Scavenger Hunt

Participate in a virtual scavenger hunt with your cohort this week.

What will you do?

1. Participate in a virtual scavenger hunt with your cohort this week. You will begin the first task with your instructor during the Virtual Class. 
2. Complete the remaining items (in any order) during the week. Take a picture or screenshot or video and add it as evidence of completion. Keep a record of your artefacts in a separate page on your e-Portfolio. The winners will be announced in the next VC. 
1. Get academic: Share a recently published academic article or journal in your subject area that you would like to read and why.
2. Develop professionally: Share an upcoming conference or academic event that you would like to participate in and why.
3. Build life skills: Host a scavenger hunt activity for your students on life skills or social-emotional learning and take a picture of items collected by students.
4. Create awareness: Implement an activity with students to overcome any one stereotype towards culture, ethnicity, gender, or learning differences.
5. Create a memory: Take a picture with your cohort with any educational prop. 
6. Find common ground: Show pictures of a hobby or interest that you share with a teacher colleague at your school.  (e.g. pictures of you and your colleague trekking)
7. Get social: Add a post on the Twitter hashtag #tncohort or on the Facebook Cohorts community page with one important thing you learned during your clinical practice. 
8. Share an achievement: Share the biggest learning challenge you faced in the program and how you overcame the challenge. 
9. Get personal: Share one professional ethic that you always live by.   
10. Get finished: Complete and submit your e-Portfolio that you started in the beginning of the program.

1. Submit the link to the e-Portfolio page with your scavenger hunt collection of artifacts on the submission page. Candidates will get extra points for early submissions and creative collections, so get moving!

1. Get academic: Share a recently published academic article or journal in your subject area that you would like to read and why.

1. The Influence of Whole Brain Teaching (WBT) to the Motoric and Linguistic Skills of Preschoolers- https://www.e-iji.net/dosyalar/iji_2020_4_49.pdf
2. The Influence of Whole Brain Teaching (WBT) to the Motoric and Linguistic Skills of Preschoolers -https://digitalcommons.georgiasouthern.edu/cgi/viewcontent.cgi?referer=&httpsredir=1&article=1055&context=gapbs
3. Whole Brain Teaching: Starting WBT With 1st Graders - https://www.youtube.com/watch?v=D668Jl6zuAk
4. Whole Brain Teaching 101 - https://youtu.be/SgB0W1eXPAY

• Although I understand that WBT may not specifically refer to Art training, nevertheless I believe it is a very central and vital new concept in teaching any subject. 
• I wish to learn specifically about Whole Brain Teaching as we have experienced this year a significant increase in poor concentration and communication skills with the students. It seems there is a gap in their development and they lack awareness of their surroundings and how to function as a class. 
• The students appear locked up in their own worlds and have little patience and problem-solving abilities, they often simply ignore instructions and I find myself coaching children on how to perform some very basic activities. 
• Also, I have never heard of WBT until this year and the concept definitely rings true to me and I would like to know more about it and how to implement it. 
• I have seen elements of this in our School but I never really used it myself. I intend to rectify that this year. 

2. Develop professionally: Share an upcoming conference or academic event that you would like to participate in and why

I will join an IB program subject specific to Art.

I will do this next semester after I completed the TeachNow course. 

3. Create awareness: Implement an activity with students to overcome any one stereotype towards culture, ethnicity, gender, or learning differences.

Here is our activity in which we present the Indian Hindu tradition of DIWALI which is one of many activities in which we promote awareness of traditions and beliefs around the world.

5. Create a memory: Take a picture with your cohort with any educational prop. 

Here is my screenshot with the Cohort on the mind map page - MIRO where we were discussing Traumatic Stress

6. Find common ground: Show pictures of a hobby or interest that you share with a teacher colleague at your school.  (e.g. pictures of you and your colleague trekking).

Me and Colleague's friends in my running hobby - doing trail runs with teachers in Nanjing and Training next to the Qiantangjiang 

7. Get social: Add a post on the Twitter hashtag #tncohort or on the Facebook Cohorts community page with one important thing you learned during your clinical practice. 

I could not figure out how to start a new thread in the #tncohort group but decided to add to a post that rang true to me. 

8. Share an achievement: Share the biggest learning challenge you faced in the program and how you overcame the challenge. 

For me, the biggest challenge was getting to grips with all the new Apps and online features since I am basically a pencil and paper guy I am not always up to speed with all the latest apps and technology.

It's not a question of being against the technology, but rather being fine toreatly impressed and excited by all the possibilities these present. 

I have implemented a lot of apps and online tools since I have started this course, but my biggest opstacle is feeling overwhelmed with all the possible technologies and uses in the classroom online as well as on campus. 

But I am progressing everyday and enjoying the journey into new adventures.

9. Get personal: Share one professional ethic that you always live by.  

For me personally there are of course many ethical practices I am always developing and trying to improve on. But I would say one seems to stand out either at this present moment or generally. 

Never Quite