reflecton bi
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ENGLISH LANGUAGE TEACHING METHODOLOGY FOR YOUNG
LEARNERS
(ELE 3104)
NAME : NOR HIDAYAH BINTI ISHAK
IC NUMBER : 901129-04-5188
GROUP : G 6.2
SEMESTER : SEMESTER 6
LECTURERS : MISS ONG SIOW KIM
WONG SWEE CHINMADAM KANAKA
DATE DUE : 12TH JULY 2013
INSTITUT PENDIDIKAN GURU
KAMPUS ILMU KHAS, KUALA LUMPUR
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BIL TOPICS PAGES
1.0 REFLECTION 3
2.0 RESOURCE 5
3.0 APPENDIX 6
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1.0 REFLECTION
On 8th July 2013, my team mates and I conducted a macroteaching based on
a language arts lesson plan. we picked A Ride In the Safari Park topic based on
the Year 3 KSSR textbook. There were some weakness and strengths about my
macroteaching.
During set induction, the pupils looked very excited. It is because I started the
lesson in a cheerful and friendly approach. I made the banananananan sound to
introduce the food and that thrilled my pupils. Being friendly is a gimmick strategy to
approach pupils. According to Geersteen et al (1979) Gimmicks are interactive,attention getting teaching techniques, that require some sort of response from
students.
Next, is the presentation stage, the nursery rhymes activity using audio-visual
on LCD made the pupils excited. They were attracted and engaged in the lesson.
According to Andre Lestage(November 1959) it is the educator and the educator
alone who chooses the means which is best adapted to his subject, his audience
and his circumstances. It is thus clear that audio-visual aids cannot be separated
from educational materials in general.
For the practice stage, the activity was good and went on smoothly. It is
because in this activity there was collaboration and cooperation among the pupils.
They had to create their own nursery rhyme using recycled materials as their
percussion. In the follow up production stage all the pupils in the class were activelyengaging in the lesson. When two groups of them were asked to performed in front
of the class, the other students played the role as evaluators to judge the best
performing group.
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During the presentation stage, my pupils looked tired and bored singing the
same nursery rhymes over and over again about animals and their food. Therefore I
suggest that the activity should be changed by assigning different animals to each
group to sing the nursery rhymes. So each group will not keep on singing the same
nursery rhymes.
I took extra time for the set induction and presentation stages. Instead of 20
minutes, I used 30 minutes. So my pupils had to rush in the production stage. In
future I should reorganise my activities and reallocate time more accurately.
For the final weakness is, during the closure stage, pupils make a guess
about the animals based on the gesture by their friend. The activity is not challenging
to evaluate pupils understanding since they could gust easily the name of the
animals by the obvious gestures. To make this stage more challenging, I should use
riddles to stimulate pupils thinking about all the clues given in the riddles. For
example, It is always hungry, and has a beard and sounds like a boat engine, what
am I? The answer is lion. Challenging activity is important to ensure there is
cognitive development in pupils and this is based on Piagets Theory that a
challenging activity can motivated student to learn (Piaget, 1920).
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2.0 RESOURCES
Lestage, A. (1959). UNESCO CHRONICLES. THE USE OF AUDIO-VISUAL AIDS IN EDUCATION.
Schahct, S. P. (1992). Teaching Sociology. Interactive/User-Friendly Gimmicks For Teaching Statistics,329.
http://psychohawks.wordpress.com/2010/09/05/theories-of-cognitive-development-jean-piaget/
http://psychohawks.wordpress.com/2010/09/05/theories-of-cognitive-development-jean-piaget/http://psychohawks.wordpress.com/2010/09/05/theories-of-cognitive-development-jean-piaget/http://psychohawks.wordpress.com/2010/09/05/theories-of-cognitive-development-jean-piaget/ -
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