This document provides an overview of an English language teaching course. It discusses the course objectives of providing an understanding of principles and practices of teaching English as a second or foreign language. It reviews past trends and current methods of language teaching. It also examines each approach and method in terms of its theory, goals, syllabus, teacher and learner roles, materials, and classroom techniques.
The document then discusses reflective journals and how they can promote reflective thinking in students. It outlines benefits of journals for students and instructors. Finally, it summarizes different types of studies that have been conducted on reflection in pre-service teachers' journals, including studies analyzing journal content and studies examining the effects of interventions on journal quality.
This document defines models of teaching and describes several specific models. It begins by defining a teaching model as a plan that guides curriculum, instruction, and a teacher's actions. Teaching models aim to cause specific changes in student behavior. Key components of models include a focus, syntax, social system, principles of reaction, and support system. Models are categorized into four families based on their goals: information processing, personal development, social interaction, and behavioral modification. Several specific models are then described in detail, including the Concept Attainment Model and Inquiry Training Model.
The document outlines how to design an effective oral exam. It discusses defining the purpose and objectives, determining the test format such as individual, paired, or group tasks, designing questions on a variety of topics, using visual aids like pictures to elicit responses, developing a scoring rubric focused on fluency and accuracy, and considering both the advantages of personalizing the assessment but also the challenges of standardization and objectivity.
The document summarizes a teacher's reflective journal entries about implementing task-based learning in their EFL classroom. Through analyzing their journal entries, the teacher found their teaching improved in four key areas: 1) developing a better rapport with students, 2) making the classroom more learning-centered, 3) realizing the importance of detailed lesson planning, and 4) gaining insights from reflecting on mistakes to avoid repeating them. Reflective journaling provided an opportunity for the teacher to critically evaluate their experiences and identify effective practices to continue or problems to address.
Definitions
Purpose
Needs
Characteristics
What caution should be kept while reporting child's progress
Kinds of portfolios
What should be included in portfolio
Traditional vs. Portfolio assessment
Advantages
Disadvantages
Evaluation serves to monitor educational progress and provide feedback on instructional programs. It is defined as assigning values or judgments to phenomena based on cultural or scientific standards. Principles of effective evaluation include clearly defining the topic, using varied techniques, understanding limitations, and ensuring the method is appropriate. Evaluation in education helps with objectives, student needs assessment, feedback, assignments, curriculum development, reporting to parents, counseling, administration, and career guidance. It benefits teachers, administrators, parents and students.
The document outlines the various roles of teachers and learners. It describes 8 key roles for teachers: controller, organizer, participant, assessor, prompter, observer, tutor, and resource. Some of the main responsibilities for each role are mentioned, such as the teacher being in charge as controller or helping students as a resource. For learners, the roles include actively engaging in learning, being assessed through various classroom activities, and demonstrating their knowledge through self-assessment.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
This document discusses the role play model of teaching. It defines role play as an educational technique where students spontaneously act out problems and analyze them. The key steps of the role play model are selecting a problem, constructing roles, casting players, briefing roles, enacting roles, and discussing/analyzing. Role play has advantages like reflecting on knowledge, developing skills, and engaging students. However, it requires guidance and may be time consuming. For role play to be successful, goals must be clear and roles should match students' willingness without being rehearsed.
This document defines models of teaching and describes several specific models. It begins by defining a teaching model as a plan that guides curriculum, instruction, and a teacher's actions. Teaching models aim to cause specific changes in student behavior. Key components of models include a focus, syntax, social system, principles of reaction, and support system. Models are categorized into four families based on their goals: information processing, personal development, social interaction, and behavioral modification. Several specific models are then described in detail, including the Concept Attainment Model and Inquiry Training Model.
The document outlines how to design an effective oral exam. It discusses defining the purpose and objectives, determining the test format such as individual, paired, or group tasks, designing questions on a variety of topics, using visual aids like pictures to elicit responses, developing a scoring rubric focused on fluency and accuracy, and considering both the advantages of personalizing the assessment but also the challenges of standardization and objectivity.
The document summarizes a teacher's reflective journal entries about implementing task-based learning in their EFL classroom. Through analyzing their journal entries, the teacher found their teaching improved in four key areas: 1) developing a better rapport with students, 2) making the classroom more learning-centered, 3) realizing the importance of detailed lesson planning, and 4) gaining insights from reflecting on mistakes to avoid repeating them. Reflective journaling provided an opportunity for the teacher to critically evaluate their experiences and identify effective practices to continue or problems to address.
Definitions
Purpose
Needs
Characteristics
What caution should be kept while reporting child's progress
Kinds of portfolios
What should be included in portfolio
Traditional vs. Portfolio assessment
Advantages
Disadvantages
Evaluation serves to monitor educational progress and provide feedback on instructional programs. It is defined as assigning values or judgments to phenomena based on cultural or scientific standards. Principles of effective evaluation include clearly defining the topic, using varied techniques, understanding limitations, and ensuring the method is appropriate. Evaluation in education helps with objectives, student needs assessment, feedback, assignments, curriculum development, reporting to parents, counseling, administration, and career guidance. It benefits teachers, administrators, parents and students.
The document outlines the various roles of teachers and learners. It describes 8 key roles for teachers: controller, organizer, participant, assessor, prompter, observer, tutor, and resource. Some of the main responsibilities for each role are mentioned, such as the teacher being in charge as controller or helping students as a resource. For learners, the roles include actively engaging in learning, being assessed through various classroom activities, and demonstrating their knowledge through self-assessment.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
This document discusses the role play model of teaching. It defines role play as an educational technique where students spontaneously act out problems and analyze them. The key steps of the role play model are selecting a problem, constructing roles, casting players, briefing roles, enacting roles, and discussing/analyzing. Role play has advantages like reflecting on knowledge, developing skills, and engaging students. However, it requires guidance and may be time consuming. For role play to be successful, goals must be clear and roles should match students' willingness without being rehearsed.
The document discusses various teaching skills including questioning skills, reinforcement, stimulus variation, explanation, blackboard usage, probing questions, and closure. It provides descriptions of each skill, their purpose, and techniques to employ or avoid for each skill. The document also discusses linking teaching skills together through link practice lessons to bridge microteaching and real classroom teaching.
PLANNING AND ORGANIZATION OF SOCIAL SCIENCE LABORATORYGourab Deb
This document outlines the planning and organization of a social science laboratory. It discusses the need for a social science lab to provide teachers with resources to develop enthusiasm for their subjects and create an effective teaching-learning environment. The document details essential requirements for the lab such as proper site selection, infrastructure, seating arrangement, utilization of space, procurement and organization of materials like maps, globes, models, charts, and audiovisual aids. It emphasizes that a social science lab should serve as a library, workshop, classroom and more to help students learn through experimentation with various teaching methods and resources.
This document outlines various teaching skills that are important for professional teachers to develop. It discusses 13 core teaching skills identified by Dr. Passi, including writing instructional objectives, introducing lessons, questioning techniques, explaining concepts, and illustrating with examples. Additional skills covered include using instructional aids like visual charts and models, providing reinforcement, achieving lesson closure, maintaining classroom organization, and evaluating student learning. Developing proficiency in these diverse skills through practice can help teachers become experts in their profession.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
it is topic of today to adopt necessary changes by medical teachers for implementation of competency based medical education curriculum dealt in RBCW workshop.
The document compares standard tests to teacher-made tests in 10 points:
1. Standard tests are prepared by testing specialists using accepted principles, while teacher-made tests may not be as rigorous.
2. Standard tests have strict guidelines but teacher-made tests can be rushed.
3. Standard tests are given to large populations, while teacher tests are just for their class.
4. Standard tests are validated but teacher tests are not statistically analyzed.
In summary, the document outlines how standard tests are more rigorous and validated than teacher-made tests which can be less standardized.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
The document discusses online assessment in education. It defines formative and summative assessment and their purposes. It describes various formative assessment techniques that can be used online like polls, discussions, blogs, e-portfolios, and rubrics. It also discusses principles of effective online assessment and types of assessments like tests and quizzes that can be created using tools like Hot Potatoes and Google Forms. Summative assessment is used to evaluate learning while formative assessment provides feedback to improve learning.
A webquest is an inquiry-oriented lesson format that uses mostly online resources to have students complete an authentic task. It requires higher-order thinking rather than just summarizing information. Key parts include an introduction, task, process, evaluation, and conclusion. Teachers can create webquests to engage students in different intelligences and reuse them, adapting as needed. The website zunal.com provides templates to easily make webquests.
A Teacher has various roles to perform in the classroom. The role usually implies the relationship between the teacher and the learner in the classroom. Such a role is facilitator.
This document defines assessment, evaluation, measurement, and testing in an educational context. It explains that assessment involves systematically collecting data to monitor student learning and achievement of intended outcomes, and can be formative to improve learning or summative to evaluate learning. Evaluation focuses more on assigning grades based on factors like class participation. Measurement refers specifically to determining attributes, while tests are a type of formal assessment administered under controlled conditions. The document outlines different types of assessment including formative, interim, and summative assessment, and provides examples of each.
Gagne's Nine Levels of Learning provide a step-by-step approach that can help teachers ,managers, trainers, and facilitators structure their training so that their students or teams get the most from their learning opportunities.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
Introduction
Objectives
Classroom Discussion
Planning the Discussion
Organizing the Discussion
Practicing in Asking Questions
Practicing in Answering Questions
Assessing the Discussion
Rules for Discussion
Advantages and Disadvantages of Discussion Method
Guidelines for Maximum Utilization
Exercise
Self Assessment Questions
References-
This document outlines the process of peer observation for teacher professional development. It begins by defining professional development as the continual growth of teachers' knowledge, skills, and attitudes. Peer observation is identified as an alternative for professional development that builds collegiality and provides formative feedback. The benefits, conditions, and three-step process of peer observation are described. This includes selecting colleagues, pre-observation meetings, classroom observations, and post-observation feedback. Guidelines for factual, non-judgmental feedback focused on teacher actions are provided. The document concludes by modeling a simulated peer observation experience and role play.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Pedagogy refers to the way of teaching students and involves the relationship between learning culture and techniques. The main goal of pedagogy is to build on students' previous learning and develop their skills and attitudes. It enables students to thoroughly understand subjects and apply their learning outside the classroom. Implementing a well-thought pedagogy can drastically improve teaching quality, encourage cooperative learning, help students follow their preferred learning styles, and eliminate monotonous learning by invoking complex thinking processes. A suitable pedagogical approach also makes learning more convenient for all students, including those with special needs, and improves teacher-student communication.
The document discusses various teaching methods used in nursing education including lecture methods, demonstration methods, group discussion, seminar, panel discussion, role play, and project method. It provides definitions, purposes, advantages and disadvantages of each method. Lecture methods are used to provide knowledge to students but keep them passive. Demonstration methods help students understand concepts and apply knowledge. Group discussion fosters problem solving skills but can be time consuming. Seminars, panel discussions, and role plays promote critical thinking and understanding different perspectives. The project method encourages independent learning through practical projects.
The document discusses reflection and reflective journals. It explains that reflection involves recapturing experiences, thinking about them, and evaluating them. A reflective journal allows one to record events and thoughts over time to deepen the learning experience. Several models of reflection are described, including Schon's reflection-in-action and reflection-on-action, Kolb's experiential learning cycle, and Gibbs' reflective cycle. Maintaining a reflective journal and engaging in reflection can help students improve their skills and develop expertise through evaluating past performances and planning for future tasks.
Swk1051 presentation 1 Introduction to Social EntrepreneurshipTim Curtis
This document provides information about Week 4 assignments for a Changemakers program. It includes:
- Two assessments: a Social Venture Canvas poster presentation (60%) and a reflection on peer feedback (40%).
- Instructions to use a journal to record your Changemaker journey and receive peer comments.
- Guidance on using e-activities to identify social problems and understand Changemaking.
- An explanation that the group work is to generate ideas and explore social problems, while the Social Venture Canvas is individual work.
The document discusses various teaching skills including questioning skills, reinforcement, stimulus variation, explanation, blackboard usage, probing questions, and closure. It provides descriptions of each skill, their purpose, and techniques to employ or avoid for each skill. The document also discusses linking teaching skills together through link practice lessons to bridge microteaching and real classroom teaching.
PLANNING AND ORGANIZATION OF SOCIAL SCIENCE LABORATORYGourab Deb
This document outlines the planning and organization of a social science laboratory. It discusses the need for a social science lab to provide teachers with resources to develop enthusiasm for their subjects and create an effective teaching-learning environment. The document details essential requirements for the lab such as proper site selection, infrastructure, seating arrangement, utilization of space, procurement and organization of materials like maps, globes, models, charts, and audiovisual aids. It emphasizes that a social science lab should serve as a library, workshop, classroom and more to help students learn through experimentation with various teaching methods and resources.
This document outlines various teaching skills that are important for professional teachers to develop. It discusses 13 core teaching skills identified by Dr. Passi, including writing instructional objectives, introducing lessons, questioning techniques, explaining concepts, and illustrating with examples. Additional skills covered include using instructional aids like visual charts and models, providing reinforcement, achieving lesson closure, maintaining classroom organization, and evaluating student learning. Developing proficiency in these diverse skills through practice can help teachers become experts in their profession.
Definition of assessment,
ASSESSMENT AND TESTING
EDUCATIONAL DECISION
FACTORS WHY WE PLAN ASSESSMENT DEVICES,
Criteria for selecting Assessment instrument
,PURPOSE OF ASSESSMENT,
Assessment can do more than simply diagnose and identify students’ learning needs; it can be used to assist improvements across the education system in a cycle of continuous improvement:
PRINCIPLES OF ASSESSMENT
TYPES OF ASSESSMENT
it is topic of today to adopt necessary changes by medical teachers for implementation of competency based medical education curriculum dealt in RBCW workshop.
The document compares standard tests to teacher-made tests in 10 points:
1. Standard tests are prepared by testing specialists using accepted principles, while teacher-made tests may not be as rigorous.
2. Standard tests have strict guidelines but teacher-made tests can be rushed.
3. Standard tests are given to large populations, while teacher tests are just for their class.
4. Standard tests are validated but teacher tests are not statistically analyzed.
In summary, the document outlines how standard tests are more rigorous and validated than teacher-made tests which can be less standardized.
Part of a full series of ppts on curriculum development available on EFL Classroom - https://community.eflclassroom.com/forum2/topics/elt-curriculum-development
The document discusses online assessment in education. It defines formative and summative assessment and their purposes. It describes various formative assessment techniques that can be used online like polls, discussions, blogs, e-portfolios, and rubrics. It also discusses principles of effective online assessment and types of assessments like tests and quizzes that can be created using tools like Hot Potatoes and Google Forms. Summative assessment is used to evaluate learning while formative assessment provides feedback to improve learning.
A webquest is an inquiry-oriented lesson format that uses mostly online resources to have students complete an authentic task. It requires higher-order thinking rather than just summarizing information. Key parts include an introduction, task, process, evaluation, and conclusion. Teachers can create webquests to engage students in different intelligences and reuse them, adapting as needed. The website zunal.com provides templates to easily make webquests.
A Teacher has various roles to perform in the classroom. The role usually implies the relationship between the teacher and the learner in the classroom. Such a role is facilitator.
This document defines assessment, evaluation, measurement, and testing in an educational context. It explains that assessment involves systematically collecting data to monitor student learning and achievement of intended outcomes, and can be formative to improve learning or summative to evaluate learning. Evaluation focuses more on assigning grades based on factors like class participation. Measurement refers specifically to determining attributes, while tests are a type of formal assessment administered under controlled conditions. The document outlines different types of assessment including formative, interim, and summative assessment, and provides examples of each.
Gagne's Nine Levels of Learning provide a step-by-step approach that can help teachers ,managers, trainers, and facilitators structure their training so that their students or teams get the most from their learning opportunities.
It talks about reflective teacher education, reflection by teachers and students,need for reflective teaching, reflective thinking, reflective practice, reflective action, strategies for promoting reflection, observation by peer, reflection diary and its feedback.
Introduction
Objectives
Classroom Discussion
Planning the Discussion
Organizing the Discussion
Practicing in Asking Questions
Practicing in Answering Questions
Assessing the Discussion
Rules for Discussion
Advantages and Disadvantages of Discussion Method
Guidelines for Maximum Utilization
Exercise
Self Assessment Questions
References-
This document outlines the process of peer observation for teacher professional development. It begins by defining professional development as the continual growth of teachers' knowledge, skills, and attitudes. Peer observation is identified as an alternative for professional development that builds collegiality and provides formative feedback. The benefits, conditions, and three-step process of peer observation are described. This includes selecting colleagues, pre-observation meetings, classroom observations, and post-observation feedback. Guidelines for factual, non-judgmental feedback focused on teacher actions are provided. The document concludes by modeling a simulated peer observation experience and role play.
Project method is one of the modern method of teaching in which, the students point of view is given importance in designing the curricula and content of studies. This method is based on the philosophy of Pragmatism and the principle of ‘Learning by doing’. In this strategy pupils perform constructive activities in natural condition. A project is a list of real life that has been imparted into the school. It demands work from the pupils.
Pedagogy refers to the way of teaching students and involves the relationship between learning culture and techniques. The main goal of pedagogy is to build on students' previous learning and develop their skills and attitudes. It enables students to thoroughly understand subjects and apply their learning outside the classroom. Implementing a well-thought pedagogy can drastically improve teaching quality, encourage cooperative learning, help students follow their preferred learning styles, and eliminate monotonous learning by invoking complex thinking processes. A suitable pedagogical approach also makes learning more convenient for all students, including those with special needs, and improves teacher-student communication.
The document discusses various teaching methods used in nursing education including lecture methods, demonstration methods, group discussion, seminar, panel discussion, role play, and project method. It provides definitions, purposes, advantages and disadvantages of each method. Lecture methods are used to provide knowledge to students but keep them passive. Demonstration methods help students understand concepts and apply knowledge. Group discussion fosters problem solving skills but can be time consuming. Seminars, panel discussions, and role plays promote critical thinking and understanding different perspectives. The project method encourages independent learning through practical projects.
The document discusses reflection and reflective journals. It explains that reflection involves recapturing experiences, thinking about them, and evaluating them. A reflective journal allows one to record events and thoughts over time to deepen the learning experience. Several models of reflection are described, including Schon's reflection-in-action and reflection-on-action, Kolb's experiential learning cycle, and Gibbs' reflective cycle. Maintaining a reflective journal and engaging in reflection can help students improve their skills and develop expertise through evaluating past performances and planning for future tasks.
Swk1051 presentation 1 Introduction to Social EntrepreneurshipTim Curtis
This document provides information about Week 4 assignments for a Changemakers program. It includes:
- Two assessments: a Social Venture Canvas poster presentation (60%) and a reflection on peer feedback (40%).
- Instructions to use a journal to record your Changemaker journey and receive peer comments.
- Guidance on using e-activities to identify social problems and understand Changemaking.
- An explanation that the group work is to generate ideas and explore social problems, while the Social Venture Canvas is individual work.
1) The passage discusses a grammar translation activity where students translated a literary passage from English to their native language of Malay.
2) Some strengths of this method are that it uses both the native and target languages, making it easier for students to understand. It also improves students' grammar in both languages. However, not all words can be directly translated.
3) Weaknesses include an inability to translate some words exactly and a neglect of speaking skills, since the focus is on reading and writing in the native language.
This document discusses assessment and reporting in education. It begins by outlining the purpose of keeping a journal on assessment topics and classroom activities. It then explores formative and summative assessment, noting the difference is that formative assessment provides feedback during instruction while summative assessment measures growth after instruction. The document also examines the cycle of inquiry in teaching and learning, emphasizing the importance of reflection. Key aspects of quality assessment like clear purposes and targets are connected to the author's experiences. The relationship between assessment and evaluation is defined, and ingredients for an effective assessment approach are presented.
This document discusses reflective journals for teachers. It defines reflective journals as a teacher's written response to teaching events that allows them to reflect on experiences and trigger insights. Reflective journals are used to study language learning and teacher cognition. Keeping a reflective journal involves regularly writing entries that include the date, events of the day, a focus on one or two episodes, and analysis/evaluation. Teachers can focus journal entries with reflection questions on their teaching, student behavior, and professional development. Journal data can then be analyzed for patterns and significant events.
An assignment that I did for a PhD course. It introduces basics of reflective teaching. The forms indicated here were taken from Town High School District 214 website, and you can retrieve them from and reach more information on these techniques at http://www.d214.org/human_resources/observation_techniques_and_forms1.aspx
Valerie Robinson created a literate environment in her K-3 classroom by applying research-based practices. She got to know her literacy learners through assessments like the ERAS and DIBELS. Robinson selected age-appropriate texts in different genres aligned with standards. Her literacy instruction incorporated the interactive, critical, and response perspectives. For the interactive perspective, Robinson modeled strategic thinking and comprehension. The critical perspective encouraged analytical thinking about authors' purposes. Through journaling and role-playing, Robinson supported the response perspective of personal engagement with texts. Robinson gained insight into effectively developing literacy through considering learners, texts, and instructional practices outlined in the Framework for Literacy Instruction.
Teachers' Beliefs and Attitudes towards Teaching Reading Comprehension to EFL...Abdeslam Badre, PhD
This is a presentation a comparative a study that compares experienced teachers' belief system and attitudes with less experienced teachers toward the teaching of Reading Comprehension in EFL context
1) The document discusses creating a literate environment in the classroom by getting to know students as literacy learners, selecting appropriate texts, and adopting interactive, critical, and responsive instructional practices.
2) It emphasizes the importance of understanding students' interests in order to engage them and plan meaningful lessons. Selecting a balanced variety of texts aligned with instructional goals is also discussed.
3) The presentation describes using strategies like 3-2-1 to help students with comprehension and responding critically to texts. It aims to help students become strategic, lifelong readers.
This one-week course aimed to develop young learner teachers' activity setup skills. Specifically, it sought to raise teachers' awareness of their various roles and help them improve skills like managing energy levels, varying interaction patterns, catering for different learning styles, and providing clear instructions. The course included tuition, observations, activities and presentations to help teachers strengthen areas they identified as challenges, such as energy management and instruction clarity.
This document provides an overview of a university course on teaching methodology and practicum. It includes an agenda with topics like introductions, expectations, an overview of the course, the study guide, teaching and learning approaches, what is a curriculum, and a debrief. It outlines the course organization with themes, dates, lecturers, and venues. It discusses the assessments, which are 70% theory and 30% work-integrated learning. A question is posed about a student's understanding of the concept of curriculum. Definitions of curriculum are then presented, including prescriptive and descriptive definitions from various authors over time. Differences between traditional and progressive approaches to curriculum development are explored. The document concludes with assigning group homework to analyze the
187 school- 5th and 6th grades-2017
This project leading by English teachers Mónica Anza and Adriana Uslenghi, with the support of the Second and Freign Language Department- ANEP
The project foccuses students´ attention on Reading Skills.
It was held during four-five months and it is going to e continued next year.
This is the PPT version of an action research paper written by Dr. Edward Roy Krishnan. He is passionate about teaching and learning. He has a blog at www.affectiveteaching.com.
RBL - Teaching Language Skills 'Reading' and 'Listening' - 4th GroupRBLmadev Class 2018
Presented by Khoirunnisa Isnani / 17716251043 & Pradita Amelia Nugraha Ningtyas / 17716251046 for Resource Based Learning class / Graduate Program of English Education Department / Yogyakarta State University 2018
The document discusses various reading approaches and comprehension strategies that can be used to teach reading. It describes the reading method which focuses only on grammar and translation to aid reading comprehension. Some benefits are that it can be used for large classes and requires little teaching skill. However, it lacks speaking skill. The document also discusses skimming, scanning, extensive reading and intensive reading. Finally, it outlines several comprehension strategies teachers can use, such as activating prior knowledge, making connections, questioning, visualizing, summarizing, evaluating, and synthesizing.
The document discusses various reading comprehension strategies that teachers can use to help students understand texts. It describes strategies like teaching students about prior knowledge, making connections, asking questions, visualization, and summarization. The teacher's role is to model these strategies through think-alouds and discussions to help students actively engage with texts and extract important information.
The document provides a lesson plan for a class on the topic of "Taking care of Business around the world." The aims of the lesson are to understand phrases related to business, evaluate services/products across cultures, discuss unusual business practices in different cultures, and consider turning problems into opportunities with different cultural standards. The lesson involves an icebreaker activity matching flags to technology developments. Students will then discuss business vocabulary, cultural standards, and opinions on services/products in various countries and regions.
This document discusses creating a literate environment for students through various methods. It recommends getting to know students' cognitive and non-cognitive abilities through assessments, selecting engaging texts, and incorporating interactive, critical, and response literacy instruction. Specific strategies are outlined, such as using reading assessments, guided reading lessons with questioning, and activities promoting critical thinking like character analysis and questioning the author. The goal is for students to develop reading, writing, and independent learning skills through a supportive literacy environment.
External factors that affect the child’s reading comprehension: TeacherKevin Cedrick Castro
How does teachers affect student's learning and performance in reading comprehension? Learn more on the impact brought by teachers in the student's reading comprehension.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document compares the perceptions of effective teaching behaviors between graduates from two English teacher training programs in Turkey - the English Language Teaching (ELT) department and the English Language and Literature (ELL) department. The ELT program spreads methodology courses across four years, while the ELL program concentrates these courses into the final 1.5 years. A questionnaire was administered to 22 ELT and 22 ELL pre-service teachers to investigate differences in their perceptions. Interviews were also conducted with 4 participants from each group. The study aims to determine if perceptions differ between the two groups who receive different amounts and timing of methodology training.
A comparison between elt and ell graduates with regard to their perceptions o...Alexander Decker
This document reports on a study that compared the perceptions of effective teacher behaviors between graduates from two English teacher preparation programs in Turkey: the English Language and Literature (ELL) department and the English Language Teaching (ELT) department. The study administered a questionnaire to ELL and ELT pre-service teachers and conducted independent samples t-tests to analyze differences between the groups. Interviews were also conducted with select participants. The results found no significant differences between the groups' perceptions of most categories, except for error correction, where perceptions differed significantly.
This document summarizes a professional development workshop on comprehension strategies as a process for English teachers. The workshop included greetings, reflections, assessments, mindfulness exercises, presentations on comprehension strategies and differentiated instruction, group discussions on strategies for before, during and after reading, and information on metacognition and neuroscience as it relates to reading. The goal was to help teachers focus on comprehension strategies to strengthen student reading skills and conceptualize reading as a process involving different cognitive stages.
This document discusses the changing landscape of assessment in the classroom. It notes that assessment is shifting from traditional methods of having students read and answer questions to more authentic performance-based approaches where students show what they can do with what they've learned. The document also discusses how formative assessments can help guide instruction and summative assessments can measure skills and knowledge at the end of a unit. Effective assessment practices involve both formal and informal approaches throughout the learning process.
This document is a research paper written by Miysaa Salim Al-Nasseri that examines the effect of reading aloud activities on the reading comprehension of Grade 8 students in Oman. The paper consists of 5 chapters: introduction, literature review, methodology, findings and discussion, and conclusion. The introduction discusses the importance of reading aloud and outlines the aims, objectives, and research questions of the study. The literature review defines key terms and reviews previous research showing that reading aloud can lead to improved comprehension. The methodology chapter describes how the study will use document analysis to compare comprehension test scores of students who read aloud versus silently. Preliminary findings indicate students who read aloud and discussed the text scored higher on comprehension questions. The paper
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
How to Make a Field Mandatory in Odoo 17Celine George
In Odoo, making a field required can be done through both Python code and XML views. When you set the required attribute to True in Python code, it makes the field required across all views where it's used. Conversely, when you set the required attribute in XML views, it makes the field required only in the context of that particular view.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
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9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
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Reflective Journal
1. SCLE 5154
1Muhammad Ikhwan Zulkafli (816200)
Introduction
This course is one of the core courses for students of Master in Applied Linguistics programme.
The course provides an understanding of the principles and practices of teaching English as a
second or foreign language. The course will review the past trends as well as the current methods
of language teaching. It will examine and evaluate each approach and method in terms of its
theory of language and language learning, goals, syllabus, teacher and learner roles, materials,
teaching activities and techniques used in the classroom.
What is Reflective Journal?
Reflection is the “active, persistent, and careful consideration of any belief or supposed form of
knowledge in the light of the grounds that support it and the further conclusions to which it
tends” (Dewey, 1933, p. 9). Reflective thinking begins with a state of doubt, hesitation, or
perplexity and moves through the act of searching to find material that will resolve, clarify, or
otherwise address the doubt. This material may consist of past experience or a fund of relevant
knowledge—neither of which necessarily leads to reflective thought: “To be genuinely
thoughtful, we must be willing to sustain and protract that state of doubt which is the stimulus to
thorough inquiry” (p. 16). Dewey believed that thinking was natural but that reflective habits of
mind needed to be taught. Attitudes play an important role in acquiring the reflective habit.
Attitudes that should be cultivated include (1) open-mindedness, “freedom from prejudice,
partisanship, and such other habits as close the mind” (p. 30); (2) whole-heartedness, “genuine
enthusiasm” (p. 32); and (3) responsibility, “to consider the consequences of a projected step
2. SCLE 5154
2Muhammad Ikhwan Zulkafli (816200)
[and] to be willing to adopt these consequences when they follow reasonably from any position
already taken” (p. 32). The teacher’s role is to be knowledgeable about the traits and habits of
individual students and of the entire environment that affects students to select educative
experiences that nurture and sustain reflective thought. Dewey claimed that reflection benefits
individuals by giving them more control over experience and thereby increasing the value of
experience. Our assumption is that “more reflective teacher actions will lead to greater benefits
for the teacher and for all of his or her pupils” (Zeichner & Liston, 1987, p. 25).
We share the assumption of many teacher educators that reflective writing can promote
reflective thinking (King & Kitchener, 1994; Ross, 1990). Although Ducharme and Ducharme
(1996) question the value of reflective journals to prospective teachers, we believe that at least
the following benefits accrue to our students: (1) journals serve as a permanent record of
thoughts and experiences; (2) journals provide a means of establishing and maintaining
relationship with instructors; (3) journals serve as a safe outlet for personal concerns and
frustrations; and (4) journals are an aid to internal dialogue (Colton & Sparks-Langer, 1993).
Furthermore, as instructors we benefit because (1) journals serve as windows into our students’
thinking and learning; (2) journals provide a means of establishing and maintaining relationship
with students; and (3) journals serve as dialogical teaching tools. At the same time, we
acknowledge that not all students benefit from reflective journal writing (e.g., Bolin, 1990).
Studies of reflection in pre-service teachers’ journals have been mainly of two types:
those that focus on the content of reflective thinking in the journals and those that focus on the
processes that affect the content. Examples of the first type include McMahon (1997), who
3. SCLE 5154
3Muhammad Ikhwan Zulkafli (816200)
analyzed documents, including journals, created by two student teachers to identify how each
addressed equity issues. Dieker and Monda-Amaya (1995) analyzed the journals of six special
education graduate students to define operational categories of reflective thought. Gipe and
Richards (1992) analyzed journals and observed teaching to determine the link between
reflection and growth in teaching.
Studies that examined the effects of specific interventions on the quality of reflective
thinking in journals include Stalhut and Hawkes (1997), who compared the effects of different
mediums (written journals, telecommunications, and personal conferences) on reflection. They
found that pre-service teachers tended to reflect on issues of personal self-worth and professional
performance and that they used each medium for different purposes (e.g., they used
telecommunications for urgent issues). Loughran (1997) investigated how his own modelling of
reflection through think aloud and journal sharing affected student teachers’ reflection. He found
that these strategies helped pre-service teachers better understand the process. Building on
Loughran’s work, Freese (1999) used a three-part framework, journals, and videotape analyses to
help prospective teachers reflect on their lessons. She found that “an organizing framework can
assist pre-service teachers in evaluating their experiences and making sense of their teaching” (p.
907). Galvez-Martin and Bowman (1998) used experimental and control groups to determine the
impact of training on reflection. They found that pre-service teachers who received training in
reflection were more reflective, but they did not achieve what the researchers defined as the
highest level of reflection.
4. SCLE 5154
4Muhammad Ikhwan Zulkafli (816200)
Week 1 - 6 September 2014
As the first session of the semester, I was little bit worried before entering the class because I did
not have any experiences in teaching. I felt that I will not survive in this course plus some of my
seniors said that this course is very challenging and the previous lecturer was also very strict.
But, once I entered the class my perception changed because of my lecturer, Madam Maznah
was very supportive towards me and she said to me don’t worry, it’s going to be alright.
She started the lesson with the topic “History of English Language Teaching”. In this
topic, I learned how English language teaching evolves throughout the history. It was started
from Classical method in the 17th until Communicative Language Teaching method. I was so
mesmerized by the evolution process that happened throughout the years hence I decided right at
that moment, I want to be a teacher, because I want to teach my fellow Malaysians to be as good
as my lecturer.
After finish the topic, my lecturer moved to another topic which is “Approaches, Method,
and Techniques”. In this topic, my lecturer was only gave brief explanation about all the
approaches and methods in teaching English because she asked all students to choose their own
methods and present it on the 3rd week. So, I volunteered to choose Problem-Based Learning
(PBL) method because I am quite familiar with the term. My lecturer was only explained to me
about the differences between approach, method and technique.
5. SCLE 5154
5Muhammad Ikhwan Zulkafli (816200)
Week 2 – 13 September 2014
Today’s class started little bit gloomy because my lecturer was telling us about her sad stories
related to her son illness and her husband was retrenched from his job. I felt sympathetic towards
her and started crying like a little baby. But after a while the situation became under control and
went back like usual.
Next, my lecturer was started giving us the hand-out about “Language, Learning, and
Teaching” and she asked us to read it individually. I didn’t read it because it was quite long notes
and at the same time also my lecturer always kept reminding us about next week presentation.
After that, I started searching about PBL method via Google scholars. I found many articles
about the method and could be my references to do the power point slides. According to the
article that I read, Problem-Based Learning is a student-centred pedagogy in which students learn
about a subject through the experience of problem solving. Students learn both thinking
strategies and domain knowledge.
Next, my lecturer started explained us about how to make a lesson plan? She gave us the
articles that guided us on how to make a good lesson plan because we need to prepare it for pair
work and individual teaching demonstration. In today’s class also we’ve been assigned to do
critical review on any articles that talk about method of teaching and it need to be submit on
Week 6. At the end of the class, Madam asked reminded us to get the course books at Pustaka
Union in Changlun.
6. SCLE 5154
6Muhammad Ikhwan Zulkafli (816200)
Week 3 – 20 September 2014
Today was the day that we need to present our methods. The first presenter was our “gorgeous”
classmate, Miss Hafizah Hajimiah. She presented on the topic “Grammar Translation Method”.
She did very well and easily understand by me. She also gave me the slides hand-out and I
noticed that the grammar translation method is a method of teaching foreign languages derived
from the classical (sometimes called traditional) method of teaching Greek and Latin. In
grammar-translation classes, students learn grammatical rules and then apply those rules by
translating sentences between the target language and the native language. Advanced students
may be required to translate whole texts word-for-word. The method has two main goals: to
enable students to read and translate literature written in the target language, and to further
students’ general intellectual development.
In this class also, I was the saviour of the rest of my classmates. It was because some of
them didn’t ready for the presentation and I willing to replace them even though my turn was on
the next week. I presented about Problem-Based Learning (PBL) method. I felt very confident to
present in front of my friends because I was well-prepared at that time. Madam also encouraged
me a lot and complimented me because of my heroic action. I felt very proud of myself and more
motivated to focus on this course. I started loving this course because of the generosity of my
lecturer. Today’s class only 4 students presented their methods and Madam seems unhappy and
frustrated because of that. At the end of the class, Madam asked me to start working on the
critical review on any teaching method in order to clarify the advantages and the weaknesses of
the method.
7. SCLE 5154
7Muhammad Ikhwan Zulkafli (816200)
Week 4 – 27 September 2014
Today, the presentation session was continued as many students were still not presented their
methods. Anwar was the first presenter and he presented about Suggestopedia method. I saw
Anwar’s presentation was very good and confident. According to his presentation,
Suggestopædiais a teaching method developed by the Bulgarian psychotherapist Georgi
Lozanov. It is used mostly to learn foreign languages. Suggestopedia has been called a
pseudoscience.It strongly depends on the trust that students develop towards the method by
simply believing that it works. The theory applied positive suggestion in teaching when it was
developed in the 1970s. However, as the method improved, it has focused more on “desuggestive
learning” and now is often called “desuggestopedia.” Suggestopedia is a portmanteau of the
words “suggestion” and “pedagogy". A common misconception is to link "suggestion" to
"hypnosis". However, Lozanov intended it in the sense of offering or proposing, emphasising
student choice.
Next presenter was Anwar’s wife, Shafiqa. She presented on the audio-lingual method
and delivered the theory precisely. She also gave us the copy of the notes. The audio-lingual
method, Army Method, or New Key, is a style of teaching used in teaching foreign languages. It
is based on behaviourist theory, which professes that certain traits of living things, and in this
case humans could be trained through a system of reinforcement—correct use of a trait would
receive positive feedback while incorrect use of that trait would receive negative feedback. Also
there were many of my friends presented on the same day but unfortunately I did not focus well
on their presentation due to my sickness.
8. SCLE 5154
8Muhammad Ikhwan Zulkafli (816200)
Week 5- 4th October 2014
I came quite late to the class because I did not have enough sleep last night. I was struggling to
finish the critical review assignment with my best buddy, Kuughaan. We only slept at 6 am on
the morning then I woke up at 1.30 pm. I was really nervous and afraid because today’s class I
need to submit the analysis and present my findings. Luckily, Madam still gave me the chance to
enter her class. She was very kind lecturer that I never meet before. At that moment I saw my
friend, Nurfadzillah in the middle of presenting her findings. She talked about “The Role of
Teacher’s non-verbal Communication in ELT Classroom. Her findings were magnificent and
superb because she managed to find the weaknesses and advantages of the approach.
After Nurfadzillah finished her presentation, I raised up my hand to be the next presenter
because I was very eager to present my critiques on Problem-Based Learning method. But,
unfortunately Madam did not allow me at that time because Nuha was volunteered first. Nuha
talked about her critiques about Direct Methods. She was successfully proved that this method
have a lot of weaknesses especially towards L2 students. After she finished the presentation,
Madam was dismissed the class so that I don’t have chance to present on that day and I was
really frustrated. But, I submitted my written assignment on the same day. Today’s class was
only 7 students were able to present because of time constraint.
9. SCLE 5154
9Muhammad Ikhwan Zulkafli (816200)
Week 6 – 11th October 2014
This week, critical review presentation session continued. I was the first presenter on the day and
presented about “Implementation of Problem Based Learning in Higher Education Institutions
and Its Impacts on Student’s Learning”. This is the summary of my presentation, in introduction,
Johari Surif et.al states that the implementations of Problem Based Learning in higher
institutions have brought many optimistic outcomes towards students’ learning process. They
provide data to support the idea that the implementation of PBL got the positive perceptions
from students. PBL encourages students to solve the problems within their own groups. When
defining the impacts, Johari Surif et.al states that impacts are the reaction of the students towards
this alternative method. The findings conclude PBL brings positive impact in increasing
students’ motivation, self-learning and soft skills. However, there were complaints from some
students about the challenges they faced in solving problems and mastering the content. Time
constraint and multiple tasks that must be completed for each course created these issues. In
order to address this issue, the lecturer has an important role to motivate students and provide
effective guidance to them.
Next, Kuughaan continued the presentation session with the topic “Establishing English
Teaching Pattern Combining the Communicative Teaching Method and the Grammar-
Translation Method”. He provides managed to find advantages and weaknesses of the Grammar-
Translation Method. I saw Madame praised him so much because of his brilliant presentation. In
the end of the class, Madam asked us to get ready for one-hour lesson plan.
10. SCLE 5154
10Muhammad Ikhwan Zulkafli (816200)
Week 7 – 25 October 2014
Today’s class was also the same with last week because there were still students presented their
critical review. I felt really boring because some of them did not know how to present. They just
went in front and read their slides. I think there was only one student that attracted me which is
Hafizah Hajimia. She talked about “The Effect of Using Grammar-Translation Method on
Acquiring English as a Foreign Language.” The article that was chosen for this review is about
learning strategies used in order to acquire a second/foreign language. The title of the article is
“The Effect of Using Grammar-Translation Method on Acquiring English as a Foreign
Language” By Ishraq M. Aqel in Al-Mazar, Jordan, Government school. The respondents were
15 years old and their first language was Arabic. The problem that this study aims to address is
the low level of student’s results in grammar. They are in the process of identifying the best
method to teach English grammar in order for the students to succeed. This study attempts to
explore grammar translation method as a solution for the problem. Based on the study, the
researcher has concluded that the outcome of the study was a success. There was a positive effect
especially on the female students as they showed a vast progress in grammar result as well as an
increase in their self-confidence. I have chosen this article because; I used to use this method in
my classroom. I understand the pros and the cons behind it. Aside from that, in my opinion, Even
though, at surface it looks like Malaysia looks at English as a second language and for Jordan it
is a foreign language, but in reality in Malaysia English is also a foreign language. Accept that in
Malaysia we have many cultures and we adapt to changes easily, the process of acquiring
another language becomes easier compared to Jordan.
11. SCLE 5154
11Muhammad Ikhwan Zulkafli (816200)
Week 8 – 1st November 2014
The class ran like usual and still got some students presented their critical review. After all
students had presented their critiques, Madam informed to us about the week in-class quiz. She
said that please read all the methods and approach in the language teaching. I tried to ask her
specifically but I failed because she said “Don’t ask me specifically because this is test.” But
finally she informed us that there will be 3 methods to be asking in the quiz.
I felt quite annoying with Madam Maznah’s statement because at least she should gave us
some hints because there are too many methods to read.
Week 9 – 15 November 2014
Today we had only the quiz. I did not sleep for the whole night because I need to cover too many
methods and approaches. But, Alhamdulillah I managed to answer all the questions very well. I
gave my best shot during the quiz.
12. SCLE 5154
12Muhammad Ikhwan Zulkafli (816200)
Week 10 – 22 November 2014
In this week, I was alone presenting my group lesson plan because my pair, Izzati was absent on
the day. This was my lesson plan.
Subject : Small Group Communication
Date : 17th September 2014
Time : 8.30 a.m –9.30 a.m.
Class : E
Level : Intermediate
Skills : Speaking
Theme/ Topic : Problem Solving
Learning Outcomes : Students should be able to:
i. Apply the concepts of problem solving
ii. Discuss about the problems and come up with a solution
Stage Activity and Content Rationale Impact
Set
Induction
(5 minutes)
Whole class activity
1. Teacher greets the students.
To recall students’
memory so that
13. SCLE 5154
13Muhammad Ikhwan Zulkafli (816200)
2. Teacher asks few students to state
the steps to solve problems that
they have learnt in the previous
class.
3. Teacher explains briefly based on
students’ answer.
they will be ready
for the activity.
Presentation
(10
minutes)
Activity 1
1. Teacher asks students to form
groups.
2. Teacher gives out a piece of paper
containing a problem to each
group.
3. Teacher asks students to discuss
the situation with their group
members and apply the steps they
have learnt to solve problems.
4. Teacher monitors each group and
listens to their discussion.
To promote deeper
understanding of
the subject.
To give hands on
experience for
students to practice
what they have
learnt.
14. SCLE 5154
14Muhammad Ikhwan Zulkafli (816200)
Closure
5 minutes)
1. Teacher recalls what have been
taught in today’s lesson.
To conclude the
lesson.
Again I got praised by Madam Maznah. She said that I was look like an experiences teacher. I
felt Alhamdulillah with the compliment. But, I wondering how came an unexperienced man in
teaching like me could do very well and got Madam Maznah’s attention. Perhaps, I already put
all my efforts towards this assignment. I felt very confident to teach in front of students and I
was ready to do teaching demonstration on the Week 13th. Madam Maznah was also encouraging
me to enhance my teaching ability.
Week 11- 29 November 2014
Today was the continuing of lesson plan presentation. Mr Deva and Kuughaan presented their
lesson plan in a very well manner. Below is their lesson plans:
Class : Year 4 HARMONI
Time : 9.45 a.m. - 10.05 a.m. (20 minutes)
No. of Pupils : 25
Level : Intermediate (Mixed-ability)
15. SCLE 5154
15Muhammad Ikhwan Zulkafli (816200)
Theme : World of Knowledge
Topic : Doing What Is Right (Yummy Cakes)
Content Standards : 2.2: By the end of the 6 year primary schooling, pupils will be able to
demonstrate understanding of variety
Of liner and non-liner text in the form of print and non-print
materials using a range of strategies to
Construct meaning
Learning Standards : 2.2.2: Able to read and understand phrases and sentences from: (a) linear
texts
2.2.3: Able to read and demonstrate understanding of texts by: (a)
sequencing with guidance
Integrated skills : Writing
Learning Objective : By the end of the lesson, pupils will be able to:
1. Sequence pictures showing the steps in cake-baking correctly
2. Read, understand and arrange sentence strips in the correct order.
3. Answer comprehension questions based on a text correctly
16. SCLE 5154
16Muhammad Ikhwan Zulkafli (816200)
Previous knowledge : Pupils have learned about foods in previous lessons.
Language Focus : Vocabulary and sentences
Cross-curricular Element : Multiple Intelligence ( Task Based Language Teaching )
Instructional Materials : pictures, sentence strips, recipe and task sheet
Moral values (NV) : Don’t waste food.
Educational Emphases : Thinking Skills (CCTS): Making associations, classification, scanning,
transferring information, suggesting, Inferring, sequencing, deciding
Assessment : Formative (written) – To assess the pupil’s ability to read for
information.
Based on my observation, I found that only Mr. Deva did a very good job during the presentation.
Kuughaan seems to be the passive partner or sleeping partner. He didn’t even explained about his
group lesson plan. In this class also, Madam gave us our quiz marks. Alhamdulillah I got 44 over 50
marks. Thanks Madam for her leniency on giving marks.
Week 12 – 6th December 2014
It was very tired day today because I did not sleep for more than 48 hours. But, I forced myself to
come just to give support to my friends’ presentations. I felt little bit dizzy so I cannot focus on their
presentation as well.