It’s FINAL, finally!

Through the pain
All my fears
All the Tears
You were the one there
Had my loss
Had my gains
Had it all
You made me stand tall
Like a rock we are
You are the hope
I am the faith
Will be forever
Through all the sun and rain that comes
I THANK YOU!

[Semesta:hidden track by Faizal Tahir]

THANKS to EVERYONE!
loads of love,
NAEM CHE ISMAIL.

…and the 7 possible items are:

Assalamulaikum and hi to all my blog readers [wow!!!!seems that i HAVE lot of blog readers.haha..but nevermind]

here goes my entry for this time which is The 7 POSSIBLE ITEMS which will ensure an effective student-centered, personalized learning, and higher order thinking lesson.

First, as it is a student-centered learning, LET THE PUPILS DO THE TALKING. what i mean here is that, teacher talking time should be reduced and let the pupils ‘take charge’ of their own learning. Teacher as facilitator who facilitates the lesson, give appropriate guidance and let the pupils to talk, share their idea and experience and be independent in their own learning. By doing so, the pupils will be responsible towards their learning and abilities.

Second, LET IT BE FUN in the lesson. some fun elements need to be included in the student-centered-personalized lesson. this is because to ensure that each and everyone in the classroom enjoying themselves in the learning session and at the same time learning something new. This can be done by inculcating language games which need the pupils to move around and cooperate with their group-mates.

Third, APPEALING ACTIVITIES. The teacher needs to cater all the pupils’ needs within the four wall of the classroom. Thus, appealing activities need to be carefully choose based on the learners’ interest and ability. Too high demand and difficult activities will make the pupils feel demotivated to solve it meanwhile too easy activities will make the pupils feel ‘too comfort’ and not challenging to them. As according to krashen’s monitor model, the i+1, where ‘i’ is their knowledge, the activities difficulties are choose 1 level higher then what they already know. Such challenges will make them determine to learn and play.

Fourth, MAKE IT SUBJECTIVE. with a little guidance, pupils will be encouraged to think and give subjective answer. no right or or wrong answer, but the way the pupils share their opinions and ideas are more important. Thus, the teacher needs to prepare for such questioning techniques so that the pupils will have the strength to speak up their mind, which at the same time also encourage them to use the language with a purpose. Learning objective can be achieved as the pupils are able to use the target language independently [or with little guidance] with a purpose.

Fifth, COOPERATIVE LEARNING. This item also one of the essential part to achieve student-centered learning. The teacher needs to let the pupils communicate between each other to get the answer or solve any problem. While they are cooperating, the teacher may provide necessary help to ensure that they really cooperate with each other, not doing any unnecessary talking.

Sixth, TEACHER AS FACILITATOR. This is very essential part in learning as the teacher facilitates the pupils’ progress during the session. Besides, some guidance and help will make the pupils feel motivated to learn new thing by exploring the session. Thus, learning will be take place as the pupils learn by themselves but facilitates by the teacher.

Seventh, APPROPRIATE ASSESSMENT. assessment, of of the crucial part of teaching which is in need to know the pupils’ progress and achievement towards the learning. In my point of view, on the run assessment is most likely applicable to the pupils in the classroom. This is because, from time to time, the teacher assess pupils, be it written test or just simply asking for feedback of a presentation. By doing so, the teacher can keep track of the pupils’ progress by ‘rating’ them from time to time. Thus, further improvement in teaching and learning can be taken into consideration as to make sure everyone is not left behind.

thank you.
hope everyone is happy.
3more weeks to go.
all the best.

tq ICT

E-book modification

Assalamulaikum and hye to all.
how are you doing? hope everyone is fine.
straight to the topic.

E-book, what is it all about? i am sure that all of you know what an e-book is. according to wikipedia, an e-book is “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.[1] Sometimes the equivalent of a conventional printed book, e-books can also be born digital.” .

Therefore, as the task need me to modify the e-book, which i cannot find mine [lost somewhere in the middle of my not-so-categorized folders, so i have decided to pick randomly from the net and modify it a little bit so that it would be suitable to be used for the primary school children. The e-book is entitled “A lesson from an Ant”.

here goes the e-book.

Page 1: Before

Explanantion:
with this dull white background, the e-book will not definitely attract pupils’ attention at the very first place. the use of small font does not really help to grab the pupils’ attention to read the book as they need something big and clear font. [for easy reading]. Therefore, i have already modified a bit to the e-book as follow:

Page 1: After

Explanation:
First and foremost, i changed the e-book format [from online e-book taken from the net, cut-and-paste it, and make it into power point presentation].

Besides, i also enlarge the picture so that the pupils could see clearly from the back. This will encourage their imagination as the look at the picture and relate it to the text.

Apart from that, i also changed the font to Comic Sans Ms and make it large. I have chosen this font is simply because it is more likely the children’s hand writing and make it appeal to them. The large font used will help them to read the text together during the story telling session.

Other than that, i have inserted some background colour so that it catches the pupils’ attention to stick and look at the e-book. Such attractive colour also encourages pupils to think as it stimulates their mind.

And that all about the modification. The same modifications have been made through the e-book.

Besides, i have also included the cover page for this book. In my point, the cover page is very important for a book as i could use it at the very first place to stimulate pupils’ interest at the beginning of the story telling session. The cover page itself can be used to trigger the pupils’ interest as i could simply ask the pupils of what the story is all about by looking at the pictures at the cover page. Thus, it will help them to think, image and share their opinion with their friends. This will help to encourage the pupils to talk and use the target language. Such stimulus will make them comfortable and confident to speak their idea. Here is the cover page of the story:

Simple changes can make all the difference!

Personalized Learning-Finding A Friend.

Assalamulaikum and hi to everyone.
For this week entry, i would like to share with you, how i am going to use E-book as a personalize learning in my ESL classroom. I have chosen this one tool, which i found very interesting called Storybird . This site provides lot of E-book created by the public/member of the group who has signed in to this site. therefore, i have chosen this E-book entitled ‘Finding A Friend’ to be used in the classroom.

Here goes my lesson.

Year: 4 [average proficiency]
Language skills: reading and writing
Lesson objective: By the end of the lesson, pupils should be able to
1. choose a character from the e-book and describe its characteristics using the adjective from the previous lesson learned.
2. give feedback to the other group presentation by ‘tick’ in the feedback form provided and write simple comment about the presentation.

The cover of 'Finding A Friend'

The procedures [while reading]

1. The teacher asks pupils to sit in a horse-shoe position.
2. The teacher then reads the story ‘Finding A Friend’ to the pupils.
3. The teacher asks pupils to read the story as a whole class/ randomly picks any pupil to read certain part of the story.
4. After the reading session, teacher discusses with the pupils characters/some moral values that can be found in the story.

The procedures [post-reading]

1. The teacher divides the class into 6 small group.
2. The teacher then list out the characters found in the book on the whiteboard such as a mouse, an elephant, a bear, a bunny, a giraffe and a snail and asks each group to choose one of the characters. Each group will choose a different character.
3. The teacher asks each group to discuss and list out the characteristics of the chosen character based on the e-book. They may add on the characteristics of the chosen animal based on their understanding/previous knowledge.
4. After 5 minutes discussion, teacher distributes a checklist for each group so that the pupils can give feedback after each presentation.
5. The teacher calls for volunteer to present their work while others need to listen and give written feedback.
6. the teacher encourages the pupils to talk/add on of what they think about the chosen character.
7. Teacher collects the feedback to round up the lesson and gives his comments to the pupils. [feedback collected will be kept in a file for future reference/next activity.

I hope this lesson goes well.

Today I learn Today I question

Hello [+trowing the flowers from the coach, waving to all]
drama, drama, drama.

Here we come, week 7. Means we are all half way through the long 6-year journey together.yeay!!!
The question: What he had learn so far?

straight to the point, i would like to put it this way. We are learning and at the same time we need [indeed] to questions ourselves [is it right or wrong? is there any ways to do it? anything need to be improved? etc]. When we asked such questions, that show us that we are learning. We are learning from each other mistakes and our mistakes too. When we do the presentation as a group, we feedback and took part in the discussion. In such way, we learn to respect each other point of view. Besides, we also learn to be a good feedback giver. We were trying to give opinion and at the same time try to use as appropriate language as possible to make sure that nobody is hurt in such open discussion.

Furthermore, when we question ourselves, it really keeps us on track, on what should be done and everything. Such guideline is very important to make sure that we perform well and really in the scoop based on the task given. Other than that, learning is occur as we need to discuss among the group member. This also contribute to the cooperative learning where by each and everyone from the group will get benefits from one another.

We learn by questioning others,
but most important is,
we NEED to QUESTION OUR SELF [instead].

hope everyone is happy.
Happy day to all.

Dinner Dash-ing in the classroom.

assalamulaikum and hi to all.
Games turn as a new educational tool in the classroom. is it possible to incorporate games in the Malaysian classroom? yes, no or maybe? Perhaps, WE, as future teachers should give it a try. Therefore, i would like to briefly share with you a lesson that i include the game, which is Dinner Dash into the ESL classroom.here goes the lesson.

The Game : Dinner Dash
Year : 4 (average proficiency of english)
Language Skill : writing
Language Focus : sequence connector (first second, third, next, finally)
Learning outcome(s) : by the end of the lesson, pupils should be able to:
1. write 3 out of 5 steps involve in taking orders at a restaurant using correct sequence connector.
2. name 5 out of 7 things that can be found in a restaurant.

procedures
Set Induction:
1. Teacher encourages pupils to talk about their experience when the dine-in at a restaurant.

Presentation:
1. Teacher asks pupils to name few things that can be found at a restaurant.
2. Teacher plays dinner dash online game and shows it to the pupils.
3. Teacher asks pupils to focus on the game and identify the steps in taking orders between the waiter and the customers.
4. Teacher then asks the pupils the steps in taking orders and list down the steps on the board.
5. Teacher emphasizes the use of sequence connector in the steps and explains on how to use each sequence connector for each sentence/step.
6. Teacher asks few pupils to come in front to write the next step using sequence connector.

Practice:
1. Teacher distributes task sheet to each pupil.
2. Pupils need to complete the task sheet by writing the steps in taking orders correctly using the sequence connector provided.
3. Teacher facilitates and provides necessary guidance to the pupils.
3. Teacher discuss the answer with the pupils.

Production:
1. Teacher lets the pupils explore the game.
2. Teacher ask the pupils to take note the steps involve in the game.
3. Teacher provides feedback after the playing session about the steps involved.

Closure:

1. Teacher discusses some moral value on how to behave at the restaurant.

REVIEW: My Hero.

Assalamulaikum and Hi to all my beloved friends. Welcome back to UM after the CNY break. How was it?hope everyone happy and enjoy each and every moment.Gong Xi Fa Cai!!

Here goes my post this time. I would like to make a review on one of the tools, which is The Hero Factory, . I am very sure that each and everyone of you has your own HERO right? thus, this is my justification on that after i playing around with it.

that was my ‘hero’ when i was playing around with the tool.i found it super cool and simply love it.

1. The Function.

As easy as1,2,3…the tool is designed in such a way to simply create a dream hero/heroin using the templates given. These template includes gender, face interfere, upper and lower body, customize colours [for skin, hair, eyes, accessories, etc], and its abilities or power. Thus, user will be prepared with such ready-to-click templates to choose on in order to create their hero.

2. The Limitation.

Though it comes with easy-to-use templates which you can choose by clicking the icon, this tool however have few limitation. In my point of view, one of the limitations is the character itself. it is very limited to only 2 types of hero/heroin with the same figure [except for the appearance which can be chosen from the templates given.] This, i found that is some kind of limitation of creativity. It can be seemed as boundaries for those who have more ideas in mind. Yes, it has many templates to be chosen like the hair styles, the hair colours etc but for certain pupils, perhaps they want to create some extraordinary fashion style, this somehow make them unhappy with the choices given.

Besides, i found that the categories to ‘dress up’ the hero/heroin are kind of limited. Categories like face, upper and lower body, colours and abilities. Perhaps, the tool can be added on few more categories which the users can create themselves to make their hero special and different from others. This will help the pupils to imagine and generate new ideas as this will make them more independent in learning. Thus, such extra categories can make this tool better in a way that enhancing pupils’ creativity.

3. When can be used.

In my point of view, this tool can be used during the presentation and and practice stage. For example, in the presentation stage, the teacher can show on how to create the hero using the tools and starts describing the characteristics. This can be used for teaching adjective where by the teacher can click the hair and focus on its colour. Example: The hero has yellow hair. From the sentence and the picture shown, the pupils can understand oh how and when to use that particular adjective. Meanwhile, in the practice stage, the teacher can call few pupils and give them command. Example: The hero has green hair.. Thus, the pupil need to click on that particular template and show his understanding by choosing the right colour. Hence, learning is taken place where both teacher and pupils have the chance to experiment with the tool.

4. User friendliness of the tool.

From the teacher’s point of view, i found that the tool is very user friendly. This is because, the users only need to choose from the ready-to-click template in order to create their own hero. The tool itself already categorize each characteristic to be choose on like the hair style, dress and etc which provide some kind of scaffolding to the pupils. The pupils will feel very secure to explore and experiment with the tool as there is no right and wrong answer for the perfect hero. Each and everyone can create their own hero based on 100% of their creativity. This also given the pupils ample ‘space’ to express themselves by clicking the template. Thus, fun can be injected into learning and the pupils themselves are aware with their own learning.

5. Which standard?

As for me, i found that this tool can be used especially with the lower primary school pupils as it can definitely attract pupils with the very bright and colourful colours used. It is very suitable for the pupils to learn the adjective and understand its usage.

i hope everyone is happy!
regards,
NAEM.

TPaCK-ed.

Assalamulaikum and Hi to everyone.

Have you TPaCK-ed during your 3-month practicum at school? I am so sure, at least YOU and ME have prepared for at least a lesson [by integrating some kind of technology in it], yes? no? once? most of the time?
Here goes mine.

Subject : English
Class: Year 4 Gigih [mix abilities pupils]
Theme: World of Knowledge
Topic: How to make a bookmark?
Language focus: sequence connectors [first, second, next, after that, finally]
Technology tools: LCD projector, lap top

The CONTENT+KNOWLEDGE

For the presentation part, i showed them this clip on how to make a bookmark. This video shown to give the pupils ideas on how to make a bookmark step by step. I did explain to them the steps from the video which later i taught them the sequence connector which is the main teaching part.
I told them how to use the sequence connectors such as first, second, next, after that, and finally at the beginning of each sentence.

The TECHNOLOGY

power point presentation.

Then, i explained to the pupils on how to use the sequence connectors using power point presentation. After they have already understand the steps on how to make a bookmark, i gave them the materials needed to make it like apple-shape cut out paper, ribbon, and crayon to decorate it. While i was showing each and every step, they were to follow the instruction step by step and have their very own bookmark at the end.

The PEDAGOGY

I used Total Physical Respond [TPR] which the pupils need to perform certain task based on the instruction heard/ seen from the video. This can enhance the pupils’ listening skill and help them to understand the steps by doing it themselves. Besides, the method used really motivate them as as the touch-and-see of what really happening in the video. The end product, which was the bookmark made them remember the steps and at the same time know how to use the sequence connectors correctly.

Explanation

The use of short clip on how to make a bookmark taken from you tube did really help to stimulate the pupils’ interest toward the topic. it helps them to understand and get some overview on how to make a bookmark which later they need to perform the task and come out with their own bookmark. This can help the pupils to understand on how to use the correct sequence connector for each step and at the same time encourage the to listen and follow the instruction given. Finally, as each and everyone of them has their own bookmark, it motivates them to read a book as they one to use the bookmark. 2 in 1. learn+use the knowledge in real life.

till then.
regards,
NAEM

TOP 10: THINGS to do to change the ICT situation in the classroom to make it ‘real’.

Assalamulaikum and Hi to all.

guess what. WHAT?
i felt like one of those contestant in Paris Hilton BFF after i received the podcast thing from Ms Ng [things to do, the next challenge, etc] which i found it very interesting.
Note to Ms Ng: Perhaps next time you can make a short clip giving the instruction like ‘hello everyone’ [waving to the cam].hahaha…and start giving your instruction of what need to be done.

ok, straight to the point. Here goes my TOP 10 wish list.

10. THE FACILITIES
How: The facilities should be there. This will be no use at all and it would not happen if the facilities is not there. Here comes the Ministry of Education roles which is to equip the school, be it in urban or in rural area with such facilities required.(example: the projector, smart board, internet connection, computer lab, etc). These will definitely help the teacher to prepare for a good lesson that have integration with the technology in the classroom.

09. MAKE IT EASY
How: As the facilities that i mentioned above, it would be more appropriate to make the procedures to use those things easy. What i mean by ‘easy’ here is that to make sure the steps or what not to use the LCD, the computer lab ans other as easy as 1,2,3 which i think there is a need to have a specific school technician that handle and help the teachers to set up and prepare the ICT stuff in the classroom. This can really help the teachers to get the lesson/ICT thing well prepared before the class start. Actually, there is teacher in charge for it, but sometime, or should i say most of the time, the teacher in charge-‘kerani’ pushing each other when there is a need to use the LCD. Thus, this specific role who is really ‘in-charge’ on that particular thing will really help the teacher to get,set up and than use the ICT thing in the classroom.

08. THE IDEAL CLASSROOM
How: to have an ideal classroom, with around 20 to 25 pupils in a classroom, nice and comfortable seating arrangement (at least in the multimedia room) which can prepare the pupils to be ready for the lesson. In my opinion, the ideal learning environment in the classroom will definitely help the pupils to learn better. Such environment, for example the use of fresh and vibrant colours help to stimulate their thinking, the seating arrangement, perhaps the use of sofas, cushions on the floor can make them feel more comfortable to watch video or something in the multimedia room.

07. MENTAL PREPARATION FOR THE TEACHERS.
How: to conduct a short workshop on how to use the ICT thing in the classroom. this can be done after class, 2 hours per week or during weekend. This is more on peer-to-peer workshop which the teachers among themselves help each other to learn on how to use the ICT. It would be really helpful to reduce the teachers’ fears toward the ICT.

06. SUPPORT
How: to get some support from the private agency to be involved in the school project using the ICT. This includes the financial support, or perhaps moral support to both teachers and pupils that learning using technology can be very fun to be conducted in the classroom. This private sector can come to school and prepare some mini workshop which involves the teachers, parents, school administration and the pupils on how to integrate the ICT in the classroom. Thus, when everyone understand of what to do, there will be less obstacle to implement the lesson using ICT in the classroom.

05. THE PUPILS
How: to prepare the pupils for more. With technology, anything might happen. For example, pupils might be out of control or over excited towards the video shown or something. this come the role of the teacher to prepare the pupils and to make sure they are ready to ‘move’ to something new.What the teacher can do is to implement the ICT little by little at time and later on the teacher lets the pupils to explore the lesson using the ICT themselves. This will encourage them to be independent learners and at the same time take full control of what they are doing for their learning.

04. MAINTENANCE
How: to maintain the ICT things frequently or as schedule. This is to make sure that the ICT tools can be used most of the time,anytime. Not like what happen in the school situation now, there’s only 2 LCD but only 1 can be functioned well. This will more problem than good to the teacher and school environment.

03. THE TEACHERS
How: the teachers themselves should be well prepared in using ICT in the classroom. Such short courses n implementing ICt in the classroom will help the teachers to be more confident in using it.

02. ASSESSMENT
How: to use ICT as one of the medium to assess the pupils ability in the classroom. For example, the use of Facebook as a medium where by the teacher can create a discussion group and encourage pupils to write something about the lesson in the classroom.Few rules need to be set up such as to use proper english and to respect each other point of view. Pupils will not only having fun using the facebook but at the same time be responsible toward their learning.

01. THE SCHOOL ADMINISTRATION
How: to create an ICT environment in the school/classroom itself. The headmasters should encourage the teachers to implement or use the ICT in the classroom. Perhaps, by providing some incentive or craeting an ICT week for each month can help the teachers to be motivated in using ICT in the classroom.

As promised,
will be done,
by
me,NAEM.

i hope everyone is happy

ICT-less

Where: Sekolah Kebangsaan Bukit Pantai, Jalan Chenderai, Bangsar.

Who: Year 4 Pupils [mix abilities]

Assalamualikum and Hi to all my dearest readers. I am back, but now in this new medium, The WordPress. I hope we can share ideas/issues and get some feedback in order to improve ourselves in future. Thus, it can help us to learn from each other because each and everyone of us will definitely have different yet brilliant ideas which can be shared among us.

ICT-less. As the the title, i think I am the one who used zero [Z.E.R.O – I really meant it!] during my practicum at Sekolah Kebangsaan Bukit Pantai, Bangsar last year. Believe me, as what my so-cooperate teacher told me after he observed me “Your method that you used today [which were word/picture cards, cut-and-paste, pick-and-stick on the board] had been used by the teachers 40 to 50 years ago. You get what i mean right?”. I was smiling inside but still satisfied with my performance as I could see the pupils really enjoyed the lesson as almost everyone get the chance to involved in the lesson as little as either ‘pointing to theĀ  picture’, ‘searching for word clues and paste it on the board’ and many more. This problem arouse due to the following problems:

1. Lack of facilities.

eerrrrmmmmmm….actually NOT!!.The school has it, as i could see in the class that they have the overhead projector. BUT, the problem is, when I asked teh in-charge teacher, he said: “ha…yang tu rosak, memang dah lama tak guna.selalunya bawak pegi bilik multimedia je”. And guess what, when i go to the multimedia room on that particular that, what hapened was ” maaf ye, akak yang pegang kunci tu tak datang hari ni.kunci dia je pegang”. i was like ” i’ts ok, i teach in class then”. i do not to blame anyone on this matter, but as a teacher THERE SHOULD BE ALWAYS PLAN B or even PLAN C.

2. I don’t like plan B though.

Here comes another problem, which is ME.Yes, I definitely don’t like plan B as i need to prepare something extra or as back up plan in case, which always be the case for me, to prepare for a good lesson which can help to attract pupils with mix abilities in the classroom. Usually, i will prepare the picture cards to be pasted on the white board or i would rather use big storybook which the pupils like the most [but of course no all the time]. It seemed that the pupils really enjoy hands-on activities which involve cut-and-paste, arranging words or puzzle, game-like questions and they too,love to be called to the front and do some miming activities.

One of the activities which the pupils love the most was when I teach them the primary and secondary colours. First, I told them a story entitle ‘My art class’ about mixing 2 primary colours to get 1 new secondary colour. some of them do not believe that when they mix blue and yellow them will get green. So, i called 2 pupils to mix the colours using their finger and do it on a blank paper pasted on the board. They were surprised to see the changes, and after that everyone wants to try that little experiment.I was happy, so were they.

That were the problems.

…and the biggest problem was ME,

as I am too static, and i don’t want to blame anyone.The lecturer, the so-cooperate teacher and me.

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