Professional Documents
Culture Documents
ASSIGNMENT
January 2015 SEMESTER
SUBJECT CODE
EEC 412
SUBJECT TITLE
PROGRAMME
Bachelor of Education
STUDENTS NAME
MATRC NO.
E30109120036
ACADEMC FACLTATOR
LEARNNG CENTRE
Part A: 10%
Read the article Develop and Evaluate the Effects of Multimodal
Presentation System of Elementary ESL Students by Fang-o Kuo,
P a o - T a Yu d a n W e i - H u n g H s i a o .
Answer the following questions:
a)
by
adults
is
considered
as
critical
step
that
can
kindergarteners
storytelling
as
oral
way
of
and
literacy
teaching
development.
children
English
R e c e n t l y,
has
been
f l o u r i s h i n g i n Tai w a n ( L e e , 2 0 1 2 ) . I n a d d i t i o n , r e s e a r c h e r s h a v e
demonstrated
learning
in
successful
usages
significantly
of
computer
facilitating
teachers
assisted
English
storytelling
and
c h i l d r e n s l e a r n i n g i n E S L c l a s s r o o ms ( L e e , 2 0 1 2 ; Tso u e t a l . , 2 0 0 6 ) .
However, to the best of our knowledge, research of exploring the
effectiveness
of
IWB
in
English
vocabulary
learning
through
to
present
multimedia
instructional
materials
and
manage
i n t e r a c t i v e l e a r n i n g a c t i v i t i e s i n t h e c l a s s r o o m . M o r e s p e c i f i c a l l y,
the MPS is used to support the verbal instruction materials (e.g.,
printed
words,
instruction
spoken
materials
animation)
in
the
words)
(e.g.,
interactive
and
the
corresponding
illustrations,
photos,
instructional
a c t i v i t y.
visual
video,
In
and
addition,
the
learning
achievement
and
satisfaction
of
English
with
verbal
corresponding
visual
principle
instructional
of
representation
representations.
design,
and
According
learning
one
to
or
the
more
modality
outcomes
will
be
in
auditory
and
visual
modalities
(Moreno
&
Mayer,
shows
the
architecture
of
the
multimodal
presentation
which
are
Component,
Annotation
Office
Card
Card
Component,
Component,
and
Media
Card
Manager
Card
especially
PowerPoint
software.
presentations
there
is
for
Microsoft
N o r m a l l y,
only
one
for
Power
Wor d ,
multiple
Point
Excel,
and
PowerPoint
application
can
be
Control
provides
scroll
bar
with
p l a y,
stop,
pause,
etc.
teachers
electromagnetic
lecturing
digitize r.
handwriting
Focusing
is
with
used
notebook
to
without
emphasize
the
group
and
control
group
on
measures
of
learning
interactive
and
multimodal
features
after
s t u d y.
Several
are
learners.
For
example,
both
teacher
and
students
generated common topics and tried to find out the answers jointly
from the internet with the MPS. In addition, the more the students
interacted with the MPS, the more they became adept in using its
functions and features, and the more they would like to play with the
MPS to see what it could do. Second, in spite of the promising
f i n d i n g s s h o w n i n t h i s s t u d y, t h e M P S i s n o t a m a g i c t o o l f o r
i m p r o v i n g E S L s t u d e n t a c a d e m i c s u c c e s s . M o r e s p e c i f i c a l l y, M P S
capability
to
produce
instructional
c o m p e t e n c y,
and
classroom
MPS
was
simply
tool
that
instructional
improved
materials,
management
the
skills.
The
teachers innate
and
and
expressed
what
in
teacher
the
does
in
teacher-student
the
classroom,
normally
interactivities,
is
being
important
to
students academic success. Smith et al. (2005) claimed that teacherstudent interactivity is the primary benefit of the IWB. Based on
teacher feedback and observations in the classrooms, teacher-student
interactivity could promote the students attention to instruction and
participation
in
classroom
discussions
with
teacher
and
other
First,
this
selection
were
study
and
does
not
assignment.
assigned
randomly
completely
Although
to
follow
the
classes,
truly
instructional
this
study
in
less
time
than
students
in
traditional
classrooms.
F i n a l l y, t h i s s t u d y e v a l u a t e s t h e l e a r n i n g e f f e c t i v e n e s s o f e l e m e n t a r y
student
in
the
context
of
ESL
subject.
Further
research
should
investigate the potential of its use in other subject areas, such as art
or math, or for students at other elementary grade levels or in higher
education to generate empirical evidence with greater generalization.
c)
Discuss
some
of
the
implications
of
the
study
in
your
classroom. 1 page
Answer
It should be kept in mind that Malaysian language learners, like any
other foreign language learners, have limited vocabulary knowledge.
Therefore, the use of multimodal texts by language teachers can help
language learners predict the content better leading to more effective
long-lasting comprehension. As a result, learners who learn with
words
and
pictures
learn
reading
content
more
effectively
and
re me mber it bette r. The result of the stud y implies tha t guessing the
story content from pictures was highly effective in increasing the
learners
reading
comprehension
a b i l i t y.
Chayaburakul
(2003)
guessing.
Reading
pictures
motivate
the
readers
and
findings
also
indicated
that
multimodal
learning
is
more
Part B: 10%
- 4-5 pages
I n t e g r a t i o n o f Tec h n o l o g y i n Tea c h i n g E n g l i s h i n M y S c h o o l
Answer
During the last few years, many important changes have occurred in
the education systems, which will require teachers to upgrade and
refine their technology skills. Some of these changes are due to
changes in government policies related to the use of information
technology (IT) in schools while others are due to developments in
state of the art pedagogical practices. Others are due to the
continual advancements in technological products and systems
themselves, both the hardware and the software. Most countries
including Malaysia have been working hard for the last few years to
develop policies and strategies for school to infuse technology into
schools. The reasons for these efforts are not difficult to understand:
a nations economic success in the 21st century will be linked to how
well it can adopt and thrive in a global IT environment. The need for
knowledge workers and become a developed nation place tremendous
responsibilities onto schools and educators to prepare their children
to meet global technological changes. In preparing students for their
r o l e i n s o c i e t y, t h e M a l a ys i a n M i n i s t r y o f E d u c a t i o n h a s i d e n t i f i e d
technology along with literacy and communication, problem solving
and human relations as a foundation skill area to be developed in
every subject. The uses of information, communication and
technology (ICT) will not only enable the students to learn but to
also enhance their understanding of the connections between
t e c h n o l o g y, s o c i e t y a n d t h e e n v i r o n m e n t . H e n c e t h i s p a p e r w i l l
discuss the methods and the importance of integrating ICT in
teaching and learning and the concept of Smart School project. The
role of the computer as a tool and a tutor will be highlighted. The
relationship between learning theories and the use of ICT will be
discussed. Furthermore this paper points out the role of the leader in
developing IT culture through policy making and plan development,
supervision of resources, staff development and community support
in integrating technology into teaching and learning. Strategies of
ICT integration in acquiring skills and knowledge among the school
community will be suggested.
Finish
By
Primary
Secondary
the
Daniel
Subject
Subjects
Grade
Story
Tro yer
Language
Computers
Level
Arts
Internet
2-3
Daniel
Tro yer
are
unfinished
stories
found
athttp://goodnightstories.com/finish.htm.)
Materials:
One of you r favorite children s stories I will use the Three Billy
Goats Gruff as an example, and a computer lab that is hooked to the
Internet.
Activities:
Introduction
(Introduc e the stor y in an exc iting ma nne r.) Ask the students what
they
would
do
if
horrible
mean
troll
were
between
them
and
the
conflict
or
problem
for
the
characters
to
overcome (the problem for the three Billy Goats was getting
across the bridge to the delicious green grass without being
eaten by the troll!).
4. Discuss how the conflict faced by the characters was brought to
a good conclusion.
5. In
the
computer
lab,
have
the
students
go
t o h t t p : / / g o o d n i g h t s t o r i e s . c o m / f i n i s h . h t m . Yo u c a n p a i r s t u d e n t s
on
the
computers
if
n e c e s s a r y. I f
you
need
to,
give
them
m a i n c h a r a c t e r ( s ) i n t h e s t o r y. S h o w t h e s t u d e n t s h o w t h e y b r o u g h t a
resolution to the plot.
Evaluation:
A quiz can be given that asks students to identify the main characters
and the situations faced within the stories that they finished. (If you
wish, you can give the students a grade based on how they resolved
the problem in the stories. Be careful with your grading. Allow the
s t u d e n t s t o b e u n i q u e w i t h o u t s t i f l i n g t h e i r c r e a t i v i t y.)
Daly reflecton
The focused skll was wrtng. Overall, was qute satsfed wth
todays
lesson
because
of
some
reasons.
Frst,
the
objectves
They
were
able
to
descrbe
the
characterstc
of
ther
pet.
Second, pupls also were able to complete the worksheet wthn the
tme gven. By the end of the lesson, pupls passed up ther exercse
book
and
corrected
managed
ther
to
grammar
check
errors
ther
rght
work
on
and
the
at
spot.
the
same
Thrd,
tme
pupls
b e h a v e d a n d d d n o t m a k e m u c h n o s e t o d a y. T h e y w e r e a f e w p u p l s
moved around and but they were able to fnsh and complete the work
wthn the tme gven. Also, n todays lesson, used postve reward
as a sgn of apprecaton portrayng good behavor. They looked very
excted and motvated to answer all queston.
However, there were some weaknesses dentfed n the lesson. Frst,
the actvty n practce stage needs a lttle more to nvolve all pupls
n the classroom notced only some of them were nvolved n the
a c t v t y. T h e r e s t o f p u p l s o n l y w a t c h e d a n d l s t e n e d . T h s s h o u l d
not happened n teachng and learnng process because t caused
pupls to become demotvated because they thought that the teacher
only focused on some pupls (Carter, Sabers, Cushng, Pnnegar &
Berlner, 1987).
To mprove, wl l prepare an actv t y that wl l nvolve ever y pupl n
the classroom. must make sure that the handout gven should be
s u f f c e n t s o t h a t e v e r y p u p l w l l b e a b l e t o t a k e p a r t n t h e a c t v t y.
Maxmum partcpaton s very mportant to have smooth lesson.
W h e n a l l p u p l s a r e w o r k n g , t h e y c a n b e c o n t r o l l e d e a s l y.
Internet Based Language Instruction, A Lesson Plan
L e s s o n O v e r v i e w C o u r s e : S e c o n d Ye a r U n i v e r s i t y E n g l i s h L a n g u a g e
Program
(Taiwan):
Public
Speaking
Forum
Number
of
Students:
Objectives
Give the students to practice their English with a native speaker
without leaving the classroom.
Question construction relating to a specific topic.
Posting to a Blog.
Materials and equipment needed
Computer Classroom with Computers
running
Microsoft Windows,
Apple OS X or Linux.
Data Transfer: networked computers with fast Internet connection
(LAN with Internet)
Vid e o i n p u t : Web - c a m e r a
Video outpu t: Proj ector
Audio input: Microphone with stand
Audio output: Speakers
Software: Skype
Guest Speaker: any world-wide location
with
Internet
access,
read
pertinent
information
on
webpage
and
prepare
questions for the video conference. Once these tasks are completed,
the video-conference will begin. The teacher will assume the role of
moderator;
the
students
will
assume
the
role
of
an
informal
interviewer and interview the guest speaker via the internet. At the
end of class the students are to be instructed to post their thoughts
on
both
the
lesson
and
the
topic
to
pre-designated
homework.
Following this lesson, students should be able to:
Navigate to a web page
Construct questions appropriate to topic
Use the internet as a means of communication.
Take part in a live in ternet discussion.
Post thoughts and remarks to a blog.
blog
for
N o t e s t o t h e Tea c h e r
Level of proficiency: intermediate to advanced
Time suggested for the activity: 1 hour 50 minutes
The class is made of two periods with a 10 minute break in the
middle.
The classroom must be set up in an appropriate way so that the
students have easy access to the microphone as well as being able to
see the screen.
The microphone should be placed a few meters in front of the screen
so that the students are looking at the screen when asking questions,
not looking at the classroom with their back to the screen.
The web-camera should be placed in close proximity to the screen so
that when the students
looking into the camera. This will give the illusion of a face-to-face
conversation as well as simulating eye-contact.
T h e R e d C r o s s Web s i t e i s u p d a t e d o f t e n . T h e c o n t e n t o n t h e w e b s i t e
changes often. For this reason, it is advisable to ensure that the web
pages listed in this lesson plan are still relevant. It is advisable to be
familiar with the website content before class.
Introduction
The teacher will explain the benefits of video conferencing and how
it can be utilized by students to advance their listening/speaking
skills.
T h e t e a c h e r w i l l t h e n e x p l a i n a b o u t t h e t o p i c ( V ol u n t e e r w o r k ) a n d
about the person they are going to have an informal interview with
(an International Red Cross volunteer).
The teacher will show the students the International Committee of the
Red Cross webpage found at ht tp:/ /www.icr c.org/ and nav igate to the
English page. The teacher will then navigate to the Jobs at the
ICRC
page,
found
at
h t t p : / / w w w.i c r c . o rg / Web / e n g / s i t e e n g 0 . n s f / h t m l a l l / j o b s
The teacher will then instruct the students to read from the field
found at http: //www.icrc.org/web/ eng/sit eeng0.nsf/ht ml/nep al- stories310306
The
students
will
then
be
told
that
they
are
going
to
meet
an
Red
Cross
website.
be
told
that
they
are
going
to
meet
an
I n t e r n a t i o n a l R e d C r o s s Vol u n t e e r a n d t h e y c a n p r e p a r e q u e s t i o n s i n
advance of the conversation.
Note to the teacher:
This lesson is part of an English Conversation Class designed for
second year university students. The students have prior knowledge
of the vocabulary used on the websites. If a class using this lesson
p l a n i s n o t f a m i l i a r w i t h t h e n e c e s s a r y v o c a b u l a r y, a v o c a b u l a r y
worksheet prepared for the students in advance would be necessary to
ensure the class time is not devoted to terminology and explanations.
The teacher must be certain of students computer ability and online
reading as some students may need to be shown how to navigate to
the designated website.
Stages
Minutes (approximate)
Learning Objectives
Procedure
Expected outcomes
Introduction to topic.
10 Minutes
The students will be introduced to volunteer work. The benefits and
drawbacks of working in this field.
The students will then be introduced to Internet video conferencing.
The teacher will introduce the topic of volunteer work and the use of
the internet for video conferencing. The students will be instructed to
navigate to the International Red Crosss homepage.
The students will gain a knowledgeable background of volunteer work
as well as the use of the internet for video conferencing.
R e a d t h e g u e s t s Web p a g e
10 Minutes
Practice reading authentic web pages.
S t u d e n t s r e a d t h e w e b p a g e t e x t i n d e p e n d e n t l y. T h e t e a c h e r a s s i s t s
students in need and monitors the progress.
Students independently practice reading an online, authentic English
based webpage and navigate within the site.
Discussion
15 Minutes
Share ideas/peer editing
Discussion of the questions that the students may ask before they
have been constructed.
Students will gain further insight of the topic and guest through
listening and sharing of pertinent ideas.
Question construction
15 Minutes
Preparation of questions appropriate to a live interview.
Students can work in groups or alone, which ever they feel most
comfortable. They can construct questions that they may ask of the
interviewee
Construction of appropriate questions for an interview.
Break
10 Minutes
Video Conferen cing
35 Minutes
A chance to utilize listening, speaking and conversational skills in
real-time with a native speaker via the Internet
Students can come up to the microphone, introduce themselves and
ask their question(s).
Students utilize their language skills to interview a person.
Post Conference
13 Minutes
Discuss the conference proceedings.
Bring to the floor any questions so they may be answered.
A chance for students to give feedback on their thoughts of the
conference.
A teacher mediated
discussion
of
topics
brought
up
during
the
c o n f e r e n c e . Tea c h e r b e g i n s a d i s c u s s i o n o n t h e p r o c e e d i n g s o f t h e
conference and elicits any questions students may pose. The teacher
should vocalize some thoughts to initiate discussion.
This activity will allow the students to voice their opinions and
listen to others immediate reaction to the conference.
Follow-up Discussion
2 Minutes
Students can post their view of the outcome of the conference after it
has taken place in a non-classroom atmosphere.
The teacher assigns the homework which includes directions on how
to post to the blog. The teacher writes down the web-address of the
blog. Students are requested to post their thoughts about the topic
and conversation which took place. They are also asked to comment
on each others postings.
The students post their ideas and reactions to the Blog. This activity
will allow the students time to reflect on what was learned and post
thoughts of their learning experience as well as responding to others
feelings. This will give all students a forum in which to express their
feelings.
Post Lesson Activit y
Post thoughts to a blog.
Homework
A reinforcement of what has been learned in class.
Write a Blog. Post it to the internet for others to read.
I s s u es : Vid eo co n f er en c in g p r o v id es a v ir tu a l f ac e to f ac e mee tin g .
When people meet in real situations, eye contact plays an important
role. It gives cues for when to speak and when to listen as well as
p er c eiv ed at ten tio n an d in t en t. Vid eo co n f er en cin g la ck s th is e ye to
eye contact as participants tend to look at the screen to see the
other person and not directly at the camera. This gives the impression
that the participant is avoiding eye contact. This problem is currently
under research consideration (Bekkering, 2006).
To allev iate th is proble m, the ca mer a was placed so tha t when the
students were looking at the interviewee (screen) they would be
looking directly at the camera as well.
Justification:
This lesson is designed to be authentic as well as including task
based learning. Students are asked to work alone, in small groups and
as a class. This is important to create different learning atmospheres.
While working alone, students may encounter some difficulties which
can be addressed while in small groups. On the other hand, students
who feel uncomfortable speaking in front of a class will feel less
stressful working alone or in small groups.
Authentic
interactions
which
are
task-based
foster
student
m o t i v a t i o n . Th e s t u d e n t s t h a t I h a v e e n c o u n t e r e d i n Tai w a n e n j o y
meeting new people as well as using chat or video conferencing.
After using this lesson plan in class, students have later approached
me to say that the interview segment of the lesson proved to be one
of the most memorable experiences of their university education.
This
lesson
provides
many different
uses
of
web-based
language
Reference