PART 1 AND 2 Learning conveys cognitive, emotional, and environmental influences and

experiences, skills, values, and world views in which displaying learning theories are descriptive, describing how learning takes place. Learning theories are theoretical frameworks that describe how information is absorbed, processed, and remembered during learning. Learning theories are descriptive in the sense that they attempt to provide a deeper and meaningful understanding of the effects that result from events. Burns (1995) conceives of learning as a relatively permanent change in behaviour with behaviour including both observable activity and internal processes such as thinking, attitudes and emotions. Many different theories of how people learn exist and there is a variety of them. It is beneficial to consider their application to how the students learn and also how the teacher teaches in educational programs.

Based on the above stated of the four learning theories, the one closely related to the what does the teachers says, appears to be social constructivism. Constructivism focuses on students' active participation to think critically in order to resolve the problem-solving situation. Students are "constructing" their personal knowledge by thoughts, and approaches based on their previous experience and knowledge, relating it to a new situation, and assimilating new knowledge added with previous rational ideas.

All classrooms in which instructional approaches well-matched with Vygotsky's social constructivist approach used don't necessarily look alike. The activities and the format can be in various types. However, a few principles are applied in any Vygotskian classroom. First, learning and development is a social, collaborative activity. Learning itself is a social process. It occurs when people are engaged in social activities. As for example, a group of students are given a difficult problem to work through. By using the different perspectives they have gained from their different backgrounds, they can help each other solve the problem more effectively that if they had worked alone. By using this type of method, working in groups students create meaning through their interactions with each other and the objects in the environment. It involves social negotiation of knowledge, a process by which learners form and test their constructs in a dialogue with other individuals and with the larger society as well as cooperation as a major focus of learning activities so that negotiation and testing of knowledge can occur.

Secondly, school learning should occur in a meaningful context and not be separated from learning and knowledge children develop in the "real world." Constructivist view of learning can point towards a number of different teaching practices which usually means to encourage students to use active techniques such as experiments, real-world problem solving that can be used to create more valuable and meaningful knowledge and then to reflect and talk about what they are doing and how their understanding is changing from the previous one. Teacher must make sure students understand existing conceptions, and guides the activity to them. Besides, teachers will encourage students to continuously

evaluating how the activity is helping them to gain understanding. By questioning themselves, students in the constructivist classroom will sooner or later become advanced learners which give them motivation to keep learning.

And the third one is out-of-school experiences should be related to the child's school experience. The teacher may often guide students as they approach problems, and may encourage them to work in groups to think about issues or questions which occur in real life situations and relate them with what they have learned in classroom lesson. Plus, it is essential for the teacher to support them with encouragement and advice when they face problems or challenges that are related to real life situations. This type of atmosphere are both interesting to the students and also satisfying in terms of the result of their work. The outside of school experience are most likely to be interconnected with the one in which they are learning in school. Likewise, the teacher does not simply stand by though, while watching children explore and discover. But instead, the teacher will f acilitate the students cognitive growth and learning development.

The role of teacher in social constructivism learning environment is crucial in order to produce an effective teaching and learning process. Constructivist teachers do not take the role of the "sage on the stage." Rather, teachers act as "guides on the side" who provide students with opportunities to test the capability of their current understandings. In social constructivism, the teacher's role from transmitter or the source of knowledge must be changing to a guide to the pupils in class. The teacher acts as a guide by stimulating and guiding the pupils to answer the question and react to the lesson in the classroom. As stated also in the lesson plan, teacher asks the pupils, if there are any difficult words that hardly to be understood and asks the pupils to work in their group. By doing this, the teacher is

indirectly assisting the pupils in manipulating the lesson they have learned and applying it for the upcoming lesson.

Therefore, with a well-planned classroom environment the students will eventually learn how to learn. Teacher refers to the pupils prior knowledge before introducing a new knowledge to the students. The teacher must emphasize every lessons key points in order to make the interconnection between every lesson linked between each other. For an example, several groups of students in a class are discussing a problem in grammatical error. Though the teacher knows the correct answer to the problem, he or she will focuses on helping students repeat their questions in useful ways. The teacher stimulates each student to reflect on and examine his or her current knowledge. When one of the students comes up with the most relevant concept, the teacher grabs upon it, and expresses to the group that this might be a productive solution for them to explore. Then, they will design and perform relevant presentations. Afterward, the students and teacher talk about what they have learned, and how their observations and experiments helped or did not help them to better understand the concept.

Clearly, learning is active rather than passive. Learners challenge their current understanding with what they bump into the new learning situation. Learners remain active throughout this process due to the fact that they apply current understandings, identify relevant elements in the new learning experiences, evaluate the dependability of prior and new developing knowledge, and based on that judgment; they are the one who can modify their own knowledge.

In a nutshell, a constructivist teacher creates an environment for learning in which students can become involved in interesting activities that encourages and facilitates learning. Teachers can also encourage group interaction, where the interaction among participants helps individual students become clear about their own understanding by comparing it with their peers. Furthermore, children may need different experiences to advance to different levels of understanding.

PART 3 On the 19th to 23th of August 2013, we as the PISMP Semester Four students were assigned to undergo our second School Based Experience (SBE) at the selected primary schools. I had chosen to do my SBE at Sekolah Kebangsaan Sri Tunjong Perlis.. This academic experience had provided me with many important lessons which I certainly required as a future teacher. For part 3 where I have to describes the English Language teacher selection and simplification of resources in the primary classroom. I took the opportunity to observe an English lesson of Year 3 Mawarni. The pupils were of average English proficiency. The school is located in the urban area. The theme for the lesson was World of Knowledge and the topic was Living in Harmony. The teaching materials used were dictionaries and letter blocks and the support materials were patterns contain vocabulary and coloured guides for pronunciation. The focussed language skills was listen to and repeat accurately the correct pronunciation of words, and the correct intonation and word stress in phrases, expressions and sentences. Besides that, the pupils were also required to listen to and repeat the pronunciation of simple words and sentences correctly. Understanding the function of guided words and parts of an entry were also the focussed language skills. The pupils should also read and select the definition suited to the meaning of the word in context as well as read and locate the required words in the dictionary. The lesson also focussed on thinking skills such as listing, identifying main ideas and categorizing. In the set induction, the teacher asked the pupils on the differences between the word book, yellow and walk. Then, the teacher explained the different categories of the three words (book-noun, walk-verb, yellow-adjective) by using dictionaries. Later in the first stage, the teacher read aloud the vocabularies and pupils listened. The selected pupils then will search the meanings and the categories of the vocabularies and read aloud their findings to the whole class. Example of the words in the vocabulary list were communicate, medicine and previous.

In the second stage, the teacher divided the pupils into groups of five and gave a set of letter blocks to each group. Next, the teacher requested the pupils to create words that are nouns, verbs and adjectives using the letter blocks. The teacher assisted the pupils and discussed the answers. In the closure, the teacher went through the days lesson. The teacher concluded that in order for us to build a sentence correctly we must know the meaning and category of words that were used in the sentence. The teacher also highlighted the thinking skills involved in the lesson which was listing, identifying main ideas and categorizing. Overall, the objectives of the grammar lesson seemed to be successfully achieved as the pupils were able to categorise vocabularies according to noun, verb, and adjective by using a dictionary. Besides that, they also manage to improve their reflex on using dictionaries to find the meaning of a word. The English lesson was interesting as the pupils enjoyed the lesson as well as obtained new input from the activity.

REFLECTION On the 19th to 23th of August 2013, i was assigned to undergo my fourth School Based Experience (SBE) at the selected primary schools. I had chosen to do my SBE at Sekolah Kebangsaan Sri Tunjong, Perlis. From my forth SBE i learn many thing especially regarding to the English Language Teaching. On the first day of my SBE, I have been entrusted to take control of a Year 3 class as the teacher who taught that class had other duties to be performed. In the classroom, I could see all kinds of hassles from each pupil. For example, I found out that there were a number of pupils in the classroom which were easier to control. There were also more active pupils who ignore instructions and were difficult to deal with. I have learned that as a teacher, we must have the ability and skills to handle all types of pupils besides having good classroom management. Also, during my SBE I have an opportunity to observe an English lesson of Year 3 Mawarni. The pupils were of average English proficiency. The school is located in the urban area. The theme for the lesson was World of Knowledge and the topic was Living in Harmony. The teaching materials used were dictionaries and letter blocks and the support materials were patterns contain vocabulary and coloured guides for pronunciation. Here I manage to discover the selection of resources used in the primary classroom. From my observation, I also manage to discover that each pupils have different kinds of learning style. Therefore, teachers have to attentive about the learning style for each of their student. Here, teacher will have to identify which is the best approaches that can be carried out in the class so that the process of teaching and learning in class will become effective and each of the student manage to follow the flow of the class and finally successfully achieve the learning objectives. At the end, i have experience a lot during performing my SBE very beneficial to me as I accumulated a lot of knowledge from it. The wonderful experiences that I have gained from the SBE were very useful to me as a teacher-to-be. I hope that I would be able to do it again in the future.