edu 3105 assure lesson plan
DESCRIPTION
ASSURE MODELTRANSCRIPT
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
INSTITUT PENDIDIKAN GURU KAMPUS GAYA
Project Task (Compulsory)
Programme’s name : PPG Trainee’s name :
TAJUK KURSUS :
EDU3105 Technology in Teaching and
Learning
Semester : 4
Date of
commencement
11 MAC 2013 Date submitted 6 APRIL 2013
Course Learning Outcomes:
1. To explain the concept, theory, practice and development of Technology in Education.
2. Choosing and using in education media effectively.
3. Producing various education media that suit lesson content.
4. Applying technical skills by using various media in teaching and learning process.
5. Integrating information technology and communication skill in teaching and learning.
6. Evaluating the effectiveness on the usage of media in teaching and learning.
7. Managing media and education source efficiently and responsibly.
This course work is to evaluate on the learning outcomes of 1, 2, 3, 4, 5, 6, 7.
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Project Objective
1. This course discusses the concept, theory, practice and development in educational
technology, selection, production, usage and assessment on the media in teaching.
2. Application of technical expertise utilizing various media in teaching.
3. Integration of information technology and communications in teaching and
learning, media management and source of education.
PROJECT TASK ( 100% )
The main purpose of Teaching Design is to generate an effective
lesson. According to Dick and Reiser (1989), effective teaching enable students to obtain
skills, knowledge and attitude as expected. Students also prefer an effective teaching. A
complete and well planned teaching helps to create confidence, belief and feeling of respect
towards teacher, thus help in the construction of positive discipline. The usage of media in
teaching is expanding in the education world that is getting more democratic where teaching
and learning process can take place with teacher's presence or not. With the development in
technology that continues to expand, teacher should be sensitive towards the
teaching and learning that is computer aided thoroughly so as to further stabilise education
effectiveness and learning in primary school.
Based on the above statement, you are required to implement the following tasks:
1. Choose one appropriate Teaching Design Model that fits the teaching and
learning lesson with the aid of computer.
2. State the definition and elaborate on Teaching Design Model that you choose.
3. Based on the Teaching Design Model, you are required to provide daily lesson plan for
a teaching and learning session. Your lesson plan should be based on items as follow:
(a) Choose topic from your major or minor option.
(b) Construct learning object (teaching aid) with the elements of multimedia material. For
example: electronic presentation – loaded with visual, still photo, video clip, audio
clip, link and so on.
(c) Prepare a story board before learning object is produced.
(d) Provide analysis on the daily lesson plan that you have produced by referring into
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every step that are stated in Teaching Design Model that you choose.
4. Choose one teaching and learning material that is computer aided (teaching aid material with
multimedia elements ) that is used for teaching and learning in your school or teaching aid with
multimedia elements that exist in website. Evaluate the material from the aspect of its strength
and weaknesses as teaching and learning materials that is computer aided. Elaborate and give
suggestions on how to make such material used more effectively in teaching and learning.
Course work Implementation Guide
1. This is individual assignment.
2. You can collaboratively discuss in finding the materials.
3. Implement practical works in group as instructed.
4. Format for writing task are as follows:
i. Arial Font
ii. Font size is 11
iii. Skip one half (1.5) line
iv. Reference according to APA format
v. Material attachment
vi. Answer in Malay Language
5. Plagiarism practice is not allowed
6. Length of assignment according to its suitability including electronic presentation in
teaching for 15-20 minutes.
7. The mark weightage for this assignment is 60%
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A good assignment should show criteria as follows:
1. Material content in portfolio according to structure.
2. Your assignment should cover the following;
i. Technology concept and principle in teaching and learning
ii. Presentation according to daily lesson plan which can influence children development
in classroom.
iii. Implication of effective teaching in presentation.
iv. According to required criteria.
3. Evidences and materials that can support material collected.
4. Overall content and elaboration shows the originality of result achieved
and educational support.
5. Having concrete explanation in format and organization.
6. Report writing should show language fluency, argument and speech maturity in delivering the
presentation and analytical information.
Assignment prepared by
................................................................
(EDU3105 SUBJECT COORDINATOR)
Confirmed by
.................................................................
(HEAD OF DEPARTMENT OF
EDUCATIONAL TECHNOLOGY)
Head of Department of Educational
Technology
Department of Educational Technology
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INTRODUCTION
ASSURE model is an instructional model that has been designed by R.Heinrich, M.Molenda,
J.Russell and S.Smaldino. The planning of teaching and learning will be better and succeed
when teachers use this model as a guide for their teaching because it focuses on the design of
teaching in a classroom situation and addressed to each student. Model is constructed in a
systematic plan to ensure the use of tools and teaching aids affect the optimum in achieving the
objectives set for the lesson in the classroom. Even the uses of absorption technology in
teaching methods are able to better help students in mastering the subject. To understand how
the use of the technology used in teaching and learning methods we should also find out about
what it plans to teach and model Assure.
ASSURE designed covers six key elements, namely: -
A = Analyze Learner
S = State Objective
S = Select, Modify or Designs Method, Media
and Materials
U = Utilize Media and Materials
R = Require Learner Participation
E = Evaluate and Revise
The six elements above will be a network of successive steps in the lesson plan
provided. The relationships of each other make ASSURE model as the established plan for a
teaching session.
ASSURE MODEL DESIGNS
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Here is a description of the lesson plan that guided every step of the ASSURE model
specified in the use of technology in teaching and learning for English subjects in Year 5. This
lesson plan is allocated for 60 minutes with a total of 28 students.
ANALYZE LEARNERS
Analyzing the learners is essential to be done before teaching occurs. A careful planning
is necessary so that teaching can be implemented successfully. Teachers should take into
account various aspects such as:
General Characteristics of Students
The students have a moderate level of intelligence. They have mastered the skills of
reading, writing and arithmetic well. Most of them are children of the villagers that are working
as farmers, rubber tappers and some are self-employed. The students have never been
exposed to the use of ICT in the classroom because of the lack of electricity supply in my rural
school.
Entry Competencies
Teachers also need to look at the existing knowledge and skills of students, other than
looking at the general characteristics of the students. Previous knowledge or existing knowledge
available to students refers to students' ability level before the start of teaching. Intellectual
abilities of students, what the students have learned, the level of motivation and cultural
determinants and learning capabilities so that the lesson will be easily grabbed and understood
by students.
Learning Styles
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The last element in the analysis is that student’s learning styles. Each student has a
different learning style. Tendency of these students is different because there are students who
tend to use visual, radio and cassette, tactile and kinesthetic or movement of these students
then the teacher will determine teaching methods, instructional media and materials needed to
attract students to teaching and running effectively.
STATE OBJECTIVES
The objective of well-prepared lesson will guide teachers towards achieving the desired
achievements. Providing the objectives should be realistic and in line with and the level of
students' abilities and interests. In fact it should be structured in order from easy to difficult
according to the syllabus and textbook. Even guide objective measurement taken should be
implemented as student involvement (Audience), the stage can be measured (Behavior), state /
category (Conditions) and the level of student performance (Degree) will facilitate the
achievement of the objectives are achieved.
The important thing is that teachers know how to put it into practice and how the
objectives of teaching can help teachers to implement effective teaching as an example: -
At the end of the lesson, students can:
1. Rearrange the song lyrics in correct sequence.
This stage is clearly seen in the First Step Instructional where the involvement of all
students will listen to a song and try to rearrange the sentence strips that contains
the song lyrics according the sequence. Teacher then discusses their answers with
guidance from the power point slides.
2. Understand present continuous tense and simple or complex sentences.
Teacher uses the power point slides to explain the grammar to students.
3. Write the verb+ing form correctly.
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Teacher asks students to write the correct form of verb in the present continuous
tense
4. Write simple or complex sentences using the correct present continuous tense.
Teacher distributes worksheets of constructing simple and complex sentences for
students to complete.
Choosing a Method of Teaching (Instruction Methods)
Normally in teaching, there are varieties of teaching method used. For example, to start
teaching, the induction set started with simulation, followed by a demonstration, training and
drills. Choosing methods are important students need something that can help spark ideas for
completing the assignment. In addition, all students will be involved with the planned activities
after each able to see the tasks they need to do.
SELECT, MODIFY OR DESIGNS METHOD, MEDIA AND MATERIALS
The basic factor in media selection is dependent on the lesson content, objectives,
methods, and students. In this lesson, I have chosen to use song, interesting and colorful
pictures to attract interest and motivates students. It also encourages the involvement of
students overall. Using the ‘Sailing’ song as a starter in the pre-writing stage helps to encourage
students to complete the task. Apart from the use of song, I also use power point slides to
attract students to learn about the grammar.
UTILIZE MEDIA AND MATERIAL
If a teacher fails to determine the appropriate media, it is important for us to modify the
available media or provide your own media. To perform this task, the method of question and
answer, and the discussion and used for member students understanding.
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Discussion
Discussion is a widely used method in this lesson plan. This method in accordance
with the teachings of a long period of time and requires students to find as many
example to build mind maps and scrapbook.
Questions and answers
Questions and answers are the most popular methods used in teaching methods.
Question and answer method used in this lesson plan because it is able to create
teacher and student interaction effectively and easily implemented. Teachers ask
questions related to their subject matter with a view:
o Tracking students’ knowledge
o To encourage students to think
This method is used during the process of teaching and learning.
Demonstration
Facilitates demonstration teaching method in which teachers show a demonstration
to the student or group of students. This method is chosen to facilitate the students
identify the skills that need to be practiced. This method occurs when students create
mind maps and scrapbook.
Use CD and power point slides
Use this media used during set induction and answer session for students and
student interest to help spark ideas for students
REQUIRE LEARNER PARTICIPATION
To ensure that the learning process takes place, students need to be engaged in
learning activities such as making training, discussions, exercises, and projects. Students’
involvement is an important aspect in teaching. Active participation will enhance the quality of
teaching. It also can motivate students to learn. Strengthening activities (reinforcement
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activities) such as immediate reinforcement is given after the student gives the correct response
(Skinner, 1954).
EVALUATE AND REVISE
According to Heinich (1982) evaluation should be continuous and comprehensive and
integrated at all levels to give the effectiveness of selected media on the performance of
students. If your students can understand, this means teaching objectives have been achieved.
Thus, teachers can assess the effectiveness of the lesson plan made on students.
Assessment before Learning
An assessment is made by looking at the analysis of the students' previous learning sessions
take place. Then, a new analysis is made during step one instruction executed. Currently,
students can ask questions to the teacher and answer questions asked orally and feel and see
the kind of goes with the food through the material.
Evaluation during Learning
Current assessment of learning is done starting step 2 to step 5 lessons when students have to
do active learning. In each step of the teaching is done, have identified students who are weak
in these subjects to see their ability to respond to each question and the activities performed.
Therefore, the current description of teaching can be made, leading to give students an
understanding of the problem.
Evaluation after Learning
Valuation instruction can be implemented by providing training students through the worksheet
and ask students to state the importance of a balanced diet according to pupils' understanding.
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Evaluate and Teacher's Plan
Evaluation is the process of making value judgments about things. Results of the
evaluation will influence the decisions taken on the matter under review. But this decision is not
taken when everything was over. It happens after all the teaching process before, during and
after the lesson. Before the lesson, the students performed the analysis to suit the content,
methods and media used. Rating likened as a way to head to the finish line.
Evaluating the Media and Method
Upon completion, evaluation of the strength and effectiveness of the device / media
materials should be carried out. In the evaluation, the following questions should be considered:
a) Are the learning objectives achieved?
b) Does the device / media material used to help teaching and learning process?
c) Do all students use the tools or materials the right way?
d) Is the learning environment comfortable?
e) Does the individual observation opportunities given?
Assessing Students’ Achievement
Upon completion of the learning session, the teacher provides worksheets to assess the
effectiveness of teaching have been served. Although assignments will be given at the end of
the lesson, the students were tested from the beginning until the end of the lesson. Training
provided is not intended to find the weaknesses of the students but to devise measures that can
help students who are below proficiency level. In the example of teaching and learning, the
training given to assess the return of pupils to teaching that has occurred.
SUMMARY
ASSURE model is an instructional design model most suitable to be implemented in the
classroom, which requires the use of media as a teaching method. Through this model,
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teachers are more confident to deliver the content of teaching and learning as well as to ensure
the teaching objectives can be successfully achieved. This is because in this model contained
the essential elements as a statement of objectives, methods of delivery, selection and use of
media, analysis and evaluation of students are taken into consideration before the process of
teaching is done. The effect of teaching will be carried out more effectively and achieve teaching
objectives.
DAILY LESSON PLAN
Subject : English Language
Date : 2nd April 2013
Class : Year 5 Bestari
Time : 9:20 – 10:20
Number of Students : 28 pupils
Level of Proficiency : Intermediate
Theme : World of Knowledge
Topic : What Am I Doing?
Main Skill : Writing
Integrated Skills : Listening & Speaking
Learning Outcomes : 1.5 Obtain information from texts listened to in relation
to main ideas, specific details and
sequence.
2.5 Talk about the people, places and moral values of
the stories heard, read and viewed in simple
language.
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3.3 Read and understand phrases, sentences,
paragraphs and whole texts.
4.4. Construct simple and complex sentences with
guidance and independently.
4.7 Give accurate information when
writing messages, instructions, simple reports
and when filling out forms.
Curriculum Specifications : 1.5.2 Listen to simple descriptions, recounts and factual
texts and give the main ideas.
2.5.2 Talk about the actions of people and animals in a
story heard, read or viewed.
3.3.2 Read and understand simple and complex
sentences.
4.4.2 Construct simple and compound sentences based
on a given stimulus.
4.7.3 Write simple descriptions with guidance
Behavioural Objectives : By the end of the lesson, pupils should be able to:
rearrange the song lyrics in the correct sequence.
write all the verb+ing form correctly.
write simple and complex sentences using the correct
present continuous tense.
Previous Knowledge : Pupils have learnt about present continuous tense, simple
and complex sentences.
Language Input : Grammar
i. Present Continuous Tense
ii. Simple Sentences
iii. Complex Sentences
Teaching Aids : Word cards, puzzle box, song lyrics, ‘Sailing’ song,laptop,
powerpoint slides and worksheets.
Thinking Skills : Sequencing, making inferences and drawing conclusion.
Multiple Intelligences : Interpersonal
Moral Values : Cooperation.
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Summary of the lesson:
Teacher begins the lesson by asking pupils to play charades about actions. Through
charades, teacher relates the lesson. In the pre-writing stage, teacher will ask the pupils listen to
a song entitled ‘Sailing’ and sing with the teacher. Teacher then distributes sentence strips
containing the song lyrics to pupils before playing the recording twice and asks them arrange
the song lyrics in its sequence. After discussing pupils’ answers, teacher will explain briefly
about the structure and the use of present continuous tense, simple and complex sentences. In
the while-listening stage, teacher distributes 2 worksheets of forming the verb+ing and
constructing simple and complex sentences. In the post-listening stage, teacher distributes
worksheet of different level of task according to the pupils’ ability. Teacher will then discusses
pupils’ answers and asks the pupils to do the exercise on page 37 of their Year 5 textbook as
their homework. To end the lesson, teacher asks pupils to sing the song once more.
Stages Activities / teaching and learning procedure Rationale/ Remarks
Set Induction
(5 Minutes)
Teacher starts the lesson by carrying out
charades that focusing on actions.
Charades
Teacher picks pupils at random and asks them to
pick a word card from the puzzle box.
Teacher then asks the pupils to act out what is
written on the word card and asks the other
pupils to guess the actions.
Teacher then relates the actions with the lesson.
Teaching Aids:
Word card.
(Appendix A)
Puzzle box.
Pre-writing
(25 minutes)
Teacher asks the pupils to listen to a song
entitled ‘Sailing’ and sing along if they know the
song.
Teaching Aids:
‘Sailing’ song
Sentence strips
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Teacher later distributes sentence strips
containing the song lyrics and asks pupils to
arrange them according to its sequence.
Teacher discusses the pupils’ answers.
Teacher then explains to the pupils about the
structure and use of the present continuous
tense, simple and complex sentences.
containing the
song lyrics.
(Appendix B)
Powerpoint slides.
(Appendix C)
Laptop.
Thinking Skills:
Sequencing
While-listening
(15 minutes)
Activity 1 – VERB+ING FORM
Teacher divides pupils into groups and
distributes worksheet of forming the verb+ing to
each group.
Teacher asks them to discuss the task in their
groups.
Teacher then asks the group members at
random to present their answers.
Activity 2 – SPOT THE DIFFERENCE
Teacher distributes worksheet containing 2
pictures that are similar but also have differences
to each group.
Teacher asks them to discuss in their groups to
do simple and complex sentences.
Teacher then asks the group members at
random to present their answers.
Teaching Aids:
Activity 1
Worksheet.
(Appendix D)
Activity 2
Worksheet.
(Appendix E)
Thinking Skills:
Making inferences
and drawing
conclusion.
Moral Value:
Cooperation.
Post-listening
(10 minutes)
Teacher distributes worksheets of two different
levels of task according to the pupils’ ability.
- Task A (advance pupils)
- Task B (intermediate pupils)
Teacher then discusses the pupils’ answer.
Teaching Aids:
Task A.
(Appendix F)
Task B.
(Appendix G)
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Moral Values:
Cooperation.
Closure
(5 minutes)
Teacher concludes the lesson by asking the
pupils’ understanding about the present
continuous tense, simple and complex
sentences.
Teacher also asks pupils to do the exercises on
page 37 of their Year 5 textbook as their
homework.
Teacher ends the lesson by asking pupils to sing
the song once again.
Moral Values:
Cooperation.
APPENDIX A – WORD CARD
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RUNRUN WALKWALK
EATEAT DRINKDRINK
SLEEPSLEEP JUMPJUMP
CRYCRY READREAD
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TRUE/FALSE QUESTIONS
APPENDIX B – SENTENCE STRIPS
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WRITEWRITE SWIMSWIM
SITSIT STANDSTAND
CLEANCLEAN WASHWASH
I am sailing, I am sailing, home again cross the sea.I am sailing, I am sailing, home again cross the sea.
I am sailing, stormy waters, to be near you, to be free.I am sailing, stormy waters, to be near you, to be free.
I am flying, passing high clouds, to be with you, to be free.
I am flying, passing high clouds, to be with you, to be free.
I am flying, I am flying, like a bird cross the sky.I am flying, I am flying, like a bird cross the sky.
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
APPENDIX C – POWER POINT SLIDES
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Can you hear me, can you hear me, Thro the dark night, far away,Can you hear me, can you hear me, Thro the dark night, far away,
I am dying, forever trying, to be with you, who can say.I am dying, forever trying, to be with you, who can say.
We are sailing, we are sailing, Home again cross the sea.We are sailing, we are sailing, Home again cross the sea.
We are sailing stormy waters, To be near you, to be free.We are sailing stormy waters, To be near you, to be free.
Can you hear me, can you hear me, Thro the dark night, far away,Can you hear me, can you hear me, Thro the dark night, far away,
I am dying, forever trying, to be with you, who can say.I am dying, forever trying, to be with you, who can say.
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
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APPENDIX D – FORMING THE VERB+ING
Write the -ing form of each verb in the correct column
cook – cooking drive – driving stop - stopping
________________________
________________________
________________________
________________________
________________________
________________________
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ask begin behave close come cut forget get go live look make play please put raise read ride ring run set shop stay study swim take think try win write
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________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
________________________
APPENDIX E – SIMPLE & COMPLEX SENTENCES
Compare the pictures. Write 5 simple & complex sentences about the differences.
PICTURE A – SIMPLE SENTENCES PICTURE B – COMPLEX SENTENCES
1.___________________________________
_____________________________________
2.___________________________________
_____________________________________
3.___________________________________
_____________________________________
4.___________________________________
1.___________________________________
_____________________________________
2.___________________________________
_____________________________________
3.___________________________________
_____________________________________
4.___________________________________
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_____________________________________
5.___________________________________
_____________________________________
_____________________________________
5.___________________________________
_____________________________________
APPENDIX F – TASK A (INTERMEDIATE PUPILS)
Write five sentences about the situation in the picture below. You may use the words in the boxes to help you.
1. ______________________________________________________________________
______________________________________________________________________
2. ______________________________________________________________________
______________________________________________________________________
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open open customer customer weighingweighing mangoesmangoes ladylady
wantswantsstallstallcarscarsmangosteens
mangosteens priceprice
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3. ______________________________________________________________________
______________________________________________________________________
4. ______________________________________________________________________
______________________________________________________________________
5. ______________________________________________________________________
______________________________________________________________________
APPENDIX G – TASK B (ELEMENTARY PUPILS)
1. ______________________________________________________________________
2. ______________________________________________________________________
3. ______________________________________________________________________
4. ______________________________________________________________________
5. ______________________________________________________________________
6. ______________________________________________________________________
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7. ______________________________________________________________________
THE POWER POINT SLIDES STORY BOARD
NO. DESIGN CONTENT
1
VISUAL
Topic : Sailing
Video button is hyperlink
to ‘Sailing’ movie clip
ppt.
AUDIO Drum roll
ANIMATIONSlide : dissolve
Topic : bounce from top left
2
VISUAL
Topic : Movie Clip
Home button is hyperlink
to Sailing ppt, slide 2.
AUDIO All: suction
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ANIMATION
Slide : dissolve
Topic : fly in from bottom
Screen: bounce from top left
NO. DESIGN CONTENT
3 VISUAL Topic : Sailing Lyrics
Lyric 1:
Lyric 2:
Play button is hyperlink to
‘Present Continuous Tense’
ppt.
35 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
AUDIO All: drum roll
ANIMATION
Slide : wipe right
Topic : fly in from bottom
Lyric 1 : fly in from right
Lyric 2 : fly in from left
NO. DESIGN CONTENT
4
VISUAL
Topic : Present Continuous
Tense
1 is hyperlink to ‘used to’
ppt.
2 is hyperlink to ‘timeline’
ppt.
3 is hyperlink to ‘how to
form verb+ing’ ppt.
4 is hyperlink to ‘how to
form sentences’ ppt.
5 is hyperlink to ‘simple
sentences’ ppt.
6 is hyperlink to ‘complex
sentences’ ppt.
AUDIO none
ANIMATION Slide : wipe down
36 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
5
VISUAL
Topic : Used to
Note: talk about actions
that are happening right
now.
Example: they are playing
see-saw.
Play button is hyperlink to
‘used to 2’ ppt.
AUDIO All: push
ANIMATION
Slide : wipe left
Topic : fly in from left
note: fly in from bottom
example : diamond
6
VISUAL
Example 1: They are
reading
Example 2: She is flying a
kite
Home button is hyperlink
to ‘Present Continuous
Tense’ ppt.
AUDIO All: push
ANIMATION
Slide : wipe right
Example 1: fly in from right
Example 2: fly in from left
37 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
7
VISUAL
Topic : Timeline
Now, today, this week,
nowadays, at the
moment.
Home button is hyperlink
to ‘Present Continuous
Tense’ ppt.
AUDIO All: laser
ANIMATION
Slide : wedge
topic: blinds
now: fly in from right
today: fly in from left
at the moment: bounce from
top left
nowadays: box
this week: fly in from top
8
VISUAL
Topic : How To Form
Verb+ing
Play button is hyperlink to
next slide.
AUDIO none
ANIMATION Slide : uncover down
38 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
9
VISUAL
Verbs – get, run, plan
Rules – one-syllable with
a ‘consonant + vowel +
consonant’ as final three
letters, double the final
consonant + ing
Verb + ing – getting,
running, planning
Play button is hyperlink to
next slide.
AUDIO none
ANIMATION Slide : dissolve
10
VISUAL
Verbs – come, replace,
introduce
Rules – verb has final
silent ‘e’, -‘e’ + ing
Verb + ing – coming,
replacing, introducing
Play button is hyperlink to
next slide.
AUDIO none
ANIMATION Slide : wipe down
39 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
11
VISUAL
Verbs – die, tie
Rules – verb ends in ‘ie’,
change ‘ie’ to ‘y’ + ing
Verb + ing – dying, trying
Play button is hyperlink to
next slide.
AUDIO none
ANIMATION Slide : wipe up
12
VISUAL
Verbs – begin, admit
Rules – two-syllable verb
with final ‘consonant +
vowel + consonant’ and
the last syllable is
stressed, double final
consonant + ing
Verb + ing –beginning,
admitting
Play button is hyperlink to
next slide.
AUDIO none
ANIMATION Slide : wipe left
40 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
13
VISUAL
Verbs – sew, fix, enjoy
Rules – never double w, x
and y, just + ing
Verb + ing – sewing,
fixing, enjoying
Home button is hyperlink
to ‘Present Continuous
Tense’ ppt.
AUDIO none
ANIMATION Slide : wipe right
14
VISUAL
Topic: How To Form The
Sentences
Play button is hyperlink to
next slide.
AUDIO Camera
ANIMATIONSlide : wipe down
Topic: checkerboard
15 VISUAL
Topic: Subject + verb ‘to be’
+ verb + ing
I, he, she, it, you, we,
they
Am, is, are
(play+ing), playing
Home button is hyperlink
to ‘Present Continuous 41 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
Tense’ ppt.
AUDIO Camera
ANIMATION
Slide : wipe up
Topic: blinds
Table: bounce from top left
16
VISUAL
Topic: Simple Sentence
A picture
A man is singing.
Play button is hyperlink
to next slide.
AUDIO All: cash register
ANIMATION
Slide : newsflsh
Topic: fly in from left
picture: bounce from top left
sentence: fly in from bottom
17 VISUAL Picture 1 and 2
A man is jumping.
A man is watching the
man jumps.
A woman is holding a
flag.
Two men are kneeling.
Home button is hyperlink
to ‘Present Continuous
Tense’ ppt.
42 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
AUDIO All: cash register
ANIMATION
Slide : newsflash
Picture 1: fly in from right
Picture 2: fly in from left
sentences: box
18
VISUAL
Topic: Complex Sentence
Describing the subject
A girl with ponytails, who
is wearing a red dress, is
skipping.
A man, who is wearing a
helmet, is skateboarding.
Play button is hyperlink
to next slide.
AUDIO All: arrow
ANIMATION
Slide : newsflash
Topic: blinds
Note: fly in from bottom
Sentence 1 & 2: bounce
from top left
19 VISUAL
A picture
A man, who is wearing a
light blue t-shirt, is
jumping.
A man, who is wearing
ocean blue t-shirt, is
watching the man jumps.
Play button is hyperlink
43 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
to next slide.
AUDIO All: arrow
ANIMATION
Slide : newsflash
Picture: fly in from bottom
Sentence 1 & 2:
checkerboard
20
VISUAL
A picture
A woman, who is
wearing a black tracksuit,
is holding a red flag.
Two men, who are
wearing blue t-shirts, are
kneeling on the ground.
Home button is hyperlink
to ‘Present Continuous
Tense’ ppt, slide 2.
AUDIO All: arrow
ANIMATION
Slide : newsflash
Picture: fly in from bottom
Sentence 1 & 2:
checkerboard
44 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
21
VISUAL
Topic: Good Luck
Section A – Paper 2, 2
simple sentences + 3
complex sentences = 10
MARKS!!
AUDIO All: applause
ANIMATION
Slide : wheel clockwise, 8
spokes
Topic & notes: diamond
THE TEACHING STEPS BASED ON ASSURE MODEL
Subject : English Language
Year : Year 5
Topic : What Am I Doing?
Analyze Learners
Students are made up of 28 people of whom 12 students are boys while the rest were girls.
All students are living in remote areas and come from a poor family.
The students have a moderate level of intelligence.
Their learning style is basically kinesthetic where they like to move and interfere with other
partners.
State Objectives
By the end of the lesson, pupils should be able to:
rearrange the song lyrics in the correct sequence.
write all the verb+ing form correctly.
write simple and complex sentences using the correct present continuous tense.45 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
Select , Modify or Designs Method, Media and Materials
Method – demonstration and discussion.
Media – LCD Projector, Laptop, ‘Sailing’ song and power point slides.
Materials - sentence strips and worksheets
Utilize Media and Materials
In the pre-writing stage, teacher will ask students to rearrange the sentence strips containing
the song lyrics by listening to the song for the second time and discusses their answers.
After that, teacher will highlighted the rules of present continuous tense and how to
construct simple or complex sentences through the power point presentation slides and
some demonstration. Teacher also will guide them in completing the tasks in each activity
and worksheets given.
Require Learner Participation
In completing the task given in the while-writing stage, full participation of the students is
needed. This is to ensure the successful of the activity that the students need to complete.
Furthermore, the activities are conducted in groups.
Evaluate and Revise
The evaluation is done based on the students’ participation in all the activities and through
the worksheets given. Students are also asked individually to check their understanding of
the lesson and their mastery of the grammar forms and functions.
Teacher will try to identify the reasons if there are students that are not participate and
cooperate through the entire lesson.
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Introduction
Today the field of information technology has grown too fast and is very fast. World
today seem to have no more borders. Various information and news from every nook and
cranny can be obtained without limitations and restrictions by any person. This development has
been leveraged in the field of education in line with advances in computer technology and the
improvement of communications over the Internet. Varieties of methods and techniques are
introduced in the world of learning through computer education. Among them is Computer
Assisted Learning. Computer Assisted Learning can be defined as a computer program or file
developed specifically for educational purposes. The technique used throughout the world in a
variety of contexts, from Primary school to University.
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In completing the task 4, I have chosen Busy Beavers.com learning English interactive
media. The topic of the interactive media is Everyday Activities – Kids Learn Verbs, Teach
Action Words. The media lasts for 3 minutes and 35 seconds and is suitable for level 2
students. The reason in choosing this interactive media and the topic is so that I can use this to
teach my year 5 students about the action verbs and the grammar present continuous tense.
The
Strength
48 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066
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The significant strength that I can see in the interactive media is the attractive and
colorful display through the combinations of the colours and the right music. The arrangements
of the pictures and texts were so organized. All this factors will produce an effective way of
learning. The sentences were also organized accordingly.
Other than that, the text size is also easy to read. Text is one of the important elements
in producing computer aided teaching material. Text allows information to be communicated to
the students in an effective and complete. Therefore, the use of text to convey information
should also consider the aspect of text color, size, type text (font) and the distance between
each line of text.
The audio was also loud and clear. Through the use of the audio, pupils are able to hear the
49 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066
TECHNOLOGY IN TEACHING AND LEARNING EDU 3105
audio associated with the content of the lesson. The audio will surely manage to create
excitement and attracting students to continue to learn.
The Weakness
The only weakness that I found in the media is that the speaker was speaking too fast.
Hence, I couldn’t really listen what the speaker had just said. If it was made for upper secondary
students, then maybe this interactive media is suitable for them but according to busy
beavers.com, it was for the level 2 students. If I am going to use this interactive media for my
year 5 students, I have to play it three to four times so that they will understand what the
speaker has said.
Recommendations for Improvements
In my opinion, the improvement should be made to the dialogue contained in the
materials. The dialogue should be not too fast and not too slow. This is to ensure that the
listener can clearly hear what was being said. Hence, the lesson will be more effective and the
learning of the skills that is trying to convey will achieve its objective.
Interesting animations should also be used in the media. The lack of animation makes it
so simple and quite boring. With this in mind, students maybe more focus on the media
throughout the process.
Slots for students to answer using the material is also important to be include. The
explanation of a concept is merely not enough if there is no slot for the students to answer
questions. Thus, teachers can ensure that students understood and can master the skills that
were presented in the media.
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BIBLIOGRAPHY
Noriati A. Rashid, Boon Pong Ying, Sharifah Fakhriah Syed Ahmad & Wan Kamaruddin
Wan Hassan. (2009). Teknologi Dalam Pengajaran dan Pembelajaran. Shah Alam :
Oxford Fajar.
Heinich, R., Molenda, M., Russell, J.D.,& Smaldino, S.E., Instructional Media And
Technologies for Learning, edisi ke-6, Prentice-Hall, Upper Saddle River, New Jersey,
1999.
Heinich, R.Molenda dan Rusell, J.D, (1993). Instructional Media and The New
Technologies of Instruction, New York : Macmillan.
Smaldino, R.E., Russell, J.D., Heinich, R. & Molenda, M., Instructional Technology and
Media for Learning, edisi ke-8, Pearson Educational Inc., New Jersey, 2005.
Yusuf Hashim. (1998). Teknologi Pengajaran. Shah Alam : Penerbit Fajar Bakti
Sdn.Bhd.
http://ppg-tesl.net/index.php?
option=com_jdownloads&Itemid=57&view=finish&cid=128&catid=33
http://razzieff.blogspot.com/2012/04/kkp-teknologi-pengajaran-model-assure.html
51 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066