Assalamualaikum and a very good day to all!
Hectic weeks are coming and now here we are in the process of completing our Assignment 3.
So far, as for my group I would say that we are already done with our lesson plans and also our very first thorough consultation session with Miss Ng. I would say that we have gained a lot of information during that consultation session.
And honestly I would admit that I had to defend some parts of my three-hour lesson plans and pointed out my argument as well. Sorry Miss Ng! 🙂
Indeed, it is not an easy task to design student-centred, personalised and higher order thinking lessons. I would say that I really really had a crack in my head just as to come out with three-hour lesson plans.
However, by the time I am writing this post I am already done with my lesson plans and now I think I can proceed preparing the teaching-learning materials.
Thus, here are my seven possible items which might ensure on effective student-centred, personalised and higher order thinking lessons that I took into account when planning my lessons.
1st Point: Set objectives and expectations
I believe in whatever we are doing, there must be a reason behind it and I honestly feel there is no such thing as SIMPLY doing any particular action and same goes when planning lesson. It is crucial for me and teachers out there to set lesson objectives and also teachers’ expectations from pupils. I realised that when I set my objectives, it would not be a problem to plan the activities as those objectives are my guidelines when preparing lesson. Pupils also are motivated in taking part during the lesson when we inform what we are expected from them. They surely will do their best to meet the expectation and indirectly, it promotes healthy competition among the pupils.
2nd Point: Activities that support constructivism and i + 1
It is crucial for teachers to plan activities that relate to their previous experience so that it would be easier for pupils to link what they have learnt with their experience. The knowledge that they have gained would be meaningful as well because they can exploit them in their real life experience. In addition, it is significant for teachers to plan activities that require a step beyond pupils’ level as this would give challenges to them. When teachers prepare activities that challenge pupils’ ability, this can avoid boredom during the lesson too.
3rd point: Allow pupils to drive and practice independent work skills.
When planning lesson, teachers should ensure that there should be a time where pupils are allowed to drive and practice independent work skills. This enhances pupils’ independent learning and this is the time for them to exploit and express their own learning styles. Teacher should bear in mind that, each pupil has their own differences and each and every one of them is not the same. When teachers allocate at least an activity which allows pupils to work on their own, pupils will make their own decision on how they can accomplish the given task as according to their creativity and preference.
4th Point: Teamwork and collaborative learning
As I referred back to my three-hour lesson plans, I realised that I tried my best to instil teamwork and collaborative learning when planning those lessons. This as to reflect on one of the key points in personalised learning that is collaborative learning where pupils are actually learning from each other. When pupils are learning from their friends, this can reduce teachers’ talking time and their role as the sole knowledge provider. This also can encourage pupils to appreciate every resource of learning as now their friends also can be their knowledge providers.
5th Point: Feedback and comments as means of learning
Feedback and comments are necessary as these can help to motivate pupils in learning. When teachers inculcate feedback and comments among pupils during teaching and learning process, pupils actually will learn more as they will realise their strengths and weaknesses on that particular topic learnt. Moreover, these help to promote student-centred and personalised learning as pupils are actually learning from each other. Pupils also will think critically when giving feedback and comments as they surely want their comments and feedback can help their friends to enhance their learning and this indirectly promotes higher order thinking skill among pupils as well.
6th point: Variation of instruction and teaching-learning materials
It is crucial for teachers to vary their instruction and means of teaching as this surely can avoid boredom in the classroom. Teachers have to be creative when planning lesson, thus they may use videos, audio clips or animations as means to deliver the content and at the same time to attract pupils’ attention to the lesson as one of the key points in personalised learning is to deliver instruction through multiple forms of media. Pupils also will feel interest towards the lesson as they are receiving input through a variety and different ways of learning.
7th point: Make teaching-learning process as enjoyable as possible yet meaningful at the same time
If we reflected our journey of life, surely we would say that our primary school days were the greatest and we really enjoyed those moments A LOT! Same goes to now. Pupils should enjoy their learning process as much as possible and only teachers can ensure that to happen. Teachers should come out with activities that are current to pupils and it is not wrong if teachers use games in their teaching as long as pupils are learning meaningfully behind all those “learning-games”. As I referred to my three-hour lesson plans, I came out with activities that require pupils to explore new tools that I believe not many pupils have ever come across those tools. I am sure that pupils will feel excited to explore new things in their life and so they will enjoy doing it.
Before I end, I want to share something. I found a very interesting quotation by Edward De Bono regarding higher order thinking skill. He believes that:
“..many highly intelligent people are bad thinkers. Intelligence is like the horsepower of a car. A powerful car has the potential to drive at speed. But you can have a powerful car and drive it badly. Thinking is the driving skill with which each individual drives his or her intelligence.”
A quotation to ponder on.
LOL! Have a good day people! 🙂
Assalamualaikum and a very good day to all!
By the time I am writing this blog, there are only FOUR weeks away before we end our very last final semester as undergrad students! How time flies so fast without we are realising it! 🙂
Okay, back to real business here! E-book makeover! Who said we cannot makeover e-book? LOL! YES, we CAN makeover our e-books!
E-book is defined as an electronic book (also e-book, ebook, digital book) is a text and image-based publication in digital form produced on, published by, and readable on computers or other digital devices. Sometimes the equivalent of a conventional printed book, e-books can also be born digital.
For children, I believe that an e-book should be picture-rich and full of colours. When I reflected my teaching practice experience, I used a lot of pictures as my assistance whenever I needed to provide explanation. Pictures can tell thousand words and pictures actually can be categorised as visual aids. Pictures are great tool to be used with children in order to help them to get broader view and ideas and this supported by Chitravelu, Sithamparam and Teh (2005) where classroom teaching can be made more effective through the use of visual aids which are relatively cheap, easy to make or readily available.
Therefore, I strongly feel that e-book is a great tool to be used with children in the classroom.
For my e- book makeover, I choose to makeover an e-book that I created by using Storybird few weeks ago. I wanted to use my previous e-book on Little Red Riding Hood yet I already used it for group work during Week 9. So I resorted to use my first piece of Storybird entitled “Mr. Tiger and its Food”. I choose to redo the whole book.
Here I included my original e-book. It is just a three-page story and I neglected to include the cover page. Actually I wanted to use power point to transform my e-book as it is easier for me to add colourful words which is not equipped in Storybird yet for some reasons, I could not use it (TT__TT)
Mr. Tiger and Its Food!
That’s the end of my e-book. Thus, I wanted to redo the whole e-book.
For the new version of my-ebook,
- I added a front cover.
- I changed the title as when I looked carefully at the picture, it is not a tiger. It is a leopard. Shame on me. LOL!
- I added my storyline.
- I added questions in oder to make the story more interactive with children.
- I also included a jazz chant so as to attract pupils’ attention to the story.
Actually, I also wanted to change the font by power point presentation. Yet as I mentioned above, I could use the power point in my laptop due to some reasons that are unavoidable (TT__TT)
So this is the new version of my e-book! Sit back, relax and enjoy! 🙂
Playful Mr. Leopard
That’s all for this post! Hope you enjoy my new version of e-book. 🙂
Assalamualaikum w.b.t and hi to all!
PERSONALISED LEARNING– STORYBIRD– LESSON PLAN
“Personalised learning is the tailoring of pedagogy, curriculum and learning support to meet the needs and aspirations of individual learners” (Wikipedia, 2011).
“Personalised learning demands that every aspect of teaching and support is designed around a pupil’s needs” (Hargreaves, 2004).
These two statements above have given me a clearer idea on what personalized learning is. Honestly, most of the time I was so ‘blur’ and ‘lost’ during our previous ICT class which was lingered on personalized learning. However what I can grasp, one of the key points in personalized learning is FEEDBACK which we apply in our PBEY4102 now.
For this entry, we were asked to choose a tool from among that were suggested by Miss Ng and then to apply it in the lesson. Thus, I plan to use STORYBIRD…collaborative storytelling!
The reason for choosing this tool is because I believe story is one of the great tools to learn new language, express feelings and understandings and enhance creativity and imagination.
Topic: Animals and its food!
Target group: Year 2 High level of proficiency
Learning objectives: At the end of the lesson, pupils are able to:
- give example on animals and its food.
- create story based on animal and its food.
- During pre-teaching, teacher tells about animals and its food.
- Teacher also may use videos, audio clips or animations as a means to deliver the content and at the same time to attract pupils’ attention to the lesson as one of the key points in PERSONALISED LEARNING is to deliver instruction through multiple forms of media.
- After teacher has done some teaching on the topic, teacher asks pupils to give example on animal and its food. This is to pre-test and check on the pupils’ understanding of the topic.
- Before teacher moves on to the next stage which is while teaching where this is the time for pupils to use STORYBIRD, teacher then shows and explains first on how to use STORYBIRD. Teacher also provides an example on how to create a story by using STORYBIRD.
- After that, teacher asks the pupils to create and come out with a story which lingers on the topic of animals and its food by using STORYBIRD. This step is to let the pupils to drive and practice independent work skills.
- Pupils are given 45 minutes to create their story by using STORYBIRD.
- Teacher facilitates the class. Teacher as the facilitator.
- Teacher gives cues, for instance if 5 to 10 minutes remaining, teacher tells the pupils to wrap up their story.
- After that, each pupil takes turn to present their work as this is the time for the pupils to share their work of creating differentiated lessons.
- The rest of the pupils are to give attention to their friend’ presentation as they have to take note on the animals and its food that they can find in the their friends’ story.
- Then, the pupils may give feedback on the friends’ work.
- It depends on the number of pupils when they are to create the story by using STORYBIRD. This activity can be done in groups or as pair works or individually as it depends on the number of pupils in the class.
- There are many topics can be used to apply STORYBIRD in the lesson. Possibly, the teacher can just decide on a specific theme and then the pupils are to create story based on the given theme.
Below is included an example of my first try out using STORYBIRD.
Mr Tiger and Its Food!
Just a trial. Three pages enough lar weh. LOL! Goodbye 🙂
Errkk..Who Wants To Be A Millionaire In The Classroom?!
Frankly speaking, I never ever have a thought in my mind that this popular game can actually be implemented in the classroom. I believe that everyone in this world would know what this game is all about and I believe that kids nowadays would be familiar with this game as well. So what we need to do in order to apply this game in the classroom meaningfully and successfully?
MODIFICATION! Yes, we have to modify this game to suit with whatever condition of the classroom that we might get in future. I would say that the process of modifying this game was our primary challenge in this task. We have to think about the theme, how would we play this game with the kids, the rules and regulation and the list goes on. Personally if I were asked to do this task individually, surely you can see a lot of crack on my head. LOL!
So luckily this task was assigned to be done in group. Yeah! And that is why people always say that TWO is better than ONE but in this situation, GROUP is better than INDIVIDUAL! More people so more ideas and of course lesser burden!
First and foremost, we decided on the theme. We suggested few topics that relevant to be applied in this game and we decided on the topic from Year 4 textbook “COME RAIN OR SHINE” [CROS] and we chose to prepare a complete lesson and it was a wrap-up lesson. A wrap-up lesson is a lesson that is carried out at the end of each topic in order to sum up all the subtopics of that topic. It is merely like a recalling lesson.
Actually during my teaching practice, I had done three wrap-up lessons. Unfortunately, I did not have the chance to apply WWTBAM during my wrap-up lessons as I never thought of it. Thus since we have been exposed to this game and also on how to implement it in the classroom, there is a huge possibility that I will use this game in my classroom depending on the kids and the classroom situation that I might get.
Okay, back to the process of accomplishing this task. After we decided on the theme, the next challenge was to modify the features of the game; the flow, rules, instructions, background, font, rewards and everything that lingered on the game. Every tiny-eeny-weeny-bitsy-tipsy of the task was done through discussion so that we could see all the strengths and shortcomings of what we were doing in order to accomplish the task. Every member in my group had chances to recommend their own ideas and suggestions and truthfully, I believe that we accepted every opinion without any hard feeling.
At the presentation stage, we did our best to deliver the presentation. We did not want the audience to have a lot of question marks in their mind; nevertheless we wanted to provide clear answers and justifications to them. In fact, I felt that all the groups had the same thought as mine. We really hope that our presentation would please the audience and sincerely I was amazed with all the presentations! GREAT JOB, COHORT 4!!! Every group had their own style in modifying and presenting this task and honestly, I learnt a lot from them.
Besides, we were asked to give feedback at the end of every presentation. Therefore, we should give attention to every presentation so that it would be easy for us to give meaningful feedback and the feedback that we got should be taken with open heart as it was part of learning. We learn from each other and this actually encourages us to be responsible of our own learning. We give attention to others and at the same time, we learn from them. This actually can be applied in our classroom later and this actually encourages pupils to be independent learners. The teachers are not the sole knowledge providers anymore as the pupils can take charge of their own learning.
However, I would like to comment on one thing regarding the feedback session. I personally felt that the time given to comment was not sufficient enough as I had to focus on the presentation and then I had to give comment on the presentation and not so long after that, I had to get ready to listen to the next presentation. If this activity would be carried out in the future, I really hope that we are given some time to give comments so that the comments given are significant to the groups and so they would feel appreciated for their hard work.
Okay, I think that’s all for now. Have a good all! 🙂
Assalamualaikum and a very good day [or night] to all!
Among all the games that I have played, my favourite game to be included in the lesson is BOOKWORM. I could not remember when was my first time playing this game but I think it should be after my SPM examination or somewhere during my early years in MPIK.
You can play this game online or you even can download this game as well. Go to this link. word-games.pogo.com What you have to do is to register yourself first. Once you have registered, you can play this game and also other games that are available from this website.
How would I exploit BOOKWORM in my classroom?
Targeted year: Year 3 [High level of proficiency]
Period: 3 hours [two sessions with each 1 hour 30 minutes]
Language focus: Word classes
Focused skill: Reading
Integrated skill: Writing
Learning objectives: Pupils will be able to…
- group the words that they have found from the game based on different word classes.
- find the meaning of the words from the dictionary.
- draw clues of the words that they want their friends to guess.
- create story by including words that they have found in the game.
- Teacher asks pupils to share any games that they have played previously. The pupils are also to share what they have learnt from the games that they have mentioned.
- Teacher then introduces BOOKWORM to the pupils.
- Teacher tells about this game and also shows example on how to play it.
- Teacher tells the pupils what they are expected to do while playing the game.
- Pupils are to work in pairs. Firstly, they are to play the game for 40 minutes. Teacher sets the time. Each pupil takes turn where the first 20 minutes for pupil A to play while pupil B records all the words that they could find from the game and for the second 20 minutes, they exchange position.
- While the pupils are playing BOOKWORM, they can start grouping the words that they could find from the game according to three word classes which are nouns, verbs and adjectives.
- Each pair is to team up with another pair in order to make four pupils in a group. They are to combine all the words that they have found from the game.
- Pupils are to group the words into three word classes; nouns, verbs and adjectives. After that, they are to find the meaning of each word from dictionary and record it down.
- After that, teacher gives a small white board and a marker to all the groups. Teacher also gives names to each group.
- Then, if the teacher wants the lesson to be high-used of ICT, each group goes to the front and uses the main computer that links to the LCD projector. By using Super Doodle by KERPOOF tool, the group gives clue about the words that they want the other groups to guess. They are to draw the clue of the word and the other groups are to discuss and guess the answer by writing it down on the small board. They are not allowed to show the answer until they are asked to do so. The group with the most correct answers wins.
- The other option if the lesson is to be carried out in usual classroom without ICT items like computer, LCD projector and screen, pupils can just use blackboard or whiteboard that is equipped in their classroom to draw clues of the words.
- Next, pupils are to work individually. They are to create a story by including at least 20 words from the words that they have found while playing BOOKWORM previously. They can just write a simple story by including the words and if the teacher wants the lesson to be high-used of ICT, pupils are encouraged to use MYTHS and LEGENDS tool in creating the story.
Okay, that’s all from me! 2 in 1: Game and lesson. Have a nice day 🙂
Assalamualaikum and hello to all!
Firstly, I hope it is not too late for me to would to wish Happy Chinese New Year and happy holidays to all my friends, I hope you have enjoyed the celebrations and the break and now it is time for us to get back to work. LOL!
And back to our business now, yes my choice goes to MYTHS and LEGENDS! First, I would talk about what MYTHS and LEGENDS is. Basically, MYTHS and LEGENDS is a tool for the users to create or re-create stories on their own. This tool is almost alike GO Animate which we had been exposed during our PKEY time yet I do feel that MYTHS and LEGENDS provides variety ways when producing a story.
Okay, how to go to MYTHS and LEGENDS? Go to here to have your own experience http://myths.e2bn.org/ Once you go the website, you might find it looks like a little bit spooky [you may not feel it, but watch out for your little kids ya! LOL ]
The functions of the tool?
This tool provides a list of stories that you can browse to and you can exploit it as your material to be used in the classroom. In the list given, there are some information stated there such as the titles, the origins or the locations of the stories, the dates and also language used in the stories. I believe that this function of the tool is very attractive as the story is equipped with animated pictures [in simple explanation, the pictures are moving!], texts and sounds as well. So the users have choices whether they want to read the story quietly or they can have the sound as well.
Plus, this tool allows you to create your own story. It is so simple! Just register yourself and then you just follow some simple steps provided in order to create your story. Check the pictures below and now I will let the pictures to do the talking 🙂
The limitations of the tool?
This tool can be used if you have internet connection and it is better if you have strong one so that you can do your project with ease. If you do not have internet connection so you cannot use this tool and I do not think that this tool can be downloaded. More, the limitations of the stories provided as most of the stories are from the western countries and it is a loss as there are a lot of interesting myths and legends from Asian regions as well.
When can this tool be used?
This tool can be used anytime and especially whenever you have internet connection. Possibly, if you want the kids to show their creativity in producing stories, this tool is the best to be utilized in the classroom.
The user friendliness of the tool?
This tool is very simple and it is easy to be used. Just register yourself and then you just follow some simple steps provided in order to create your story. There are some unique features in this tool like you can drop comments or messages to others’ projects and the easy-ness to print out your work.
The tool is suitable for which standard?
This tool can be used successfully especially to the kids who can read and understand English language well. As long as they know how to read and of course some assistance from the teachers, surely any kids can use this tool. But if for Malaysian context, this tool is suitable possibly starting from Year 4 kids which 10 years old. This tool really can help to enhance kids’ imagination and creativity as they can produce their own story just the way they like it.
Before I end, I feel that MYTHS and LEGENDS is a great tool to be used especially if you are asked to make your own story and also if you are not allowed to take any ready-made materials either from YouTube or so on. So let’s try and error with this tool and I hope you would like it. Thanks for your reading! 🙂
Assalamualaikum w.b.t and a very good day to all the readers!
TPACK was sound so ‘alien’ during our PKEY time. And now in our PBEY4103, we meet again with TPACK ! I think most of us already got a better understanding on TPACK, right?!
T= Technology Knowledge
P= Pedagogy Knowledge
After I have gone through our third week lesson which was about TPACK with assistance from some additional reading about it, I felt that I did apply TPACK in some of my lessons. Here is one of my lessons during my three months of Teaching Practice that related to TPACK:
This is a reading lesson for my Year 4 Tekun with average level of proficiency. The topic was Come Rain or Shine and the lesson was focusing on the Four Seasons. The language focus was nouns on four seasons and words related to it. The materials used during this lesson included laptop, speakers, LCD projector, screen projector and some printed task sheets and I still remembered that this lesson was carried out in the Science Lab.
Here are the Technology, Pedagogy, and Content knowledge of my lesson.
I chose a video to initiate my lesson and I knew that I needed something ‘bomb’ in order to grasp their attention to the lesson as most of my pupils [I would say 99% of them] had almost zero knowledge about this topic. This video tells about all the four seasons and gives a very simple description on each season and I believe that from the video itself, the kids would at least understand the basic differences of each season.
Besides, I chose Power Point Presentation as my assistance in delivering the content of the lesson. I included attention-grabbing pictures as stimulus to help the kids to better understand about each season.
Moreover, I chose to include a slide on reading comprehension as I only wanted them to answer orally.
I also included an example of postcard in the slides as a model for the kids to refer to when they were to ask to write a postcard to their friend.
Elicit responses: I used pictures as stimulus when delivering the content of the lesson. I showed the pictures and let the kids looked at them and then I wanted to hear what they can say about the pictures. Later, I explained to the kids about each season. With the pictures and the explanations, I believed that the kids had learnt at least something about the four seasons based on their responses given during the lesson.
Scaffolding: In the slides, I included an example of written postcard in the slides as a reference when they were to ask to write one to their friend. This was a lot easier than preparing a giant written postcard by using manila card or mahjong paper as I have to take care of the size of my handwriting and I could not use colorful font to differentiate information about each season.
Demonstrating: Before the kids read the poem, I demonstrated how to read the poem with the rhythm that I wanted them to use. Thus, the kids would know how to read it properly. Besides, I also demonstrated how to write a postcard by giving an example to them. With the proper guidance given, I supposed that the kids would be able to do their task well.
And here are the answers for “How C-k is being taught via P-k, and how T-k helps the P to make the students get C”:
Based on this lesson, I believed that the technology has helped me a lot in delivering the content of the lesson especially to ensure that the kids understand the topic. Since the kids did not have the opportunity to experience these seasons [possibly weather in Malaysia is almost alike to summer yet there are still another three seasons for me to teach and to make them understand about it] and thus I knew that ICT would be the best choice in delivering the lesson.
Actually, this lesson was carried out when my school mentor observed me and he commented that with primary kids, it would be a lot better to use realia yet he understood that it was impossible for me to bring snow in the class. So he said that, the used of pictures really helped the kids to understand the lesson well and by using slides in PPT, I could save a lot of money to print it. The pictures were big enough for the kids to see clearly and I believed that they understood the lesson through their responses given.
In addition, through the example and demonstration given [which I utilized the power point to the maximum] I could see that the kids could grasp easily on how to perform the task assigned to them.
Before I end, I suppose that it is up to the teachers whether they want to integrate TPACK on their lesson or not. It does not matter to apply the latest technology in the lesson [as the simple one like hand phone is also called TECHNOLOGY]. What matter is, the technology used is appropriate to the pedagogical knowledge and certainly it is meaningful to the content and all these T-P-Ck are related in a CONTEXT.
Whatever it is, the choice is in your hand 🙂
That’s all from me! Thanks for reading and feel free to drop your comments! 🙂