journey… completing A03 assignment… :)

•April 10, 2011 • Leave a Comment

The journey of completing the assignments A03

As we as a group received the assignment, we had gathered and chosen the parts that we are going to do. For me, i chose the part 3, emaing to say School 3; a school which only have the computer lab and no ict facilities in the classroom. Eventhough if we are to think rationally about the school, in which almost all the school in peninsular malaysia has been equipped with the ict features in the classroom to enable the teaching and learning by using the ict features, i took this school as an example of the ‘left-behind’ school.

Ok, now, lets move on to the process of preparing the lesson for the pupils in that school. As i had chosen school 3, the pupils are the Year 5 pupils with the topic of “animals around us”, a topic of in which full of possiblities for me to integrate the ICT features; IF the school is well equipped with the ICT tools, but not this particular school.

Stage 1

Identifiying the topic to be taught to the pupils

–          In this stage, I focus my lesson to teach the collective nouns; collective here in which have the same characteristics between the nouns in that group, example a monkey is one single noun, collective noun can be seen as a troops of monkeys.

–          After selecting the topic to be taught, now is the process to design a lesson plan, not an ordinary one as this lesson have to integrate the use of ICT, whether in pre, while or post stage of the lesson. Having been introduced to the features, i personally choose this features to be integrated in the lesson


Stage 2

–          Desinging the original lesson is what i do during the second stage here. Having a backup lesson plan is always an ideal move as we cant really rely on just one lesson plan only; having learned my lesson before in the teaching practice as the school accidently running out of electricity

–          Embedding the ict features being offered by into the lesson plan is quite a job to, as it has to be synchronised with the activities meant for the pupils to do after the lesson


Stage 3

–          The final stage where all the features are re-checked to see and to test its functionality along with its suitability with the pupils to do and to use them.



personalized learning; from pupils to pupils..

•March 12, 2011 • Leave a Comment

personalized learning is taking a storm in many countries whereby the education system are one of their top priority. having to enable the personalized learning in schools, the pupils can actually now select what they want to learn, what kind of materials that they need, and off course, on what sorts of action they are going to present their final findings..

here in malaysia, we are still new to the concept, but yet we still have to know this particular concept; maybe for us to use i in the future. ok, now lets move on to the basis of the concept; the personalized learning..

in order for me to ilustrate the concept, i will use the internet and shows my pupils some of the online story webs that they can actually choose to read, make and retold their findings to the class.

example taken from

* in this web, storytelling are made fun where the pupils can actually create their very own story, perhaps in their own respective groups..


Storybirds are short, art-inspired stories you make to share, read, and print.

Read them like books, play them like games, and send them like greeting cards. They’re curiously fun.

Storybird Challenges. A monthly storytelling competition.

We’re celebrating “freedom” this month. Freedom to think, speak, or simply be you (or me). Get inspired by our artists and let loose with stories about what freedom gives—or takes away.

From your imagination to your bookshelf.

Capture your child’s imagination, celebrate your family stories, or express your own creative side by turning your Storybird into a book you’d be proud to display on any shelf or coffee table.

A new literacy tool for a new generation.

Class accounts make it easy to engage your students with Storybird: manage without email, issue Assignments, build beautiful libraries—all in a safe and private setting that you control.

early buzz: The possibilities are endless – Oxford University Press
  • Family and friends
  • Maintain bonds, share traditions, unite generations. Make stories in minutes and enjoy them for life.
  • Jump in!
  • Teachers and librarians
  • Use our free Class accounts to manage students without emails, create assignments, and build beautiful libraries.
  • Start here
  • Narrative artists
  • Publish your stories, sell your art, and connect with fans. Storybird is a creative and commercial platform built just for you.
  • Start here
Recent Storybirds

who wants to be a millionaire… (it a general question, thou) :P

•March 1, 2011 • 1 Comment

it’s quite a catchy words, dont they? 🙂 millionaire.. who didnt want to become one? is there any one? hehe.. but today, the title above does not have any connections with earning the money. soryy you guys, hee, as the tittle above describe best about our last week’s game entitled “who wants to be a millionaire”..

after the game has been presented last week, feed backs and comments were safely received in our hands, and having to write a reflection based on the game that we have presented, i will start off with telling the process of creating it first…

so, how important the concept here? well, at the beginning of the process of getting the game to be ready; based on the template given, the ideas starts pouring in our group. some suggests that we use ‘culture’ as the main theme and focus in producing the game, for example, general cultures about food, flags, traditional clothes and etc. other ideas do come also, as some suggests that we use the ‘animal’ theme, and etc. after having a talk for sometime, we as group decided that the theme of animal can be used, with a proper process of making and transforming the theme into a reading activity; the pupils have to read first in order to play / answer the game that we have prepared..

ok, basically, after having presented the game to the class, many positive yet inspiring comments have been safely taken into consideration for our future adaptations / preparation if we are to develop a new game again. first of all, the size of the fonts that we used in the game are somehow small; making it a little bit difficult if the pupils wanna play the game. the second one is the choice of colors that we choose was somehow ‘too’ bright, and there was another comments that we received that told us, not to change the format of the game, as we converted our presentation to be played in ‘flash’ player…


•February 15, 2011 • 1 Comment


Hi, peace to all… we meet again in this week where the discussion will mainly talks about how we as teachers can try something new in our teaching, a method that we tend not to focus at. Wanna know whats awaits for this week? Stay tuned….

“remembering the past will surely give us some good moment, a feeling of young spirit”

-malcom glazer, businessman-

Learning nowadays aren’t all about chalk and talk nor spoon fed. The horizons are widen and there are more to integrate each day in making teaching and learning more appealing, functional and most important, able to reveal the talents each student has. So, what is the connection between the quotation up above the statement here?

Introduction of ICT in teaching and learning has been the ‘breaking point’ in 21st century education. Students are exposed to a new environment in which their skills and knowledge are put into its optimum use.

Back then, there were parents, even now, there are parents who tend to restrict their child from playing video games in which they think have negative effects towards the child’s development. Well, think again. Still thinking hard?

If one can learn Japanese just through playing video games which requires him to understand the words in Japanese, why not we make this applicable in learning English?

Find a suitable game, innovate, plan, and integrate. Four simple steps- remarkable outcomes.



Overview of the game

Digimon world 3

Digimon World series was first introduced in 2002 and Digimon World 3 is the third instalment of this famous series. This game is fashioned by Bandai for the Playstation and and pc.

As you logged in, your character will be set to a child named Junior who enters an online virtual reality called “digimon online”. Once you’ve arrived, you and your friends will be trapped inside the game by a terrorist.

Later, after the terrorist announcement, you will be asked again to make a decision in picking up your digimons as your partners to brace yourself into the wild world of digital world. Here, the stage by stage target and accomplishment of the game will be told.



Activities during this lesson:

Completing this game requires students to be quite proficient in English language as they shall need the language  knowledge in order to understand the storyline. The language used is quite simple as this game is meant for children between the age of 10 to 16.

For this particular purpose, this lesson is designed for year 5 intermediate to advance learners. These are the suggested activities that can be integrated with the playing of the game digimon world 3:

  1. Play the game. Students will be given at most 2 days to complete the first stage. (This game will be played stage by stage)
  2. Share experience (orally). After completing the first stage, teacher will conduct one session where students are required to share their experience while encountering the first stage. They are expected to include such elements:

–          Types of Digimons they have chosen. (varies according to packs chosen)

–          Why they chose the Digimons – state the characteristics as well as advantage and disadvantage. (The characteristics of each Digimon are stated in the game)

–          What did they encounter in stage 1. (e.g. who has they defeated)

  1. Write a summary. Students are required to write a summary of around 60 words for each stage. In addition to the storyline, they are also expected to include types of Digimon they have chosen for each stage, the advantage and disadvantage as well as comparisons between each Digimon.


Lesson Plan.

Title of Lesson : digimon; my story

Year : Year 5- Intermediate – Advance

Estimated Lesson Time : 2 –3 days

Concept overview Students are required to play “Digimon World 3” stage by stage. After completing each stage, students will have to share their experience in encountering the first stage. (Orally and in written form)


Subject Area(s) Adressed English – Speaking and Writing


Standards and Objectives 2.3.3 Talk about things heard, seen or read.

2.3.6 Take part in teacher-guided discussions.

4.4.3 Construct simple paragraphs that contain main ideas and supporting details.


Learning Objectives By the end of the lesson, students will be able to:

  • tell their experiences throughout the game in simple language.
  • name the character they have chosen.
  • tell the advantages and disadvantages of choosing each character.
  • write their experiences and characters chosen in a form of summary.


Materials Computer with ‘Digimon World 3’ installed

Task sheet 1 (Table and open-ended question: Answer after completing each stage.)

Task sheet 2 (brief description of their experience)



  • Teacher displays a short video on a battle between 2 digimons.
  • Teacher poses a few questions based on the video.
  • Students are to share their opinions.







The discussion is to activate their schemata

During/EXPLORE (during each gaming session

  • Teacher gives each student task sheet 1.
  • Students play the game.
  • Students complete task sheet 1 after they have completed the first stage.




Task sheet 1 is to guide students in selecting important information to be used in the next steps.


Part I

(each time after gaming session ended or after each day)

  • Teacher conducts an ‘interview’ session with students.
  • Students share their experiences in completing the first stage.
  • Teacher asks about the settings, characters and their favourite digimon.
  • Students share their opinions upon the selected character and basically tell about the characteristics of the digimon.
  • Teacher guides students and give feedbacks.

Part II

(after each stage)

  • Students are to write a summary for the stage. (around 60 words)
  • Students hand in task sheet 1 and 2.


Part I


Part I is meant for students to share their experience, views and make critiques based on what they have encountered in each stage.


Experience may differ as each digimon has its own settings and outcomes.


Teacher guides the session to make it more effective.

Part II

Students write their experience (storyline), their selected digimon and its strengths and weaknesses.

Assessment Teacher assesses the students based on their speaking and writing skills displayed through Explore and Elaborate stages.


Speaking: Sharing experience orally in part I.


Writing: Task sheet 1 and 2.



Task sheets


Task sheet 1

Fill in the table below.

Stage: ______________


Type of Digimon Strengths Weaknesses

2. Why do you choose the digimon?

3. Who have you defeated in this stage?




Task sheet 2

Write a simple summary of you experience in completing the stage. Your summary should be around 60 words.

Points to consider:

-challenges that you overcome.

-the name of your selected digimon and its characteristics as well as strengths and weaknesses.






k.e.r.p.o.o.f. (not karipap)

•February 7, 2011 • Leave a Comment


On my way back here to um from perlis for the CNY holiday, i realized that i have a homework in which i havent’ completed yet! Yup! An entry in which this entry, as i wrote here, might catches our interest on how far can we go teaching our pupils later at school with fun and enjoyable activities…

OK, now let us forget about our old methods of chalk and talk teaching, as i introduce you all with this…..


(Heheh… spell it right, ker… poof..)

Ok, so what is kerpoof actually? Is it an online chatting? A forum? A blog? Well, kerpoof which is managed by Walt Disney is a simple online program with THESE benefits; it enables you and your pupils to….

  • Create a funny, colourful short movie
  • Draw and create a picture based on given characters
  • Spell words according to the given letters
  • Create a comic and many more!!

the advantages of using

actually, there are many advantages of using this particular online program. as you can see, if you guys open the applications, the pupils will surely love it! look at the colourful pictures! look at those awesome characters if the pupils are to design their own comic! look at those expressive arts that your pupils are capable of, as they are given the chance to try those features.. simply said, there are too many advantages to be listed…


well, for the application itself, nothing much can be complain about, as the main disadvantage of the application is IT NEEDS INTERNET connection, in which not all the school have and could even afford it..

Ok, now can you get the idea guys? If you want to experience yourself about the features of this application, here’s the link for you

understanding tpack….

•January 24, 2011 • Leave a Comment

Welcome back! Hee.. how do you do today? Are you all alright ? enjoying your weekend? Ok, let us go to the main discussion of this week, understanding t-pack and how i eventually use the features of tpack to enhance my teaching and learning process… basically, we can refer tpack as shown in the diagram below…

Ok, so this is how it works; by refering to the above diagram, the use of ict features in the teaching and learning process can be seen as an effective ways in enhancing the pupils’ moods in receiving the knowledge given. These pupils, or in other word, my pupils, in school do enjoy activities which incorperate the  use of ict, like powerpoint and the use of videos in the teaching. As they always craved for things which they thought would give some challenge to them, here i would like to give an example of my lesson plan which i used in class, incorperating the use of tpack…


Subject                          : English Language.                  Date : 19 July 2010

Class                               : 2 Smart

Enrolment                   : 35 pupils.

Time                              : 7.40 – 8.40 a.m.

Theme                          : World of knowledge

Topic                             : In the garden

Focussed Skills          : Reading

Integrated Skills       : Speaking and Writing

Previous Knowledge    : Pupils are familiar with simple present tense.

Learning Outcome        : 1.5.2 understanding the meaning of text by answering   comprehension questions

4.2.1 find the hidden words based on picture ques given

Curriculum Specifications            : Students should be able to:

1.2.1 Listen to and repeat the pronunciation of 2-syllable words.

3.4.1 read aloud words and phrases

Behavioural Objectives: By the end of the lesson, students should be able to:

a.       Name the pictures of flowers and insects being shown to them.

b.      Learn at least 3 new words, example : feelers, wings, thorns.

Language Focus                               : nouns —- bees, orchids, leaves, grasshopper.

Educational Emphases  : Moral Values    : appreciating the nature.

Teaching Aids                                   : power point presentation , white board

Anticipated Problems                   : Students may have problems in pronouncing some words like feelers, leaves etc (new vocab).


first, i show them a picture in power point, using lcd, in which they have to guess about the topic that they are going to learn for that day (in the garden)..

after making them to guess and to name the things in the pictures, i began to shown them a set of pictures about insects, where i label the part of each of the insects shown..

“can you see the ‘antenna’? that antenna is called.. f.e.e.l.e.r.s….

after i have given them the explanation by using the powerpoint slides, i give them a game, in which they have to find the hidden words based on the pictures being shown to them on the lcd screen…

interpreting the idea of using tpack…

– the use of tpack features do makes the pupils to enjoy the learning because they can actually skipped the traditional ways of talk and chalk learning method

– vivid colours on pictures being shown will eventually motivates them better in learning the topic, thus increasing their self believes in completing tasks given like find the hidden words.

– tpack, by using the features of videos can actually made the pupils, especially in primary school to appreciate more on the topic that they learn as they get the chance to see the movements in the videos; not just merely a unmoving pictures..

– pedagogical knowledge are made easy with the use of powerpoint slides to deliver the knowledge as some  of the things in life are hard to be describe in words, like the air, or certain concepts in science..




top ten wish list for a successful ict implimentations at school

•January 16, 2011 • 12 Comments

here are my listings for a successful ICT implementation at school…

1. choose teachers / educators that are familiar with the current and the latest   knowledge in ICT.

(teachers need to made themselves well prepared with the knowledge and ability to use ICT in the classroom)

2. make sure that the particular school have the fully equipped infrastructure to conduct teaching and learning using ICT eg LCD, laptops, Smart boards

(ICT infrastructure is a must if the teaching and learning are to be conducted successfully. even a small computer lab will made the difference to the pupils learning through ict)

3. a controlled internet access (so that the pupils didnt mis use it )

(pupils have high tendencies to go beyond what the teacher asked them to to if no proper supervision is provided. we dont want those student/ pupils to access the inappropriate content not meant for them to be viewed)

4. some textbook being reverted to an e-text book

(the use of online software, course ware, or CD equipped in the traditional text book)

5. regular checkups on the ict features at school, eg monthly checkups by qualified computer technician.

(one of the reason why we still have problems implementing the use of ict in schools is this; many ICT equipments always broke down due to low maintanance that it should get. to add more to the case, some teachers at school act as if they are qualified technician, make the broken things to become worse than before)

6. constant campaign on using the ict features

7. give credits or extra marks for those pupils who interact with their teacher/ tutors using ict mechanism such as email, or instant messaging

8. awareness program or workshop on new inventions in ict

9. connect the pupils’ parent with school with the online monitoring program about the progress of the pupils at school, eg, exam result, monthly report cards

10. close the gaps between rural and town areas by expanding the internet availability nationwide