WEBVTT

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I arrived at this school on August 1, 2011.

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During that year, I suddenly discovered

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that only one student was left

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in our first grade.

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We all felt a sense of crisis,

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and realized we had to do something.

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We had to make changes.

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Before we merged the schools,

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we wondered if this was an opportunity

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to use educational models and methods

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from other countries

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to help this school.

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Could we have a new and different

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style of education, in spite of our few students?

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Taiwan has many experimental schools

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that have chosen to adopt overseas educational systems.

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Because they had already developed models

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encompassing concepts and values,

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curriculum structure,

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instructional approaches,

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and student-teacher relationships,

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these systems could guide experimental education in Taiwan.

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These models let us

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make smoother

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and steadier progress.

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Good morning, Teacher

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Good morning everyone

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This is the compliment box.

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For the first section, there's Shun-zhi.

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He said your report was very interesting

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and there were some materials.

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He thought that it was great.

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Jenaplan Education

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basically has two central concepts.

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One is social groups,

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and the other is individual characteristics.

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Social groups give rise to

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mixed-age classes and mixed-age instruction.

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Individual characteristics

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give rise to

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differentiated instruction

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and individualized learning.

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My school began experimental education

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when I was in the third grade.

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I believe mixed-age instruction taught me

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how to get along with people of different ages.

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You don’t need to ask the teacher every time if you don’t understand.

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The younger students can ask the older students.

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When you get older,

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you learn to be more patient with younger classmates.

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After we went to mixed-age instruction,

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it was like being in a little household.

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The kids had to learn

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how to get along with others

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and how to solve problems together.

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Guess what he did.

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He pulled off all the leaves.

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Lit a fire.

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Why did he light a fire?

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Individualization

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emphasizes differentiated instruction,

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and seeks to promote

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self-worth and self-affirmation.

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One of our most important goals

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is to foster self-discipline,

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autonomy,

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and the habit of lifelong learning.

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Most schoolchildren have to do assignments every day.

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They have to do whatever the teacher assigns them.

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But what we do is have the teacher

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list a week's worth of assignments.

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The kids have to learn how to schedule their time.

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I believe this is very important.

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The ultimate goal is

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for the kids to learn how to make their own schedule

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for doing the work we give them.

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We try to get them to seek out

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projects they are interested in.

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Perhaps they will find things that interest them,

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and want to understand it further.

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This can be a motivation

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that drives them to plan and organize.

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When Jenaplan Education started in Europe,

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they encouraged everyone to take instructional modules

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back to their own countries.

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Schools could use their own country's curriculum and textbooks.

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So when we are doing Jenaplan Education,

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we need a good grasp of the

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local community's things and culture.

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That's the only way it can take root.

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Leaf veins

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I know some things about plants.

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When I get home,

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I'll record everything.

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Taiwan has many small rural schools.

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Can we establish different

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educational modules, and then give parents

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the right to choose their kids' educational format?

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Can we provide adaptive learning environments to the kids?

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These are our goals.

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Ready

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Begin

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Waldorf education seeks to adjust people's

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mental and physical coordination.

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The physical part is their willpower,

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and the mental part is their emotions.

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There's also their thinking ability.

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This morning's main course focused on thinking.

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The emotional aspect included feelings and expressing oneself.

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The art class

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included watercolors,

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music,

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and musical instruments.

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These things can nourish

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their emotional side.

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The woodworking class

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seeks to impart willpower.

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We emphasize hands-on projects;

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they must finish their projects step-by-step.

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My classmates at school

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are very skilled at doing things.

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When I'm at home,

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I can do most everything by myself,

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and I have a lot of imagination.

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Her learning motivation

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comes from within her.

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And she not only has a lot of interest in things at school,

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She can find fun things to do

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in everyday life,

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and has a lot of creativity.

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She can create her own variations in many things.

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She's also much closer to nature.

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We were always running around barefoot

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outdoors when we were kids.

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So she's very comfortable in the natural world.

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Mountain education

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is something that

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we want to develop at our school.

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We start taking kids out for walks,

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getting them out into the community

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and into nature,

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when they are in first and second grade.

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We train the kids' perceptiveness.

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With this gift,

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they can proceed to the

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next learning stage.

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In 2011,

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the fact that there was only one student in the first grade

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was actually a gift

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for the school.

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It reminded us

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that we needed to find another path.

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It has been an extraordinary journey.

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Every Waldorf school looks different,

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just like our kids.

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They all look different.

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I believe this shows that

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the more diversity the better.

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When we adopted the foreign educational system,

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to adapt it to local conditions,

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we had to transform the foreign experience.

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Taiwan has many experimental schools,

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and they are all developing their own localized models.

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In the process of localization,

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our reflection on foreign experience and innovation

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has given rise to a wider range of educational models.