~ PBEY4103 & My Babbles ~

Salam and hi to all PBEYians…

β€œReflect on your journey for A03 by listing out Β 7 possible items which will ensure an effective student-centred, personalised, higher-order-thinking lesson. Describe each of those possible item.”

It is almost to the end of the semester. It also means it is getting near to say Good Bye to UM life… T_T

BUT!!!!!!! The most important thing, the due date for A3 is almost here!!!!! Urgghhhh….. I have to admit that I am behind the schedule. There are still a lot of things I need to settle and complete. (I’m not going to reveal them here because you guys will know I just started my A3). Enough of self – regretting session. Let’s get back to the business!

Well, the task for this entry is to reflect on the journey for A3. Which means that I need to identify 7 items needed to be given emphasize in developing an effective student-centered, personalised and higher-order-thinking lesson. Let’s see what are the 7 items that I have….

TaaaDaaa!!!!!

 

(1) ICT INTEGRATION

~AYE.SEE.TEA~

It is so essential to have ICT integration in planning and implementing an effective lessons. Especially for those lessons that are student-centered, personalised and higher-order-thinking ones. Besides enhancing the teaching and learning activities, ICT helps to increase students’ interest towards learning. I feel that it is very important for teachers nowadays to manipulate these ICT tools and integrate them in their lessons. Not only to the teachers, students also should be given chances to use ICT in their tasks to maximize their potential in shaping their learning paths.

(2) CROSS – CURRICULAR LEARNING

Teachers should not limit the scope of the topics for their lessons. There are possibilities to integrate other subjects such as Maths or Science into English lessons. This enables a broader coverage in terms of topics to learns as well as the resources to be manipulated in teaching and learning activities. This is what teachers should do as cross-curricular topics learned would help students to make connections between one subject with another. Hence, it helps to develop their higher-order-thinking skills.

(3) GROUP DYNAMIC

Work Together

According to Vygotsky’s theory of learning, INTERACTION with other people ensures better learning experience and maximize children’s potential to experience success in learning. That is why it is important to encourage GROUP WORKS more often during teaching and learning activities as children would have more opportunities to interact with their peers and learn from each other. This mode of learning enables children not only to learn but also teaches them the value of cooperating, collaborating, sharing ideas as well as participating in group activities. Through this, children’s dependency towards their teacher will be reduced gradually and at the end, they will learn to be independent and responsible to their own learning.

(4) LEARNER AUTONOMY

This element promotes personalised learning among students as it gives opportunities for them to plan, monitor, solve problem and evaluate their learning experience on their own. Through this, students will be able more involved in the teaching and learning activities using more students-tailored activities in classroom. Children will be more interested in learning and learn to take initiative and responsibility to success.Β 

(5) RESOURCES EXPLOITATION

Effective lessons are geared by the manipulation of different teaching and learning resources. Resources such as computers, internet, books, e-books, games and so on, help to create an interactive and attractive lessons in the classroom. If well manipulated, these resources are able to maximize students’ learning and build their creativity to learn from those resources provided. This promotes more student-centered and personalised learning among students in the classroom.

(6) “HOTS”-ORIENTED ACTIVITIES

HOTS!!!

Each lesson planned and conducted should be able to promote students’ higher-order-thinking (HOT) skills. Teaching and learning activities that encourage students to use their creativity in completing tasks should be made priority in planning a lesson. Teachers should make sure that the activities conducted let students to develop their HOTS such as problem-solving tasks.

(7) FEEDBACK & ASSESSMENT

Feedback and assessment are crucial in teaching and learning process. Not only to identify students’ achievement but also to analyze any learning problem or the effectiveness of a particular activity conducted. This element is not to be conducted by teachers only as students themselves are also capable to assess their peers’ achievement. In teaching and learning activities, teachers should make sure that they conduct feedback and assessment session with students so that the learning objectives could be identified as successful or not.

What say you? I hope you all enjoy reading my entry and feel free to give feedback. Thanks for visiting >_<

See Ya!!!


Salam & Hi to all PBEYians… We meet again in this boring not-so-interesting blog…

The task for this W09 entry is to modify previous e-book in my collection to make it more interesting & attractive.

Well, from the last lesson & notes given by Ms Ng, I find out that there are quite a number of factors to be considered in creating an e-book especially for young kids. Among them are:

> choice of background colour

> size of images

>size,colour & type of font

>sentence structure

Back to business, this e-book is teaching about different animals found in the zoo together with the adjectives to describe the animals. Looking at it, I find that it need a major makeover for sure! -_-“

Take a look at the original e-book & the modified one…

 

ORIGINAL VERSION

MODIFIED VERSION

Let’s start with the cover page…

Cover Page (BEFORE)

Cover Page (AFTER)

The background colour for the cover page for this e-book looks rather too striking for the eyes=BRIGHT YELLOW (I’m going to hurt the kids’ eyes). The title for the e-book was being written in capital letters with striking red colour. It would not be a good example to teach children writing as they may “accidently” follow the sample shown. The picture used was also quite small & it would not be clearly seen by children. So, I decided (1) to change the background colour to plain WHITE as this colour suits every images & fonts to be used for the e-book. Besides that, (2) I increase the size of the picture and (3) change it position where I place it on top & the title below it. I also modify the title where (4) I change the font style to be twisted a bit and (5) include wavy box to it. This would be more attractive to kids and look more creative. For copyright purposes & also for preventing myself from getting sued for using pictures taken from the web, (6) I included the copyright sentences at the bottom of each slide to indicate that the images used in this e-book is for educational purposes only.

BEFORE

AFTER

For the 2nd slide, (7) I change the picture of Dollah from stick-figure to more real-life boy. This would be very similar to the kids’ imaginations about boy, not a stick figure like the original slide. (8) The sentences also being written with the correct way of writing where only the first letter in Capital letter, and the rests are in small letter.

BEFORE

BEFORE

AFTER

AFTER

For the next modification, I find out that the font size used in all slides is not being standardized as there is slide with small font, and there is slide with big font. Thus, I decided to (9) standardize the font for all slides to make it consistent for the reader (kids).

BEFORE

AFTER

AFTER

For this slide, we could see that the text is rather too long as two sentences are packed in one slide. To make the slide becomes more attractive and accessible to kids, (10) I break it up into two separated slides. Each slide is meant for each sentence, so kids will be able to read the text easier.

Lastly……..

END COVER

In the original e-book, I didn’t put the end cover for it. So, for this modified version, I decided to put the end cover for this e-book. The end cover uses the same slide as the cover page, and I just change the title by writing “The End” to indicate the story end. It will make this e-book looks very similar to printed books and children will be more attracted to read it.

Phew!!! Finally, I manage to complete this entry (clap, clap, clap).. Now, feel free to read this entry & leave comments.. Thank You~

Salam & Hi to all PBEYians… Yes! We meet again in this 7th entry (W08 session). This week, we learn & discuss about PERSONALISED LEARNING (PL)… We had chat session on the Spectrum & presentations of the designed lesson plan using this Personalised Learning approach. And this W08’s task is to design a lesson plan using one of the tools listed in the emails by Ms. Ng. Enough talking. Let’s get back to business!!!

The Tool

~Storybird~

Why do I choose this tool?

  1. I don’t need to sign-up/sign-in to use this tool (I hate it!!!)
  2. I know kids love stories especially creating & making stories (not lies though!!!) & this tool give them the full freedom to come out with their own~ (cool!)
  3. The images are super-cute & for sure can attract kids (even for me-who-is-already-24 πŸ˜›)
  4. Storybird reverses the process of visual storytelling by starting with the image and “unlocking” the story inside. Choose an artist or a theme, get inspired, and start writing” (super-cool) – get your images & make story of them (How cool is that???)
  5. Imagination is BOUNDLESS – kids have lots of imaginations of their own (they can share their imagination here)
  6. You can create, read, share with others.

The Lesson Plan

Year: Standard 3

Level of Proficiency: High & Average

Topic: My Friends (Hobbies)

Language Focus: Verbs

Learning Objectives: By the end of the lesson, pupils should be able to

  • talk about their friends and what do they do
  • create and describe their imaginary friends using Storybird
  • write simple sentences about their imaginary friends using appropriate Verbs in Storybird

Procedures:

1)Teacher gets pupils to choose one friend that they like the most.

2) Teacher lets pupils to talk about their chosen friends.

3) Teacher shows a chosen story from Storybird. (http://storybird.com/books/friends-friends-friends/)

4) Teacher carries out reading aloud session with pupils.

5) Teacher gets pupils to discuss about the differences between Mike’s friends in the storybird.

6) Teacher introduces the language focus to be learned by pupils in the lesson.

7) Teacher lets pupils to choose the Verbs they read in the storybird & write them on the board.

8 ) Teacher teaches pupils the language focus & asks them to write the verbs they used to describe their chosen friends in the earlier part of the lesson.

9) Teacher shows pupils on how to use Storybird tool.

10) Pupils are divided into groups (each group consist of 4/5 pupils)

11) Each member of the group has to choose an image from Storybird as their imaginary friend.

12) Each member has to describe about their imaginary friend by writing 2/3 simple sentences on each page (5 members=5 pages of Storybird)

13) Teacher facilitates pupils’ activity.

14) Pupils present their storybird in groups by reading aloud about their imaginary friends.

Well, basically that’s how my lesson would be. Pupils are given freedom to choose which images suit to be their imaginary friends & are free to use any appropriate verbs to describe about the friend.

Hope you enjoy reading this post & feel free to ‘drop’ any comment/suggestion~ πŸ™‚

 

Salam & Hye to all PBEYians… We meet again in this entry… For this entry, all is about “Who Wants To Be A Millionaire???” or “WWTBAM” (not Slumdog Millionaire or Millionaire Matchmaker okay???). Very much popular around the whole world right? Well today, I’m not going to babble about the usual WWTBAM, but the EDITED version of…. All groups had done a great job in adapting & re-creating this game to be more-children-appealed game. (clap, clap, clap).

Okay! Back to business. My group’s version of WWTBAM looked like this…………………………………….

Our Version~ πŸ˜‰

and this……………………….

What's the answer???

and this also…………………….

Ka-Ching!!!!!!!!

Interesting??? Can ye feel th’ pirate’s spirit??? Ay.. Ay.. Ay… Cap’n!!!

Time to Reflect!!! (or babble??)

(1) Doing the task

Getting the task. Wow!!! (do we really need to do this???). Editing/Adapting/Re-constructing (or whatever term you use to describe the task) requires lots of aspects to be taken cared of. Every single element such as the font used plays significant role when dealing with children-appealing thingy. Well, since it was a group work, we actually had divided the task to every group member. For me, my task was to come out with questions to be included in the game. Sound easy right? (It’s NOT okay). I had to consider many factors to create the questions like the language used should be simple & understandable to those children playing the game, type of font used should be attractive & look cute to children (that’s why we chose Comic San) etc. Why I need to bother with those factors actually? Because children are super-complex human being! Their attention span is short so you need to prepare things that are super-interesting & super-attractive to gain their attention. Their eye-sight is not as good as us, so they need to see big and clear writings. Their thinking ability is still at so-so limited so don’t use complicated languages with bombastic words & implicit meaning (they won’t understand it okay?). It strikes me that too many things need to be reconsidered & given extra emphasis in creating children game. Well, of course we need to do that as we have to ensure that the game will be very suitable for the kids & they actually can benefit from it. By considering those factors, it can be ensured that the small kids can learn easier & faster if they can engage with the game.

(2) Presentation & Feedback Session

Watching too many presentations (13 okay??) plus had to evaluate them some more really tiring & confusing. Then, need to provide feedback for each group’s presentation was like giving my brain overloaded information to process… (pity brain). But, please don’t look at the negative part.

BE OPTIMIST

See the rose, not the thorns~

  • Aware of own weaknesses: Sometime we couldn’t trace our own mistakes/weaknesses unless there’s someone else pointing it out to us. Well, that’s what I get/learn from the presentation & feedback session. Correcting each other mistakes helps to improve the work & become better in future.
  • Being constructive, not destructive: Being in the seat of a spectator give opportunity for us to identify the strengths & weaknesses each group has. But, this doesn’t give you the right to criticize/condemn other groups’ products if they were lacking here & there. Use the weaknesses spotted to boost the groups’ spirit to improve their work & suggest ways to help them “correct” their mistakes. Address the strengths & good points the group have to show that you appreciate their handwork.
  • Learn from each others: Watching friends’ presentation give advantage to copycat their works in a POSITIVE way!!! It makes us think why we did not do this? Why we did not do that? So, using friends’ creative ideas to improve our work would be beneficial (your friends wouldn’t mind this right? πŸ˜‰ )

Wow!! So tired to write this entry. I wonder if my entry matches the requirement needed or not.. Hahahhaha… Never mind. So, I think that’s all kot… Have fun scrolling reading my entry & you may drop by at the comment section… Criticize me please….. πŸ™‚

See ye next time… Ahoy!!!!

 

Salam & Hye to all PBEYians…. We meet again in my 5th entry for ICT… Well, the task is to come out with a lesson plan using an online game. Interesting right? It’s rarely found that Teaching & Learning activities involve using online again. Well, it’s not wrong to try unless your school & classroom has computer lab & I.N.T.E.R.N.E.T!!!!! (a must when to use ONLINE game to teach)

The game that I had chosen to use is known as “Michael, Michael, Go Recycle” (I haven’t played the game before, but it’s a try right? Clap3 for me…..). This game is very good to be used in ESL classroom as we can utilize it to teach NOUNS (plastic bags, newspapers, cans, bottle etc) under the topic of items that can be recycled and DIRECTIONS ( right, left, up, down, turn etc). Besides that, we can use this game to inculcate POSITIVE MORAL VALUES among the students which often being neglected by most language teachers. Teachers can instill positive values among students to practice RECYCLE in their daily lives to save the environment. Using this game as a platform, students will not be taught the values but LEARN BY THEMSELVES on the importance to RECYCLE & identify items that they can recycle in their homes, schools, playground etc.

The Game: Michael, Michael, Go Recycle!

How To Play The Game???

No of rubbish to be picked up & No of Litterbug to be stopped

Maximum 5 pieces of rubbish to be picked up at one time

Drop/Throw rubbish into the correct bin. Watch out the time.

Stop litterbug from littering

You & Michael did it!!!

THE LESSON PLAN

Target Group: Year 3

Level of Proficiency: Average

Focused Skills: Speaking & Listening

Language Focus: Prepositions of Directions (turn right, turn left, go up, go down)

Learning Objectives: By the end of the lesson, pupils should be able to:

– give directions using Prepositions of Directions

– listen to & follow directions given to complete the game

Teaching & Learning Activities:

  1. Teacher shows the game to pupils.
  2. Teacher introduces the types of rubbish that can be recycled (cans, bottles, papers, plastic bags etc)
  3. Teacher shows screen shots from the game to teach pupils on Preposition of Directions.
  4. Teacher shows the game again.
  5. Teacher gets pupils to tell the directions needed to be followed by Michael to pick up the rubbish based on the scenes shown from the game.
  6. Teacher divides pupils into pairs.
  7. Teacher explains the task to pupils and how to play the game. (one pupil will give directions & one pupil will follow directions given)
  8. For every level completed, pupils will exchange their roles.
  9. Teacher lets pupils to play the game for 20 minutes.
  10. The pair that reaches the highest level in the game will be given gifts.
  11. Teacher plays the game with pupils.
  12. Teacher will receive directions from pupils to direct Michael to pick up the rubbish & throw them into the correct bins.
  13. Teacher revises the Prepositions of Directions with pupils.
  14. Teacher inculcates moral values among pupils.

 

That’s basically what I’m intended to do with the students using this online game “Michael, Michael, Go Recycle!”. Hopefully you all can benefit from this entry & try out the idea (you may include your own idea as well ). Enjoy reading & commenting! πŸ™‚

Salam and Hye again to all PBEYians…. So sorry for this very late entry… No more long entry speech. Let’s get back to the business~~~

The task assigned for W4 entry related to the tools provided for our Assignment 3… There are quite a number of tools provided but there’s ONE that attracts me most~ And that ONE tool is………………………….. KERPOOF!!!!!!!!!!!~

TaDaaaaaaa!!!!!!

 

And my review on this tool starts NOW…………………………………~

(1) Functions

* You can make a lot of things with Kerpoof such as spell a picture, make a movie, make a card, make a drawing, make a picture & tell a story. All this can be done on your own which provide opportunity to explore your creativity. This website can be used both by teachers as well as the students and this would be a great teaching & learning tool to be used in the classroom. *

Below are examples of products created using Kerpoof~ (so sorry, they were horrible!!! )

SPELL A PICTURE

MAKE A CARD

TELL A STORY

(2) Limitations

One most obvious limitation that I could identify from this tool (KerPoof) is that it is an ONLINE website. Meaning that, without internet connection, teachers or students would not be able to utilize this tool. This would make this tool inaccessible to schools located in the rural area.

Besides that, the “view page” of this website was a bit small and make it difficult to be handled. Especially to students where they need to see things that are big and clear in their eyes so that they could get into it. So, if teachers decide to use this tool in classroom, they need to make sure that all students would be able to see what’s on the screen by adjusting the LCD to maximize the resolution of the image.

Lastly, since this tool is an American product (can I call it as Westernly-made?), most of the scenes/characters/story lines/images etc used are based on the country’s context. Somehow, this can be a drawback for this tool as some of its features are not suitable to be used in M’sian context.

(3) When can this tool be used?

So far, I find that this tool can be used at anytime and anywhere. Talking about “anytime”, in terms of teaching & learning session, this tool can be used at all stages of learning. For “Set Induction” to attract students’ attention, “Pre-Activity” for introducing learning items, “While-Activity” for teaching language items to students as well as getting them engaged in the activity, “Post-Activity” for reinforcing language items taught and also as “Closure” for concluding the lesson. It depends on teachers’ creativity on when to use the tool and adapt it to suit each stage of his/her lesson.

Related to “anywhere” on the other hand, I think that this tool is not only suitable to be used during school hours. Teachers can set homework for students to complete using this tool at home. For example, using the “Make a Card” feature, teachers can ask students to create their own card at home by giving particular instructions for them to follow when they go back home. Through this, students will have more freedom to explore their creativity & not being rushed to finish their products in class.

(4) User friendliness

I think this tool is quite user friendly to me as I could make myself comfortable using it in creating the products above. In fact, there may be some problems encountered since I was new to it but it is good that the tool is being provided with “How to Play” button where I could click for “Tutorials” to guide me in using the tool. Besides,

(5) Target Students

From my POV, I do not want to target any standard to use this tool with. It can can be used with any standard starts from lower primary to upper primary. But, of course, if I am going to use this tool with students, I have to make sure that they have basic computer & internet skills to handle the tool on their own. For sure I could not expect those who are computer – illiterate to explore this tool independently but still, it would be teachers’ job on how to make full use of this tool to support teaching & learning process.

Well, I think that’s enough already….. Hope you enjoy reading my babbles entry this time. Feel free to give feedback. Million thanks~ πŸ˜›

Salam & Hi to all PBEYians… It has been 3 weeks since my 1st babbling entry… Okay…. The next task is related to what we had learned during ICT class last Tuesday (18th Jan) which is the TPACK~~~~~

For those who are still blurred about TPACK, let me babble a bit about TPACK (don’t read this)…

“TPACK” stands for Technological Pedagogical Content Knowledge, which is basically a framework for teachers to plan their lessons to be more effective & meaningful. Using “TPACK“, teachers would be able to integrate the 3 components that are significant to “TPACK, which are:

> Technological Knowledge (ICT gadgets i.e: mobile phones, laptops, LCD, mp3 etc)

>Pedagogical Knowledge (teaching methods/techniques)

>Content Knowledge (what are we teaching, i.e: language focus, topic etc)

“A lesson that follows TPACK framework should have all the 3 components where the Content should be taught to pupils using any suitable/appropriate method/technique from the Pedagogy plus with the help of Technology to ensure students get the content taught to them” (based on my understanding, correct or not???)

So, to illustrate more on TPACK, let me explain it using one example of the lesson plan that I had used during my teaching practicum.

The Lesson!!!!

Class: 5 GIGIH

Level of Proficiency: Average & Low

Subject: Science

Theme: Investigating the Earth & the Universe

Topic: Phases of the Moon

(1) TECHNOLOGY KNOWLEDGE

The technology component of TPACK that I had included in the lesson is that I had shown a video to students during the Set Induction. The video shown is as below:

The topic for the lesson taught is on Phases of the Moon. Due to the fact that Phases of the Moon maybe unfamiliar to students plus the occurrence of it may not be noticed by most of them, I decided to shown the video to students using the laptop & LCD projector. It really helped the lesson as by showing it at the very beginning of the lesson (Set Induction), students gained an overview of how Phases of the Moon occur. By watching the video, students were able to see the changes on the Moon’s surface as it rotates & moves around the Earth. Video is very much helpful in this lesson because it can show phenomenon that is unfamiliar to everyday live of students besides the Phases of the Moon takes a long time to undergo a complete sequence (29.5 days). Due to this, it would be impossible to get the students to observe the phenomenon on their own & this will be difficult to get the best views due to weather problems. By using the video (technology), not only will it save time & effort but also will be more easier for students to get the idea & science concept (CONTENT)Β  involved.

(2) PEDAGOGICAL KNOWLEDGE

  • Inquiry Learning: From the beginning of the lesson (Set Induction), I had thrown a few questions regarding the video shown to students to elicit their responses. Questions thrown made them get the idea about phases of the Moon. Using this approach, students were encouraged to think & find out the answers by themselves.
  • Cooperative Learning: Students carried out task in groups where they had to re-arrange the pictures of different phases of the Moon to complete the sequence correctly. Through this students can help each other in completing the task by identifying the correct phases & the correct names for each phase. Hence, students can understand & remember the topic (Content) better.

(3) CONTENT KNOWLEDGE

The focus of my lesson was mainly about the phases of the Moon. Students were introduced with 4 main phases that they should be familiar with which were: (New moon, Crescent, Half moon & Full moon).

Students were at first being introduced with the names for each phases & then the shapes of each phase. Besides that, from this lesson, students will also being taught on the sequence of phases of the Moon.

Phases of the Moon taught in the lesson

That’s how I integrated TPACK in my lesson. For the questions regarding how I teach C-k using P-k & how T-k helps my students to get C-k, I already embedded the answers above. (if you don’t get the answers, it shows you guys didn’t read my babbles.. hahhahah)

Looking forward to read your entries & share the experience.. Chill out!!!! ^__^

~Adios~


This is ME

Hye... I'm Nurul Ashikin bt Zakariya... Better known as Syikin or Ekyn or Ain or Mummy... Love ya ol~ Muahxxxxxx (^_^)

The date for today IS…

April 2017
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