Pieces of me

The Journey of A03

Hi buddies! It is unbelievable that we are in the week  of 11 already. It means that the course it going to end sooner. The same goes to our assignment 3 where the due date is in two weeks time. For this week’s entry, we are assigned to list out 7 possible items which will ensure an effective student-centred, personalised, higher-order-thinking lesson.

1. Suitability of the activities to the target group.

– The first item that will be affecting the effectiveness of the lesson is how far the activities designed suit the level of the pupils. it is crucial for teachers to adapt and design activities that are in the level of proficiency of the pupils. Hence, teachers really have to get to know their pupils and recognize their learning preferences including the ability of the pupils. The suitability of the activities will affect the performance of the pupils in the classroom.

2. Suitability of the teaching aids to the target group.

– The second item that is important to look into is the suitability of the teaching aids to the target group. Teachers have to design or search for teaching aids that are appropriate and effective for the pupils. For example, if the lesson is for Year 2 pupils, the teaching aids should be in bright colour, attractive enough to grab the pupils’ attention towards the lesson. However, it would be different for Year 5 pupils where the teaching aids should be challenging and capturing their interest to the lesson. Therefore, the suitability of the teaching aids can contribute to student-centred, personalised, higher-order-thinking lesson.

3. Variety of teaching approaches.

– In my opinion, teachers should vary their teaching approaches and not focusing on one teaching approach only. There are many teaching approaches that can be applied in classroom for instant the silent way, communicative approach, total physical response, and etc. By varying the teaching approaches will be helpful to suit different needs of the pupils besides achieving the goals of student-centred, personalised, higher-order-thinking lesson.

4. Integration of ICT tools.

– Next, in order to ensure an effective student-centred, personalised, higher-order-thinking lesson it is crucial to integrate ICT tools in the lesson. There are a lot of interesting ICT tools that can be applied in the lesson to make teaching and learning more enjoyable and effective. Thus, teachers should not refuse to use the opportunity to intergate ICT tools in the classroom.

5. Teacher acts as facilitator.

– Teachers’ role in the classroom is very important to achieve the set goals. Teachers should act as facilitators in teaching and learning activities to allow the pupils to take control of the activities. Teachers will monitor and be aware of their progress to ensure the activities run smoothly and the pupils take control of the learning.

6. Variety of teaching activities.

– This is another important element that influences the effectiveness of the lesson. Teacher should vary the activities conducted in the classroom to avoid boredom among the pupils. There are a lot of materials that teachers can use to vary the activities for the pupils such as using songs, poems, stories, games, etc. Therefore, variation in the teaching activities can effect the achievement of the pupils in the classroom besides adding their enthusiasm to learn.

7. Pupils work in pairs and groups.

– By allowing the pupils to work in pairs or groups can give the opportunity for the pupils to learn with their peers. Hence, it is crucial to insert group or pair activities in each lesson to encourage the pupils to learn from their peers.In addition, it promotes the pupils to share their ideas and opinions besides building team work spirit.

That’s all for this entry. I hope that my group and I have done our best to ensure all these 7 items are applied in our lesson.


: Ebook :

In the previous class, I had learned on how to make Ebook that is appealing yet appropriate  for kids. For this entry, we are given task to improve on our Ebook to suit primary kids. Therefore, I have decided to work on Ebook that I had created in the previous semester. I will make some changes in the Ebook considering all the important factors such as font, background, etc. The title of my Ebook is ‘Amir and Didie’.

The Ebook is designed for Year 2 pupils with high proficiency.  It is in power point presentation format and the story is about Amir who would like to adopt a pet. In the pet shop, he encountered a few types animals and finally he chose to adopt a persian cat.

Below is a few examples of my Ebook slides before I make some improvement on it.




So, based on the examples shown there are a lot of things I could improve on. I will start by changing the background colour. I am going to choose colour that is appealing to pupils.





The next changes that I would to do is to change the font and its’ size to be bigger so that the words will be eligible for the kids.




Last but not least, I would like to add another slide in the Ebook after the end of the story to allow pupils to share their thoughts.

That’s how I edited on my Ebook to suit appropriateness of the target group.

That’s all for this entry…thanks for dropping by…=)


Pesonalised Learning

Based on the discussion and group presentations in the class, we were exposed to what is actually personalized learning. Therefore, we had better and clearer ideas on the approach taught.

So, personalized learning is dedicated to developing individualized learning programs for each child whose intent is to engage each child in the learning process in the most productive and meaningful way to optimize each child’s learning potential and success.

ICT can be a powerful tool for personalized learning as it allows learners access to research and information, and provides a mechanism for communication, debate, and recording learning achievements.

Year: 2

Proficiency: Advanced

Topic: Animals

Previous knowledge: Human’s body parts

Tool: Build Your Wild self.

Learning objectives: By the end of the lesson, pupils would be able to;

i) recognize animals’ body parts.

ii) create their own character in ‘Build Your Wild Self”.


1. Teacher recalls the previous sub-topic which was on animals’ body parts.

2. Then, teacher introduces the tool to pupils.

3. Teacher demonstrates on how to use the tool to pupils.

4. After that, teacher tells pupils that they are going to use the tool for the next activity which is on creating a new character based on their own creativity.

5. Pupils have to choose any kind of animals’ body parts to create the new character.

6. Teacher instructs pupils to follow the steps one by one.

7. Teacher facilitates pupils.

8. Once they have done with their work, teacher asks pupils to e-mail their work to a class member.

9. Teacher will call out some pupils to present the work done by their friends.

10. Teacher will ask the pupils to identify the animals’ body parts based on their friends’ work.

This is how I am going to implement the tool in my lesson incorporated with personalized learning. I hope that this lesson is helpful to drive pupils towards personalized learning besides encouraging them to be independent learners.

That’s all from me =)

The first time I went through all the templates attached together with the task given, I thought that the ideas are really amazing. I mean,it’s not possible to adapt Who Wants To Be A Millionaire game to suit primary school children. However, it was not easy as I thought to transform the idea as we really need to be techno savy and creative enough to make it comes true.

The process was difficult and took quite some time for me and team members to modify and edit the template so that we can use the game for teaching and learning in classroom. Firstly, we discussed and decided on which year, topic, sub-topic, learning outcomes, and questions to be asked in the game.  It was very challenging for us to place all the ideas into the game as a lot of editing and modifying needed. We made a lot of mistakes and the game did not work therefore we had to start again from the beginning and finally we managed to transform the game to be used in the classroom.  Therefore, I learned that cooperation within the team members are very crucial to make a success. And I was grateful because all my team members are reliable and committed in their work. Without cooperation, it is impossible for us to complete the task given successfully. Besides that, I was able to learn a few things from the group members such as how to create hyperlinks for the slides.

Talking about our friends’ presentations, I had a lot of fun and honestly I really amazed to watch their hard work to modify the game to suit primary school pupils. They were so creative and I learned a lot of new ideas on how to use the game in the classroom. Thus, I am thankful to be given such a valuable  opportunity to learn from my peers. In fact, some of the groups added a lot of new items on the game to make it more interesting and attractive in which I had never thought of those things. Here, I would like to congrats all the groups for doing such amazing jobs on the task given…..

Next, lets talk about the feedback activity….Personally, I felt that was a good idea because in order to give constructive and helpful feedback to our friends, we had to keep our eyes open all the time to search for strengths and weaknesses and therefore we can’t be playful during the presentations…hehe…However, it was not easy for me to think of the groups’ weaknesses thus I learned to be critical enough on that day….

I would like to thank everyone for the comments they gave on my group’s presentation. Based on the comments we received, there are a lot of improvement that we could do to make the game more appealing, interesting and suit the pupils’ interest. In other words, I think the game we did was very simple as at first we planned to use it for closure stage in which to conclude the lesson. Thus, we made the game very simple and not time consuming as it is for closure. Maybe we should think and plan deeper because the game would be more enjoyable and interesting to implement in practice or production stage as there will be ample time for the pupils to play the game. Besides that, we should choose background that is appealing for the pupils because the background that we chose for the game was very boring and dull where it couldn’t arouse the pupils’ enthusiasm. other than that, it would be better if we change the font  in the game  and provide more characters in the game to create more fun. Moreover, we can include sounds and musics in the game to make it more enjoyable and interesting. In a nut shell, thanks again for the suggestions and comments given by everyone.

That’s all from me….See you again in the next entry… 🙂

Farm Town~~

Hello everyone! We meet again in my latest entry which is talking about a lesson using online game. Honestly, I left online game about a year and half ago and since then I had never played any game. The last game that I played was Farm Town therefore I am going to use the game in my lesson. I used to be addicted to the game last time  and felt in love with it but not now anymore.

Here, I introduce you Farm Town!

This game can be a good language game as there are ways to adjust the  game to suit the lessons for the kids. It is all depending on the teachers’ creativity on how implement it with the pupils.

Below is the procedure for using this game in my lesson.

Year: 2

Language proficiency: Average

Topic: Vegetables

Skills: Listening

Previous knowledge: Fruits

Learning objectives: By the end of the lesson, pupils will be able to;

i) recognize and differentiate the vegetables.


1. Teacher recalls the vegetables taught in the previous lesson.

2. Teacher asks pupils to listen to teacher’s instructions to plant vegetables on plowed field.

3. Teacher asks pupils to click on ‘store’ and choose ‘seeds’.

4. Then, teacher instructs the pupils to plant tomato on the first plowed square.

5. After that, teacher asks pupils to plant potato on the second plowed square.

6. Teacher asks pupils to plant eggplant on the third plowed square.

7. Teacher continues with other vegetables that teacher taught in the previous lesson.

8. Finally, teacher checks on pupils’ work to ensure that they plant the vegetables accordingly and picked correct seeds from the store.

In conclusion, this game is an interesting tool to test on the pupils’ understanding on the topics taught. Besides that, fruits, flowers, animals, etc are available in the game. Therefore, teacher can apply this game in teaching and learning other topics too where at the same time it can ease the boredom among the pupils.


Hi everyone! I hope it’s not too late to wish Happy Chinese New Year to my Chinese Friends… What a short break we had. I wish the holiday is longer…hehe

For this entry, we have been assigned to write an entry about any ICT tools listed for assignment 3. I decided to write about Kerpoof.

Honestly, I was surprised by the existence of the amazing ICT tools. There are a lot of software that can be benefited for teaching and learning such as Glogster, Sketchfu, Kerpoof, Tux Paint, etc.

So, what is Kerpoof actually? Hmm…let me explain a little bit here…Kerpoof is multimedia software that used by children to make spelling, cards, drawings, pictures, movies and drawings.  Kerpoof is fun yet educational for the children to explore.

1. The functions of the  tool

Spell the picture

The software allows kids to spell words by choosing any backgrounds they prefer. There are 8 backgrounds all together for the pupils to choose. A set of pictures will appear as the letters are spell. This activity is good especially for beginners to sharpen their spelling skills.

Make a movie

Firstly, kids have to choose a storyline before starting to make a movie. There are 13 storyline that are available in the function. Next, kids have to choose the scene that suitable for the movie. There are 8 scenes given for the kids to choose. The function is interesting because it allows the kids to insert the characters they want into the scene besides adding sound effects. Thus, teacher can assign pupils to work in groups and then appoint tasks based on the lesson of the day. It will engaged the pupils to the lesson besides promoting their creativity.

Make a card

There are 10 themes given for the kid to choose to design their own card for instance Valentine Day, Mother’s Day, Father’s Day, etc. Hence, the function gives opportunity to the kids to decorate their own cards using the pictures that are available and the write their messages for the particular person. Therefore, it also promotes the kids’ creativity to use their own ideas to design the cards.

Make a drawing

This function is suitable to be used for the topic of colours. For example, teacher can asks pupils to draw objects by listening to teacher’s instructions and then colour the objects as instructed by teacher. The activity can be done during practice stage or production stage where it allows the kids to apply the colours they have learned.

Make a picture

This is another engaging activity for the kids to explore! By choosing the scenes available kids can add on objects, words, etc based on their own creativity.

Tell a story

Wow! This function is great! Maybe teacher can gather pupils in groups and then assign the groups to create a story by using simple tenses that teacher taught. Thus, this give opportunity for the kids to practice and apply the tenses that they had learned. Hence, it allows the kids to be creative in creating their own story besides practicing to use simple tenses.

2. The limitations of the tool

– Based on my observation, not all functions in Kerpoof are equipped with sound effects and musics. It would be more interesting and fun if all the functions come with sound effects and musics. This can add more variety to the products that the kids produce besides increasing their excitement to explore the functions.

3. When this tool can be used

– In my opinion, this tool is suitable to be used in any stages of lesson depending on how the teacher modified or adjusted to suit the activities in the lesson. Hence, it relies on the teacher’s creativity to implement the tool in the stages of the lesson.

4. The user friendliness from the teacher point of view (you)

– Based on my experience testing the tool, I can say that the pupils will not be having difficulties to explore it. The icon buttons are big and legible enough for the kids to click on. Therefore, this tool is appropriate to be used in the teaching and learning activities.

5. The tool is suitable for which standard

– This tool is suitable to be used for Year 1-Year5. The tool is colourful and  attractive enough to grab pupils’ interest and attention into the lesson. As we know, kids can get bored easily and loose their concentration. It is not suitable to be used for Year 6 because I think they are more matured therefore they need a tool that is more challenging than this to capture their interest.

That’s all from me. See you in the next entry! =)


Hello there! We meet again in my third entry. This time we have been assigned to write   TPACK @ TPCK and how we intregrated that in our previous teaching practice. Therefore, here I will explain on how I conducted the lesson involving TPACK in the classroom.

In previous class, we had been asked to post questions in the forum concerning on TPACK. Thus, through the questions posted by the groups and discussion in the class had helped us to enhance our understanding on the concept of TPACK. In short, TPACK stands for Technological, Pedagogical and Content knowledge. In order to be in the same line with today’s development, it is crucial for teachers to implement all these three elements in TPACK to create teaching and learning perfect. To further elaboration on the TPACK, we can do our own reading from the net.

Below is general particular for the class I taught.

Subject: English Language

Class: 2 Wibawa

Level of proficiency: Mixed ability

Enrolment: 19

Time: 9.55-10.25am

Theme: World of knowledge

Topic: The Animal World

Focused skill: Listening

Integrated skill(s): Writing

Intended learning outcomes: (1.7) Listen to and enjoy stories, fables, and other tales of imagination and fantasy and predict outcomes, and

draw conclusions at a level suited to the pupils’ ability.

Curriculum specification: (1.7.1) Listen to simple short stories, fairy tales and respond – non-verbally.

Behavioural objective(s): By the end of the lesson, pupils will be able to:

i)                    pronounce and spell the animal sounds.

ii)                  make animal sounds according to the animals mentioned in the story while listening to the story read.

iii)                complete task sheet given by getting at least 4 out of 6 correct answers.

Language focus: Vocabulary (moo, meow, baa, quack, cluck, neigh).

Previous knowledge: Pupils have been taught about farm animals.

Educational emphasis: i) Moral values: Love towards animals, self-confidence, precise, cooperation and honesty.

ii) Thinking skill: learning how to learn skills, multiple


Teaching aids: Laptop, speakers, animal sounds, picture cards, word cards, listening text, task sheets.

Next, I will explain on the stages  of the lesson that I carried out.

Set Induction

Firstly, I played animal sounds by using laptop and speaker. After that, I asked the pupils to guess the animals that produced the sounds.


–         In this stage, the focus is to introduce the animals and the sounds they produced. Therefore, I pasted picture of animal and the sounds they produced. Besides that, I also drilled the spelling for the animals and the sounds.

Picture cards

(cow, cat, sheep, duck, hen, horse)

Word cards

(moo, meow, baa, quack, cluck, neigh)


For this stage, I started by explaining to the pupils that they will listen to a story entitled ‘Sponge Bob’s Farm’. While listening to the story, they have to make the sound of the particular animal mentioned by teacher. For example, if I mentioned ‘cow’ in the story, the pupils made ‘moo’ sound. In other words, the pupils had to  make the animal sounds while listening to the story.


–          At this stage, the pupils were given individual task sheet to be completed. The task sheet required them to fill in the missing letters for the animal sounds and then matched the animals with their babies. I inserted baby animals in the task sheet because I had taught them in the previous lesson. The task sheet  looks like as below:


–          In order to end up the lesson, I  lifts up a few pictures of animals and then asked pupils to make the sound of showed animal.

The pedagogy strategy that I applied in this lesson was multiple intelligences.  This is because the stages in my lesson covered for a few multiple intelligences. Multiple intelligences strategy is crucial to be considered as students have different learning or cognitive styles.  For example, some students can learn better through visual than aural. The input is best absorb when they read the new material rather than simply listen to it.

In my lesson, the set induction focused more on musical intelligence as the pupils had to listen to the sounds produced by animals. Next, presentation stage focused more on visual learners as the pictures were presented to the pupils. For practice stage,  it suited verbal/linguistic learners because they listened carefully to the story told by me.  In the production stage, the activity was appropriate for intrapersonal learners as they were given an individual task sheet to be completed.  Last but not least, closure suited visual learners because I showed them some animal pictures and they had to produce the sounds.Hence, in the lesson I included 4 from 7 different types of multiple intelligences.

In a nutshell, it is vital for teachers to vary the activities in the lesson according to the students’ preferences so that all of them are able to absorb the input given. Thus, it will be fair to all of the students.

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