No more a belieber but a flipper!

       Last week, I was enthusiastic about Schoology.  Starting this week, I will strive to be a flipper.  I think these are some of the criteria for a flipper

  1. Be thoughtful about how you use it (http://www.connectedprincipals.com/archives/3367)

It is said in the website above that flipped classroom is not the only approach to the teaching and learning process.  Thus, put aside some time to ponder on how to use this approach to the maximum, the suitable resources needed by both the learners and yourself and of course, the learning outcomes.  At the moment, I feel that this approach is very suitable for the teaching of English Literature Component where summary of the poem/short story/chapters from novel are uploaded in Schoology platform.  Then, prescribe 1-2 questions that go along with the uploaded materials.  I just need to find out how to upload materials like text and visuals to Schoology

2. Turn your classroom into a language laboratory

I feel that flipped classroom enables the process of using the language among students come alive.  Teachers are actually using the language as they interact with students in completing their task – individual or group tasks.  From experience, every time I set up a language task for a class, I wish I have lots of time to sit with each group or student and listen to them explaining and I would love to provoke them with questions that will make them think and talk.  But, usually time is spent more on the process and procedure of doing the task so it ends up as teacher talk not students’ talk.  Flipped classroom allows students’ talk to be the core of the lesson.

3. Learn the technology

  One must be ready to learn the technology skills involved in preparing materials for one’s flipped classroom.  Movie Maker is one tool to be learned and it takes practice and patience to get the video ready.  This is the perfect place to practice one’s Movie Maker skill.  For some, uploading is a scary process but just upload!  I guess as we grow older, trying out something new is a skill that we need upgrade.  Basic technological stuff like Power Point and Word is a good start, right?

A Very Late Entry On Teaching and Learning With Internet: Pedagogical Strategies, Activities and Web Resources 2.0

 

    My apology for the very late entry.  I was in school for few days to settle English Department matters so I kept postponing the blog entry.

     My favourite item from that 19 November presentation is Schoology.  According to Wikipedia, it is a “social networking service and virtual learning environment” for both school and higher education institutions.  Schoology “allows users to create, manage and share academic content.  Unlike Facebook whose keyword is social, schoology’s keyword is academic content.  Thus, there is minimal distraction in Schoology.  Schoology is also known as “ a learning management system (LMS) or course management (CMS).  It is also described as a cloud-based platform that “provides tools needed to manage an online classroom.'”

    Honesty, I’m looking forward to use this Schoology with my Form 5 classes next year and also a part of my research paper.  But, after a recent conversation with a friend about using such tool, there is this issue of some stakeholders (parents, school administrator and teachers themselves) who are still skeptical with the use of such tool as a teaching tool.  It is deemed distracting and has the ability to influence students with negative elements.

http://coe.winthrop.edu/jonesmg/LTI/2010Fwhitepapers/Nicole_Gaillard.pdf

explains that Schoology helps to “extend the students’ learning beyond the classroom" so that students are constantly learning during and after school.  Of course it promotes independent learning in a controlled and technological means.  I find that Schoology ‘speaks the language of students’ as it practises the same principle of Facebook. 

Other than that, Schoology helps “to foster the acquisition of skills essential to being successful in the 21st century such as communication, collaboration, online safety, and technological skills (Deubel, 2009). Social learning connects what students are doing in their home lives and what they are doing in school to make their education more meaningful and purposeful to them.”  For me, constructivism comes alive here in Schoology.

    I wish those skeptical parties will want to open their eyes to the unlimited benefits of this tool but parents simply cannot let their children run wild free in the technological world; run together with them.  Just like the horses.

designing a web-based learning?

   Designing a web-based learning is a challenge that any teacher must face if he is a dynamic teacher.  Being dynamic here means he embraces the changes that strikes the education world and web-based learning is one of the changes.

   The reading of the articles have opened my eyes to the principles involved in designing any we-based learning platform.  Usually it is easier to design according to one’s whim and fancy but the fear of whether it works or not will remain when one displays it to the learners.

Thus, conquer the fear by studying the principles of designing a web-based learning and surely, the fear whether it works or not will be minimised.  I admit that the principles are a lot to digest but with practice, the principles will be part of the click of the mouse….I hope and pray.

My question?  Time factor…working together with others or a solo mission…the maintenance aspect…these three factors can affect one’s attempt to be a dynamic teacher in his teaching journey.  As we discussed on these issues that day, there was no answers to the issues.  I conclude that it is something an educator has to go through…sink or swim….

From the heart…

 

     Most of us teachers teach from the heart.  I know I do.  I look at them and I analyze them to figure out what works, what does not work.  It’s all about instinct, experience, gut feeling and of course, asking the kids what do they want in their teaching and learning process.

    Thus, it was rather baffling to answer the question whether I have implemented PLE in my class.  Only after I heard the others’ examples then I realized that ‘Hey, I do implement PLE in class!’  It was not technologically-based but by giving the kids the freedom to act out any interesting scene in the assigned chapter from the novel Step By Wicked Step, I have empowered them to actively engage in the learning of the novel.  The learning environment for this activity is owned by both the kids and I.  I as the facilitator and the kids ask questions in regards of their acting scene to assist their understanding.

After reading Dorenda’s conclusion, ‘it is the learner’s autonomy to create his/her own learning ground’, there are few things for me to ponder on.  First, I have to read PLE again.  Secondly, I’m thinking about the use of blog by the kids for journal writing.  Thirdly, PLE produces independent learners with various skills like self-directed learning and problem-solving skills.  But, is PLE a common concept in Malaysian education?    

 

Corgito ergo sum…

 

    For this session on I learn, I question, the remark above comes to mind.  It means ‘I think therefore I am.  Why this remark?  In relation with tpack, we, the educators must constantly think and ponder of this concept as we plan our teaching and learning process.  It is inevitable, tpack and teaching-learning process…ebony and ivory..peas in the pod.  A simple writing lesson can have an integration of technology whereby Word is used by the teacher to demonstrate the development of a paragraph with students typing away, editing, undo, do, cut and paste the paragraph until the desired paragraph is achieved.  The writing process is smoother as students are more focused on developing a paragraph …rather than cancelling with correction fluid or tape at all time.  What about students listening to an mp3- text through the speaker and notebook of the teacher while filling in blanks in their task….the activities infused with technology are endless so knowing tpack is not just vital but it is a cardinal sin not to think about tpack…

    But as I look at the articles on tpack, I wonder…do I do tpack in class actually?  Do I really understand the concept and its application in the teaching and learning process?  I understand and accept the fusion among technology, pedagogy and content knowledge but, there are some uncertainties in me when discussing the concept of tpack.

Today I learn…Today I Question…

     On Saturday, it was a fun session sharing each other’s insights on the use of Internet tools – wikispace , google docs, FB were on top of our chatting list.  I am looking forward to see Sailor and Yee Hui’s talk on the experience using webnode and wikispace.  From their experience I learn that these tools are relevant to the present teaching and learning process using Internet.

       The next lesson I learn was history lesson presented in an attractive visual presentation.  If World and Malaysian history can be taught and presented in such manner, kids will not complain about History being dull.  It’s interesting to see the evolution of information technology that moves swiftly..too fast for some of us including me,  I am barely getting to know Web 2.0 and suddenly the younger sibling of Web 3.0 is ready to make her entrance.

    A couple of questions here.  Is one considered backdated if he still holds on to the technology of Web 1.0 and takes his own time to embrace Web 2.0? 

     In terms of teaching and learning process, does the teacher have the time to figure what works and what does not work when it comes to the use of technology?  It is as if time and technology are arch enemies!

 

Part 4 – In regards to technology, be comfortable failing in front of your students

 

 

   Failure is a learning process and in order to learn, look forward to the future and never turn back.  This is a quotation that is written on the diary that I used when I was 12 years old.  It is my mantra as I go through life.

       You had planned a wonderful lesson package where it involved showing a certain Youtube video to the kids.  Lugging the monster-weight LCD was a breeze, setting the tangling wires was a ‘kacang putih’ effort but…the visual was too dark for the students to see.  Scratching the head, looking and thinking, times moved on and the noise grew.  ‘Can anybody figure out what’s going on with this dark visual?’ I asked.  Within mlliseconds, my young Padawanians jumped to action and  press the buttons on the keyboard…..I was saved by my students.  The moral of the story is be comfortable to seek help from these kids as they will love to help you.  You are not a failure to them but a learner in the process.  Just like the kids….

Amidst the cough, vomit, marking and packing part 2...

My 3rd son has finally gone to sleep after vomitting all the phlegm so now, the next point is supposed to be no 13 but I have just realised that it is similar to point no 9 so I have changed to point no 22.  I learn a lot of lessons when it comes to this point.  An essay topic that looks easy and interesting to me does not mean that students would actually want to write on it.  Generation gap and different thinking, intelligence and maturity level have contributed to the awareness that 'It's not all about you - let go of ideas and assignments that don't work.  Based on the article, 'Do Generational Differences Matter In Instructional Design' by Thomas C.Reeves, the factor of of personal and social values of one particular generation do affect their thinking, intelligence and maturity level.  This is reflected in their academic work especially writing.  My weak students cared more for 'The Benefits and Disadvantages of Attending Tuition Classes' rather than 'Ways of Taking Care if of the Environment'.  Thus, it is safer to make a survey of their interest, likes and dislikes and offer 2 writing topics for them to choose one. 

Part 3 – things take longer than you expect

      

       When one plans his lesson plan, time allocation for the each step of the lesson is very crucial.  It is a rare moment if you are able to carry out the steps of a lesson according to the time allocated 100%.  There are so many unforeseen factors that can steal away the time even though you try to foresee it.  Class control, class cleanliness, spot check by prefects, students coming to see the class students and others that will grab your precious 5 minutes of every step.  What do you do? Repeat the mantra ‘things take longer than you expect’ while you try to salvage what ever minutes left to carry out the lesson.

     Another common scenario is you think that your explanation is simple enough for the students to grasp but unfortunately the understanding is not reflected in performance – class work and exam.  My quest to instill modal auxillaries awareness in 5 Mulia started when they were in Form 4.  They just love to write    ‘also can’  or ‘can eats, can buying, can bought’ and other similar mistakes in their writing.  I’ve been explaining the mistakes religiously, slowly and have come up with various drilling practices but there are still mistakes as I am marking their SPM trial essay paper.  Would a technology-infused lesson solve this problem?  With behaviourism as its foundation, would this mantra ‘things take longer than you expect’ finally stop?  This is my focus for my research paper.

Amidst the cough, vomit, marking and packing...part 1

      What  a title!  But those were the things on my mind as I made the 4 choices from the list while waiting for Dr. Musa at KPJ Damansara Utama.
       Don't underestimate the power of fun, play and the unexpected. This point is about to have one or two or even three elements together functioning in your teaching and learning proces) This is one theme that has been dominating most of my English classes this year and I tell you, it has brought wonders to the classes.      
      One example is my writing classes with Form 5 Cermat.  Out of 31 students, 22 students usually pay attention and out these 22, 12 students can write and out of these 12 students, 2 students can write while the rest manage to produce 1-2 paragraphs - depending on the writing topic.  Thus, it is a challenge to keep the momentum of writing on such class.  I use common topics and keywords to deliver the writing topic with fpe as the setting.  The fun part is when every time a kid manages to construct a simple complete sentence based on the keywords on the whiteboard, I will throw a sweet at him or her.  Yup,  I have broken all the rules in the discipline book but it makes the kids pay attention and not asleep, carpe diem.  Those who make mistakes in their simple grammar, sentence construction and spelling will have to donate their sweets to the kid who has given the right answer and this is where the game starts as the kids will work hard to defend their sweets.  At the end of my writing class, I have them actually working together to write a 5-paragraph essay.  I don't practise this method often as I want the students to actually ask me when is the next writing class and I let them choose their topics...to match with their interest so I have writing topics like Facebook, online chatting, tuition classes and others. 
     The unexpected part?  With my good classes, there will be students who love to hand in books way pass the date line so ...they will always think that teachers will scold and nag at them. But, I will officially make these students my babies of the week where they get special treatment from me like sitting at the teacher's table with me and provide them with milk bottles while they work hard to settle their debts.  I will not say anything much at this point because these students will work at a F1 speed to leave my table and return the milk bottles.  Such method varies from time to time....

John Seely Brown Part 1

    After 6 minutes of his lecture, my first conclusion is the present learning process of the 21st century is a democratic and globalized learning process.  No more regimented and restricted learning process - with its social and cultural constraints.  The learning process of the 21st century must be opened to all doors of opportunities; don't leave all the stones unturned.  He said 'We learn in and through our interactions with others and the world'.

     My next conclusion after the 13th minute of his lecture is the present generation have created a fusion of learning and fun in one digital, borderless world.  Thus, if the parents and educators want to be a part of this world, they need to practise and believe the fusion.  'If I ain't learning, it ain't fun' mantra is the core of the fusion...so if you can't beat the mantra, join in the mantra!  Such fusion actually encourages students to adopt learning enthusiastically and excitedly and educators are obligated to echo such fusion on their respective classes.  I see it as a challenge for some as while some educators have their own teaching and learning philosophy that is derived from their own experience, they have to be ready to be flexible towards accepting the whole (or a part of) the students' philosophy in their classrooms.  For example, to create learners who understand, group learning through social interaction must be included in the teaching and learning process of the particular educator so that his and the students' learning objectives are achieved together.
         Unfortunately, by the time of 21st minutes, I began to lose the big picture!

Google Docs and LC experience

Haiya.....that's the word that I can think of at the wee hours of the morning...

Being the first time user of Google Docs and doing the LC at the same time is a challenging experience...it's a normal feeling actually - going into the unknown but leaving the unknown with a victory.

One has to be daring and bold while relying on the past experience of using other applications like Words.  Then, one thing I love about Google docs is that it saves the doc by itself....I can concentrate on the work while the applications focuses on saving my creation....but as I use netbook , the screen is small so I have to scroll up and down to see what I have done.  Full screen can be used but one needs the buttons to do the work....tsk tsk

 Learning Contract....after having a look at the samples, the pressure was there to create similar effective LC.  After some discussions with Jessica and Monica yesterday, I managed to come up with one but I'm not satisfied...more can be out,,,more can be omitted...hopefully we are given time to do that in class today. I feel no personal connection to my LC...how do I make it very personal like Radziah's and Zai's?   

carpe diem @redah aje

Been working on my learning contract using google docs.  Have heard of google docs for so many times but I never bother to find out.  Perhaps it has no use in my world.  But the debate trainer for my English debate team has been using google docs to prepare the script so I have to figure this docs.
     How do you use google docs?  While figuring out the content of my learning contract, I have to figure out the mystery of google docs....does it have any manual on how to use it?
    The key to this mystery is....carpe diem....take the risk and seize the chance...meaning...click any relevant-looking buttons that set up the space for typing.  It looks like Word....the expected buttons are there.....so in the middle of finalizing the content...hmm..how do I link it to Spectrum?  

     Technology is like Harry Potter figuring out Voldermort and his parents....take the risk and go with the flow ....redah aje....

3 attempts and here it is

      I always think that it's a breeze to set up one's own blog..so easy that i've been proscratinating for so long until pxgt 6110 comes along.
      At 5 am, sleepy eyes in front of the 'baby', I've created the blog..3 times to be exact.  Don't want to bore you with the details but the keyword is patience....be patient....carpe diem