Journey throughout A3

Posted: March 28, 2011 in Uncategorized

Salam and hi to all 🙂

I can’t believe that this semester is coming to an end soon and it’s already week 11! How time flies 😦

a BIG KNOCK on my head for me being ignorant of Assignment 3 which is due in 2 weeks time!!  (dush dush dush dush) =.=’

However, I thank God and the lecturers as well for making the journey of assignment 3 a lot more easier for us. Easy in a sense that we already have guidelines on how to start/ complete the assignment. Ican regard us to be lucky since we already come out with learning objectives and ICT tools to be used for the task, if not, we’re dead meat ! I guess the lecturers must have known us very well with our last-minute attitude that they somehow “push” us to do the task little by little. Alhamdulillah 🙂

In previous class, we were required to show our draft for the assignment- how the lesson will look like, types of teaching aids use, the manuals etc, so based on the discussion and the draft, I guess I have clearer picture in mind on how to proceed to next stage. Many doubts and questions were answered during the discussion and it really helped us with the whole thing. Initially, our materials for the assignment were quite sloppy, messy and unorganized but with the help from group members and lecturers, everything seems to be in its place 🙂

For this particular entry, I will reflect on my journey throughout Assignment 3, which is due so soon (yet I’m still halfway through it – yes, I’m a real procrastinator :P) and I’m going to list down 7 possible items which will ensure an effective student-centred, personalised, higher-order-thinking lesson. So, enjoy!

1.       Learning resources

Learning resources or teaching materials are vital to ensure an effective lesson since they assist teachers in delivering content to students. By having suitable and multiple learning resources, it enables us to create variations in the lesson itself. Since we need to consider mixed ability classes, hence the resources made also cater to different types of student’s learning styles, hopefully. The resources we use in this particular assignment ranging from teacher developed materials, student resources as well as real life artefacts for example songs, stories, self-made videos, puzzles and etc.

2.       ICT tools

As this course in the use of ICT in classroom, hence it would be a waste if we neglect this item. Although we are given school which do not have computer lab or projector, however we do not take things for granted and see this as chances for us to do things hastily. We still employ the use of ICT to help in creating interesting and appealing teaching aids as well as lesson plan. The ICT tools listed by Ms Ng are very helpful and it indeed adds on to the flavour of the lesson for example, the Story Bird application which is very interesting and can be used in to make our lesson livelier and attractive.

3.       Types of activities

Besides that, one of the most crucial parts in designing lesson is the types of activities given to students. We decided to come out with activities which required the students to take control of the activity to the maximum, or in other words, student-centred activities. Most of the teaching-learning activities designed are hands-on where students need to do it on their own, with teacher as a facilitator only. Activities such as role play, jazz chants as well as presentations are some of the examples of the activities created for this particular assignment.

4.       Group work

Personally, I really love making the children to work in group, thus in this particular assignment, I’m going to apply the same concept where they need to work in groups in order to complete task given.  Children learns best when they mix with their friends since they get to share their knowledge with each other. Group works also encourage students to talk as well as expressing themselves. as we all know, some children are very shy to speak up, so by assigning them groups with people they are comfortable with, somehow they’ll try to speak or do work.

5.       Student’s previous knowledge

i guess in designing any lesson plan, it is essential for teachers to take a look at student’s previous knowledge so that we will be able to create something related to earlier lesson. There should be a connection between one lesson and another especially when it involves same topic. In this assignment, we try our very best to link each topic with one another by referring to curriculum specifications and text book.  for example, one of the topic chose for year 5 is where do you live/ houses, hence I need to know their level of knowledge about different types of houses present in Malaysia etc. by doing this, I’m sure I’ll be able to maximize student’s comprehension towards lesson designed.

6.       Assessment and feedbacks

Another important thing which needs to be taken into account is the type of assessment or feedbacks given to the students after they completed the activities. By having evaluation or feedbacks, it enables us to know whether our learning objectives have been achieved or not. At the same time, students will know our expectations towards them. Peer assessment seems to be the best so far, especially among young learners as they will get the chance to identify their weaknesses and strengths. Thus, in some of our lessons, we are planning to incorporated peer assessment and give feedbacks particularly in activities which require them to work on their own.

7.       Mode of lesson delivery/ instructions

Lastly would be the mode of lesson delivery or instructions. I guess it is utmost important for teachers to have the ability of giving out clear and precise order as well as explanations. Teachers need to make sure that what they say is clear enough for students to listen. by having a comprehensible instructions, half of the work is done. that is why we plan to come out with a manual in which all explanations or instructions are given in that particular handbook. Through this way, teachers just have to read the manual and understand before they can simply carry out the lesson/ activities provided.

All in all, these are 7 possible items which I think will ensure an effective student-centred, personalised, higher-order-thinking lesson. So, what say you?

I guess that would be all for now. Till we meet again later, in my next entry.

Bye bye 🙂

My e-book ‘makeover’

Posted: March 20, 2011 in Uncategorized

Hi all 🙂

This week’s topic is about e-book where we need to improvise and make some changes to our existing one. So, I need to search on my e-book which had been done when I took resources subject last 2 years. I was laughing quite hard when looking at my e-book back then since it was quite messy, clumsy and childish. Thus, I guess ‘something’ needs makeover: P

E-book or electronic version of printed book or digital book (anything you call them) is a text and image-based publication in digital form produced on, published by and readable on computers or other digital devices. In this technology era where everything is operated using computer, e-book seems to meet all those needs and benefits especially to young learners. This is because e-book is more interactive and interesting since they come with animations, colourful pictures, songs, sounds etc.

Before I proceed with the makeover thingy, let us take a look at my e-book as a whole.

BEFORE

AFTER

What’s this e-book is about? Well, my e-book is basically about a boy named Adam who found a cat and he takes it as his pet. This e-book is design to cater year 2 students and falls under the topic of animals.

You can see vast differences between my current e-book and the modified version. I decided to change some part of it according to several fundamental elements which I guess should be modify. Let us take a look at the first slide,

BEFORE

AFTER

If you can see, in the original e-book, I use black as the background colour but after modification, I decided not to use any colour for the background. This is because I feel that white is just nice besides the words can be seen clearly. I also enlarge both the title of the book and the picture in order to attract students to read the story. As advised by Mr. Ng, I also put a copyright symbol at the bottom of the slide; this is to show that I only take the pictures from the internet for academic purposes only.

BEFORE

AFTER

For my second slides, as I am using this e-book to cater for year 2 learners, hence I need to use simplewords in the text. So, I choose to separate the two sentences into two different slides instead of using both sentences in a single slide. As usual, I increase the font number so that the wordings can be clearly seen by the readers. I also design a new slide for another sentence accordingly. I search for new pictures of animals at the zoo and put Comic Sans as the font.

BEFORE

AFTER

In the original third slide, you can see that I cramped everything inside which makes it a bit confusing and messy especially for young learners. Thus, I separate them into 7 different slides according to 7 different animals in have in this e-book. By having an animal for each slide, students will be able to see and differentiate them clearly. Besides that, I can also get to pause at certain slides and emphasize on the features of each animals.

BEFOREAFTER

For this slide, I choose to change the location of the wordings and put it beside the picture. This is to create variation in the e-book itself. If I am to put the sentences at the same place, students might feel bored. I also expand the picture and the font so that it is clearer. If you can see, I opt for a white background instead of maintaining the yellow one in the original slides; this is because I feel that the picture itself is enough to enhance the slide. If I use yellow as the background colour, I’m afraid the students will get distracted by its vibrant colour 🙂

BEFORE

AFTER

Particularly the same thing goes with this slide, I prefer white background as a substitute with the colourful vibrant colour before, as I am afraid it will defeat the purpose of the slide. Since this slide is meant to make them suspense, thus using white only is more than appropriate. Moreover, I guess the use of explosion type of dialog box is enough to create those feeling.

BEFORE

AFTER

In this slide, I decided to take out the dialogue between Adam and his father. This is because I feel that the conversation is rather high for the students’ level and there are some complex words which they have not learn yet. I also enlarge the font use and make it slightly bigger than the original one and change the position of the wordings to create variation in the slides.

Last but not least, I would like to focus on the last slide which is the cover for the e-book. If you can see, in the original slides, there is not cover for the ending part, thus after went through several explanation by Ms. Ng, I choose to put one. The rationale is that by having the same cover, it creates a sense of similarity with the printed books. Often we see children books using the same principle, thus I want to make my e-book similar with the printed one, and if you can still remember the definition of e-book I give earlier, electronic version of printed book. Thus when my students are reading the-book, they won’t find the “awkwardness” of reading book from the computer (saves my time for explanation too :P)

So, what say you? 🙂

I guess that’s all for now and till we meet again in my next entry. till then, bye bye 🙂

Salam and hi to all 🙂

Well, we meet again and I just realize that it’s already week 08! Time really fly very fast, aite? By the way, this time our lesson is all about Personalised Learning.

I guess one of the advantages of having class ICT-ized was the fact that we got to learn and explore something different each time we had classes. There were many ways which can be exploited in order to make the classroom livelier, and if I as adult learner enjoyed this kind of activity, what’s more the children, aite? They’ll surely enjoy the lesson to bits.  I had great time chatting with my fellow cohort mates during class this week and mind you, it’s not that kind of chatting we used to do in YM, fb chat whatnot, but we actually chatted about the topic of personalized learning! Cool right? The interesting part we got to share what we know with each other and any queries or questions were actually answered through the session, no more chalk and talk in front! What an ICT culture we had 🙂 Without we ever realized it, it was the personalised learning which we underwent (if I’m not mistaken, correct me anyone :P)


Personalised learning is very vital especially for children’s growth since its main focus is on the students itself where they are expected to get the most out of what they had learnt. Students will be the one who are responsible for their learning most of the time but with teachers to facilitate and help.

As requested, we had to come out with a ‘personalized learning’ lesson plan using interactive tools listed by Ms. Ng and I found that “Build My Wild Self” captured me the most.

Initially, I’m thinking of using Shidonni but since I’m not that good in drawing, hence I opted for BMWS 🙂 It’s easy, creative, interactive and quite personal in a sense that students got to create their own “wild self”.

Take a look at my lesson plan. Enjoy! 😀

Topic: My Other Self

Target Learners: Year 4/ 5, advanced to average students

Language Focus: Adjectives

Behavioral Objectives: By the end of the lesson, pupils will be able to

–          Write simple/compound/complex sentences about the description of their created “other self”

–          Talk about their “other self” in front of the class

Procedures:

1. Teacher introduces topic of the day to the pupils which is adjectives by projecting a video (Deliver instruction through multiple forms of media).

2. Teacher explains about the concept of adjectives to the pupils by giving several examples using pictures (printed from the website of “Build Your Wild Self”) (Deliver instruction through multiple forms of media).

3. Teacher teaches the pupils on how to construct sentences using the pictures given.

4. Teacher then pastes the pictures on the whiteboard.

5. Teacher picks a pupil randomly and asks him/ her to construct sentences by using guidance given earlier on (Pre-test students’ knowledge before each unit).

6. Teacher asks the pupils to choose their own pair. Each pair will be given a computer.

7. Teacher briefs the pupils on how to carry out the activity by using the tool given (Practice independent work skills).

8. They are to create their avatar/ wild self based on instruction and guidance given by the teacher (Practice independent work skills).

9. After that, they will have to print out the picture created and write a simple description of their wild self (Let students drive).

10. Pupils present their avatar in front of the class.

11. Teacher chooses several pupils randomly to give their opinion on their friend’s work.

12. Lastly, teacher commented on the presentation by the pupil.

What’s special about this application is that it allows pupils to use their imagination creatively and unlimitedly. They are able to create the wild self on their own besides get to name it. I guess this will help to make the lesson look personal since they are free to explore and play with their imagination and creativity which I think is a very good exercise for student-centred learning. Since I also asked the other pupils to evaluate and give comments on their friend’s presentation, hence there are evidence of letting the pupils to take control of their learning in class.

I guess that’s all for this week, till we meet again later in my other entry.

Cheerio 🙂

Salam and hi to all 🙂

*Let’s be critical this time*

So, last week’s entry is all about reflecting and giving feedbacks and I guessed, it might sound a bit serious at times. Hence, bear with it ya! 🙂

The experience of designing the PPT

I was quite blur and lost when first looked at the instruction given by Ms Ng. Blur for the reason of not being able to comprehend (or is it just can’t seem to see) what is the purpose of using the game, “Who Wants To Be A Millionaire” in class; what’s more to modify and improvise it so that it suited our targeted students well. Hmmmmm… =.=’

Firstly, how do we use this game in class? For it is a game show, a truly kind of quiz game which seemed quite difficult to be applied in an overcrowded classroom of 40 students (let just imagine it) or more or less.  And secondly, how do we assess student trough this game? Wouldn’t it be difficult? Do we need to follow the original format of assessing the winner- those who are able to answer questions will be given money? Remember, we are talking about real school here!

This added to my stress level! 😦

Given together with the instruction were the three examples of templates which needed to be improvised and changed later on. We only have to pick one best template and adapt it accordingly. It was quite hard at first because we need to be certain of what kind of questions we wanted to use, rewards and the format of the game. Frankly speaking, at this very point, I still can’t seem to understand the task. However, after discussion had been made, we came out with idea of using stories and I guessed, this was where everything started to make sense.

It became clearer on what should be done and what kind of PPT we wanted to come out with. I reckon since we are using story as our main reference, it made things a lot more easier since we got to refer on something to create questions, theme, template, the font and whatnot. I got to learn one important thing which is everything is possible, it actually depended on us whether we wants it or not or how we wants to do it. I found that using games not only gave benefits but at the same time, it also brings problems as well. Somehow it is up to teacher to control it.

Our main theme is pirate, as suggested by Najwa and I find that it was very creative of her to come out with such interesting idea! Kudos Najwa 🙂

Since we were using the theme pirate, thus we change everything, from the background, the lifelines, rewards and even stories according to that theme.  The result? It looked very different from the original template. We did know that there were still shortcomings and weaknesses in the slides prepared, thus I guess the feedback session come just right in time  😀

Receiving and giving feedbacks

We have this feedback session where we need to give comments on our friend’s presentation in front which means, no more facebooking or blogjogging 😛

Since this is done in individual basis, hence we have to really listen to every single presentation to avoid ourselves from missing out any useful points or tips. It’s different from what we usually do which is to comment by group, where the attention is divided among group members equally.

The fact that we are using game as our main presentation for this week’s activity makes it a bit interesting since I get to see many different and creative ideas flowing in. Every presentation are special in their own way and that’s make it more interesting, for we are able to see from other person’s perspective; how do the same game using the same format can become interactive and very creative! And I guess, I learn best through this kind of sharing session.

There are certain criteria which need to be followed when assessing each groups, we have to come out with two good things about the presentation and two things to improve on. Hence, this made the session more interactive and lively since we got to comment on our friend’s presentation on the spot. At the same time, we were forced to listen to our friend’s presentation and I guess, everyone are busy focusing and paying great attention to the presentations in front. By some means, indirectly it required us to be critical and do some thinking while listening to the presentations.

However, technology still has its own limit. Only one person is able to comment on the rubrics given at one time and thus, we have to wait for them to finish it before we can give their feedbacks. It’s  really time constraint and stressed if looking at the situation that time. Despite the problems, I thank God that we were given time to complete the feedbacks after that.

All in all, I think at the end of the day, everything actually falls back on the teachers, we need to use our own creativity on how to create a fun learning atmosphere in class as well as keep on learning from each other. That’s the best way we can do!

I guess that’s all for this week, till we meet again later.

Bye bye 🙂

Salam and hi to all 🙂

In this particular entry, I would like to share one of the games in which I have played it before and used to be one of my addicted game on facebook- the Pet Society!

This game might be a bit outdated if compared to other Facebook games such as Restaurant City, Farm Ville, Cafe World, Yo Ville (just to name a few), but there are lots of interesting features which I guess shouldn’t be missed by the students. The cartoons, how the game are played, points earned, how we are supposed to take care of our own pets—these features make it simply adorable and cute and even add to its great points!  🙂

Undeniably, games would be good if it is use in an appropriate way and in this entry, the Pet Society game. On one hand, it might seem a bit childish with the cartoons and all, but on the other hand, this game is applicable to be used in classroom in a sense that it teaches the students various things; taking care of pets, be creative by decorating house accordingly, simple Mathematics will be applied when it comes to purchasing things and etc.

To be honest, it was quite some time since I last logged into this game, and I’m sure by now, there are many new elements featured in this game. And i guess that’s why you can see there’re flies surrounding my pet and did you notice the junks of mails? i really need to be active playing this again! Pity Raccooo😦

We are able to give names to our pet and even choose how we want our pet to look like, it’s interesting aite? However, we need to remember that to play this game, it is important for us to be responsible. We have to take a good care of the pet-  don’t forget to give it foods to eat, bath it and give love to the pet! Points will be given for that. And this adds to the PLUS point!

We can also decorate our own house preferably! We will earn some points which enable us buying anything we want from any shops available in this game. To get the points, we just have to frequently visit our friends (they’ll give us options whether we want to hug, kiss, laugh, fight or even dance) or just go to the stadiums and compete! I was really suck at this after that, use the coins earned and go shopping~~~ weeeeeeee  😛

Based on the features I just stated above, I guess it would be a good idea to teach my students about directions / buildings. This is how the lesson looks like.

Year: 3

Proficiency level: Average

Topic: My Neighbourhood

Previous knowledge: Students already familiar with names and features of buildings (e.g.: bank, mall, market, library etc.)

Language focus: Prepositions of directions and locations

Focused Skill: Speaking

Integrated skill: Reading and writing

Learning objectives: At the end of the lesson, students will be able to:

–          Talk about buildings with correct description

–          Give directions to 3 out 5 places correctly

Set induction

–          Teacher asks the pupils to recall several names of buildings that they learnt in the previous lesson.

–          Teacher shows several pictures of different buildings to the pupils.

–          Teacher randomly chooses a few students to name the buildings shown before.

–          Teacher directs pupils into the topic.

Presentation

–          Teacher teaches the pupils on directions by pasting flash cards.

–          Teacher then projects the games to the pupils and briefs about the game a bit.

–          Teacher asks the students to pretend that if they are the character, how would they wants to get to different building appear in the game.

–          Teacher demonstrates to students on the directions to certain buildings

–          Teacher gets several students to try using the game.

Practice

–          Teacher gets the students to form groups. There will be 5 people per group.

–          Teacher briefs the students on how the activity will be carried out.

–          Each group will have to play the games and get used to it.

–          Teacher then distributes a situation strip to each group.

–          Within their group, they will have to create a simple direction to somewhere for example, to the market, stadium etc.

–          They will be given 5 minutes to complete the task.

–          Teacher then discusses the task with the class.

–          After that, each group needs to present their answers in front.

Production

–          Teacher gets the students to create an account for the games.

–          Teacher tells the students that they are responsible in taking care of their pet and teacher will frequently asks them the progression of their pets.

–          Teacher then distributes a little book to each student. They need to report any progress they made in the game for example, coins earned, what they did today- have the pet ate, bathe etc.

–          Teacher tells the pupils that at the end of every month, the little book need to be hand in to the teacher.

Closure

–          Teacher asks the pupils recall what they had learnt that day.

–          Teacher then integrates moral values.

This is just a plan which I think if everything is in a good condition (errr…I mean the internet and the computer), it can be achieved and applied in class.

* I guess I need to play it again!* So that it will be easier for me to keep track with the games, if I  want to adopt it in class later 😛 It would be so much fun! (ceh! alasan)

I think that’s all for now. Till then, see you in my next entry

Have a nice day everyone 🙂

All in one KERPOOF!

Posted: February 7, 2011 in kerpoof

Salam and hi to all,

Before I begin, hope that it’s not too late for me to wish all my Chinese friends, a happy and prosperous Chinese New Year! I guess I really enjoyed myself to the max this holidays that I almost forget I haven’t finish writing up my 4th entry yet! 🙂

So here we go.

After went through and tested several tools listed by Ms. Ng, I finally made up my mind to choose Kerpoof for the advantages it serve.  I found out that this application provides many functions and it’s actually a very complete package teachers could use to help in teaching and learning in class. In fact, all the tools listed was very useful and interesting in their own way but, since we need to choose only one, hence the choice.

So what’s special about it? As stated in the website, Kerpoof is all about having fun, discovering things and being creative.  a COMPLETE one! 🙂

The functions of the tool

What I like most about Kerpoof is the numbers of functions it provides. Many things are possible by using this app and for a teacher-to-be like me; I really hope this can become handy when I’m out for real teaching later. I’m able to create movies, make cards, make pictures, make drawings, spell pictures and even creating my own stories! In fact, each one of the functions is equipped with numbers of vibrant and attractive images and animations 🙂

I guess this app is created in particular to cater for all teacher’s need to help them in classrooms and that make Kerpoof special from other ICT tools listed. This website even provides lesson plans for teachers and they are all very interesting indeed. Teachers will be able to downloaded them since they came in PDF format (in fact, i have downloaded some of it!)

They even have special accounts for teachers and by being one of the members; teachers will be able to register and arrange students into classes as well as chit chatting with each other on class message boards.  Classroom ideas pages allow all teachers to brainstorm with one another about creating their own original lesson plans. What’s more, educational standards allocate the activities given to be cross-referenced with the state and national standard. I believe that this tool could be a one-stop English corner for all teachers 🙂

The limitations of the tool

However, though this tool is superb on its own but there’re still flaws which I think might affect the whole thing. It’s internet-dependent where we need to have connection to the internet in order to operate this tool and we can’t use it if we don’t have any line. It might be difficult for teachers in rural areas to use this app due to the poor internet reception in most rustic part. Another shortcoming would be the size of the fonts and images which are quite small. It would be much better if the fonts and images are bigger so as to attract teachers and students’ attentions towards the app. By having bigger size images and fonts, it enables all to have a clearer view of the tools presented.

When can this tool be used?

Its adaptable purposes makes it suitable to be used anywhere, anytime to anyone. Teachers might want to use the “spell a picture” to test student’s vocabularies as well as spellings and “tell a story” to assess student’s writing skills. Besides that, teachers can also use all tasks listed in a whole lesson plan for example; using “spell a picture” in set induction to introduce the topic, “make a picture” in presentation stage to present the subject matter, “tell a story” to ask students to present what they have learnt in the lesson and last but not least, ask the students to “make a drawing” as a conclusion to the lesson learnt.

With all the interesting and attractive functions this tool offer, I think it is suitable to be used in any stages of learning, regardless of learners or topics.It is all depend on the teacher’s creativity on how to apply it to maximize student’s learning.

The user friendliness from my point of view

I guess that this app is quite user friendly since it just take few minutes for me to learn on how to use it. But, if I encounter any problems, there’re this tutorials which teaches us on how to use certain application given. Everything was quite easy and straightforward and it would be a plus point to be used by teachers and students.

The tool is suitable for which standard

This tool is suitable especially to all levels of students depended on how the teacher wants to use it. teachers might want to use something simpler like “spell a picture”, “make a card” or “make a drawing” with lower primary students ranging from year 1 to year 3 . For level 4- 6 students, teachers could use something which is quite complicated such as “make a movie” or “tell a story” with them. As i said before, it is all depend on the teacher’s creativeness to create such a meaningful activities in class.

All in all, i hope this will become handy when i’m out for real teaching later. I guess that’s all for now.

Till we meet again later, in my next entry 🙂

TPACK in action!

Posted: January 23, 2011 in TPACK

Hi all 🙂

TPACK was our “main course” for the 3rd week and I’m sure many of you already knew what TPACK is, aite?  However, I’ll describe in short what TPACK is so that you would see the relation of what I’m going to write here with the meaning of TPACK.

TPACK or TPCK stands for Technological (T), Pedagogical (P), Content (C) and Knowledge (K). According to Mishra and Koehler (2006), TPACK can also be regarded as a framework for teachers to understand and describe the kinds of knowledge for effective technology integration in class.

What is interesting about TPACK is that this model emphasizes on the combination of different kind of knowledge rather than treating them separately. This can be further explained by looking at the diagram below

this diagram makes life easier I understand better by looking at this diagram

From what I understand, based on the definition above, I am actually using TPACK during my 3 months teaching practice and I didn’t realize that!

If you can see, from the acronym T-P-A-C-K, they actually refers to :

– Technological knowledge (T) : the ICT tools that i had integrate in class

– Pedagogical knowledge (P) : the approaches i used to impart the knowledge to students

– Content knowledge (C-K) : the teaching items that i want them to learn that day

As Harris & Hofer(2009) said, “After teachers are familiar with a complete set of technology-enriched learning activity types in a particular curriculum area, they can effectively choose among, combine, and use them in standards-based learning situations, building their TPACK in practical ways while doing so”.

So, how does it work? Now, let us see TPACK in action!

This is the details for the lesson which I have integrated the concept of TPACK.

Subject                        : English

Class                             : 3 Cempaka  (mixed ability class)

Enrolment                 : 37 pupils

Topic                           : Flora and Fauna –Animals

Focused Skill            : Speaking, Reading

Language Focus      : Verbs- “soars”, “wallows”, “gallops”, “swings”, “dives”, “howls”, “trumpets”

Technological knowledge (ICT tools used to help teaching-learning session in class)

– I showed PPT slides using projector and LCD, played sounds of different animals to the students through speaker

 

 

Pedagogical knowledge (approaches used to teach in class)

– Total Physical Response (TPR): students responded to what I asked them to do, imagine that they are in a jungle, show the actions of different animals etc.

– Cooperative learning and interaction: activities are done in group where pupils will have to role play a situation given to them in group. They were also given time to discuss on the actions they want to perform.

– Drilling and scaffolding: while completing task sheet individually, I will monitor the whole students and helps if possible. The drilling part comes in when i discuss the answers with them in which i get them to correct the wrong answer until they are able to get the right one.

Content knowledge (language items  which i taught them)

– I focused on verbs of different animals such as “soars”, “wallows”, “gallops”, “swings”, “dives”, “howls”, “trumpets”

– I also get them to read simple sentences correctly

First, let me explain how C-k is being taught via P-k

Since my target for this lesson was to get them talked about the actions of different animals based on situations / pictures given, hence I got the idea of using TPR. To start off with the lesson, I asked them to close their eyes and pretended that they were in a jungle. By this time, I played sounds of different animals to add in the excitement as well as creating a real jungle situation.  Then, I gOt the whole class to demonstrate the actions of animals they heard/saw in their imaginative jungle. This was where they need to walk around and started to act. While they are telling me the different actions of animals,I then projected the PPT slides to show them the real actions of several animals.

I also integrates the cooperative learning and interaction approach where there were activities which needed to be done in groups. The pupils had to role play a situation given to them and after that, presented in front of the class.  They were given ample time to discuss on the actions they wanted to perform.

Last but not least, drilling and scaffolding. As I also gave them individual task sheet, I monitored the students and helped if possible. The drilling part was seen during the discussion of answers where I made them corrected their wrong answers until they were able to get the right one.

And this is how T-k helps the P to make the students get C

T-k plays important roles in this particular lesson since it helped to illustrate and explained them the correct actions of animals, which was definitely quite hard for me to show it for them. Thus, half of the work was considered done with the help of the slides 🙂

I showed them the PPT slides that I’ve done so that they were able to see the real meanings of verbs taught to them. This also work as so-called explanations to them on the verbs, since there were certain words which were difficult for me to tell them, hence by showing real pictures of the animals, they’ll be able to see it clearly.

As teachers, it is good if we can create the element of surprise in class, in fact students would be very excited to learn! So when I asked them to close their eyes and imagined that they were in a jungle, with the sound of animals as the background music, they got very excited and eager to know what will happened next. It really showed from their expression especially the naughty one. Undoubtedly, songs/ audios were great tools to be used in class to enhance teaching!

This was how TPACK played it roles in my lesson that day.

I’m quite happy for the fact that my learning objectives were achieved and everything went quite well. I can see that TPACK has actually helped me in organizing the class as well as acted as the method of instruction. I don’t have to raise up my voice to get them ready for the class, in fact they were ready upon knowing that I wanted to do something with them. Since I got a mixed-ability class, thus it was very difficult to cater to all student’s needs; however I was really grateful that TPACK helped to get the work done easily.

I think that’s all for now. Till we meet again later, in my next entry

bye bye 🙂