JOURNEY OF A3

WE ARE ALMOST COME TO THE END OF THIS SEMESTER AND THE DATELINE OF A3 IS JUST A FEW DAYS MORE..TIME REALLY FLIES FAST..ISN’T IT???

OUR A3 IS ALMOST COMPLETED AND THE PROGRESS WENT WELL SO FAR..I HAVE CONSIDERED SEVEN POSSIBLE ITEMS WHICH WILL ENSURE AN EFFECTIVE STUDENT-CENTRED, PERSONALISED AND HIGHER-ORDER-THINKING IN THE LESSON PLANS THAT MY GROUP HAS CONSTRUCT.

1. LET STUDENTS DO THE ACTIVITIES

THIS CAN BE DONE WHEN THE TEACHER REDUCE THEIR TALKING TIME AND LET THE STUDENTS TAKE OVER THE CLASS. BUT, THIS IS NOT MEAN THAT THE STUDENTS CAN DO ANYTHING THAT THEY WANT. BUT, TEACHER CAN GIVE MORE FREEDOM TO THE STUDENTS TO INVOLVE ACTIVELY IN THE ACTIVITIES CONDUCTED IN THE CLASS. TEACHER ALSO SHOULD CHANGE THEIR ROLE TO BE A FASILITATOR TO THE STUDENTS.

2. USE ICT

THERE IS NO DOUBT THAT ICT CAN MAKE THE LEARNING PROCESS TO BE MORE INTERESTING AND FUN. THIS CAN HELP TO ATTRACT STUDENTS’ ATTENTION AND MOTIVATE THEM TO PARTICIPATE IN THE LEARNING PROCESS. NOT ONLY THAT, THE USAGE OF ICT ALSO CAN HELP TO MAKE THE TEACHING AND LEARNING SESSION MORE EFFECTIVE. SO, MAKE SURE TO USE ICT IN THE LESSON WHENEVER WE HAVE THE CHANCE TO DO SO…

3. CHALLENGING ACTIVITIES

TEACHER ALSO CAN GIVE ACTIVITIES THAT CHALLENGE THE STUDENTS TO THINK AND USE THEIR KNOWLEDGE. THIS CAN HELP THE STUDENTS TO BECOME ACTIVE LEARNERS AND USE THEIR HIGHER ORDER THINKING SKILLS.BESIDES THAT, THIS ALSO CAN PREVENT THEM FROM GETTING BORED AS THEY WILL FEEL MOTIVATED TO LEARN AND TRY SOMETHING THAT THEY DO NOT KNOW.

4. GROUP WORK

IN MANY ACTIVITIES, GROUP WORK IS IMPORTANT TO ALLOW THE STUDENTS LEARN FROM EACH OTHER. BY DOING THIS, THEY CAN HELP EACH OTHER AND ALSO LOWER THEIR AFFECTIVE FILTER. MOST OF THE STUDENTS FEEL SCARED TO THEIR TEACHER BECAUSE OF THE SUPERIORITY THAT THE TEACHER HAVE. SO, WHEN THEY ARE IN GROUPS, THEY WILL FEEL MORE SECURE AND CONFIDENT AS THEY ARE AT THE SAME LEVEL WITH THEIR FRIENDS.

5. INTEGRATE REAL-LIFE SITUATION

I THINK THAT THIS IS IMPORTANT TO HELP THE STUDENTS LEARN BETTER. TEACHER SHOULD USE THE EXAMPLE TAKEN FROM THE REAL LIFE SITUATION SO THAT THE STUDENTS CAN RELATE WITH THEIR OWN EXPERIENCE. THIS IS CRUCIAL FOR THE STUDENTS SO THAT THEY CAN UNDERSTAND THE LESSON.

6. ASSESSMENT

THIS IS IMPORTANT PART IN LEARNING PROCESS ESPECIALLY FOR THE TEACHER. TEACHER NEED TO PLAN AN EFFECTIVE ASSESSMENT FOR EACH LESSON SO THAT THEY CAN MEASURE THE STUDENTS’ PROGRESS IN THE LEARNING. BASED ON THE DATA FROM THE ASSESSMENT, TEACHER CAN TAKE APPROPRIATE ACTIONS TO HELP THE STUDENTS

7. USE VARIOUS TEACHING STYLE

TEACHER NEED TO BE CREATIVE AND USE DIFFERENT STYLE TO TEACH THE STUDENTS. BY DOING THIS, THE STUDENTS WILL NOT FEEL BORED AND ALWAYS ENJOY THE CLASS ACTIVITIES.

 

I THINK THAT’S ALL FOR NOW..BYE

 

E-BOOK

During the last week class, we had been assigned to make a makeover of the e-book to make it better and more interesting. So, in this entry I choose to modify my e-book “My favourite fruit”.

1) Font colour

before

after

 

2)Background – I change the background by using the pictures of the fruit to make it more interesting

before

 

after

 

3) I also add animation to the e-book to make it more appealing and interactive to the students.

These are some changes that I have made to the e-book. I think that these changes can make the new e-book look more interesting and attractive.

 

BUILD YOUR WILD SELF

Target learners: Standard 3 students

Focused skills: Speaking

Learning outcomes: By the end of the lesson, students will be able to:

  1. Talks about their interest and opinions
  2. Create their own “wild self”
  3. Talks about their “wild self”

Procedures:

  1. Teacher asks the students their opinion about certain animals. For instance, what do you think is the strongest animal? What is the most beautiful animal? What type of animal that you want to be? etc.
  2. Teacher let the students to express their own opinions.
  3. After that, teacher introduces parts of the animals: ears, face, arms, tails etc.
  4. Teacher then asks the students to open the software “Build You Wild Self”.
  5. Teacher explains to the students that they get the chance to create their own “wild self” using the software.
  6. Students can use different body parts from different animals based on own their creativity.
  7. Next, teacher will call the students one by one to the front to present about their “wild self”.
  8. Students need to explain why they want their “wild self” to be like that.
  9. For further activity, students can draw their “wild self” and label the body parts.
  10. Students can paste the drawing in the class.

 

TODAY I LEARN, TODAY I QUESTION

TODAY I LEARN THAT…..

Games can be very useful tool to teach the students

Games can make the lessons become so fun and enjoyable

Games can attract students’ attention to the learning

 

Peer feedback is essential to improve our selves

Feedback session can make us realize the strengths and weaknesses that we have

Feedback session can teach us to be more critical and analytical observers

 

TODAY I QUESTIONS…

Do the teachers have enough time to utilize the games and use them in the real classroom? There are so many factors that make teachers unable to use the game such as time constraints, tones of other works and attach to the syllabus.

Do the students are really learning using the games or they just enjoying themselves playing them and at the end they learn nothing?

 

Does the feedback given is really what they want to say? Some of us might say something nice just not to hurt our friends’ feelings

OR

Do they know what they are saying? Some of us might not focus to the presentations and just simply give feedback to complete the task.

 

As a whole, I can say that the idea to utilize and use the games in the classroom is so brilliant. I am sure that the students will love to learn using the games. I also think that the feedback session was so proactive and productive as we can detect and realize our own strengths and weaknesses.

Counter-Strike (also known as Half-Life: Counter-StrikeCounter-Strike 1.6, or simply CS) is a tactical first-person shooter video game developed by Valve Corporation which originated from a Half-Life modification by Minh “Gooseman” Le and Jess “Cliffe” Cliffe. It is a first-person shooter in which players join either the terrorist or counter-terrorist team (or become a spectator). Each team attempts to complete their mission objective and/or eliminate the opposing team. Each round starts with the two teams spawning simultaneously. (WIKIPEDIA)

I am sure that all of you know about this game. This is a famous game since I was in secondary school. I am sure that the students nowadays still love to play this game. So, I have created a lesson based on this game.

Target learners: Upper primary (Standard 4, 5 and 6)

Focused skill: Speaking, writing

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

  1. give clear instructions and directions to their partner to find the opponent.
  2. write the correct instructions and directions that they have used in the game

 

Procedures:

  1. Teacher divides the students into 2 big groups, the first group will be the counter terrorist force and the second group will be the terrorist force.
  2. In each group, teacher will asks the students to find a partner.
  3. In partner, the first students will play the game meanwhile the second student will be the spectator.
  4. These spectators do not involve in the game but they can see the game.
  5. The spectators will be the eyes for their partner to find the opponents.
  6. They need to give instructions and directions to their partners to locate the opponents.
  7. Teacher need to monitor the students so that they will use the correct language while giving instructions and directions to their friends.
  8. After several rounds, the students will change the role and the same procedures will be repeated again.
  9. After the game finished, teacher will ask the students to write all the instructions and directions that they have used in the game.
  10. Teacher then checks if the students make any mistake.

 

 

KERPOOF….

After gone through the list of tools, I found out that this tool is the best. KERPOOF….

I really amazed with this website because it is so fun. I can do so many things using this awesome tool.

THE FUNCTION OF THIS TOOL

There are so many things that we can create using this tool. We can do spelling, create movies, make cards, make

drawings, make pictures, and also make story books. Can you believe that? We can do all these by using only this tool.

AWESOME!!!!!!!! I am sure that the students will love this very much.

 

THE LIMITATION OF THIS TOOL

I really think that this tool is really good. But, of course there are some limitations to use it. Firstly, the internet

connection must be good to use this tool otherwise it will take some time to load from one page to another. So, the

students might be boring while waiting the page to load thus reduces their interest to learn. Besides that, there are only

limited choices for the students to create anything that they want. For instance, if the students want to create a story,

there are only five storylines that they can choose. So, this might limit their creativity and maybe they will feel bored

after some times.

 

WHEN CAN THIS TOOL BE USED?

I really think that this tool can be used anytime in the teaching and learning sessions based on the teacher’s creativity

to use it. There are a lot of things can be done with it. Teachers can conduct the spelling lesson using this tool, or

maybe teachers can do writing lesson by asking the students to create a story.

 

THE USER-FRIENDLINESS OF THIS TOOL

This tool is created to give an environment that suitable for children. So, it is so user-friendly and appropriate for the

students to use it. All the activities in this tool are easy enough for the students to do. I am sure the students will love

it.

 

THE TOOL IS SUITABLE FOR?

The tool is suitable for all the students from kindergarten to standard six. Even the secondary students might enjoy this

tool as well.

TPACK….

I am sure that all of us are familiar with this image. Its represent the relationship between the technology, pedagogy and also content knowledge. From the Wikipedia, TPACK is defines as:

Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of  teacher knowledge.

This is an example of TPACK in my lesson:

Year: 4 Cekal

Subject: English

Topic: More stories

Language Focus: Nouns – Parts of the shoes: Shoelaces, tongue, toe etc.

Content of this lesson was that the students will be able to read and understand the story and also acquire new nouns in the story. For the technological knowledge, I had used power point presentation during the pre-reading stage. I showed the pictures of parts of shoes to the students as a preparation for them to read the story “The Elves and the Shoemaker”.  The students seem quite attracted to the slide show presentation.

I also used the power point presentation to show the story to the students. I transferred the story into power point presentation and also with pictures for every page. I think this was very helpful as the students could read the story and also view the pictures to enhance their understanding of the story. I had incorporated cooperative learning style during the lesson. While the students were reading the story, they need to discuss with each other to guess the story. I would show the first slide to the students and they would read the story. Then, they need to discuss with their friends to guess the continuation of the story. By doing this, the students will be more attracted to the lesson as if they were involve in the story.

This is how I incorporate TPACK in my lesson. I believe that it really help me to make my lesson to be more fun and attractive.