Test 2

Teaching the theme of 'Environment' to a form three class of intermediate level of proficiency. Describe one activity on how to integrate the following thinking skills into your lesson. 

1. Analysis
2. Application

Analysis

Students are asked to brainstorm on the types of pollution. Then they are divided into 4 groups and each group will get their own particular types of pollution such as water pollution, land pollution, sound pollution and air pollution. Next students are asked to discuss in their own groups on the effects of their pollution to the environment. A time limit for their discussion will be given to them. After the time is up, they will present their work to the whole class. Teacher then asked them to write a one paragraph essay in not more than 50 words only stating what would happen if each of those pollution are not taken care of? 

Application

Students are asked to imagined themselves as an Environmentalist group spreading their knowledge on the importance of recycling to the Environment. Then, students are divided into groups and are asked to discuss on types of recycling and its importance. Teacher will guide the students in any way possible. After that, they are asked to present their work to the class. Teacher will then pick some of their answers and guide the students on making a topic sentence out of it.

I am sooo HOTS!

HOTS (High Order Thinking Skills)

Today i'll be doing an activity for the students to integrate HOTS for evaluating.

You're a secondary school teacher and a student approach you asking for tips on how to study effectively? As a good teacher, you are willing to help that student. Thus, write an essay recommending 3 simple ways of studying effectively to the student in not more than 200 words.

Video on integrating technology in classroom

This is a video on how i envision my class would be like if laptops were provided for all students in a class. It shows how technologies really attract students attention. Also, it shows that we can do lots of fun and creative activities for the students using online tools. In addition, it helps students to really get a hands on approach on using technology in their class.

Source : Youtube

My point of view on integrating technologies in writing

Article

Since the start of the 21^st century, technologies have been an importance towards the lives of mankind. Its abundance can be seen everywhere from your local supermarket to the comfort of your own home. Nowadays, technologies have found its place in our very own classroom. The integration of technologies in education especially in writing classroom has had major impact on students writing skills. However, not all of its uses can be consider positive. Therefore, here I will discuss upon the pros and cons of integrating technologies in writing; also how would I use it in my writing classroom.

Firstly, incorporating technologies in writing helps students to collaborate their work through online discussion group. For example, the use of Google Docs is an online tool where students can write collaboratively. It can be a medium for students to discuss their work; and also shy students could benefit from this tool. Shy students could feel secure or comfortable when they are giving opinions compare to face-to-face interaction. In my opinion, shy students do benefit from this online tool. The reason why shy students are afraid of voicing out is because they are afraid of being criticizes. Also, they are afraid that their classmates as well as teacher would not understand their ideas. So, face-to-face interactions would shun away shy students from collaborating in a work. However, online discussion tool has its bad side. Giving feedback would be very challenging for teachers as it is very burdensome for them to type out word by word instead of just voicing it out. There are several ways to cope with this problem of wanting shy students to participate in discussion without the use of online tools. One way is dividing them into groups. Shy students work well with their peer and in a smaller audience. They can chip in their opinion in their group.

Secondly, implementing technologies in writing would be convenient. As we all know, technologies have improve over the century. It is used anywhere and everywhere. For instance, we could do our work anywhere besides our class provided we have feasible internet connection. Also, it would be easier to open up an online discussion group, so students could discuss their work online without having to meet up in one place. However, it has its flaws as not all students will have feasible internet connection. Moreover, using online discussion group takes away face-to-face interaction which in a way would be bad. For instance, if students open up discussion group online, how would they know if their members are really paying attention to the discussion? Some might join the discussion just to let their members know that they are online but behind the scenes; they are doing something else.

Next, I would like to touch upon the issue of motivating students to write by blending technologies in writing.  Students are highly motivated to write more if they are given the chance to choose their own topics that they are interested in. Social networking sites such as ‘Facebook’ allow them to write creatively based on topics of their interest. Also, they will be motivated to write to an audience. Positive feedback that they receive from other users would boost them to write more. However, it is uncertain that all students would really be motivated. This is because students might get distracted instead, with all the tools and applications in SNS; they would often stray away from the purpose of improving their writing.

                Moving on, online tools help teachers to be more creative towards their approach in teaching writing. Online teaching tools, such as, Prezi, timetoast and ‘’read, write, think’’ helps capture students attention. They will feel the need to learn more as their attentions are turn to the slides. Also, students who are exposed to this tool might want to try it out for themselves. Thus, they would experience new things along the way.

                Furthermore, I would like to shed some light on how will I use technologies to teach writing. Before that, I would consider the total number of students in my class. If it is 35 and below, then I would incorporate E-portfolios to my writing class. Through experience, I found out that using e-portfolios is beneficial for the students. Students can easily store their work and if they need to check back on previous assignments, they will just go to their respective e-portfolios to check. During my high-school years, I often have trouble finding my work because I was too lazy to compile it in file. So, after I was asked to create an e-portfolio to store my work, it became easier for me to re-check on what I have done so far. Thus, in the future, I would consider doing this to my students. However, I need to take into consideration whether or not students can have access to internet or not. If not, then, maybe I will just use those creative online tools to teach them.

                Lastly, technologies play an important role in teaching writing. It is beneficial because it helps in collaborating students’ works; it is convenient and also motivational. However, we need to take into consideration whether or not students are able to access those kinds of tools in their school or not. If they are able to, then integrating technologies in writing would really benefit students.

                                                                       

Question 1 (Test)

First Question
Your cousin from Sarawak is staying at Hyatt Regency Kinabalu Hotel for the weekends. He is chatting with you on Facebook asking for directions to go to Sabah Tourism Promotion Corporation. Based on the map given, send him a reply on directions to go to Sabah Tourism Promotion Corporation. Reply him in not more than 80 words. Your directions should include the correct use of prepositions. You can start your reply with the sentence below.

Hey cousin, It seems you need some help getting to Sabah Tourism Promotion Corporation. Well it's a good thing I'm here or else you'l' get lost. Firstly....

Second Question
You are just about to get inside your car outside Hyatt Regency Kinabalu Hotel when suddenly a tourist comes up to you and ask for directions to go to Wisma Merdeka. Create a dialogue between you and the tourist describing the directions to go to Wisma Merdeka, Your dialogue should not be more than 70 words and include preposition when describing the directions. Start your dialogues as stated below.

Tourist : Hello, sorry to bother you, but i want to ask for directions on how to get to Wisma Merdeka from    here?
Me : Oh, I'll be glad to help you. Firstly,...

Correction!!!

So, we were given a sample of an essay to be corrected on and for this essay, we gave it a solid 13/20.
For this particular essay, the student did a good job in telling his story on 'A scary experience'. Although there were grammatical errors here and there but we still can understand what the student is trying to tell us. As a teacher, we need to bare in mind that the ideas of the student should be prioritize more than the mechanical errors.  The flow of the story was also quite nicely done and the student also shows some maturity in his writing when he included the phrase ' person of good intention'.
The skills I will use to give feedback is written comment. I will state the following onto the paper :
- Good flow of story
- A very interesting idea
- Need to work on grammar use
Overall good

Next, I would give them a sample of essay for each grade. For example, a sample of grade A, grade B and grade C essay. I would discuss with them the qualities that are needed to achieve grade A essay. Then I would do an activity for them on how to improve their grammar usage. Then, I would ask them to re-write or  do correction on their mistakes as a homework.

For the next session, I would ask them to do peer editing before they submit their essay. This is so they could help each other in developing ideas in their story. Also, friends might point out the errors found before submitting it to the teacher.

Movies and Songs for KSSR and KBSM

List of songs and movies related to the themes of KSSR and KBSM

Choices of Songs and Movies are all from Disney's Channel cartoons as they are really suitable for the themes of KSSR and KBSM. I still remember when I was a kid, the song Go to distance by Roger Bart from the movie Hercules really inspired me to do my homework. So, these are the songs that I have chosen and blending them into lessons in class will be very useful and interesting.

Songs	Movies
Elton John – Circle of life	Meet the Robinsons
Angela Lansbury – Beauty and the beast	Aladin
Scott Weinger – A whole new world	Lion Kings
Sally Dworsky- Can you feel the love tonight	The little Mermaid
Samuel E. Wright – Under the sea	Beauty and the beast
Robbie William – Friend like me	Toy story
Nathan Lane – Hakuna Matata	Hercules
Roger Bart – Go to distance	Mulan
Jodi Benson – Part of your world	Snow white
Randy Newman – You got a friend in me	Cinderella
Tom Hulce – Out there	Winnie the Pooh movie
Alan Menken – Be our guest	The Jungle Book
Bill Farmer – On the open road	Tarzan
Minnie Driver – Strangers like me	A Goofy Movie
Phil Harris – The Bare Necessities	Snow white and the seven dwarf
As told by ginger theme songs – the grass is greener	Wall-E
Jonas Brothers – Kids of the future	Sleeping Beauty

Role Playing Game : Inside The Haiti Earthquake

A very short review
'Inside The Haiti Earthquake' is an 'RPG/online simulation' based game that lets you experience the aftermath of Haiti's earthquake from three points of view ; which is : a survivor, an aid worker, and a journalist. I have chosen the role of an aid worker and my task was to ensure that supplies were distributed evenly to the victims of Haiti's earthquake. For this game, it is mostly 'choosing what to do next.'
Firstly, you are given a role and after choosing that role, a video of the disaster is shown to you. Next, this is where the 'choosing what to do next' comes about. At one point in the game, I chose to give supplies to areas where it is needed most and I was shown a clip of hungry people swarming to my aid truck for food and water. People were getting push aside and among them were women and children. Now comes the question, how do I incorporate this particular game to teach writing?

First of all, this game and like any other games must be accessible and appropriate to the students. 'Inside The Haiti Earthquake' is accessible, however, the fluency of it depends on the internet connection. In my opinion, it would be at best if this game were to be played offline . Constant loading would not be a problem especially to low internet connection areas. Also, this game is not appropriate to those of 15 and under as some clips were not suitable. Therefore, for me, this game can be played by students of form 4 and form 5.

Teaching method

Firstly, I would have two sessions with the students. For the first session, I would give the students a chance to play as one role in the game. Then, before the game, I would tell them to note down on the questions asked along with their answers that they have chosen. Then, for the second session, I would asked them to write a paragraph using the answers that they have chosen to create a story. This would really help to improve their use of connectors and transition such as however, but, in spite of. Also, this would help them to see clearly on how a story can flow.
For example :

As an aid worker working to help those who are affected by the recent Haiti's earthquake, I have traveled to Port Au Prince ahead of my shipment. Next, I took a flight on a helicopter to make arrangements of unloading the supplies at the port. However, I soon found out that the port was damaged by the earthquake.
Therefore, I asked the fishermen if they could ferry the relief items from the big ship to the shore and they agreed.

This is an example that I did on what I want the students to do. Doing this activity could help the students to improve on their usage of connectors and transitions and thus improving their writing skills.