呢排不停見到班敗婦曬紅寶石相
唔係咩寶石，而係Tasman Ruby！
朋友見人買佢又買，仲食上癮
呢次，預埋恐龍家半盒
我地屋企有隻好鍾意食水果嘅牛牛，車厘子係佢嘅飛佛之一！
食得幾開心呀！
哈哈~
2014年1月31日星期五
2014年1月30日星期四
2014年1月28日星期二
2014年1月25日星期六
Mr. Bump 受傷了
今日，Mr. Bump 跟恐龍媽去街街，響電梯裡面有個小妹妹好似望住bump bump 揮手，於是bump bump 又向小妹妹揮手，點知小妹妹突然喊起上嚟！
唔通bump bump 個樣好恐怖，嚇親小妹妹？！
唔通bump bump 個樣好恐怖，嚇親小妹妹？！
可憐的Bump Bump~ 弱小心靈受傷了~
2014年1月19日星期日
家教會大旅行@綠田園
呢日係哥哥學校嘅家教會大旅行，聽講係最多人參加嘅一次，差唔多有千四人呀！
咁多人，我地班小一生坐頭車有著數，就係去到第一個遊戲唔駛排隊喇！
之後度度都排長龍！
最好彩嘅係哥哥，第一個遊戲去咗坐船仔，我地有d擔心牛牛，所以無俾佢坐船仔呀~
扭咗幾聲，又OK喎！牛牛就去坐車車
而哥哥本來只可以玩10分鐘，但在水中央，無人捉佢，就咁~起碼玩咗20分鐘！
之後四圍行下
捉魚仔(我地好水皮！哈哈)
然後就開始BBQ喇！
首先，當然係餵飽d細嘅，然後到餵飽恐龍爸，跟住...
先到燒俾自己食！恐龍媽發現原來豆卜都可以燒嚟食，脆脆地，幾好食架喎！
仲有呢度d嘢食都幾好食！唔會過鹹。
兩個細路食飽就四圍玩，哥哥被好朋友"發現"，之係就兩個6歲小朋友嘻嘻哈哈
後面跟住個3歲嘅行出行入！
想用埋d代用卷，哥哥都唔願離開朋友仔
於是媽媽帶隻牛去玩電動車！牛牛好叻~d叔叔都擔心佢一個未必得
但係佢第一圈响完全無撞車之下完成！yeah!
最後，我地無坐大船仔
無得同朋友仔一齊走之下，上旅遊巴走，兩個小朋友都响車上勀到瞓覺覺Zzzzzz
都算玩得幾開心呀！
2014年1月18日星期六
2014年度何東資優教育演講
呢日，恐龍媽又蛇咗出去，自己一個人去聽書，呢次主題係
派咗一大份資料..
但呢日嘅講座都係圍繞住problem solving 呢樣嘢
講者 Dr. June Maker 分享咗佢嘅成果：
http://www.web.arizona.edu/~discover/index.htm
http://www.gifted.uconn.edu/nrcgt/maker.html
“DISCOVER Problem Continuum” (Maker and Schiever, 1991)
"A Curriculum for Gifted Learners - What Teachers Can Do"
派咗一大份資料..
但呢日嘅講座都係圍繞住problem solving 呢樣嘢
講者 Dr. June Maker 分享咗佢嘅成果：
http://www.web.arizona.edu/~discover/index.htm
http://www.gifted.uconn.edu/nrcgt/maker.html
“DISCOVER Problem Continuum” (Maker and Schiever, 1991)
Problem
Type Examples
Type I: The problem and the
method of solution are known to the problem presenter and the problem
solver; the presenter knows the (one) correct solution. Solving math
problems by a known algorithm or method; following a formula, in
language, music, math or science; and performing prescribed body
movements, as in dance or sports are Type I problems.
Type II: In Type II
problems, the problem is known by the presenter and the solver, but the
method of solution and solution are known only to the presenter. Type
II is close to Type I in structure, except that the problem solver does
not know the method by which to arrive at a solution. Problems such as
mathematical “story problems” requiring the solver to figure out and
apply the appropriate method to solve the problem; answering questions
about factual material; scientific “experiments” with prescribed
materials and variables; playing an instrument while sight reading the
music; and creating a scale drawing are Type II problems.
Type III: The problem is
known to the presenter and the solver, but more than one method may be
used to arrive at the correct solution, which the presenter knows.
Type III problems require a specific solution but many methods may be
used to reach this solution. Finding the “key” to mathematical, word, or
linguistic patterns; movement sequences created to meet specific
requirements; and constructions using specified materials and meeting
given criteria are Type III tasks.
Type IV: The problem is
known to the presenter and the solver, but the problem may be solved in
more than one way and the presenter knows the range of solutions.
Problems that can be solved inductively but that have an accepted range
of answers, such as geometry problems that may be solved using
manipulatives; creating as many equations as possible using three
(provided) numbers and the operations of addition and subtraction;
writing Haiku; and creating music or movement sequences within defined
parameters are examples of Type IV problems.
Type V: The problem is
known to the presenter and the solver, but the method and solution are
unknown to both. Type V problems are clearly defined, but methods and
solutions are open. Questions such as, “In what ways might you share the
results of your survey?” define Type V problems, as do constructions
using specific materials and meeting pre-set goals, (such as building a
mousetrap vehicle); creating prose or poetry; making a
self-sustainable terrarium or aquarium; writing lyrics to an existing
melody; writing a melody for existing lyrics; and finding new ways to
apply existing formulas. Future Problem Solving (FPS) is a special case
of Type V. The problem is known to the presenter and the solvers, and
the solvers are taught the CPS process to use in developing their
solution, but the solution is unknown to all.
Type VI: The problem is
unknown or undefined and the method and solution are unknown to both
presenter and solver. Type VI problems have the least structure; are
the most complex; need to be defined and, possibly, redefined; and have
numerous possible solutions. These are the problem situations we find
in real-life that can be defined in more than one way and that may need
redefining during the problem solving process. Type VI problem
situations include those such as environmental pollution; student
behavior; ethical behavior and standards; global warming; urban
problems; social issues, such as violence or declining literacy; and
international border issues. Type VI problems are not only appropriate
for gifted students, but are a critical aspect of their education.
(http://www.web.arizona.edu/~discover/problem_solving.htm)
想知道一個人識幾多嘢，可以用open question (type V) 問
多d問open question，俾機會個腦諗嘢~
2014年1月17日星期五
分享：《好嚴肅的農場》《好大膽的小鴨子》──【作者 Tim Egan】
原文：by 汪培珽
《好嚴肅的農場》《好大膽的小鴨子》──【作者 Tim
Egan】
兩本書的作者和繪者，是同一人
提姆 伊根 Tim Egan
...
他的童書作品有十餘本，得到的評價有：
「最知道如何傳達兒童需要的幽默感」
「世界上最有趣的童書作者之一，永遠有新的、詭詐的東西出現」
「罕見的、體貼的、讓人不設防的、迷人的、古怪的」
「發瘋的、發狂的」
「另類的」
「有原創意的、滑稽的、愉快的」
「令人拍案叫絕的傻呼呼」
──────────────────────────────
拍案叫絕＋傻呼呼＝幽默感
真實世界裡，你認不認識一個這樣的人？
只要他（她）露出傻呼呼的臉，你就開始想笑了。
♥歡迎分享給愛書人♥
博客來http://www.books.com.tw/products/0010622274
誠品http://www.eslite.com/product.aspx?pgid=1003260202298153
金石堂http://www.kingstone.com.tw/book/book_page.asp?kmcode=2019140687628&lid=search&actid=wise
其他區域型書店，洽聯寶圖書26954083See More
兩本書的作者和繪者，是同一人
提姆 伊根 Tim Egan
...
他的童書作品有十餘本，得到的評價有：
「最知道如何傳達兒童需要的幽默感」
「世界上最有趣的童書作者之一，永遠有新的、詭詐的東西出現」
「罕見的、體貼的、讓人不設防的、迷人的、古怪的」
「發瘋的、發狂的」
「另類的」
「有原創意的、滑稽的、愉快的」
「令人拍案叫絕的傻呼呼」
──────────────────────────────
拍案叫絕＋傻呼呼＝幽默感
真實世界裡，你認不認識一個這樣的人？
只要他（她）露出傻呼呼的臉，你就開始想笑了。
♥歡迎分享給愛書人♥
博客來http://www.books.com.tw/products/0010622274
誠品http://www.eslite.com/product.aspx?pgid=1003260202298153
金石堂http://www.kingstone.com.tw/book/book_page.asp?kmcode=2019140687628&lid=search&actid=wise
其他區域型書店，洽聯寶圖書26954083See More
2014年1月15日星期三
大獎？
早幾日買咗一大Mr. Men，諗住慢慢送俾兩隻仔
見到哥哥都想要Mr. Strong，就同佢講：如果你測驗有95分以上，就送一隻Mr. Strong俾你啦！
哥哥：唔得！要99或100分先得！(當日剛測完英文，佢話應該有99或100分)
媽媽：點解呀？
哥哥：因為Mr. Strong 係大獎嚟架！
哦~原來大獎係大開心咁解！
到佢派英文測驗卷，好幾處唔小心扣咗分，但都叫夠分攞獎啦~
點知收到婆婆投訴：有人成日掉住玩！
到媽媽返到屋企，發現床頭櫃被打開過，已經一而再講，唔好入大人房搞搞震，但都係鍾意入嚟玩.... 見又唔聽，成日要人勞氣！咁點可能獎？！
於是，Mr. Strong唯有下次有機會先出場喇！
臨瞓，爸爸抱住人仔講道理，佢一路話自己唔開心，扁哂咀咁，於是媽媽靜靜攞咗Happy仔出嚟，正好，爸爸話：你知唔知道呀~唔開心係會傳染架....
唔知~開心會唔會傳染呢？ (出場！)
個傻仔即刻笑返！
不過呢份唔係俾哥哥嘅禮物！呢個係氹小朋友開心嘅Happy仔！所以要同牛牛一齊分享架！
2014年1月12日星期日
2014年1月11日星期六
Mr. Strong
某日路過M記，見到post有Mr. Men, 心諗：小鬼一定鍾意！
當晚，就見到恐龍爸帶咗Mr. Strong返屋企喇！
開心c呢隻小鬼！
第二日，好日都唔入M記嘅恐龍媽，走咗去買咗一套！好處係：唔駛食咁多垃圾！
不過d小朋友唔知道住架！
Shhh~~~
2014年1月10日星期五
2014年1月3日星期五
2014年1月2日星期四
寫字練習
自從攞咗成績表之後，爸媽發現恐龍仔會將自己做好哂嘅功課擦咗重做！又會自己攞張紙練字~
早幾日去書店買書，佢買咗一早講話想買嘅棋書、呢期鍾意嘅化學書之外，仲揀咗一本撩草句子嘅copybook！！！本來都唔想買俾佢，但係佢一而再話要買，見唔貴~就算啦！
點知返到屋企，佢好認真咁搵張紙練字！仲寫到單字，然後句子！
點知返到屋企，佢好認真咁搵張紙練字！仲寫到單字，然後句子！
神奇！
爸媽靜靜睇佢，無出聲，隨得佢啦~
今晚放工返到屋企，哥哥急不及待同媽媽分享：老師話我呢排d字靚咗少少呀！
唔夠10秒，爸爸都返到！但佢唔願意同爸爸講~
媽媽就話：爸爸媽媽一早就見到哥哥嘅努力啦~老師都見到，証明我地只要努力，就一定會有進步！
然後俾爸爸睇下佢今日寫嘅手冊，爸爸話：哥哥d字寫得好整齊好靚呀！(無夾過架！)
媽媽：我都話爸爸一早就知道啦！
正傻豬~不過都好，自己靜靜努力，不張揚~
今晚放工返到屋企，哥哥急不及待同媽媽分享：老師話我呢排d字靚咗少少呀！
唔夠10秒，爸爸都返到！但佢唔願意同爸爸講~
媽媽就話：爸爸媽媽一早就見到哥哥嘅努力啦~老師都見到，証明我地只要努力，就一定會有進步！
然後俾爸爸睇下佢今日寫嘅手冊，爸爸話：哥哥d字寫得好整齊好靚呀！(無夾過架！)
媽媽：我都話爸爸一早就知道啦！
正傻豬~不過都好，自己靜靜努力，不張揚~
老師都幾好，及時俾到positive feedback! 哈哈~
2014年1月1日星期三
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