Name:
Jo Chen
Concentration:
Arts and Learning
Alternative practicum location:
Si-Shih Elementary School in Tainan, Taiwan
What was your focus?
During my alternative practicum, I designed and delivered original presentations on Canadian culture—including a hands-on culinary lesson where students learned to make s'mores—and the art of filming. I also facilitated vocabulary-strengthening activities during English classes and utilized provided curriculum to teach students about the countries of Canada and the USA. My primary focus was exploring the intersection of bilingual education and my Arts and Learning concentration, specifically observing how Content and Language Integrated Learning (CLIL) can be enhanced through creative, hands-on scaffolds.
How was your experience?
This alternative practicum provided a high-contrast environment that allowed me to test my pedagogical assumptions and refine my ability to design linguistically responsive, technology-enhanced lessons. It was a transformative experience that bridged the gap between arts-based inquiry and bilingual language acquisition within a structured school setting.
How did you find this placement?
I proactively researched and proposed this placement to immerse myself in an authentic bilingual educational setting that prioritizes innovative, technology-enhanced, and inquiry-based programming. I chose this school specifically because its pedagogical values directly align with my Arts and Learning specialization, offering a unique environment to observe how creative scaffolds support language acquisition in a real-world context.
Is there a moment that stands out from your alternative practicum?
A standout moment was the experiential cultural lesson where I showed the students how to make s'mores, providing each child with the opportunity to make their own. Seeing their excitement as they engaged with a classic North American tradition while practicing relevant vocabulary served as a powerful example of how hands-on activities can foster both cultural connection and linguistic confidence.
Did anything surprise you during your placement?
I was impressed by the school's sophisticated integration of high-tech tools, such as 1:1 device usage, alongside a deeply ingrained culture of professional collaboration. I was especially surprised by the formal structure of teacher support, which includes weekly schoolwide meetings to clarify upcoming schedules and weekly grade-level professional development (PD) sessions where staff learn directly from their peers. During these sessions, I observed teachers leading workshops for one another on diverse topics ranging from the use of AI in education to creating intricate art using materials found in nature, such as pinecones and wood slices. This collaborative environment demonstrated a forward-thinking commitment to both technological advancement and the sharing of creative, hands-on pedagogical strategies.