At the end of the lesson, students should be able to: 1. Find the information on the famous buildings around the world in the Internet. 2. Relocate and use the information in their speaking, listening, reading and writing tasks. 3. Able to utilize the use of e-mails in the task given.
Technical Requirement:
Computers. Internet connection. Web browsers. E-mail accounts.
Website: http://www.factmonster.com
Preparation:
1. Teacher finds a website on famous buildings around the world in the Internet. 2. Teacher checks the suitability of the site with the students’ level. 3. Teacher creates worksheets based on the information provided in the site.
Procedure:
Set Induction. (10 minutes)
1. Teacher assigns the students into a group of three and asks them to share a computer for each group. 2. Teacher introduces the website to the students. 3. Teacher asks the students to glance through through the site for 5 minutes.
Developmental. (60 minutes)
Task 1: (30 minutes)
1. Teacher asks one of the students (student A) to sit in front of the computer while the other two students at the back of the computer. 2. Student A reads out the descriptions of the famous buildings around the world in the site and make the other two students guess which building he or she is describing. 3. Student A is required to read out the descriptions of two of the famous buildings in the world and then takes turn with the other two students.
Task 2: (30 minutes)
1. Teacher asks the students to be seated in their respective groups. 2. Teacher reads out the instructions and distributes Worksheet 1. 3. Teacher asks the students to work in groups and do a mind map of one of the famous buildings around the world using their own creativity. 4. They were given the freedom to choose any famous buildings around the world as listed in the website and they are allowed to refer to the website. 5. Next, students are asked to write the introduction and the first paragraph of their essay based on the mind map.
Conclusion. (10 minutes)
1. Teacher recaps the lesson. 2. Teacher asks for students’ opinion on the famous buildings around the world. 3. Teacher gives out the follow up activity for the students to do at home.
Follow Up Activity:
In their respective groups, students are instructed to finish their essay of about 350 words in length. This task is to be submitted through the e-mail to the teacher.
Thursday, 3 September 2009
NELSON MANDELA
Nelson Rolihlahla Mandela was born in Transkei, South Africa on July 18, 1918. His father was Chief Henry Mandela of the Tembu Tribe. Mandela himself was educated at University College of Fort Hare and the University of Witwatersrand and qualified in law in 1942. He joined the African National Congress in 1944 and was engaged in resistance against the ruling National Party's apartheid policies after 1948. He went on trial for treason in 1956-1961 and was acquitted in 1961.
After the banning of the ANC in 1960, Nelson Mandela argued for the setting up of a military wing within the ANC. In June 1961, the ANC executive considered his proposal on the use of violent tactics and agreed that those members who wished to involve themselves in Mandela's campaign would not be stopped from doing so by the ANC. This led to the formation of Umkhonto we Sizwe. Mandela was arrested in 1962 and sentenced to five years' imprisonment with hard labour. In 1963, when many fellow leaders of the ANC and the Umkhonto we Sizwe were arrested, Mandela was brought to stand trial with them for plotting to overthrow the government by violence. His statement from the dock received considerable international publicity. On June 12, 1964, eight of the accused, including Mandela, were sentenced to life imprisonment. From 1964 to 1982, he was incarcerated at Robben Island Prison, off Cape Town; thereafter, he was at Pollsmoor Prison, nearby on the mainland.
During his years in prison, Nelson Mandela's reputation grew steadily. He was widely accepted as the most significant black leader in South Africa and became a potent symbol of resistance as the anti-apartheid movement gathered strength. He consistently refused to compromise his political position to obtain his freedom.
Nelson Mandela was released on February 11, 1990. After his release, he plunged himself wholeheartedly into his life's work, striving to attain the goals he and others had set out almost four decades earlier. In 1991, at the first national conference of the ANC held inside South Africa after the organization had been banned in 1960, Mandela was elected President of the ANC while his lifelong friend and colleague, Oliver Tambo, became the organisation's National Chairperson.
I'm so sorry sir that the previous article did not relate to the topic at all,it was my fault. :( this is the redo of the article review,really hope that you consider this one as part of the assessment,despite of the previous one. Thank u so much sir.
Title: Effectiveness of Interactive Multimedia Environment on Language Acquisition Skills of 6th Grade Students in the United Arab Emirates
Journal – volume: International Journal of Instructional Media v. 33 no4 (2006) p. 427-41
Author: Dr. Abdurrahman Ghaleb Almekhlafi, Ph.D., United Arab Emirates University.
Summary: The research was intended to investigate the effect of Interactive Multimedia (IMM) on United Arab Emirates’ sixth grade students’ achievement (acquisition and improvement in their ability to read, use of correct grammar and vocabulary) in English Language skills. Participants were 90 sixth grade school students taking English as a second language chosen in a private school, Al Ain Model School 2, Abu Dhabi. They were all males and had been using a textbook entitled New Parade 6 as a supplementary material. Students were divided into experimental and control groups (46 and 44 participants respectively). Pre and post tests were administered and using Witken's test, participants were classified according to their cognitive styles into field-dependent (FD) and field-independent (FI) learners. Interactive Multimedia did not reveal significant difference between the experimental and control groups in the overall students' gain scores. FI learners scored higher than FD ones in the overall and two of the three sub sections of ESL skills. Fl learners might have learning strategies and techniques superior to these owned by their FD counterparts regardless of the teaching and delivery method. FI learners also score higher than the FD learners' scores on overall and all subsets of ESL skills. The difference in achievement between FD learners and FI learners indicated that IMM is more effective for the FI learners. FI learners tend to be persistent, prefer silent classrooms, and learn individually and privately. These conditions can be achieved with the use of IMM as it can provide privacy and self-paced learning through its abilities; and can adapt to individual differences and allow the learner to control the path of his/her leaning. F1 learners scored higher than FD learners in "reading" and "vocabulary" sub sections. This is due to these learners benefit from printed materials more than FD learners do. There is an interaction between IMM environment and students' cognitive styles in favour of field-independent learners in the experimental group. Yes, this is an interesting research to study of how technology contributes to the teaching and learning of ESL. It is important to know how far technology helps the students to achieve a higher achievement in ESL. The research was very well done with the current participants being studied alongside a control group for better results. Some of useful implications found were identified. Generally, the research revealed that IMM work best with FI learners. Thus, teachers could work on enhancing the teaching and learning using technology to benefit this type of learners while improving on the FD learners to cope with the FI learners, even if not at the same level because IMM is more beneficial for field independent learners than field dependent learners. Meanwhile in Malaysian perspective, this research can be used as a guideline for further study in the use of technology in teaching and learning, perhaps in the rural areas and involving both genders too. In addition, research in technology-equipped schools can also be done to compare the results of teaching and learning with the achievements gained. As we know the government does provide certain schools with the latest technology available and it would be tempting to know the progress of the schools and their academic achievement since technology is at their best.
The research aims to investigate the level of confidence in teaching using ICT among 675 trainee teachers and also the final year students of Universiti Putra Malaysia (UPM). Each trainee teachers was given a set of questionnaire and it took them about 30 minutes to complete it. About 41% of the respondents were in the process of upgrading their academic qualifications and they held a teaching certificate before their enrolment in Bachelor of Education program. Another 50% were those who have not been in any teacher education program before the enrolment in UPM. 74% were female and 26% were male. 48% of them were below 25 years old. 85% achieved a CGPA between 2.75 and 3.75. There are 14 majors which are biology (16.7%), economics (12.3%), agriculture science (11.9%), mathematics (10.4%), guidance and counseling (8.9%), accountancy (6.7%), Malay language (6.5%), TESL (6.2%), home science (5.3%), physical education (4.6%), information technology (4.4%), chemistry (3.1%), statistics (1.5%) and physics (1.5%). These majors were simplified into 4 areas, namely, science-related area, vocational-and-technical-related area, language-related area and other area. Students in vocational majors were found to be more confident than students in science majors. Male trainee teachers score higher than female trainee teachers. Students who had several years of teaching experience scored higher than those who did not have the experience. Older students were more confident using ICT in teaching than younger students.
This is an eye-catching research as I am preparing myself as a future teacher very soon. Teachers need to have the confidence in implementing the lessons and give the impact to the students’ learning too. I think the research was very well done and appropriately addressed to the current use of ICT in the school setting, especially for those who are doing their practicum and the future teachers. In the teaching and learning of ESL, this research is useful to seek for the resolution of those who are not confident enough to use ICT in the classrooms. Teachers or trainee teachers can possibly refer to the alternatives that they can come out with to deal with this issue such as including more on ICT based lesson plans during their micro teaching sessions, going for ICT training courses (especially for senior teachers in schools) and getting familiar and aware with the latest technology available that can assist language teaching and learning; and its power to attract students’ attention best in the classrooms these days. They have to manipulate this technology to be part of the teaching in order to create a fresh, integrated and lively environment for students to benefit from. This is rather appealing compared to the conventional language learning that involves only the plain text book and exercises. As for the highly confident teachers, they can share the experience and equip themselves with better ICT skills to further enhance their confidence. In a nutshell, it is a great opportunity to integrate ICT in the teaching and learning process and trainee teachers need to be highly confident to offer students a better way of learning and the most importantly to reduce the digital divide in today’s Malaysian schools.
article's link : http://ijedict.dec.uwi.edu/printarticle.php?id=374&layout=html
Apart from teaching the simulated or picture assisted writing process, this useful site is also encouraging the students to make the most of the computer skills such as using the mouse to interact with the elements on the screen, know how to access the Internet, being able to use the Word Processor in writing the full story and not to mention the basic knowledge of knowing how to switch on or off the computer after use. Prompt pictures included train the students to use their imagination to brainstorm ideas and combine it to form a full story of their own.
2.What sorts of things is the application user expected to do with regards to learning the content?
User is supposed to be able to use the content to develop different stories using the different pictures. They were given the pictures of titles, settings, characters, problems and actions to choose from. These pictures are printable and can be used as the front cover of the students’ story. Thus, user is also expected to be able to perform the printing part too, which is upon finishing the story. Hence, not only that the will be expected to write smoothly but they are also expected to be computer savvy.
3.What sorts of computer skills is the application users expected to have in order to operate/access/use the application?
Expected computer skills of the users are such as being able to use software (Word), the hardware (mouse, keyboard, speakers, etc) and most importantly accessing the Internet to finish the task. In this case, the Word Processor is required to be used in constructing sentences, copying or pasting the pictures, etc.
4.While you are “playing”/”accessing”/”assessing” 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?
Yes, this type of activity reminded me of in-class writing process with pictures pasted on the board in front. The difference is that in the classroom, a teacher is explaining, giving instructions which is sometimes went on repeated several times and going around to assist everyone through out the writing process. However, virtually, in terms of the instructions and content, it is more simplified and practical to follow.
5.Can you pinpoint some theories of language learning and/or teaching underlying the application?
According to John Piaget’s Developmental Theory, people are active processors of information. Instead of being passive respondents to environmental conditions, human beings are actively involved and interpreting and learning from the events around them. Knowledge can be described in terms of structures that change with development. Piaget proposed the concept of schema. As children develop, new schemes emerge, and are sometimes integrated with each other into cognitive structures. Cognitive development results from the interactions that children have with their physical and social environments. It is the interaction that triggers their young minds to stimulate thoughts. In this case, the pictures on display will be processed through the association of the students’ interpretation of events around them to be simplified as their very own story.
6.How well is the constructivist theory of learning applied to the chosen website(s)?
The term constructivist refers to the idea that learners construct knowledge for themselves in which each learner individually (and socially) constructs meaning as he or she learns. It is used to explain how people know what they know. As people solve problems and discover the consequences of their actions - through reflecting on past and immediate experiences - they construct their own understanding. Learning is thus an active process that requires a change in the learner. This is achieved through the activities the student engages in (selecting the pictures, sentence building and coming out with the full story), including the consequences of those activities, and through reflection.
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?
Somehow, the computer can be a replacement of teachers but not entirely. Students still need to be monitored, scaffold and observed, the functions that computers can’t afford to offer. For instance, in this site, students might need the guide from teachers and perhaps some peer-editing too in the writing process. The computer is able to assist in providing drills, tutorials, notes, etc but teachers must be present to help supervise the learning process. In teaching writing, especially, teachers need to be there to make sure that students are guided. Computers could not possibly replace a teacher’s role in class.
8.Would you like to use the application yourself in your future work?
Yes, definitely. I would want to take advantage the most out of something in which it will benefit my students to do better in return. This site is useful enough or can be improved by adding some additional features or writing techniques to be used in the classroom. It is not too demanding and requires basic computer skills to perform the task given. In addition, the pictures used are practical for students to process and interpret in creating their own stories.
Suggestions/Recommendations:
1.Students come in different levels and abilities; therefore it would be useful for the application developer to at least provide the essential notes on the writing techniques (perhaps in a simplified form) just to be sure that students are guided.
2.Pictures provided should be increased in number to help generate students’ ideas more.
3.I would like to recommend the teachers to evaluate the best story by taking into considerations of the layouts and creativity too. This will trigger the students’ eagerness to complete the task and come out with the best story. It can be presented too, just to make it more fun.
Hello Dr. Izaham, my name is Nor Faridah Junaidi and you can call me Fyd. I used to blog a bit on "Friendster" previously but not too keen on writing that much though. Always feels like I need to express myself more but not having too much free time to do so. Today, I'm blogging here, since it is required in this course and I'm glad I did. ;) Talking about computers, well basically everyone is familiar with Microsoft Office (word,powerpoint,excel) and so do I. I used to download songs, videos, etc during my free time. But being a student practices me to be close to this useful technology and I make use of it mostly in the academic field.
The fun part of this technology is that I get the chance to edit pictures, create, cut or edit songs as ringtones. I used "Switch " most of the time when it comes to edit songs, "Adobe Photoshop" to add more colours or fun to my pictures, "iTunes" to download my favourite songs and burn it in a CD; and not to mention pumping out tons of images out of "Yahoo", "Google",etc. It's so much fun and plus, it's easy and FREE! ;) My favourite activity involves watching the latest make up tips on "You Tube" and laughing at hilarious clips or videos on "Metacafe" besides buzzing friends in "Yahoo Messenger". I love fashion, gossips, health tips, crafts and arts too. This helps heal boredom and keeps stress away for me. ;p Apart form that, I express myself better and find it so useful in daily life especially whenever the dark cloud overshadows my head. You get better without even knowing it. When there's "Friendster", "Facebook", "My Space", "Hi5", "Tagged", etc, there's so much friends that I could talk or refer to.
No I do not have the chance to use any means of technology during the practicum session. The school was lack of the facility despite being highly recognised as Selangor Sport School, well I guess all the money goes to the field though. ;) Nevermind that, I made full use of the exercises in handouts and crack my head to come out with interesting activities in the lesson plan.
Educational websites are very useful as my references, be it for asignments or during my practicum. I' glad it provides me the tips, exercises and samples to be used in the learning process. Glad it did ;)
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