請教師做一些行政業務來補足全職教師所需的業務量。全職和兼職教師最大的差別是享有的福利。教師福利的部份我會以另一篇專文論述。如果希望在美國當一名全職教師，又不用跑校教師，最好選擇人數較多的大學校工作。

即使是教中文，英文能力卻不容忽視

在美國教中文幾乎沒有像在台灣教英語的洋老師那般五星級待遇。台灣的外師常常搭配中文教師上課，會不會中文並不重要。在美國，中文教師被視同為一般美國教師，除了上課盡量用中文之外，所有行政業務，校務會議，家長會，辦活動，寫活動計劃，寫推薦信和與同事和家長溝通都得用英語。有趣的是，在美國這麼一個多元民族社會，幾乎沒有人會因為你的膚色而對你的英語能力有所寬容。校長、主任、家長都不會因為你的亞洲面孔而把說話速度放慢。他們覺得英文能力是你擔任全職教師的基本門檻。我自己其實常常在"正課"之外，必須和學生心靈交流，而我的學生也常常會用英文問我各種中國文化和歷史的問題。因此，除了以前在台灣英語課上學習的讀寫能力，英語聽說能力對做為一位稱職的美國中文教師是十分重要的。

美國教師證（teaching certificate)是成為正式教師的門檻

想在K-12學校成為全職教師，長期穩定的教學就必須考過該州教師証。美國教師証考試的難易度，各州不同。以我所在的密西根州而言，應試者可以選擇電腦考試或紙筆測驗。儘管閱讀和寫作難度略高於托福留學考試，但如果選擇紙筆測驗，閱讀作答時間則比較充裕。不同於托福考試，教師證考試的題目很久才全面更新一次，因此，具有一定英文能力的應試者考不過的話，不斷的重考，最終都能考過。做為一名在美國K-12的中文教師沒有什麼特別，也不應該十分自豪，因為這就是一份教師工作。和台灣一樣，具備教師證是成為K-12 教師的基本門檻。但別忘了，托福留學考試是用來考非英語為母語的人，而美國各州教師證考試的設計對象則是一般已經是以英語為母語的美國人。倘若在應徵教師工作時, 教師候選人並不具備教師證, 而教師空缺也無法即刻補齊的狀況下,州政府教育部准許以核發teaching permit 方式, 讓無教師證的教師任教. 但permit 效期只有一年, 年年更新. 按規定,teaching permit不能連續更新超過三年, 而拿teaching permit任教的無教師證教師也必須儘快通過教師證考試而取得教師證也,否則州政府教師部可能不會繼續更新teaching permit.

中文教學K-12

在美教中文，教高中的壓力一般來說比教中小學大。美國小學是從K（幼兒園）到5年級，中學6-8年級，而高中有9-12, 也有10-12年級的。在小學教中文，可以大量使用兒歌，唱跳和遊戲等方式進行。主要用沈浸式教學的方式讓學生"自自然然"的學會中文。然而，面對年級愈大的美國學生，唱跳和遊戲就不是萬靈丹了。即使是想裝成熟的美國高中生也時常流露出孩子氣的作為。兒歌遊戲教學對高中生來說並不是全然無用，教師得要挑活動就對了！小學方面，除了真正的沈浸式學校(immersion school)以外，一般學校的中文班都不是天天有課。一個班級主要一週上兩到三次課程，而高中大多是天天有課。因此，小學中文教師的備課量明顯比高中老師少了許多。高中的中文課上課方式和教材與大學十分類似，唯有進度上非常緩慢。

中文教師的中文素質參差不齊

雖然是教中文，面試的門檻卻經常是英文能力和對美國教育體系的熟悉度。我所遇到在美國高中以上教中文的許多老師都是英語系畢業，要不就是語言學專業。倘若你不具備這兩樣特質，那就最好要有英語系國家（最好是美國）大學以上學歷。否則，即使面試時和面試官談得再愉快也不一定能得到這份工作。在美國教中文似乎不必要具備真正的國學素養，然而，具備深厚中文文學底子和文化素質仍然是教好中文的一大利器。倘若你面試時沒有任何看得到的"英文能力"或"美國文化素養"證明，那麼記得要多參加美國著名的語言教師教學研討會，最好在那兒發表教學技巧，並留下證明。證明你是一位很美國化的中文老師。 

即便有所謂的全球中文熱，在美國，只有大城市和華裔子弟較多的郊區，才比較有學生自願選修中文課。比起日文和西班牙文，中文對非亞裔學生來說，吸引力還是沒那麼大。當然，看在中國的經濟實力上，許多非華人家長，還是覺得讓孩子從小學中文是很好的選擇。多虧了日漸強大的中國，為了移民和想移民的華人創造了許多工作機會。

你適合移民美國嗎？

每個人決定移民美國的原因不同，而移民以後要不要同化（assimilate)則是另一碼事兒。照理說，美國是個多元大融爐（a melting pot)，移民後要不要同化有什麼重要。個人可以選擇自己想要的生活，在這異地繼續過活，沒有人有權利干涉。這樣來說，這篇探討是否適合移民的文章就沒什麼必要了。在此，我想以個人觀點分列移民者特質與美國文化間的相融指數。指數愈高，代表移民者在移民美國後的（精神）快樂指數較高。當然，不管指數如何，到了美國生活後快不快樂，都不一定影響個人移民的意願和移民之可能性。

移民的原因：

1. 想展現自己很美國化，覺得當老外比較高尚。
2. 逃離原生國的社會黑暗面。
3. 來美國撈金，實現美國夢，年老了要回祖國養老
4. 嚮往美國生活和社會價值。
5. 在祖國找不到對象，到了美國有了好歸宿。
6. 身材高大，在祖國很難有合適的衣服、鞋子尺寸，來了美國竟是穿小號。

以上項目，要以具備第4選項特質：嚮往美國生活的移民快樂指數最高。但這種嚮往不應該是表面的，而是一種真正的認同美國文化和社會的價值觀才對。然而，認同美國文化並不代表要抛卻祖國情懷。若能愛美國的自由奔放，也愛祖國的深隧文化，做一個吸收兩邊文化優質的人，那不是很好嗎？然而，你真的了解和認同祖國千年文化的價值嗎？

移民者特質

1. 縱然移民了美國，還是崇尚萬般皆下品，唯有讀書（學歷）高。移民美國多年後，還是一天到晚比學歷，見人就問你哪裡畢業的。殊不知，美國清潔工的薪水很可能比一位大學老師要高。會創造、會演藝的人在美國社會並沒有比會讀書做研究的生活白痴低級呀！
2. 雖然應該要凡是自己做，仍覺得女子須小家碧玉，柔弱可人，粗重工作皆由男人代勞，凡是不應自己動手做。不過美國社會人工超貴，不自己動手做就灑錢吧！
3. 非常好奇，喜歡吸收新知識，凡是喜歡自己動手做。到了美國正好享受DIY的樂趣。
4. 喜愛美國的戶外活動和大自然及國家公園，可以輕易看到祖國看不到的大型動物。在祖國很少用得到的專業戶外用品及設備，到了美國可以經常使用。
5. 喜歡自己很洋化，說話帶些英文很有面子。即便英文水平和美國人比還是差強人意，但還是比祖國人好。英文講得好真的有比中文底子好來的高級嗎？
6. 人人都說美國好，為了面子，應該要移民。即使移民以後日子過得不太好，也要常常在網路上貼文／照片，以炫耀美國生活。還是那句話，在美國過得好不好還是如人飲水，冷暖自知。照片和貼文許多時候都只是辛苦移民生活中的一小片燦爛而已。
7. 嫁洋老公／娶洋老婆，生混血兒真有面子。面子問題不應該是嫁洋老公和娶洋老婆的主要動機。了解自己的個性是否適合異國婚姻而做正確的選擇才重要。

以上移民者特質裡具備第3和第4的人可以有很高的快樂指數。因為這兩項人格特質都符合美國社會的生活型態。

千萬別為了面子而移民美國。

美國學生的學習資源分配並不均等

美國貧富差距已經決定學生能否進入好班好校

自由體制 v.s 控制體制

許多人不斷強調著中國大陸的崛起，預估著世界強權正從美國漸漸轉移。我自己身為外省第二代，骨子裡根深蒂固的中國價值觀應該要十分慶幸這可能性的到來。然而，我卻不斷地思索著，在未來的2020~2050年，這世界強權到底要落於誰家。

可以這麼說，這場國力強盛與否的戰爭正是「自由社會的任意發揮」與「反自由的慾望控制」之間的創意與效率大戰。我在美國的時候，看著我的白人室友每天四點就下班，六點鐘就能和十幾個上班族同好在山谷間攀岩。當我六點後趕到的時候，整個山谷都是下班後休閒放鬆的上班族身影，而那天只不過是平常的星期四傍晚。美國人平常就這麼悠閒了，而同樣的week day 對亞洲人來說幾乎都還在加班、晚餐、通勤的時候。太魯閣峽谷、金山九份、陽明山這樣的地方怎麼可能會有這麼多下班後的人們聚集休閒，彷彿明天就是假日似的。亞洲人這麼辛苦工作，GDP卻沒有比人家高很多，這是怎麼回事兒。

這世界存在著兩種人，leader 和 follower，在我的祖國社會裡，大多數的人在人生道路的執行面上仍然選擇後者：做為一位跟從者，捨去開創的風險，走安全既定的路。可是，做為一個台灣人或中國人真有那麼認命嗎？許多人在必須做為一個follower的時候，卻選擇了自作聰明，不守規則。

The Death of the Pigeon

While I was working yesterday, my supervisor tried to show me an imprint on the window of the building - a mark left by a diving pigeon hitting the glass. The bird died of course. When I tried to witness the trace that was left by the bird, I wasn’t able to see anything: It had been cleaned out entirely by a student custodian. My supervisor was trying very hard to describe the scene, vividly, that the bird was diving down toward the building and fearlessly crashing into it. I imagined the moment… There is an old saying: " Human beings die in pursuit of wealth, and birds die in search of food.” Did the pigeon see a delicious meal in the building, craving food, and willing to exchange it for his life? My supervisor described the final moment: a bold bird was lying in a pool of blood in front of the window. This is an accident that was caused by neglect and unawareness. Many things in life are beyond our expectations, many of the accidents invariably intertwined in our life. Many people spend most of their life try to avoid the accidents. Because the uncertainty of walking on the unpredictable paths would bring anxiety for most of us, we tend to walk on the paved roads -the ways that allow us to see the destination. However, for some other people, they like to enjoy the uncertainty and unlimited future, risking their life could be very enjoyable. What is the price they have to pay for those enjoyable moments? Possibly mistakes. The pigeon made a mistake, a mistake without turning back. If you decide to leave the path as the bird, please stay vigilant. Sadly, many people are not so aware of what they have encountered in their life. Even if they make mistakes, they don’t learn lessons. It ends up becoming a tragedy similar to the dead pigeon. The death of the bird could be a lesson for all of us.