A03 on the move!

Hello my lovely readers! In this entry I would share my reflection on my journey for A03. I admit, to create an effective student-centred, personalised, and a higher-order-thinking lesson is not easy. Many factors, elements and aspects need to be taken into account. Thus, 7 possible items to create an effective lesson consisting of the three elements stated above have been identified along my way working on this assignment. Therefore I shall describe each below:-

 

1. Provide students multiple options to present their learning.

It is unfair to let students to show their learning the same way because all students have their own learning styles along with unique multiple intelligences. Some students love to present what they know through speaking, some love to draw while some love to use action to illustrate their understanding. Thus providing students with various choices to present their knowledge seems substantial in ensuring an effective lesson and therefore this aspect would be kept in mind while preparing the A03.

 

2. Encourage cooperative learning.

“One for all and all for one!” This is the integral notion of cooperative learning. In this kind of learning, success of a learner is dependent on the success of other learners. Hence efforts from each member in the group are crucial in order to achieve the group success. Realizing the value of this aspect we decide to incorporate cooperative learning into almost all lessons in A03.

 

3. Learn our students.

This element is crucial for teachers to know what the students like or prefer in learning, which topic they enjoy learning about, and so on. Therefore, before we started designing the A03, we gathered our experiences during the teaching practices and made our own research on the net about universal interests which are mostly favoured by students.

 

4. Encourage open-ended questions in learning

Integrating questions that start with “why” in the lesson promotes students to think critically and creatively besides allow students to indulge in divergent thinking. This is a significant step to introduce students to higher-order thinking skills. Thus, in our A03 we try our best to include this element in any stage of the lesson.

 

5. Relate previous knowledge with the new concept.

This item vividly depicts the essence of constructivist learning theory which suggests students learn best when they are given opportunity compare the new knowledge to the already known. Having this kind of practice helps students to gain more clarity and understanding. Hence, in the design of our A03, we have decided to make every lesson links to each other to ensure students could see how the previous lesson is relevant to the new one.

 

6. Integrate real life circumstances in lesson.

Young learners especially find it very hard to remember, understand and become engaged in topic which they are not familiar with. Thus, it is substantial for teachers to connect the concept to their real life experience to ensure so that the learning would be more meaningful. Thus, in A03 try to incorporate students’ own views, ideas and their life experiences in the activities designed.

 

7. Teachers as facilitators

By acting as facilitators, teachers help in reducing their dominance in students’ learning. We view this vital to promote students in becoming independent learners who actively seek and discover their own knowledge. Therefore in the process of designing our A03, this element is always kept in mind.

 

Isn't this cool for teachers? 😀

All in all…

 

My REACTION on the 7 items for an effective student-centred, personalised, higher-order-thinking lesson…

eek

 

My EXPRESSION on the 7 items for an effective student-centred, personalised, higher-order-thinking lesson…

Whoa!

 

My PERCEPTION on the 7 items for an effective student-centred, personalised, higher-order-thinking lesson…

Try them in the classroom and feel the difference!

 

That’s all for now. Would love to hear some comments and thoughts from you guys. Thanks in advance for dropping by! 😀

 

Advertisements

From Irksome to AWESOME!

Hello my lovely readers! In this brief entry I would like to share with all of you how I would modify my previous IRKSOME ebook to make it interactive and AWESOME (hopefully). Hihihihihi! lol (Okay, stop it!) Just a little information about this ebook; intended to be used for Year 1 pupils, this ebook was designed to introduce the pupils with the names of the farm animals, their sound and movement.

Attached are some of the slides from my original IRKSOME ebook…

It looks dull, isn't it?

Weakness(es) noticed:

*Font used was not attractive and appealing to children.

*The layout was not captivating enough a.k.a it spells BORING.

*Contrast (the colours chosen for font and the background) was not taken into account, thus straining the eyes to see the text clearly.

Weakness(es) noticed:

* The picture used to illustrate the animal was not clear enough. In fact, it was not that eye-catching to the children.

* The words “horse”, “neigh” and “gallops” (which are the ultimate teaching or language points of the ebook) were not being emphasized.

So now, presenting the modified and (hopefully) AWESOME ebook!

Better than before! 🙂

Modification(s)

*Font is changed to the more children-friendly type (Comic Sans).

*The animal pictures are replaced with the cute and adorable animal clip arts (more appealing to the children).

*The layout is more colourful than before.

 

Interactive element is included! 😀

Modification(s)

*The words “horse”, “neigh” and “gallops” are bolded and capitalized to signify an emphasis so that children would notice those words better while reading.

*The action buttons “back” and “next” and hyperlinked page indicated by numbers are included for children’s convenience to go to the page that they like while reading.

*The picture of the previous animal in the original ebook is replaced with the animated gif which shows clearly the animal’s movement (gallop).

*The sound that the animal makes is inserted and the children will be able to hear it once they click the speaker icon.

All in all…

My REACTION on the modified ebook…

wink

My EXPRESSION on the modified ebook…

Not bad, huh?

My PERCEPTION on the modified ebook…

Inserting the interactive element in the ebook would truly promote and develop positive reading habit among children!

 

The Wild Me!

Hello my lovely readers! I am back! For this entry, I would like to share how I am going to use “Build Your Wildself” tool in a personalized-learning-integrated lesson.

Year : 3
Enrolment : 24
Proficiency : High
Learning Outcome(s) : By the end of the lesson, pupils should be able to:- 

i) name the nouns learnt.

ii) create their “wild self” using the tool

“Build Your Wild Self”.

iii) write a poem about their “wild self”.

Focused Skill : Speaking
Integrated Skill(s) : Writing, Reading, Listening
Previous Knowledge : Name of common animals, movie “Where the Wild Things Are”, simple, compound and complex sentences, adjectives, writing poem(s).
Language focus : Nouns (backsides, bottoms, head gear, arms)

Set Induction

  1. Teacher shows a short music video / trailer of the movie “Where the Wild Things Are”
  2. Teacher and pupils talk about the video.

Presentation Stage

  1. Teacher uses one of the characters in the movie (e.g. Alexander)
  2. Using Power Point Presentation teacher teaches the parts of his body (nouns) to the pupils.
  3. To evaluate pupils understanding teacher may want the pupils to spell the nouns a few times and match the nouns to the correct pictures.

Alexander (the goat I think! Hihihihi) 🙂

Practice Stage

  1. Teacher models how to use the tool to the pupils.
  2. Then, in pairs pupils are to work together to produce their “wild self”.
  3. Pupils are to ensure all the nouns learnt (backsides, bottoms, head gear, arms) are used or included in the creation of their “wild self”.
  4. Once satisfied with the creation, pupils are to print out their “wild self” and then sign at the right bottom of the page indicating that the work is theirs.
  5. Later, teacher randomly calls a few pairs to present their work to the class.
  6. Pupils are encouraged to tell what is interesting or unique about their “wild self”.
  7. Teacher then elicits feedback from their peers.

 

MY WILD SELF! 🙂

Production Stage

  1. Remain with the same pairs, pupils are to write a poem about their “wild self”.
  2. Pupils are then to present their poem to the class.
  3. Later, teacher asks each pair to paste the poem featuring their “wild self” on the “Pupils Work” corner.
  4. Pupils are to vote their friends’ poem using the rubric written on the board by the teacher. The criteria are:-

 

The poem…

is creative

is interesting

clearly represents and tells about their “wild self”

 

5. Teacher provides each pupil with a smiley sticker.

6. Teacher explains that they are to vote for their friends’ work and not theirs.

7. To vote, pupils are to stick their sticker to their friends’ poem.

Closure

  1. Teacher announces the winner.
  2. Teacher and pupils sum up and discuss what they have learnt that day.

All in all…

My REACTION towards the personalized-learning-integrated lesson…

razz

My EXPRESSION towards the personalized-learning-integrated lesson…

Marvelous!

My PERCEPTION towards the personalized-learning-integrated lesson…

Recognizing and honouring unique gifts, skills, passions, and attributes of each child, personalized learning should be given a chance in Malaysian classrooms!

 

Reflection In Action!

Hello my lovely readers! Hopefully you are in a pink of health! In this entry, I would like to share and reflect on my experience in adapting the “Who Wants to Be A Millionaire” (WWTBAM) game, watching peers’ presentation and lastly the feedback activity.

 

REFLECTION 1: Choosing and adapting the “WWTBAM.”

A popular game show once upon a time...

 

My group and I decided to adapt the WWTBAM and combine the format with another famous television game show “Are You Smarter Than a 5th Grader”.

Are you SURE you are smarter than a 5th grader?

As a result, we came out with our own version of “Do You Want Some Candies?” – a fusion of the two games intended for the young audience (a.k.a young primary children).

Ahhhh.... candies!

One may ask, what’s the purpose of combining the two game shows? Can’t our group just stick with WWTBAM format? Our answer is simple, we believe in CREATIVITY. We perceive CREATIVITY as the most influential and powerful tool to create and enhance meaningful learning experience for the children in the classroom. With CREATIVITY everything is POSSIBLE!

 

REFLECTION 2: Watching peers’ presentation.

Splendid! I think that is the best word to describe and express the 13 presentations that day. All of us had done and given our best shot (let’s give a pat on our own shoulder!) and I must say all of the adapted versions of the WWTBAM were amazing! Hence, this has made me realized the importance of teamwork, a valuable skill which I think would be very useful when we are in the professional field (teaching profession) later.

TEAMWORK!!!

Why did I say so? I learn that working in group offers one to use and develop his or her individual strengths and talents in organizing and completing the task besides allows the members to value one another’s diverse opinions. In fact, tolerance, mutual agreement and understanding among the members can also be instilled and fostered through this kind of learning. Those elements I perceive as crucial in order to assist the process of planning, making, and producing the “masterpiece” goes smoothly.

 

REFLECTION 3: Feedback activity.

 

Giving and receiving feedback is the utmost criterion needed in developing a holistically balanced person. Why? In giving feedback many questions need to be pondered upon for example “Am I giving a feedback that can help in the receiver’s learning?” “Is the feedback constructive?” “Does the feedback hit the points?” “Would the feedback be accepted by the receiver?” ” Am I using the appropriate words?” so on and so forth. Without we realize, those are some questions that make us mature, critical and sensitive in thinking. Meanwhile, in receiving feedback, ones who receive the feedback could use the feedback to evaluate their own learning process and experience or for further self-development and enhancement.

 

All in all…

My REACTION on the REFLECTIONS of the EXPERIENCES

idea

 

My EXPRESSION on the REFLECTIONS of the EXPERIENCES

I can see clearly!

 

My PERCEPTION on the REFLECTIONS of the EXPERIENCES

Deep reflection encourages critical and creative thinking! 🙂

 

Shop and Learn in Mall World!

Hello my lovely readers! I am back! (^_^) For this entry I would like to share with all of you on how I would adapt an online game called Mall World into a lesson plan.

(WARNING: This game is truly addictive. You won’t be able to resist the temptation of unlocking new fashionable and trendy clothes in order to be displayed in your boutique! Play at your own risk! Remember I have warned you! lol)

So below are the details:

Class : Year 5
Proficiency Level : Average
Enrolment : 25 Pupils
Focused Skill : Reading
Integrated Skills : Speaking, Listening, and Writing.
Learning Objective(s) : By the end of the lesson, pupils should be able to:

(I)          choose correctly 5 items related to the nouns learnt.

Language Focus : Nouns (pumps, sandals, boots, sneakers, uggs)

I would illustrate on how to adapt this game for the “practice stage” of the lesson.

-In pairs, pupils are to play Mall World.

-Pupils are to choose and buy 5 different types of shoes (pumps, sandals, boots, sneakers, uggs) from the catalogue, (which have been learnt previously) and display them in their boutique.

 

-Teacher calls randomly a few pairs to present their boutique to the class.

– Teacher elicits feedback from their peers.

So basically, that’s how I am going to do if I am to use this online game in my classroom.

 

All in all

My REACTION on the MALL WORLD lesson plan

eek

My EXPRESSION on the MALL WORLD lesson plan

Speechless…

My PERCEPTION on the MALL WORLD lesson plan

It is not impossible if we know how to adapt and implement the lesson well. Never try, never know!

 

That’s all for this post. Would like to hear comments from you guys. Thanks in advance for dropping by! 🙂

Cock-a-doodle doo! It’s ToonDoo!

Hello my lovely readers! Hope all of you are in the pink of health! Alright, as the title suggests, this entry would be about my thoughts about and experience of testing one of the ICT tools which I have selected, ToonDoo. First, let us get some ideas what a “ToonDoo” is.

Intoducing the "ToonDoo"!

I. What is a ToonDoo?

ToonDoo is actually a site or to be specific an online program that offers public to create comic strips. To start using this program, all you need to do is register for an account which requires an email address (for sure). Because this is a web-based program, no downloading is required – thus saving space in your hard disk!


II. What are the functions of the tool?

ToonDoo is wholly about the comic strip creations. It provides convenient platform for people to create and share their cartoons with other users or to the public. A huge variety of comic strip frames, backgrounds, props, characters, clip arts and text boxes is offered to be selected from. Editing features are available as well, in case you would like to refine your work. Upon completion of your work, you can choose whether to save it or publish it for public online viewing.

ToonDoo in action!

 

III. What are the advantages of the tool?

#1 – It’s free!

You can get an immediate and free access to ToonDoo once you have registered.

#2 – Promote and enhance creativity!

This tool benefits both parties, the teachers and the students. Teachers can do away with dull lectures or instructions by educating a concept through comic (apparently introduces a new way of teaching) while students can learn the concept by communicating their ideas creatively and effectively through the comics which serve as a medium to represent their understanding.

#3 – Fun and Colourful!

Reading a comic is fun the same goes to creating it! With ToonDoo, anyone can create his own comic without the need for hand drawing. Isn’t that great? In fact, with the colourful layout and button these elements will undoubtedly seize the students’ interest to use this tool.

#4 – Social-networking friendly

The comics can be integrated into e-mails, Twitter, Facebook, Blogs or print them out as you like! How great is that!

Show to the world or keep it to your self! 🙂

 

IV. What are the limitations of the tool?

#1 – Requires stable and adequately fast internet access.

It will take forever to load if the wireless connection is not at its best.

# 2 – Requires a modern version of Flash player.

If not, the tool cannot be accessed or shown. Hence, the updated or upgraded version of Flash player is necessary to ensure the tool can be used.

#3 – Time consuming.

Students may need quite a long time to create a comic, especially comics with multiple pages. Not to mention time required for the students to experiment with each item and tool. All these would definitely consume much time and more or less disrupt the lesson. So, the teacher should take in charge to set the time limit.

#4 – Some contents may be inappropriate.

Some of the contents on the program may not be appropriate for children. To overcome this, a teacher can turn on or off the safe search.

 

V. How can a teacher use this tool in the classroom?

#1 – A teacher can create a comic that teaches students about various emotions.

#2 – A teacher can get students to create a comic that illustrates a conversation between characters (fictional or non-fictional figures) in a story.

#3 – Instead of having students to write an essay, a teacher can get students to use comics to express their thoughts and ideas.

#4 – A teacher can get students to present their understanding of the new vocabulary taught through comics.

#5 – A teacher can get students to demonstrate their knowledge in real life skills, specifically speaking skills by creating comics that illustrate situation on for example, how to order meals in a restaurant, how to ask for direction, how to take messages for phone calls, how to ask for information politely and so on.

#6 – A teacher can use the comic to present or introduce a novel concept to the students.

#7 – A teacher can get students to express and express their understanding of or summarize what they have learnt at the end of a specific topic through the creation of their own comics.

#8 – A teacher can get the students to create a comic that depicts alternate scene or ending of a story.

#9 – A teacher can get the students to create a comic that explains a mathematical concept or solves the mathematical problem.

#10 – A teacher can get the students to create a comic that pictures current events that are happening around them.

A tutorial on how to use ToonDoo

 

Here’s another tutorial in case you can’t get enough of this tool! 🙂

 

 

VI. What would you like to comment about the user-friendliness of this tool from your point of view as a teacher?

Smile, it’s simple! This tool is absolutely easy to utilize coupled with user-friendly interface such as the exciting drag-and-drop and self-explanatory features. To add, users are allowed to upload their own pictures in case they would like to use and manipulate them in their story or just to add their personal touch to their work.


VII. Which standard(s) do you think this tool is suitable for?

Due to some complexity, in my opinion, this tool would be used best by the upper primary, specifically the Year 4, Year 5 and Year 6.

Last but not least, presenting my fresh attempt on ToonDoo!

Who said comics cannot help you learn?

All in all…

My REACTION on ToonDoo

cool

My EXPRESSION on ToonDoo

Cool!

My PERCEPTION on ToonDoo

This tool is worth a try in the classroom!


That’s all for this entry. Would like to hear some comments and thoughts. Thanks in advance for dropping by!

Hey, TPACK! We meet again!

Hello my lovely readers! In this entry I would like to share how I have hopefully integrated TPACK in the lesson. But, before that, let’s refresh our memory by taking a look into the definition of Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and lastly Technological Pedagogical and Content Knowledge (TPACK)!


Technology Knowledge: is knowing how to use a range of technologies to accomplish learning and work goals. Part of TK is also knowing when a technological application will be helpful and when it will not. Further, TK involves a certain mindset of flexibility and adaptation (can be applied in different situations for different purposes). (Koehler & Mishra,2008, p. 15)

Pedagogical Knowledge: is what you learned about in your teacher education program. It’s the general knowledge teachers have about “how children learn” and “how to teach them to learn.” It requires an understanding of cognitive, social and developmental theories of learning (Koehler & Mishra, 2008, p. 14).

Content Knowledge: is the teacher’s knowledge of the subject. It includes all of the concepts, ideas, theories, facts etc. of foundational importance to the subject area. In foreign language teaching, for instance, content knowledge would be the teacher’s knowledge of the target language, its grammatical structure, its vocabulary, its pronunciation and of course, knowledge of the culture(s) in which the language is spoken. (Koehler & Mishra, 2008, p. 13).


Pedagogical Content Knowledge: is knowing how to teach, assess and report on what you teach. It includes the teacher’s knowledge of the “conditions that promote learning and the links among curriculum, assessment and pedagogy” It includes the teacher’s deep knowledge of how students usually engage with the content and the knowledge of how to engage students differently so that they no longer hold misconceptions or get stuck. It includes the innovative and flexible range of methods teachers know how use to help students learn the content. (Koehler & Mishra, 2008, p. 14).

Technological Content Knowledge: is the understanding of how technology and content influence and constrain one another When teachers have TCK, they know how and why a certain technological application will support (or enhance?) the learning objectives of the course. They also understand how technology can change the learning objectives. (Koehler & Mishra, 2008, p. 16).

Technological Pedagogical Knowledge: is an understanding of how teaching and learning change when particular technologies are used in the classroom (Koehler & Mishra, 2008, p. 16).


Technological Pedagogical Content Knowledge: is the understanding that emerges from the interaction of content knowledge, pedagogical knowledge and technology knowledge. Koehler & Mishra (2008, p. 17) argue that TPCK is the “basis of effective teaching with technology and requires an understanding of the representation of concepts using technology; pedagogical techniques that use technologies in effective ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemologies; and knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones.” It’s a sort of nirvana – the highest order of understanding that is greater than the sum of the parts. With TPCK, teachers are able to address each “wicked problem” because they are equipped with a deep understanding of how to address its inherent complexities using technology.

 

(For further understanding and information of TPACK, you can refer here.)

 

Phew! Having presented those definitions let me share mine. In short, TPACK from my point of view is a framework or a way of thinking that gives teachers insights on how to integrate technology effectively in the classroom.

 

Below are the details of the lesson which I think TPACK have been incorporated:-

 

Subject: English

Class: Year 2

Enrolment: 32

Language Proficiency: Average

Focused Skill: Listening

Topic: More Stories

 

 

Alright, now let’s see how  TK, PK and CK have been illustrated in the lesson below:-

 

Technological Knowledge

Integration of the use of LCD, laptop, video, Power Point presentation in the lesson.

 

Pedagogical Knowledge

Set induction: Eliciting oral responses.

Pre-listening: Explaining through visual aids (animated Power Point presentation), gestures, and actions.

While-listening: Individual Work.

Post-listening: Group Work.

Closure: Summarizing the whole lesson.

 

Content Knowledge

Language focus: Prepositions of movement – around, across, above, through, towards.

 

Illustrating Pedagogical Content Knowledge in the lesson (a.k.a teaching content knowledge using pedagogical knowledge).

In the set induction, I encouraged the pupils to engage in guessing the object hidden behind the squares. Hints were given from time to time to elicit more responses from them.

 

Can you guess what it is?

In the pre-listening stage, the language focus (prepositions of movement) was explained through the use of visual aids, actions and gestures.

In the while-listening stage, I focused on having each pupil to do the listening task individually. They are to listen to the story I read carefully and at the same time circle the correct answer.

In the post-listening stage, I promoted group work activity. Pupils cooperated with each member in the group to find the clue and subsequently reveal where the character (Rani) hid.

For closure, I summed up the whole lesson through sing along lesson in which reinforced the language focus taught.

 

Illustrating the Technological Pedagogical and Content Knowledge [TPACK] in the lesson (a.k.a how technological knowledge assisted pedagogical knowledge so as to let the pupils understand or get the content knowledge).

In the set induction, a covered picture done in the Power Point had been presented to the pupils. Pupils guessed the object hidden behind the green squares. Hints were given and responses were elicited constantly from the pupils. One by one square removed randomly until the object revealed.

 

Hey! It's an airplane!

The use of Power Point was extended to the pre-listening stage. The animated pictures demonstrated the meaning of each preposition of movement explicitly. To enhance understanding, once in a while I accompanied the explanation through actions and gestures. To evaluate understanding, I asked volunteers to perform the particular prepositions of movement in front of the class.

 

The airplane flew above the clouds! Correct!

In the while-listening and post listening stage, I again used the Power Point to check the answers together with the pupils. One may argue why I didn’t just tell the answers verbally to the pupils or ask the volunteers to give the answer. My answer is simple. Why don’t we maximize the use of technology to the fullest? In fact, with the use of the LCD, I don’t have to worry about the possibility to repeat the answers (in case the pupils couldn’t really hear my voice) as they could see the answers presented clearly on the white screen.

 

You got it right!

As for closure, I utilized the video (‘Chan Mali Chan’ song) to let the pupils get the tune. The use of video in my opinion is effective in seizing children’s attention as it triggers two of their senses, hearing and sight. To wrap up the lesson, I projected the lyrics of the “Prepositions of Movement Song” – adapted from the “Chan Mali Chan” song (done in Power Point) on the screen and the pupils sang the song.

 

 

 

Sing from your heart! Mind your pitching as well okay!

 

All in all…

 

My REACTION on the use of TPACK in the lesson.

Speechless!

 

My EXPRESSION on the use of TPACK in the lesson.

rolleyes

 

My PERCEPTION on the use of TPACK in the lesson.

TPACK is the ultimate key for the effective teaching and learning in today’s modern classroom!

 

Would love to hear some thoughts and comments from you guys! Thanks in advance for dropping by! 🙂

Previous Older Entries