Lesson Plan for My Students in SMK Kota Damansara Seksyen 10

LEVEL: Form 2 (beginner/ lower intermediate)

TIME: 40 minutes

TOPIC: What type of thinker are you?

EDUCATIONAL EMPHASES: ICT Skills, CCTS

AIMS:

By the end of the lesson, students should be able to:

1) To enable students to understand more about themselves; positive or negative thinkers
2) To critically give opinions regarding the advantages of positive and negative thinking.

TECHNICAL REQUIREMENTS:

• One computer for 2 students.
• Internet connection
• Web Browser

PREPARATION:

1) Locate the “What kind of thinker are you?” quiz from the FunQuizCards.com website
2) Browse through the quiz/website to make sure the content is suitable for the students and matches the topic of the lesson
3) Prepare a worksheet based on the information available in the website

WEBSITE:

http://www.funquizcards.com/quiz/personality/what-kind-of-thinker-are-you.php

PROCEDURE:

Set Induction: (3 Minutes)

1) Teacher shows students a picture of a glass half-full on the projector.
2) Teacher asks students what they see in the picture (etc: half-full or half empty)
2) Teacher introduces the topic of the day regarding positive and negative views in life.

Activity 1: (9 Minutes)

1) Teacher asks students to be in pairs. Each pair will work on a single computer.
2) Teacher instructs students to surf this specified website: http://www.funquizcards.com/quiz/personality/what-kind-of-thinker-are-you.php
3) Teacher discusses with the students regarding words/ phrases they do not understand
4) Teacher asks students to complete the quiz in 5 minutes.
5) Teacher offers assistance to students if necessary.

Activity 2 : (15 Minutes)

1) Teacher distributes worksheets to students.
2) Teacher discusses the worksheet and examples of opinions.
3) Teacher instructs students to fill the worksheets based on the results of the quiz “What kind of thinker are you?”
- give 2 advantages
- give 2 disadvantages
4) Teacher gives students the opportunity to discuss with their partners
5) Teacher offers assistance to students if necessary

Activity 3: (10 Minutes)

1) Teacher selects a few students to present their work to the class.
2) Teacher corrects students’ mistakes if necessary.
3) Teacher discusses the importance of having both positive and negative perspective in life.

Conclusion: (3 Minutes)

1) Teacher asks a student to recapitulate the day’s lesson.
2) Teacher inculcates moral values.

APPENDIX



TASKSHEET

Article Review

SECTION A

Title: Digital Games for English Classrooms

Journal: Teaching English with Technology
A Journal for Teachers of English
ISSN 1642-1027
Vol. 10, Issue 1 (February 2010)

Authors:

1. Nancy B. Sardone
School of Education
Georgian Court University
Lakewood, NJ, USA

2. Roberta Devlin-Scherer
College of Education and Human Services
Seton Hall University
South Orange, NJ, USA

SECTION B

The Aim of the Research

The main aim of the research is to see the reactions of pre-service teachers and students towards the use of games in educating students and the impacts that it has on the progress of students’ cognitive development. Other than that the article also suggests ways in-service teachers can use games in current curriculum to enhance students' understanding in class. This serves as a guide for teachers to use the development of games with appropriate uses.

The Methodology

A mix method was used to analyze candidates’ impression regarding selected digital learning games. Responses were taken from pre-service teachers through Game Review Form (questionnaire) and middle school students through the observation done by pre-service teachers. The observation was done through a weekly structured tutoring program with middle school students. Finally, pre-service were asked to reflect the game project and share their thoughts on the impression obtained from their tutees.

The Subject/ Samples

Secondary teacher education students majoring in English Education (n=10), age between 20- 22, from a private university in New Jersey participated in the study.

Findings of the Research

The findings of the research were based on the reactions of the participants. Several positive reactions of the pre-service teachers can be noted from the usage of certain games.

First, the participants commented that the presentation of certain issues and messages with powerful messages will prove valuable for students. Games such as Cybersense and Nonsense and Ad Decoder help enhance students’ ability in understanding Internet ethics and realize the influence of media sources. Similarly, Darfur is Dying provokes a concern discussion regarding the war which is happening in Sudan. In regards to this, the research also includes that some pre-service teachers were unaware to the extent of the crisis happening.

Secondly, the games can be used for practical purposes in which students are required to gain background knowledge before playing the game. For example, Lord of the Fly requires students to gain prior knowledge in reading the novel. In other words, having to play enforces students to review/ study before completing the game. On the other hand, Renaissance Florence enables students to process information according to their own pace. In addition, visuals presented in the games help students associate the text with pictures, thus strengthening their retention to a certain degree.

Thirdly, the excellent and timely feedback is seen as a boost for the usage of games in classrooms. The game characters in Cybersense and Nonsense gives 'feedbacks associated with the use of netiquette'. Furthermore, the trial and error method included in the games (eg: Setting: Not Just Place and Time) gives the students a sense of understanding that making mistakes is all right as one can learn from it.

Reflection

Personally, this research is an eye-opener for me. In a sense, I’ve always viewed games as entertainment rather than educating. Given that games are often used as stress-release equipments, it’s hard to see how games could be implemented into education. However, the choice of games by the researches proves otherwise. Interestingly, the themes in all the games that have been used in the research are all beneficial for the progress of students’ cognitive development. Using games to enable students to mature cognitively will surely benefit greatly.

In saying this, I believe this alternative will really help a lot. Furthermore, the reactions of the participant before and after the research prove an eye-opener for those who are sceptical over the use of games in education. As noted from the research, ‘two candidate teachers, who originally thought Allies and Aliens too simple, were surprised at the high interest and focused engagement of their middle school players’. (pg 44) True, games offer entertainment and enjoyment but if guided into the correct path, it may become a positive instrument in helping students understand better, and also build their general knowledge as well as schemata of a certain topic. English will be more fun if game are adopted in the learning process given that students enjoy this process of ‘playing’ and learning at the same time. Furthermore, retention on the topic will increase with the help of interesting visuals incorporated in the application.

For me, the research was well conducted. responses from both pre-service teachers and middle school students enables a wider range of opinions and perceptions. However, there are a few concerns regarding the usage of games. As noted in the research, Darfur is Dying implemented the situation of war happening in Sudan. From a perspective, one might see positive outcomes such as exposure to what is happening in the real world but on the other hand, students might be influence by violence shown in the game. This fact is supported by several researches on the psychological aspect of humans. According to a research conducted by Anderson and Bushman (2001), there is a significant relation between video games with violent content and humans’ behaviour. Playing violent games ‘increases aggressive behaviours, increases aggressive cognitions, increases aggressive emotions, increases physiological arousal, and decreases prosocial behaviors’.

On the other hand, I believe that, with the correct methods in streaming and choosing the suitable type of games, the Ministry of Education are looking at methods more superior to the traditional-in- class teaching. Computers, needless to say games, remain an underuse tool for teaching and learning in Malaysia. The lack of computers in certain areas remains a barrier which lessens the positive impact that computers may bring. Furthermore, teachers/ instructors are arguably less competent in the usage and teachings of computer based instructions. However, once these problems have been tackled, I truly believe that the usage of games in education will benefit students greatly.

Article: http://www.iatefl.org.pl/call/v10n01-05_-_on_the_web.pdf

maori origins

Maori legend says that the Maori came from "Hawaiki", the legendary homeland about 1000 years ago. When the Maori arrived in Aotearoa (New Zealand) they found a land quite different to tropical Polynesia. New Zealand was not only colder, but it possessed many volcanoes and huge snow capped mountains. Aotearoa is the Maori name for New Zealand and means Land of the long white cloud.

There are many theories about the origins of the Maori. some speculate that the island of Hawaiki could have been near Hawaii. The commonly accepted theory today, says that the Maori originated in China, and travelled via Taiwan, the Philippines to Indonesia, onto Melanesia and reached Fiji. From there to Samoa and on to the Marquesas and turned South West to Tahiti, thence to the Cook Islands and to Aotearoa/New Zealand.

Maori CarvingSome believe that the Maori found Aotearoa probably by chance or mistake as they could have been blown off course in one of their navigations. But there is also evidence that the Maori had sophisticated ancient knowledge of the stars and ocean currents and this knowledge is carved in their "whare" (houses).

ADAPTED from http://www.virtualoceania.net/newzealand/culture/maori/

ESL website evaluation

http://a4esl.org

1. What does the application attempt to teach?

As any other applications for TESL, this website attempts to teach English through exercises and drills. For this application, it involves grammar. At the same time, the application also provides students the chance to increase their knowledge and vocabulary through bilingual quizzes. Word puzzle helps in providing entertainment as well as learning. Through the links given, learners can also do reading exercises to practice on their pronunciation.

It also helps students to gain extra general knowledge, such as other culture values. This application is a project involving exercises, which are contributed from teachers all around the world. Therefore, the contents are culturally rich, giving the learners an opportunity to widen their horizon through the wonders of the internet.

2. What sorts of things is the application user expected to do with regards to learning the content?

Most importantly, learners need to know their own level of proficiency in the language itself. As the contents in this application is divided according to the level of difficulty (easy, medium, difficult: level 1-6), learners might find the exercises to difficult of easy if the unsuitable exercises are chosen. Since most of the exercises are a compilation from teachers all over the world, I would suggest that learners acquire a certain level of general knowledge of certain cultures/ places if they are not familiar with it, especially when involving questions with vocabulary. For example, learners might need to know what terms are related to Thanksgiving, Christmas or St. Patrick’s Day.

3. What sort of computer skills is the application users expected to have in order to operate/access/ use the application?

As the application only uses flash and html, only basic computer skills are needed in order to use the website. Since no IDs or logins are required, learners will only need to enter the application online. Given that the website has other interesting links, students need to learn how to get to those links by clicking on it. Other than that, most of the exercises require students to have the basic knowledge of choosing the answer and clicking on it. In addition, students will also need to know the correct toolbar in order to get to the exercise they intent to do.

However, other websites linked to this application may need more computer skills. Learners might have to learn how to download Youtube videos or Mp3s from the internet. Those who are interested or intrinsically motivated might need to learn more in order to gain more.

4. While you are playing/ accessing the application, does it remind you of anything you do in a classroom, or with a teacher, or with a fellow classmate, or in self study?

During my practicum, I used several methods that can be found on the website. For example, I did quizzes on certain topics such as grammar. In teaching vocabulary, I also used pictures to prompt the students mind and increase their knowledge. However, most of the exercises were printed from the internet and given to the students in a form of hard copy. As I seldom had the opportunity to use the computer lab, it was the closes form of adopting the use of the application in class.

In completing this assignment, I had the opportunity to actually experiment this application with my neighbor, a primary 4 student, whom I tutor here. From my observation, it increased his intrinsic motivation by folds. Initially, I just asked him to view the website and do some of the exercises; he admitted that he had done more than I expected him to do. Given that the exercises provide direct respond and answer, it saved us more time which is good in a sense that the amount of contact hours between me and my student was considerably limited. For me, it was a positive response and I would definitely imply it in my future classroom.

5. Can you pinpoint some of the theories of language learning and/ or teaching underlying the application?

Though no specific theory that can be adopted to underline this application, I believe there are a few characteristics of certain theories which can be noted. Firstly, the Grammar Translation Approach plays an important part in the use of this application. There are exercises which focus on the vocabulary. In a way, all the translation which is required in the exercises involves words in isolation. This satisfies the assumption that Grammar Translation Approach is used.

Secondly, the application can also be associated with the direct approach, whereby grammar is taught inductively. This can be seen in the exercises whereby rules are generalized through practice and practice of target language. Also, as most of the text comes all around the world, it is significant that culture will be transmitted through the use of English. As Brown (2001) notes, culture is considered an important aspect of learning the language.

Scaffolding, introduced by Jerome Bruner (1950), a cognitive psychologist, is also an important element in the application. From my experience using this application, students are to know the basis of certain knowledge before handling the exercises in this website. It is noted that no reasons and explanation of rules are provided in the application. Therefore, teachers are supposed to touch on certain topics before enabling students to try out the application. Furthermore, levels of difficulty in the exercises are an indication that this approach is used. Once the students get used to a certain level, they will be able to move on to the next level. In saying this, the type and amount of support needed is dependent on the needs of the students during the time of instruction (Van Lier, 1996).

6. How well is the constructivist theory of learning applied to the chosen website?

The constructivist theory is closely related to Jean Piaget’s view that “the process of accommodation and assimilation causes the learner to construct new knowledge from their experience” (Santrock, 2006). In the usage of this application, the user assimilates their prior knowledge with the exercises, enabling them to incorporate their new experience into their existing framework. The exercises in this application may not be that all familiar or easy for the students, but as the constructivist theory suggest, the experience of making mistakes will make them learn.

Constructivist theory encourages learners to see something from their own point of view which is molded through their own experience, culture and background (Santrock, 2006). While the application might not entirely be parallel to the learner’s understanding, their relation with a new constructed knowledge of the world (the different cultures, races, etc) may help learners to socially connect with other different cultures or traditions. Therefore, given that this application is from the contribution of teachers all around the world, exercises with different backgrounds and cultures will bring different views and new knowledge for students.

Social constructivism also emphasizes the importance of active learning, a term which means that learners should be actively involved in the learning process. Given that students are involve personally in their learning process, it can also be said that learners are taking responsibility over their own learning. Plus, they need to know their own standard of proficiency before proceeding with the exercises. As not all learners have the same ability to grasp concepts, the levels of difficulty proposed in the application may help the learners learn and master according to their own time and level of understanding. This is closely referred to “the nature of learners as an unique individual” (Santrock, 2006).

The Zone of Proximal Development, proposed by Vygotsky, can also be linked to the usage of this application. According to Vygotsky, “learners are challenged within close proximity, yet slightly above their current of development”  (http://en.wikipedia.org/wiki/Constructivism). By doing exercises that are a little more of their level of proficiency, learners can improve themselves using the Zone of Proximal Development. Similarly, hints provided in this application will help learners in answering the questions. The ability to master the problems in this application first-hand will enable learners to gain motivation, an important aspect in the constructivist theory.  

7. In 1980s and early 1990s, there was a major debate on ‘whether the computer was “master” of or “slave” to the learning process (Higgins and Johns, 1984). In relation to your evaluation – was the computer a replacement for teachers, or merely an obedient servant to students?

“Humans cannot live with computer, nor will computers exist without humans”. From this phrase, I believe that computers can definitely not be a replacement for teachers, nor is it a servant for students. It works both ways, can computer give feedback? Of course it can but to what extent? In my opinion, it can’t give feedbacks as much as a person may do. Given that humans are able to think, we will be able to give different feedbacks according to different circumstances. And in term of emotions, computers are incapable of doing so, sensing trouble and giving extrinsic motivation to humans. On the other hand, a computer may not be bias towards students. All the response will be as what has been programmed.

Due to this reasons, I would classify computers as facilitators/ helpers for humans to increase their command of the language. I would not say that it is impossible for students to learn how to use the website without the presence of a teacher. However, there will be times when computers will not be able to give as much as a teacher can, especially when it comes to emotions and feelings.

Given that this application only involves multiple-choice questions, one-word answers and yes/ no questions, there is certainly a limit on how computer can actually teach a person. Although hints are provided, it would be difficult for students to rationalize the answers if students do not understand what is going on. The application doesn’t explain why or how to rectify the problem, rather it only implements drills for students to memorize certain things.

In this aspect, I would like to refer to the use of scaffolding, in which appropriate feedback/ help is given by teachers in the usage of the application. Therefore, although internet could provide sufficient materials and exercises for students, it can never replace teachers 100%. More accurately, both teachers and computers are needed to help the students learn effectively.

8. 8. Would you like to use the application yourself in your future work?
   Yes?Give reasons:
   No? Give reasons:

Frankly speaking, I would definitely promote the usage of this application in future. As what I have explained in the previous questions, the simplicity of using this website would provide a huge advantage for teachers who do not have deep knowledge regarding computers. By using only flash and html, I personally don’t think this application would be much of a hassle to use. Also, due to the fact that only flash and html are used, the program can be downloaded to our computer at a faster rate.

Secondly, it would definitely save me and my students time. This program ensures that students are able to gain immediate feedback. In a sense, I would spend less time marking their work and increase my focus on other subject matter. And given that there are many levels of difficulty, students will be able to see improvement if they are able to be up a step. Positively, it would encourage intrinsic motivation within the students themselves. 

Lastly, the range of exercises and updates promotes new knowledge. Furthermore, as the exercises are contributions from teachers all over the world, it enables the students to widen their horizons into other countries and races without being physically present in the situation and places themselves.

9. Suggestions/Recommendations:

I would recommend the website to include pictures, more attractive colors and animations. These are the important aspects to attract a child and adolescence to try and use this application. Not only that, it will help learners understand more about what is being taught. Imagine a picture of people celebrating Christmas with a Christmas tree in the middle. It would definitely make learners want to know more on the topic of Christmas, thus promoting learner autonomy indirectly.

In terms of subject matter, it would be better if the application is able to promote other types of questions such as essays, rather than just multiple choice questions. I feel that it would be a better choice as the students will be able to learn more through typing. Therefore, increasing the components in English (reading, writing, speaking ) would surely benefit greatly.

REFERENCES 

1. Brown, H.D (2000). Principles of Language Learning and Teaching. New York: Longman. 

2. Santrock, J.W. (2006). Educational Psychology: Classroom Update: Preparing for Praxis and Practice. United States: Mc Graw Hill

3. http://en.wikipedia.org/wiki/Constructivism_(learning_theory)

Kentang PanazZz

1. Why do you think evaluation of CALL courseware, websites, materials etc important?

if we are to sell our products, the foremost important aspect to investigate is of coz the need analysis of our consumers. similarly, evaluating CALL courseware, websites and materials would provide the creators a chance to see whether their creation is user-friendly for the target group to use. evaluation enables teachers to find out about the level of difficulty, whether the coursewares and websites will gain the interest of the students, the intended objectives in teaching the students and suitability of age level. when all these points are evaluated and investigated, only then can teachers and creators concluded the suitability of the courseware and materials. therefore, it is essentially important in evaluating the CALL courseware before using it in schools@ homes. 

2. How do you think Hot Potatoes JCloze may help your students learn English?

looking into the specs of the program, Hot Potatoes JCloze enables teachers to reduce their time preparing for the materials as it is less time consuming, compared to using the traditional pen n paper method. furthemore, students' interest can be tapped through the use of colourful layouts and pictures obtained from the internet. Hints can provide assistence if students find the answers confusing. teachers can also included other optional answers, which ever is suitable for the kids and a direct respond can be given throught the usage of Hot Potatoes JCloze. 

Utilizing Microsoft Word

In-Class Task 1

Please answer the following questions for your first entry:

1. Please introduce yourself.

my name is safarizan...but my friends call me brad...brad pit...still single and available...and am finishing my studies in UiTM soon...keh3

2. How would you rate yourself in terms of your computer skills and why? (e.g. expert, novice, savvy, geek, illiterate etc)

i have a limited amount of knowledge on computers... either its on hardware of softwares...so i consider myself 'illeterate'...but only for computers coz i know how to read...keh3

3. What computer software and hardware knowledge do you have?

not much..only the basic stuff a person needs to know about hardware such as hardisk, keyboard, mouse, screen and a few other things which i cannot figure their names rite now (i only know the shape...keh3)

4. Have you experienced learning via the computer (online, etc)?

if you consider reading materials or newspapers online, then i would say that ive learnd pretty much. plus learning how to play chess nline...plus how to read manga online..plus how to listen to music online..still, i consider that learning..keh3

5. Did you try to incorporate technology in your some of your lessons during your practicum? Was it a success or a failure? If you did not what was/were the reason(s)?

altho i used a limited amount of time to teach the students using computer ( the room was seldom free for use), i realize that my form 1 students paid more attention in the computer lab as they seldom had the chance to get into it. and using YOUTUBE for educational purposes was fun for me and the students. it really helpd them to know more about the wonders of the internet. therefore i would confidently propose the use of computers/ internet in my classes in future...(with the limited knowledge that i know...hahaha)

6. What is your opinion on the use of computer/technology in language teaching?

as they say it, information is just a click away..i believe technology is crucial in the development of language teaching providing that the teachers are given ample time and training . n schools are provided with enuf equipments, at least 1 computer per student. however, as benificial as technology may be, it can be devastating if the students are given to much space to 'explore' the net. especially where pornography and violence can easily be surfed, kids will surely be addicted to all kinds of harm the internet can provide. in saying this, teachers need to play a role in directing the students' curiosity to better purposes.

7. What are your expectations from this course?

like most of us here, i guess one of my aims is to get a good grade for this subject. but it would be wonderful if i am able to absorb everything that has been taught. for one thing, im not a huge fan of blogs or myspace or any of those so called 'wonderful creations' that connects humans as im not the open type of person. but i do hope that this course will change my perspective on bloging...keh3