…Teaching with a Difference…

23 Mar

In order to ensure an effective student centered lesson + personalized learning experience on the students’ part, there are a few aspects a teacher should look out for. I would consider it as aspects in which will ensure an effective lesson. As I embark my journey in completing Assignment 3, there are a few aspects that I took consideration in order to plan for an effective lesson. Based on our previous lecture from Ms. Ng on Personalised learning, I became more aware of the idea of PERSONALISED LEARNING and wish to ensure such element in my lesson. Thus, the below would be some aspects that I would take great considerations upon developing a holistic yet well-integrated lesson.

  • TIP No 1: Inform the students what is expected of them. (Ensure that every learner succeeds: set high expectations)

Our lesson should always be motivating for the students in order for them to engage in the activities. I believe that the teachers’ attitude towards the learners and the activities planned work hand in hand. Not only must the teacher be motivating but also the activities prepared and planned needs to be highly motivating as well. Learners’ attitude towards the lesson should be the central part of the teaching and learning activity. Thus, it is important to motivate the students by setting high expectations in order to get the pupils to actively involve themselves in the activities planned. A teacher should always remember to inform the students what is expected of them so that they would actively participate and will leave a sense of belonging.

  • TIP No. 2: Build on what learners already know.

It is very important for teachers to activate learners’ prior knowledge/ schemata before the lesson. That is why there is a thing called ‘Set Induction’. This stage is crucial not only does it help to capture the learners’ attention but also allows them to bring into class what they have learned or already know beforehand. This will allow them to open up and recall what they have encountered and it will indirectly create a rich learning environment. By doing this, learners will not feel shy but they will love to participate as well. Thus, we should structure and pace our teaching so that the students can understand what is to be learned, how and why. It is important to let them see the big picture (the overview of the lesson through your set induction) so that they will not feel threatened.

  • Tip No. 3: Use ‘feedback strategy’ for learning to make individuals partners in their learning.

Receiving and giving feedbacks are very motivating indeed. This process allows learners to learn from each other thus making learning more student-centered. When giving and receiving feedback takes place, learners will feel they are in charge of the learning process thus making them to be active participants indirectly. They will have the sense of belonging and would like to help out their friends to learn and benefit from the comments. This will create room for learners to be less self-centered and possess a giver-attitude which will in the end benefit them as well. Thus, this strategy allows personalized learning to take place effectively and should be integrated in the lesson to ensure learners benefit a hundred percent from it.

  • Tip No. 4: Initiate ‘Pupil Grouping’

Classes can be organised to cater for a wide variety of pupil strengths and weaknesses. Research evidence suggests that effective grouping is carefully planned and flexible and that in-class grouping is the best way of all to ensure effective learning. Pupil grouping is one of the many tools teachers use to deliver the most appropriate curriculum to each individual and is therefore an important feature of personalised learning. Cooperative learning also plays a crucial role in building teams and developing community cohesion. Therefore, lessons should be planned in such where learners work in groups or pairs to maximize learning. When they learn together, the weaker kids would benefit and will also leave room for the smarter kids to exercise what they know.

  • Tip No. 5: Build a class culture.

Before selecting a task make sure that we teachers are comfortable with it. Therefore, select a task that you are confident with to introduce your expectations. Before you start it try to reflect on what your expectations are as their teacher. We should encourage students to take their time to emphasize you ‘expect quality rather than being first finished’ for them to ‘do their personal best’. Expect ‘a little improvement each time’ they do a task. Encourage them to ‘have a go’ and not to give up. Also, display students’ work with captions that use value statements such as ‘Good Job’, ‘Keep Going’, etc. Learners as they achieve these small goals will feel good about themselves and being in your class. I remembered using stickers to achieve this and pupils seem to love it and they would go all out to complete the given task. Thus, creating a class culture is important in whichever way the teacher choose to do it!

  • Tip No. 6: Make learning enjoyable and challenging.

Learning itself should not be boring. It should be enjoyable and challenging at the same time. Learners will often feel bored and become not interested in the lesson if it is something that they know of or the lesson simply does not fascinate them in any way. As we are well aware of, learners will be highly interested in the lesson if they find it interesting. If we adopt Krashen’s i+1 hypothesis, we can definitely develop an interesting yet challenging lessons for the learners. This is said because, when they are exposed to something new, an input which is one step higher, they would be interested and the sense of curiosity will materialize.  Therefore, when this takes place, automatically learning becomes enjoyable and challenging. Thus, we as teachers need to be aware of this aspect and plan activities that would be adopt Krashen’s input hypothesis in order to maximize learning.

  • Tip No. 7: Develop skills personal qualities across the curriculum, inside and outside the classroom.

Teachers should always be aware that learning need not necessarily take place inside the classroom. Teachers can always take the kids outside the classroom and conduct learning which will develop their learning as well as personal skills too. However, teachers can make full use of the resources available in the school such as ICT facilities to make learning more meaningful and students will not be forced to only look at the textbook during lessons. To me, if there are ways in which we can conduct learning outside the classroom, teachers should go for it. If there are none, use the wonders of ICT to conduct learning outside the classroom. For example, in teaching Science, use videos in which shows the students about ‘zoo animals’ to allow them to sort of experience learning outside the classroom, I mean literally. This is another good idea to motivate and enhance students’ interest in the lesson.

Before I end my entry for this week, I hope that the TIPS that I have shared would help all of us create an effective personalized lessons not only for assignment purposes but also to be practiced in the future…Thank You and Do generously leave your comments..It’s highly appreciated and valued.


E-Book: Dream with Reality

16 Mar

Until recently, classrooms had remained virtually unchanged for nearly a hundred years – desks were arranged in neat rows facing a chalkboard at the front of the room, students took notes on paper, and read from printed textbooks. Well, not anymore… Things have started to change with the advent of whiteboards and projection equipment and even more recently, individual laptops evident. The trend is continuing, and the next casualty of the technological revolution appears to be the printed textbook or also known as e-book. What is an e-book? An e-book is an electronic form of text. E-books are texts that have been “published” in a digital format that displays on specialized reading devices or computers. Using e-books in the classroom is recently being recognized as a great tool to encourage kids to adopt reading and to make classroom learning more interesting. To me, the idea would still be the same however the approach that we are going to use would certainly be different and I believe it would be considered as a unique classroom strategy. You may ask “What are the advantages of using e-books in the classroom?” Take a look at the video below and let the video do the talking! (However, I am not saying that printed books are no good just that it would be of great benefit if teachers in Malaysia can start using e-books in class simply to motivate the kids, it would be fun, and I can bet you that!)

Okay, let me show you a few slides of the e-book that I have created long time ago. Below would be the images of the e-book that I have created. As you can see, there are a few changes and modifications that I would be making in order to further enhance my e-book so that I would be more appealing, interesting and interactive for the kids.


Page 1: As you can see, it is plainly boring and no colour or images!

Kids’ reaction: Ahhh, boring!

Page 2: Just picture that illustrates the first page!

Kids’ reaction: Okay….so?Page 3: Just the text once again…

Kids’ reaction: I can’t see anything…where is it??

Page 4: The gecko…

Kids’ reaction: I can now see the gecko…How nice if it can move???

Page 5: Plain background with the focus “ONE”

Kids’ reaction: Yeah, one gecko…

So, as I have mentioned earlier, the e-book could be further improved on in order to make it more colourful, interesting and interactive at the same time. How am I going to do that? I am going to put myself in the shoes of the kids and use the principles that Ms. Ng has exposed to us and make the necessary modifications and changes. Wish me luck guys!

Some of the modifications that I made:

  • suitable font in terms of size, type of font and colour. This will allow reading to take place easily without difficulties.
  • enhance the images used by replacing it with animations. Animations make reading come to life!
  • adding questions to make e-book interactive. Thought provoking questions are good to keep learners engaged to the lesson.
  • omitting and replacing certain difficult words so that it would be appropriate for the kids (Year 1) . Too difficult questions will lower down their effective filter… 🙂
  • insert sound to the text read. This will attract the kids and emphasis on certain words can be made interesting and easy.
  • use cartoon characters to attract the kids. Kids will be excited to see their favourite cartoon characters and will boost their interest.

So, this would be the modified version of my e-book! Tadaaaaaaa… (Hope you like it!)  


There are altogether 28 pages in total however  I have made the modifications and changes for these pages so that it would be much more appealing and interesting to my Year 1 kids as compared to the previous one. Based on the changes I have made, I believe that it would be a great tool to be used in the classroom to teach kids about numbers. That’s all from me…Do leave your comments…It’s highly appreciated and valued! 🙂

…All about the Pupils!…

3 Mar

Hello there! This week we are exposed to the idea of ‘Personalised Learning’, a leading 21st century educational approach. It is an idea and concept we were aware of and even applied throughout our Teaching Practice without much realization. It made a lot of sense to me when I went through in-depth about the concept of Personalised Learning. To me, Personalised Learning is all about pupils and not the teacher! Personalised Learning is a unique, blended classroom-based educational model that is tailored to the needs and interests of each individual student. It recognizes the unique gifts, skills, passions, and attributes of each child. This is an important aspect that we future teachers should consider in order to make learning more meaningful and successful at the same time. Each lesson comprises of learning goals that ought to be met, therefore applying key concepts of Personalised Learning will not only make lessons meaningful, effective but FUN at the same time! Since we are all familiar with Krashen’s Affective Filter hypothesis, we can conclude that the hypothesis attributes to the concept of Personalised Learning. As mentioned earlier, lessons that are fun to the kids will allow learning to take place effectively as the learner’s affective filter is low. Thus, come to think of it, adopting the concept of Personalised Learning does make wonders! 

               For this week’s task, we are to explore a few tools given to us and come up with a lesson plan which effectively uses the chosen tool. My pick would be STRIPGENERATOR.COM. I have read many teachers in the west that have adopted the idea of using comics to teach. Many of these teachers have found it very successful simply by using comics to teach their kids. Thus, I was very interested to try it out myself. I was happy to find out that STRIPGENERATOR is a simple yet effective tool to use in the classroom. Yes, it may not be as colourful like the other tools that were given but I personally believe that this tool offers great learning opportunities to the learners thus creating a non-threatening learning environment at the same time.

 Before I share my lesson plan, I would like to share about the myths of comics in the classroom which I found online, benefits of using comics in the classroom as one of the teaching resource for teachers and also a video that I have attached to help you get a clearer view on the issue.

The Myths of Comics in the Classroom

Comics are usually banned from the classroom, so why the suddenly change in attitude? In Going Graphic by Stephen Cary [Heinemann, 2004] he points out the myths commonly held about comics. The number one myth is that comics are all violent, raunchy, or sexist. Yet, they now have classics such as David Copperfield by Charles Dickens and Huckleberry Finn by Mark Twain as graphic novels.

Another common misconception is that readers only look at the pictures. If a reader only looked at the picture, he would be missing half the story. Comics are different from pictures in a book. A lot of books have a picture to create space or illustrate a scene. A student would understand the story with or without the picture. A comic or graphic novel is different. The words and the pictures don’t necessarily have to match. They complement each other.

The ACTUALL truth about using Comics in the classroom…

1. appeal to visual learners

2. versatile media that can be used in a variety of formats and curricular areas.

3. comics are very appealing to those readers who are intimidated by and/or frustrated with long text passages.

4. many visual cues to the story line helping students better understand the critical literary points of the story.

5. improve reading skills

6. pairing of the visual with the written word is an excellent tool for helping young writers construct their stories.

Here is my lesson…

Lesson Plan

Targeted Year:  Year 4 (Average Proficiency)

Duration of lesson: 1 hour

Goals of the lesson:

1. Students will be introduced to the concept of writing specific directions about “How to” make    something.

2 Students will learn to use exact nouns, rather than vague nouns.

3. The use of transitional words like “first, next, last”, will be reinforced.


 1. For Set Induction, pupils will be given a video to watch. This video demonstrates on ‘How to Make American Pancakes’.

2. Pupils watch the video.

3. Teacher gets the pupils to recall the steps and writes it down the whiteboard.

4. Teacher goes through the steps the pupils come up with and introduces items such as ‘Firstly, Secondly, Next, etc)

5. Teacher then gets pupils to work in pairs to create a comic strip using the information on the whiteboard on ‘How to Make American Pancakes’ using the tool from Stripgenerator.com.  Teacher will give a short tutorial to the pupils on how to use the tool.

6. Pupils are given the freedom to surf the internet to come up with creative ideas on ‘How to American Pancakes’.

7. Once they are done, teacher will get the pupils to print of their comics. Teacher will get pupils to work together to check their friends’ comics.

8. Pupils check their friends’ comics and provide feedback on their work.

9. Teachers will get pupils to return their friends’ comics and get them to voluntarily read their comic.

10. Teacher will also get the pupils to paste their comics and feedbacks given by their peers around the class.

“Through my lesson, pupils are exposed to video and comic tools to emphasis the goals of my lesson. They are also given the options to use Stripgenerator.com and to surf the internet to create comic strips to enhance and reinforce their understanding on the lesson. Furthermore, they practice independent work skills when they are creating the comic strips as teacher does not interfere when pupils are creating the comic strips. Also, teacher let students to ‘drive’ as the pupils lead the lesson and demonstrate their prior knowledge on ‘How to American Pancakes’ first before any input is given on the targeted language focus. Lastly, pupils take charge of their learning as they give feedbacks to their friends and share their work with the rest of the class.”

The Power of Double E: Educate and Entertain

24 Feb

Teacher: Who wants to be a Millionaire?

 (Teacher says nothing but that)

After saying that, at the instance you can expect the responses as below from your pupils.

Pupils: Yeay! Teacher, is that the game on TV? Are we going to watch the game here in class?

Teacher: No, we are going to play the game!!

Pupils: (Jump in Joy)

          Yes, I am sure if we introduce the game ‘Who wants to be a Millionaire’ to the pupils, they would be all excited to play the game. To think of it, it never crossed my mind to manipulate and use this game during my Teaching Practice. I am glad that I am introduced to the idea now so that I can use it in my future classroom. The idea of the game is very interesting, indeed. I am sure the pupils would have watched the game on TV and can you imagine how they would react if they were to play this game in class? Total Fun! Therefore, why not use it in the classroom. Not only does it makes classroom learning interesting, it stimulates the pupils and increase classroom participation as well. As for me, I believe this game is extremely interesting and fun not only for the pupils but also for the teacher conducting it. I can still picture us presenting the game during ICT class and yet get so excited about it what more if we would have used it a real classroom scenario? The process of coming up with the game was indeed challenging for me. First of all, we need to choose a topic that would be suitable for the game. Upon coming up with the topic, we need to come up with the questions. As mentioned, we need to think about many aspects during this stage. Issues like learners’ proficiency, etc, are to be considered. This is an important aspect because it will affect the momentum of the game. Thus, carefully selecting the questions for the game is necessary. Besides that, choosing the font, background and template for the game is also important. In my opinion, these aspects would be another important factor that should not be overlooked. As for my group, we received feedbacks on the choice of background and colour. It was said that the background was dull and the choice of colour too striking. Probably we have overlooked this aspect of the game and now I can see how important it is. The choice of colour and background with animations or cartoon character would attract the pupils’ interest indirectly and is important to get the game going, of course! I have benefited a lot upon creating this game and presenting it to the class as well being lucky to watch all 12 presentations from my fellow coursemates. I was impressed with their ideas as well as how beneficial it was not only for me but also for all of us. I learned how we can manipulate the game to our advantage and exposed myself to the topics that can be used for this game (after watching all the presentations). I also took note on their creativity and how the other groups have come up with ideas that is indeed very creative! Since, we are asked to individually evaluate each group on their version of ‘Who wants to be a Millionaire?’, I learned to be critical, honest and practice a ‘giver’ attitude at the same time. Yes, besides just commenting on their PPT weaknesses, we are also to comment on their strengths. To most of us, giving positive comments would be difficult because we need to keep aside our personal agenda and be really honest about their presentation. That aspect would make anyone mature and responsible as well. An aspect all teachers need to posses. Upon evaluating others as well, it gives me the sense of wanting to be part of the presentation. I was attentive and willing to participate as well. Therefore, I can say that I really enjoyed last week’ ICT class and benefited a lot simply by hearing, watching and evaluating others!

Before I leave, let me share with you a video that I found in Youtube which showcase the game ‘Who wants to be a Millionaire’. I hope the video might give some of us the inspiration to create a game like that to be introduced and used in the Malaysian classrooms! That’s all from me, Adios!


‘Bob the Builder, Can do Zoo!’

13 Feb

Hi everyone! Welcome back! My entry this time around would showcase one of the most interesting game that was introduced to me by my little cousin sister called ‘Bob The Builder: Can do Zoo’. Yes, you heard that right! I am pretty sure that most of you would know who Bob the Builder is! As interesting as the character itself, this game is also packed with interesting yet interactive features. Basically, this game is all about Bob and his Can-Do team having a big job ahead which is to build a brand new Zoo where lots of exotic animals will live – but they need your help!(learners). There`s lots of work ahead, building pens, setting up fences, and don`t forget to paint what you (learners) just built! Therefore, learnes will join the Can-Do team and help Bob finish his biggest job ever.

  • Build homes for the animals.
  • Put it together and paint it.
  • Award-Winning Kids Game!

Can the pupils do it? Yes they can!

Below would be the lesson details using this particular game.

“Bob the Builder, Can do Zoo” Lesson Details

Year: 3 ( High Proficiency)

Time: 1 hour

Language Focus: Vocabulary

Skill(s): Listening and Reading

Learning Objectives: Pupils will be able to,

  1. name the zoo animals
  2. identify the animal homes

Concept Overview: Pupils will help Bob and his Can-Do Team to build a

brand new Zoo where lots of exotic animals will live.

Possibilities of Integration: This activity should be used prior to teaching the different types of animal homes to the pupils. Thus, they will help Bob to build the homes for the animals based on what is taught and learned. It is a creative integration of the zoo animals as well as the kind of homes that they live in.

Materials: Computers and “Bob the Builder, Can do Zoo” Game installed.

Before/Engage: Teacher will introduce the lesson by sharing with the pupils a video clip of ” Animal Homes”. Pupils watch the video clip and teacher will elicit pupils’ responses based on the video watched. Below would the the video!

During/EXPLORE: Teacher will give pupils on the input of different animals and their homes before the begin to play the game. Teacher will also asks pupils questions to check on their understanding before proceeding with the game. Pupils will soon start to play the game based on the instruction in the game. Below would the screenshots of the game!

After/ELABORATE: Teacher gets pupils to recall the names of the animals and their homes built. In pairs, pupils are then to talk about their learning experiences.

ASSESSMENT: A game is played with the pupils to check on their understanding. The game is called “Puzzle Home”. Here, the pupils need to work in their groups to assemble the puzzles, identify the names of the homes and the animals that live in it. Once complete, teacher will assess the pupils’ understanding on the topic.

So, basically that is how I would conduct the lesson. Before I end, I would like to share with you a video clip on the game so that you would have a clearer picture of what I am talking about! Do leave your comments after reading and thank you!



30 Jan

Well, we meet again with yet another interesting (I hope) post for this week. This time around, I will be giving you an in-depth review on one of the technological tool (suggested for our Assignment 3) which is KERPOOF! As magical and interesting as it may sound, let me tell you that it is indeed an interesting tool to be used for the whole teaching and learning purpose. In my opinion, we as teachers can also use KERPOOF to prepare wonderful and engaging teaching materials for our pupils as well as allow them to simply take control of their learning by exploring KERPOOF and sharing the ‘end product’ with the rest of the class with of course  specific learning outcome(s) planned. Let me start off by giving you a preview of what this tool (KERPOOF) is all about in the simplest way possible. How? Hmmm…watch the video attached below and let the video do the talking! 🙂

I am sure you are almost dazzled with the introduction of KERPOOF! Before I expose further details about this particular tool, let me share with you a briefly about the HISTORY OF KERPOOF!


Kerpoof was founded in March 2006; it became a huge hit with children and teenagers which lead to The Walt Disney Company acquiring the application in February 2009. Well, that’s a WOW factor, don’t you think so?

Basically, YOU MAY ASK…


 This is a fairly unique application, it can be compared to other online image editors however this one isn’t just an image editor but it’s also a platform where you can share them with other people. This is a great way of having fun, creating great artwork and meeting new friends at the same time. So, I am pretty sure you are convinced that KERPOOF looks and functions as interesting as it sound! Let me further sneak you up and give you a general idea about what KERPOOF is all about. Kerpoof’s web-based multimedia software allows students worldwide to create original artwork, animated movies, stories, greeting cards and more. Kerpoof allows students to:

  • Doodle Pad

Features: Basic Paint tool, Print Painting and Undo, Redo and Erase Tool.

  • Make a Drawing

Features: Similar to Doodle Pad, More Paint Tools, Email, Print and Save as JPEG

  • Make a Movie

Features: Multi-track time line, choose story line and scenes, add music and conversation, basic animation, share with KERPOOF GROUP, tutorial and email completed movie

  • Make a Storybook

Features: Allows multiple scenes, save and print book options, choice of background, paint, character and conversation ball tools

  •   Spell a Picture



Features: choose from multiple scenes and basic word bank, basic literacy and sight word skills, print picture with students name and list of word spelled


  1. Kerpoof is a little different from other sites in that it’s less of a social portal for kids, and more of a place for them to explore their own creative yearnings.
  2. Children can use the site to draw pictures and write their own illustrated stories. More interesting is the animated video creation tool, in which children are provided with a set and a crew of characters and objects whose movements they can direct.
  3. KerPoof is a free online multimedia software that allows children to explore their creativity by drawing, making animated movies, writing and illustrating stories, producing pictures and cards and more.
  4. The software is intuitive and easy to use, giving children – even those who aren’t proficient in art – an opportunity to produce and share successful artwork quickly and without frustration.
  5. KerPoof’s library of stock images goes far beyond ordinary fare. Here, the images are interesting and varied, the themes go well beyond the scope of pirates and fairy gardens.
  6. The site also offers teacher resources and ideas for utilizing the multimedia software in the classroom, and  is available to view in several languages.
  7. Teachers can integrate technology into multiple subject areas: Science+English+Art
  8. Kerpoof allows you to easily create pictures, stories, and animated movies. Pictures can be created by first selecting a scene from a variety of different back-drops, and then dragging and dropping objects (thousands of which are available) onto the 3D scene. Stories can be created by linking multiple scenes together and adding text.
  9. Kerpoof also allows animated movies to be created with an intuitive interface. The animation interface has been designed to introduce basic concepts to children in a fun context.
  10.  It allows students to share their work, use the discussion forums, rate each other’s project as well as chat and collaborate in a moderated environment.
  11. Teachers can fully utilize the lesson suggestions and lesson plans readily available.
  12. Children can earn KOINS as they produce their pieces which in turn unlock certain items in KERPOOF. This indirectly allows pupils to be active participants.



  1. Navigation- Must reload site when switching between applications
  2. Limited access to all features (Premium Account), membership fee to access scenes, characters, music and actions.

Okay well, you have read about the advantages and limitations of KERPOOF! Now let me answer the rest of the questions. When can KERPOOF be used?  In my opinion, KERPOOF can be used during your regular teaching and learning process. As mentioned above, KERPOOF is not only for students but also for teachers. (my point of view). If you look at this tool, it allows us to create and further use the product created in the classroom. For example, I have created a story book, part of it will be attached below. Teachers can create storybook as such and allow students to finish up the story by predicting the ending of the story. Teachers can simply email the story book to the students and ask them to work from there in groups. Interactive yet interesting! Students can get together and finish up the ending of the story in a creative manner.

Thus, I believe KERPOOF is for not only the students but also for teachers and it depends on how the teachers would like to utilize this tool. KERPOOF is definitely suitable for students age 9 and above. Well if you think again, it all depends on the students. If you feel that your students can handle the tool and you find them only 8 years of age, by all means you should carry on using it in class. So, again it all depends on the level of the students themselves. Since this tool is user-friendly, students will be having a great time if a teacher uses this tool during the teaching and learning process. Therefore, I believe that KERPOOF is quite an interesting tool to be used in the classroom. Before I stop here, let me share with you a photo which tells you how much KERPOOF can be ADDICTIVE…  🙂

Hahahaaa..that’s my puppy, Simba and he really got excited with KERPOOF when I was experimenting with the tool. Just taught of sharing with you guys and its strictly for you ‘LAUGH GAGS’ out there..that’s all from me..Thanx for dropping by and do leave a comment for me after reading..Your comments are HIGHLY APPRECIATED AND VALUED.. 🙂

*TPACK=Truly Powerful And Communicative Killer-Application!*

23 Jan

Hello and welcome back! This would be my 3rd entry for the week. This time around I would like to highlight on use of TPACK in one of my lesson during the 3 months of Teaching Practice. Before I begin, let’s look at the extract below and ponder on the use of ICT in the 21st century focusing on the field of Education.

Yes, as shown above, we are undeniably in the fast pace of the 21st century whereby the world is certainly revolving on ICT. More and more people are getting themselves updated and being techno-savvy regardless of whatever tool they wish to play around with. We as future teachers, should also adopt a policy which would strengthen our teaching profession by making good use of the wonders of technology. As shown above, during those days, teachers would isolate CONTENT, PEDAGOGY and TECHNOLOGY. Much emphasis was given to the content and pedagogical strategy. Well, but not now, things have change for the better. Teachers are now striving to incorporate CONTENT, PEDAGOGY and TECHNOLOGY in a holistic manner. Gone were the days were ICT was not a big bang in schools. These days, ICT would be much favoured amongst the students. Thus, it leads us to the idea of TPACK. Before I begin explaining thoroughly about TPACK, I would like to draw your attention to my very own definition of TPACK.





Well, that is my very own definition of TPACK after reflecting on the concept and idea of TPACK. Killer-Application here simply means a powerful application which is truly beneficial and effective. It is definitely a very useful guide in preparing our lessons for our students. TPACK which is also known as Technological Pedagogical Content Knowledge (TPACK) suggests the integration of technology into their teaching which interplay three primary forms of knowledge which are CONTENT (CK), PEDAGOGY (PK) and TECHNOLOGY (TK). The TPACK however goes beyond seeing these three elements in isolation. It emphasizes the new kinds of knowledge that lie in the intersections between them. This knowledge constitutes P + C + K = Pedagogical Content Knowledge, T + C + K = Technological Content Knowledge and also T + P + K= Technological Pedagogical Knowledge. A teacher should be able to use TPACK in preparing the lessons for his/her students. The idea of TPACK and the incorporation of it will surely create a holistic approach towards education. Below would be the summary of the whole idea of TPACK.

I was lucky enough to have prepared a lesson which has its central principals which constitutes TPACK on the whole. I must admit that I have been in the state whereby I was in dilemmas in wanting to choose the right technological tools as well as to in return create a lesson which is effective yet interactive. I am blessed that I had the opportunities to use ICT in my classroom, thus I am very happy that I have made full use of the wonders of technology to enhance the whole teaching-and-learning process. Below would be details of my lesson which incorporates the elements of TPACK successfully.


Subject: English

Class: 2 Bijak (Average Proficiency)

Enrolment: 37 pupils

Theme: World of Knowledge

Topic: Animals

Focused skill: Reading

Integrated skill: Speaking

Language Focus: Nouns and Verbs

Teaching Aids: Riddles, PowerPoint Presentation, Animal Sounds (MP3), Reading Text, Face masks, Task sheet, Box, Questions, Music and Video Clip.


Set Induction: For my Set Induction, I read a few riddles and got my pupils to guess the farm animals. This is to simply elicit their responses on the farm animals that they have already known and to slowly lead into the lesson.

Example of riddle:

 I may have the strongest legs among other farm animals.

I help people to move around.

I may look like a Zebra but I don’t have stripes.

What animal am I?


Pre-Reading: For this stage, I played a few animal sounds (farm animals) in the MP3 format and get pupils to guess the animals. These animal sounds are embedded into the PowerPoint presentation.


While-Reading: I divided the pupils into 6 groups and a reading text was given. Each group was named after the farm animals that can be found in the text. Pupils take turn to read the text according to the animals they represent. (Face masks were given to each pupil according to the animals they represent).

Post-Reading: Pupils play the Poison Box game whereby the lucky ones are required to answer the questions in the Poison Box.

Closure: Pupils watch a video entitled “Old MacDonald Had a Farm” and sing along to the lyrics found in the video.

Technology Used: LCD, Laptop, Speakers, Animal Sounds (MP3), PowerPoint, Video Clip and Music (Poison Box)

Knowledge: Pupils used their previous knowledge to guess the animal sounds. By playing the sounds, they are able to hear for themselves and guess in contexts the animals that make those sounds.

Content: The whole idea of this lesson, is to introduce the idea of these verbs:

Horse -Neighs

Cow -Moos

Sheep- Bleats

Duck- Quacks

Chicken- Clucks

Turkey- Gobbles

Pupils might get the animals right but they would be clueless as to name the verbs. Therefore, allowing them to guess the animals and presenting a PowerPoint presentatation of the verbs would be a better option.

Pedagogy: For this lesson, I used various strategies to get the content delivered.

1.            Constructivist Approach: Pupils first construct their own prediction of the farm animals and the sounds they are likely to make by listening to the audio played.

2.            Cooperative Learning: Pupils read together in chorus the reading text (An important element in planning a Reading Lesson Plan).

How C-K is being taught via P-K + how T-K helps P to make the students get C?

The focus of my lesson would be animal sounds particularly the verbs alongside the farm animals. The lesson that I have planned was in such a way that the pupils first learn to construct their own predictions by listening to the animal sounds. They get to guess the animals and the sounds that they make. I made sure that the pupils really understand what was going on and to further enhance my lesson, I introduced the reading text to the pupils. They get to read out loud and are able to link the animals to the sounds they make. Pupils then play the Poison Box game to consolidate what they have learned. During this time, I would know if the pupils understood the whole lesson. Besides, to further enhance their understanding, I played the video entitled ‘Old MacDonald Had a Farm’. Thus, the T and K of the lesson has helped my pupils to understand the C.


16 Jan

Bonjour! Welcome back and this week you will be one of those lucky ones to have a sneak peek at my TOP 10 WISHLIST! Well, it is not just some personal wishlist but one that is close to a future teacher’s heart. Yup, these 10 wishes that I am going to share to you consist of amendments that I would like to make and see in the field of Education. After completing a good 3 months of Teaching Practice, I realize the importance of using ICT in the ESL classroom. Therefore, before, I present to you my wishlist; I would like you to have a look at an interesting video entitled, ‘Open Learning Exchange- A Global Network’. This video basically enlightens us about the rights of education through the use of ICT which I felt close to heart.


Global Network

So, now you see how important ICT is for the development of a holistic education. Thus, I do hope somehow my wishes will come true and may it allow learning via ICT to take place in the future and may it touches millions of young hearts through Education!

Presenting… ‘MY TOP 10 WISHLIST’ (Drum Roll, Please!)

ü  No. 10: Optimum ICT Facilities!

Sad to say and even shameful to admit it that there are schools in Malaysia that does not even have ICT facilities. Yes, it may be shocking but there are even schools in Kuala Lumpur which is lacking of ICT facilities such as computers, LCD projectors, etc. Come to think of it, we are in the 21st century and rightfully we should already be using ICT in the schools. This should be regardless of rural area or not! The kids deserve to be taught using the wonders of ICT as the world now revolves around these gadgets, thus ensuring all schools are well equipped with ICT facilities would make a big difference in the whole teaching and learning process!

ü  No. 9: Go WIRELESS!

As a practicum teacher, I was blessed in the sense that there was wireless connection in my school. However thankful I was at that time, the wireless connection was only for ‘PEJABAT’ use! Yes, therefore, we have to play smart and use the connection without anyone knowing! How pathetic, right! By right, we as teachers should be able to have such facilities in school to help us look out for materials to be used in the classroom. When such opportunity is provided in the classroom, indirectly teachers would be excited and wanting to use ICT in the classroom. Thus, the Education Ministry should make a point to have all schools equipped with such facility as not only teachers can surf the internet but also students as well.

 ü  No. 8: Provide BASIC ICT COURSES FREE!

Yes, FREE means FREE! And no money involved. Often times, when we hear that a course that may seem to interest us involves us to pay some amount of money, automatically we tend to hesitate and at extreme cases loose our interest. Teachers as well as students should be given FREE ICT COURSES to ensure their interest in ICT deepens. The courses offered should train and allow teachers and students to learn how to use ICT. In other words, sharpen their ICT skills.


All teachers should be able to share and learn from one another. Through the idea of Global Support and Guidance, teachers of Malaysia can and are able to learn from teachers all over the world. When this happens, teachers will be well updated and learn from teachers from countries where ICT in learning has been practiced successfully. Thus, this medium also allows teachers to share problems, ideas and suggestions which will in return benefit the students and enrich the teaching and learning process.

ü  No 6: Supply ICT Support Pack!

The support pack that I mean here would be providing educators with a special column in the teacher’s handbook where ICT implementation is suggested. Such support is very much needed for teacher especially for those who have not many ideas on how to make learning interesting using ICT and facilities that are provided. This support pack will be very useful as teachers can use the ideas and suggestions found to conduct a lesson using ICT as well as know where to look for videos, online-courseware’s, etc  using the information and suggestion given in the support pack. Thus, it will be very useful for teachers to explore on their own the wonders of ICT.

ü  No. 5: Adopt E-learning!

Each student should adopt e-learning. This means that teachers should be responsible towards students’ learning virtually. Students should be allowed to share their opinions and ideas with their friends through e-learning even after school hours. Here, they get to learn from one another regardless of the platform that they choose right from their home. Students can blog or even tweet about problems related to their studies or subjects and learn to seek help from their friends. Students will be very much into learning as it is not mundane to them. Thus, e-learning should be well recognized and be credited for the benefit of the field of education.

ü  No. 4: Manifest ‘Teacher’s TV’

I believe that there should be a special TV program for teachers. This program which are for teachers cater to them in the sense that they will be able to implement the use of ICT which is taught in the program. Teachers will surely benefit a lot from the program as they will learn how to use ICT as well as learn some of the ways they can make full use of the ICT facilities to teach a certain topic for their class. Therefore, such program would be very beneficial to all teachers across the region!

ü  No. 3: Feature ICT Addicts!

It is about time that schools that are using ICT to their best advantage be featured on TV or the newspapers to further boost the spirits of other schools so that they would also live up to the challenge of using ICT. These schools should also be given merits so that their efforts are recognized and be a stepping stone to other schools to follow as well.

ü  No. 2: Uphold ‘100% ICT POLICY!’

The government should work hand-in-hand with the Ministry of Education to come up with a policy that would uphold the usage of ICT in the teaching and learning process. Such policy is indeed important because with the existence of such policy, teachers and the schools will take the issue of using ICT seriously. They will be at least working towards using the ICT although they may initially not be good at it. Still, they will be trying and this allows room for further development of ICT skills as well.  Thus, having such policy will do a lot of good to the field of Education!

ü  No. 1: Shift of Attitude!

The most important of all is to have an attitude which is not against using ICT in the teaching and learning process. Teachers should be well regarded to this. This is because if teachers themselves have an attitude which do not support and understand the wonders of ICT then, no matter what the program will fail. Thus, my ultimate wish is so that all teachers out there will be able to make a change and create a difference in the learning process.

“I promise that I would make the changes mentioned above if I have the opportunity to create an impact in the souls of the younger generation!” by Faustina Roberts


Bridging ICT and EDUCATION

9 Jan

Reminiscing of the days of Teaching Practice brings so much of memories that ought to be remembered till the very last days of my life as a teacher. Those memories never could be bought or traded with anyone and it’s just a privilege having to experience such moments. I spent the 3 months of teaching practice with so much of laughter and moments that is just impossible to forget. Yes, I do admit that the whole process of TP can be very stressful. But, when I think about it now, I can proudly say that it had made me a much stronger person both mentally and physically. Hahahah..Yes! the amount of stairs that is in my school that need to be overcome (especially when it’s your teaching period) is somewhat unimaginable and indescribable. Well up to date, I have had 3 pairs of shoes which I call the “R.I.P” state.  So, try imagining how physically challenging it was for me and my groupies as well. Hehhe. So, overall it was definitely a paradise of a gym, literally. Hmm…I haven’t introduce the school yet, haven’t I? Well, my group mates and I underwent our TP in Sekolah Kebangsaan Seri Anggerik. I was given 3 classes to teach. Year 2 Bijak for English, Year 3 Bijak and 3 Cemerlang for Science. Overall, the pupils of both 2 Bijak and 3 Bijak are of average proficiency leaving 3 Cemerlang with kids of low proficiency. Teaching the pupils was indeed very challenging. However, I can proudly say that I am one of the teachers who had fully utilized the wonders of ICT during the whole TP process.

For my last observation (major) I have effectively used a video and a PowerPoint presentation to teach my Year 2 Bijak pupils on ‘Healthy Food vs. Junk Food’. The video that I have used was rather captivating and interesting which managed to draw the pupils’ interest towards the lesson. Using video as my Set Induction really made a huge difference it terms of pupils’ attention and interest. My pupils were all geared up and could not wait for me to start the lesson. Seems impossible to believe, but that’s the truth. I am pretty sure that those who have used videos for Set Induction will know exactly what I am talking about. You can see the excitement in the pupils’ faces whenever I walk into the classroom with the LCD pouch on my shoulder. Right away my pupils will ask me “Miss Tina, are we going to watch a video today?”.  So, from this, we can see how much of a role does ICT play in the teaching and learning process. Below, will be the video on ‘Healthy Food vs. Junk Food’. I am sure, you will find the video interesting as much as my pupils did!

For the same lesson as well, I have incorporated the idea of using PowerPoint to introduce the different types of food to my pupils. Using PowerPoint presentation to deliver the idea of ‘Healthy Food vs. Junk Food’ was indeed powerful. Colourful images and fonts used in the PowerPoint presentation injects the element of fun into learning as well, as the lesson would not be so dull. My pupils get so excited whenever I conduct my lessons through PowerPoint presentations because it is not simply the old fashion method in delivering the content of the topic. I can strongly say that presenting the content through a PowerPoint presentation definitely seems to be more powerful and engaging as well.


Talking about my Science lesson, forces me to remember my very first and last Science observation whereby the ‘Poison Box’ game was introduced to the pupils. The reason behind the game was to reinforce what the pupils have learned in a more creative and enjoyable manner. The song that I choose was from High School Musical entitled “We are all in this Together” .Pupils were very excited to play the game and upon accompanying the game with an upbeat tempo created a room of genuine fun and interest. You can see that the pupils were very keen on playing which creates room for discovery as pupils learn from one another. Therefore, it helps the weaker pupils to learn in a non-threatening manner. On the whole, I believe using ICT will definitely help both in the teaching and learning process. I myself have seen in my own eyes and experienced the wonders of using ICT in the classroom therefore I urge all future teachers to challenge themselves and explore the wonders of ICT.

Hello world!

4 Jan

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