Edu 3105 ASSURE Lesson Plan

TECHNOLOGY IN TEACHING AND LEARNING EDU 3105

INSTITUT PENDIDIKAN GURU KAMPUS GAYA

Project Task (Compulsory)

Programme’s name : PPG Trainee’s name :

TAJUK KURSUS :

EDU3105 Technology in Teaching and

Learning

Semester : 4

Date of

commencement

11 MAC 2013 Date submitted 6 APRIL 2013

Course Learning Outcomes:

1. To explain the concept, theory, practice and development of Technology in Education.

2. Choosing and using in education media effectively.

3. Producing various education media that suit lesson content.

4. Applying technical skills by using various media in teaching and learning process.

5. Integrating information technology and communication skill in teaching and learning.

6. Evaluating the effectiveness on the usage of media in teaching and learning.

7. Managing media and education source efficiently and responsibly.

This course work is to evaluate on the learning outcomes of 1, 2, 3, 4, 5, 6, 7.

1 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066


Project Objective

1. This course discusses the concept, theory, practice and development in educational

technology, selection, production, usage and assessment on the media in teaching.

2. Application of technical expertise utilizing various media in teaching.

3. Integration of information technology and communications in teaching and

learning, media management and source of education.

PROJECT TASK ( 100% )

The main purpose of Teaching Design is to generate an effective

lesson. According to Dick and Reiser (1989), effective teaching enable students to obtain

skills, knowledge and attitude as expected. Students also prefer an effective teaching. A

complete and well planned teaching helps to create confidence, belief and feeling of respect

towards teacher, thus help in the construction of positive discipline. The usage of media in

teaching is expanding in the education world that is getting more democratic where teaching

and learning process can take place with teacher's presence or not. With the development in

technology that continues to expand, teacher should be sensitive towards the

teaching and learning that is computer aided thoroughly so as to further stabilise education

effectiveness and learning in primary school.

Based on the above statement, you are required to implement the following tasks:

1. Choose one appropriate Teaching Design Model that fits the teaching and

learning lesson with the aid of computer.

2. State the definition and elaborate on Teaching Design Model that you choose.

3. Based on the Teaching Design Model, you are required to provide daily lesson plan for

a teaching and learning session. Your lesson plan should be based on items as follow:

(a) Choose topic from your major or minor option.

(b) Construct learning object (teaching aid) with the elements of multimedia material. For

example: electronic presentation – loaded with visual, still photo, video clip, audio

clip, link and so on.

(c) Prepare a story board before learning object is produced.

(d) Provide analysis on the daily lesson plan that you have produced by referring into



every step that are stated in Teaching Design Model that you choose.

4. Choose one teaching and learning material that is computer aided (teaching aid material with

multimedia elements ) that is used for teaching and learning in your school or teaching aid with

multimedia elements that exist in website. Evaluate the material from the aspect of its strength

and weaknesses as teaching and learning materials that is computer aided. Elaborate and give

suggestions on how to make such material used more effectively in teaching and learning.

Course work Implementation Guide

1. This is individual assignment.

2. You can collaboratively discuss in finding the materials.

3. Implement practical works in group as instructed.

4. Format for writing task are as follows:

i. Arial Font

ii. Font size is 11

iii. Skip one half (1.5) line

iv. Reference according to APA format

v. Material attachment

vi. Answer in Malay Language

5. Plagiarism practice is not allowed

6. Length of assignment according to its suitability including electronic presentation in

teaching for 15-20 minutes.

7. The mark weightage for this assignment is 60%



A good assignment should show criteria as follows:

1. Material content in portfolio according to structure.

2. Your assignment should cover the following;

i. Technology concept and principle in teaching and learning

ii. Presentation according to daily lesson plan which can influence children development

in classroom.

iii. Implication of effective teaching in presentation.

iv. According to required criteria.

3. Evidences and materials that can support material collected.

4. Overall content and elaboration shows the originality of result achieved

and educational support.

5. Having concrete explanation in format and organization.

6. Report writing should show language fluency, argument and speech maturity in delivering the

presentation and analytical information.

Assignment prepared by

................................................................

(EDU3105 SUBJECT COORDINATOR)

Confirmed by

.................................................................

(HEAD OF DEPARTMENT OF

EDUCATIONAL TECHNOLOGY)

Head of Department of Educational

Technology

Department of Educational Technology



INTRODUCTION

ASSURE model is an instructional model that has been designed by R.Heinrich, M.Molenda,

J.Russell and S.Smaldino. The planning of teaching and learning will be better and succeed

when teachers use this model as a guide for their teaching because it focuses on the design of

teaching in a classroom situation and addressed to each student. Model is constructed in a

systematic plan to ensure the use of tools and teaching aids affect the optimum in achieving the

objectives set for the lesson in the classroom. Even the uses of absorption technology in

teaching methods are able to better help students in mastering the subject. To understand how

the use of the technology used in teaching and learning methods we should also find out about

what it plans to teach and model Assure.

ASSURE designed covers six key elements, namely: -

A = Analyze Learner

S = State Objective

S = Select, Modify or Designs Method, Media

and Materials

U = Utilize Media and Materials

R = Require Learner Participation

E = Evaluate and Revise

The six elements above will be a network of successive steps in the lesson plan

provided. The relationships of each other make ASSURE model as the established plan for a

teaching session.

ASSURE MODEL DESIGNS



Here is a description of the lesson plan that guided every step of the ASSURE model

specified in the use of technology in teaching and learning for English subjects in Year 5. This

lesson plan is allocated for 60 minutes with a total of 28 students.

ANALYZE LEARNERS

Analyzing the learners is essential to be done before teaching occurs. A careful planning

is necessary so that teaching can be implemented successfully. Teachers should take into

account various aspects such as:

General Characteristics of Students

The students have a moderate level of intelligence. They have mastered the skills of

reading, writing and arithmetic well. Most of them are children of the villagers that are working

as farmers, rubber tappers and some are self-employed. The students have never been

exposed to the use of ICT in the classroom because of the lack of electricity supply in my rural

school.

Entry Competencies

Teachers also need to look at the existing knowledge and skills of students, other than

looking at the general characteristics of the students. Previous knowledge or existing knowledge

available to students refers to students' ability level before the start of teaching. Intellectual

abilities of students, what the students have learned, the level of motivation and cultural

determinants and learning capabilities so that the lesson will be easily grabbed and understood

by students.

Learning Styles



The last element in the analysis is that student’s learning styles. Each student has a

different learning style. Tendency of these students is different because there are students who

tend to use visual, radio and cassette, tactile and kinesthetic or movement of these students

then the teacher will determine teaching methods, instructional media and materials needed to

attract students to teaching and running effectively.

STATE OBJECTIVES

The objective of well-prepared lesson will guide teachers towards achieving the desired

achievements. Providing the objectives should be realistic and in line with and the level of

students' abilities and interests. In fact it should be structured in order from easy to difficult

according to the syllabus and textbook. Even guide objective measurement taken should be

implemented as student involvement (Audience), the stage can be measured (Behavior), state /

category (Conditions) and the level of student performance (Degree) will facilitate the

achievement of the objectives are achieved.

The important thing is that teachers know how to put it into practice and how the

objectives of teaching can help teachers to implement effective teaching as an example: -

At the end of the lesson, students can:

1. Rearrange the song lyrics in correct sequence.

This stage is clearly seen in the First Step Instructional where the involvement of all

students will listen to a song and try to rearrange the sentence strips that contains

the song lyrics according the sequence. Teacher then discusses their answers with

guidance from the power point slides.

2. Understand present continuous tense and simple or complex sentences.

Teacher uses the power point slides to explain the grammar to students.

3. Write the verb+ing form correctly.



Teacher asks students to write the correct form of verb in the present continuous

tense

4. Write simple or complex sentences using the correct present continuous tense.

Teacher distributes worksheets of constructing simple and complex sentences for

students to complete.

Choosing a Method of Teaching (Instruction Methods)

Normally in teaching, there are varieties of teaching method used. For example, to start

teaching, the induction set started with simulation, followed by a demonstration, training and

drills. Choosing methods are important students need something that can help spark ideas for

completing the assignment. In addition, all students will be involved with the planned activities

after each able to see the tasks they need to do.

SELECT, MODIFY OR DESIGNS METHOD, MEDIA AND MATERIALS

The basic factor in media selection is dependent on the lesson content, objectives,

methods, and students. In this lesson, I have chosen to use song, interesting and colorful

pictures to attract interest and motivates students. It also encourages the involvement of

students overall. Using the ‘Sailing’ song as a starter in the pre-writing stage helps to encourage

students to complete the task. Apart from the use of song, I also use power point slides to

attract students to learn about the grammar.

UTILIZE MEDIA AND MATERIAL

If a teacher fails to determine the appropriate media, it is important for us to modify the

available media or provide your own media. To perform this task, the method of question and

answer, and the discussion and used for member students understanding.



Discussion

Discussion is a widely used method in this lesson plan. This method in accordance

with the teachings of a long period of time and requires students to find as many

example to build mind maps and scrapbook.

Questions and answers

Questions and answers are the most popular methods used in teaching methods.

Question and answer method used in this lesson plan because it is able to create

teacher and student interaction effectively and easily implemented. Teachers ask

questions related to their subject matter with a view:

o Tracking students’ knowledge

o To encourage students to think

This method is used during the process of teaching and learning.

Demonstration

Facilitates demonstration teaching method in which teachers show a demonstration

to the student or group of students. This method is chosen to facilitate the students

identify the skills that need to be practiced. This method occurs when students create

mind maps and scrapbook.

Use CD and power point slides

Use this media used during set induction and answer session for students and

student interest to help spark ideas for students

REQUIRE LEARNER PARTICIPATION

To ensure that the learning process takes place, students need to be engaged in

learning activities such as making training, discussions, exercises, and projects. Students’

involvement is an important aspect in teaching. Active participation will enhance the quality of

teaching. It also can motivate students to learn. Strengthening activities (reinforcement



activities) such as immediate reinforcement is given after the student gives the correct response

(Skinner, 1954).

EVALUATE AND REVISE

According to Heinich (1982) evaluation should be continuous and comprehensive and

integrated at all levels to give the effectiveness of selected media on the performance of

students. If your students can understand, this means teaching objectives have been achieved.

Thus, teachers can assess the effectiveness of the lesson plan made on students.

Assessment before Learning

An assessment is made by looking at the analysis of the students' previous learning sessions

take place. Then, a new analysis is made during step one instruction executed. Currently,

students can ask questions to the teacher and answer questions asked orally and feel and see

the kind of goes with the food through the material.

Evaluation during Learning

Current assessment of learning is done starting step 2 to step 5 lessons when students have to

do active learning. In each step of the teaching is done, have identified students who are weak

in these subjects to see their ability to respond to each question and the activities performed.

Therefore, the current description of teaching can be made, leading to give students an

understanding of the problem.

Evaluation after Learning

Valuation instruction can be implemented by providing training students through the worksheet

and ask students to state the importance of a balanced diet according to pupils' understanding.



Evaluate and Teacher's Plan

Evaluation is the process of making value judgments about things. Results of the

evaluation will influence the decisions taken on the matter under review. But this decision is not

taken when everything was over. It happens after all the teaching process before, during and

after the lesson. Before the lesson, the students performed the analysis to suit the content,

methods and media used. Rating likened as a way to head to the finish line.

Evaluating the Media and Method

Upon completion, evaluation of the strength and effectiveness of the device / media

materials should be carried out. In the evaluation, the following questions should be considered:

a) Are the learning objectives achieved?

b) Does the device / media material used to help teaching and learning process?

c) Do all students use the tools or materials the right way?

d) Is the learning environment comfortable?

e) Does the individual observation opportunities given?

Assessing Students’ Achievement

Upon completion of the learning session, the teacher provides worksheets to assess the

effectiveness of teaching have been served. Although assignments will be given at the end of

the lesson, the students were tested from the beginning until the end of the lesson. Training

provided is not intended to find the weaknesses of the students but to devise measures that can

help students who are below proficiency level. In the example of teaching and learning, the

training given to assess the return of pupils to teaching that has occurred.

SUMMARY

ASSURE model is an instructional design model most suitable to be implemented in the

classroom, which requires the use of media as a teaching method. Through this model,



teachers are more confident to deliver the content of teaching and learning as well as to ensure

the teaching objectives can be successfully achieved. This is because in this model contained

the essential elements as a statement of objectives, methods of delivery, selection and use of

media, analysis and evaluation of students are taken into consideration before the process of

teaching is done. The effect of teaching will be carried out more effectively and achieve teaching

objectives.

DAILY LESSON PLAN

Subject : English Language

Date : 2nd April 2013

Class : Year 5 Bestari

Time : 9:20 – 10:20

Number of Students : 28 pupils

Level of Proficiency : Intermediate

Theme : World of Knowledge

Topic : What Am I Doing?

Main Skill : Writing

Integrated Skills : Listening & Speaking

Learning Outcomes : 1.5 Obtain information from texts listened to in relation

to main ideas, specific details and

sequence.

2.5 Talk about the people, places and moral values of

the stories heard, read and viewed in simple

language.



3.3 Read and understand phrases, sentences,

paragraphs and whole texts.

4.4. Construct simple and complex sentences with

guidance and independently.

4.7 Give accurate information when

writing messages, instructions, simple reports

and when filling out forms.

Curriculum Specifications : 1.5.2 Listen to simple descriptions, recounts and factual

texts and give the main ideas.

2.5.2 Talk about the actions of people and animals in a

story heard, read or viewed.

3.3.2 Read and understand simple and complex

sentences.

4.4.2 Construct simple and compound sentences based

on a given stimulus.

4.7.3 Write simple descriptions with guidance

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

rearrange the song lyrics in the correct sequence.

write all the verb+ing form correctly.

write simple and complex sentences using the correct

present continuous tense.

Previous Knowledge : Pupils have learnt about present continuous tense, simple

and complex sentences.

Language Input : Grammar

i. Present Continuous Tense

ii. Simple Sentences

iii. Complex Sentences

Teaching Aids : Word cards, puzzle box, song lyrics, ‘Sailing’ song,laptop,

powerpoint slides and worksheets.

Thinking Skills : Sequencing, making inferences and drawing conclusion.

Multiple Intelligences : Interpersonal

Moral Values : Cooperation.



Summary of the lesson:

Teacher begins the lesson by asking pupils to play charades about actions. Through

charades, teacher relates the lesson. In the pre-writing stage, teacher will ask the pupils listen to

a song entitled ‘Sailing’ and sing with the teacher. Teacher then distributes sentence strips

containing the song lyrics to pupils before playing the recording twice and asks them arrange

the song lyrics in its sequence. After discussing pupils’ answers, teacher will explain briefly

about the structure and the use of present continuous tense, simple and complex sentences. In

the while-listening stage, teacher distributes 2 worksheets of forming the verb+ing and

constructing simple and complex sentences. In the post-listening stage, teacher distributes

worksheet of different level of task according to the pupils’ ability. Teacher will then discusses

pupils’ answers and asks the pupils to do the exercise on page 37 of their Year 5 textbook as

their homework. To end the lesson, teacher asks pupils to sing the song once more.

Stages Activities / teaching and learning procedure Rationale/ Remarks

Set Induction

(5 Minutes)

Teacher starts the lesson by carrying out

charades that focusing on actions.

Charades

Teacher picks pupils at random and asks them to

pick a word card from the puzzle box.

Teacher then asks the pupils to act out what is

written on the word card and asks the other

pupils to guess the actions.

Teacher then relates the actions with the lesson.

Teaching Aids:

Word card.

(Appendix A)

Puzzle box.

Pre-writing

(25 minutes)

Teacher asks the pupils to listen to a song

entitled ‘Sailing’ and sing along if they know the

song.

Teaching Aids:

‘Sailing’ song

Sentence strips



Teacher later distributes sentence strips

containing the song lyrics and asks pupils to

arrange them according to its sequence.

Teacher discusses the pupils’ answers.

Teacher then explains to the pupils about the

structure and use of the present continuous

tense, simple and complex sentences.

containing the

song lyrics.

(Appendix B)

Powerpoint slides.

(Appendix C)

Laptop.

Thinking Skills:

Sequencing

While-listening

(15 minutes)

Activity 1 – VERB+ING FORM

Teacher divides pupils into groups and

distributes worksheet of forming the verb+ing to

each group.

Teacher asks them to discuss the task in their

groups.

Teacher then asks the group members at

random to present their answers.

Activity 2 – SPOT THE DIFFERENCE

Teacher distributes worksheet containing 2

pictures that are similar but also have differences

to each group.

Teacher asks them to discuss in their groups to

do simple and complex sentences.

Teacher then asks the group members at

random to present their answers.

Teaching Aids:

Activity 1

Worksheet.

(Appendix D)

Activity 2

Worksheet.

(Appendix E)

Thinking Skills:

Making inferences

and drawing

conclusion.

Moral Value:

Cooperation.

Post-listening

(10 minutes)

Teacher distributes worksheets of two different

levels of task according to the pupils’ ability.

- Task A (advance pupils)

- Task B (intermediate pupils)

Teacher then discusses the pupils’ answer.

Teaching Aids:

Task A.

(Appendix F)

Task B.

(Appendix G)



Moral Values:

Cooperation.

Closure

(5 minutes)

Teacher concludes the lesson by asking the

pupils’ understanding about the present

continuous tense, simple and complex

sentences.

Teacher also asks pupils to do the exercises on

page 37 of their Year 5 textbook as their

homework.

Teacher ends the lesson by asking pupils to sing

the song once again.

Moral Values:

Cooperation.

APPENDIX A – WORD CARD


RUNRUN WALKWALK

EATEAT DRINKDRINK

SLEEPSLEEP JUMPJUMP

CRYCRY READREAD


TRUE/FALSE QUESTIONS

APPENDIX B – SENTENCE STRIPS


WRITEWRITE SWIMSWIM

SITSIT STANDSTAND

CLEANCLEAN WASHWASH

I am sailing, I am sailing, home again cross the sea.I am sailing, I am sailing, home again cross the sea.

I am sailing, stormy waters, to be near you, to be free.I am sailing, stormy waters, to be near you, to be free.

I am flying, passing high clouds, to be with you, to be free.

I am flying, passing high clouds, to be with you, to be free.

I am flying, I am flying, like a bird cross the sky.I am flying, I am flying, like a bird cross the sky.


APPENDIX C – POWER POINT SLIDES


Can you hear me, can you hear me, Thro the dark night, far away,Can you hear me, can you hear me, Thro the dark night, far away,

I am dying, forever trying, to be with you, who can say.I am dying, forever trying, to be with you, who can say.

We are sailing, we are sailing, Home again cross the sea.We are sailing, we are sailing, Home again cross the sea.

We are sailing stormy waters, To be near you, to be free.We are sailing stormy waters, To be near you, to be free.

Can you hear me, can you hear me, Thro the dark night, far away,Can you hear me, can you hear me, Thro the dark night, far away,

I am dying, forever trying, to be with you, who can say.I am dying, forever trying, to be with you, who can say.
























APPENDIX D – FORMING THE VERB+ING

Write the -ing form of each verb in the correct column

cook – cooking drive – driving stop - stopping

________________________

________________________

________________________

________________________

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ask begin behave close come cut forget get go live look make play please put raise read ride ring run set shop stay study swim take think try win write


________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

________________________

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________________________

________________________

________________________

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APPENDIX E – SIMPLE & COMPLEX SENTENCES

Compare the pictures. Write 5 simple & complex sentences about the differences.

PICTURE A – SIMPLE SENTENCES PICTURE B – COMPLEX SENTENCES

1.___________________________________

_____________________________________

2.___________________________________

_____________________________________

3.___________________________________

_____________________________________

4.___________________________________

1.___________________________________

_____________________________________

2.___________________________________

_____________________________________

3.___________________________________

_____________________________________

4.___________________________________



_____________________________________

5.___________________________________

_____________________________________

_____________________________________

5.___________________________________

_____________________________________

APPENDIX F – TASK A (INTERMEDIATE PUPILS)

Write five sentences about the situation in the picture below. You may use the words in the boxes to help you.

1. ______________________________________________________________________

______________________________________________________________________

2. ______________________________________________________________________

______________________________________________________________________


open open customer customer weighingweighing mangoesmangoes ladylady

wantswantsstallstallcarscarsmangosteens

mangosteens priceprice


3. ______________________________________________________________________

______________________________________________________________________

4. ______________________________________________________________________

______________________________________________________________________

5. ______________________________________________________________________

______________________________________________________________________

APPENDIX G – TASK B (ELEMENTARY PUPILS)

1. ______________________________________________________________________

2. ______________________________________________________________________

3. ______________________________________________________________________

4. ______________________________________________________________________

5. ______________________________________________________________________

6. ______________________________________________________________________



7. ______________________________________________________________________

THE POWER POINT SLIDES STORY BOARD

NO. DESIGN CONTENT

1

VISUAL

Topic : Sailing

Video button is hyperlink

to ‘Sailing’ movie clip

ppt.

AUDIO Drum roll

ANIMATIONSlide : dissolve

Topic : bounce from top left

2

VISUAL

Topic : Movie Clip

Home button is hyperlink

to Sailing ppt, slide 2.

AUDIO All: suction



ANIMATION

Slide : dissolve

Topic : fly in from bottom

Screen: bounce from top left

NO. DESIGN CONTENT

3 VISUAL Topic : Sailing Lyrics

Lyric 1:

Lyric 2:

Play button is hyperlink to

‘Present Continuous Tense’

ppt.



AUDIO All: drum roll

ANIMATION

Slide : wipe right

Topic : fly in from bottom

Lyric 1 : fly in from right

Lyric 2 : fly in from left

NO. DESIGN CONTENT

4

VISUAL

Topic : Present Continuous

Tense

1 is hyperlink to ‘used to’

ppt.

2 is hyperlink to ‘timeline’

ppt.

3 is hyperlink to ‘how to

form verb+ing’ ppt.

4 is hyperlink to ‘how to

form sentences’ ppt.

5 is hyperlink to ‘simple

sentences’ ppt.

6 is hyperlink to ‘complex

sentences’ ppt.

AUDIO none

ANIMATION Slide : wipe down



5

VISUAL

Topic : Used to

Note: talk about actions

that are happening right

now.

Example: they are playing

see-saw.


‘used to 2’ ppt.

AUDIO All: push

ANIMATION

Slide : wipe left

Topic : fly in from left

note: fly in from bottom

example : diamond

6

VISUAL

Example 1: They are

reading

Example 2: She is flying a

kite


to ‘Present Continuous

Tense’ ppt.

AUDIO All: push

ANIMATION

Slide : wipe right

Example 1: fly in from right

Example 2: fly in from left



7

VISUAL

Topic : Timeline

Now, today, this week,

nowadays, at the

moment.



Tense’ ppt.

AUDIO All: laser

ANIMATION

Slide : wedge

topic: blinds

now: fly in from right

today: fly in from left

at the moment: bounce from

top left

nowadays: box

this week: fly in from top

8

VISUAL

Topic : How To Form

Verb+ing


next slide.

AUDIO none

ANIMATION Slide : uncover down



9

VISUAL

Verbs – get, run, plan

Rules – one-syllable with

a ‘consonant + vowel +

consonant’ as final three

letters, double the final

consonant + ing

Verb + ing – getting,

running, planning


next slide.

AUDIO none

ANIMATION Slide : dissolve

10

VISUAL

Verbs – come, replace,

introduce

Rules – verb has final

silent ‘e’, -‘e’ + ing

Verb + ing – coming,

replacing, introducing


next slide.

AUDIO none

ANIMATION Slide : wipe down



11

VISUAL

Verbs – die, tie

Rules – verb ends in ‘ie’,

change ‘ie’ to ‘y’ + ing

Verb + ing – dying, trying


next slide.

AUDIO none

ANIMATION Slide : wipe up

12

VISUAL

Verbs – begin, admit

Rules – two-syllable verb

with final ‘consonant +

vowel + consonant’ and

the last syllable is

stressed, double final

consonant + ing

Verb + ing –beginning,

admitting


next slide.

AUDIO none

ANIMATION Slide : wipe left



13

VISUAL

Verbs – sew, fix, enjoy

Rules – never double w, x

and y, just + ing

Verb + ing – sewing,

fixing, enjoying



Tense’ ppt.

AUDIO none

ANIMATION Slide : wipe right

14

VISUAL

Topic: How To Form The

Sentences


next slide.

AUDIO Camera

ANIMATIONSlide : wipe down

Topic: checkerboard

15 VISUAL

Topic: Subject + verb ‘to be’

+ verb + ing

I, he, she, it, you, we,

they

Am, is, are

(play+ing), playing


to ‘Present Continuous 41 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066


Tense’ ppt.

AUDIO Camera

ANIMATION

Slide : wipe up

Topic: blinds

Table: bounce from top left

16

VISUAL

Topic: Simple Sentence

A picture

A man is singing.

Play button is hyperlink

to next slide.

AUDIO All: cash register

ANIMATION

Slide : newsflsh

Topic: fly in from left

picture: bounce from top left

sentence: fly in from bottom

17 VISUAL Picture 1 and 2

A man is jumping.

A man is watching the

man jumps.

A woman is holding a

flag.

Two men are kneeling.



Tense’ ppt.



AUDIO All: cash register

ANIMATION

Slide : newsflash

Picture 1: fly in from right

Picture 2: fly in from left

sentences: box

18

VISUAL

Topic: Complex Sentence

Describing the subject

A girl with ponytails, who

is wearing a red dress, is

skipping.

A man, who is wearing a

helmet, is skateboarding.


to next slide.

AUDIO All: arrow

ANIMATION

Slide : newsflash

Topic: blinds

Note: fly in from bottom

Sentence 1 & 2: bounce

from top left

19 VISUAL

A picture

A man, who is wearing a

light blue t-shirt, is

jumping.

A man, who is wearing

ocean blue t-shirt, is

watching the man jumps.




to next slide.

AUDIO All: arrow

ANIMATION

Slide : newsflash

Picture: fly in from bottom

Sentence 1 & 2:

checkerboard

20

VISUAL

A picture

A woman, who is

wearing a black tracksuit,

is holding a red flag.

Two men, who are

wearing blue t-shirts, are

kneeling on the ground.



Tense’ ppt, slide 2.

AUDIO All: arrow

ANIMATION

Slide : newsflash

Picture: fly in from bottom

Sentence 1 & 2:

checkerboard



21

VISUAL

Topic: Good Luck

Section A – Paper 2, 2

simple sentences + 3

complex sentences = 10

MARKS!!

AUDIO All: applause

ANIMATION

Slide : wheel clockwise, 8

spokes

Topic & notes: diamond

THE TEACHING STEPS BASED ON ASSURE MODEL

Subject : English Language

Year : Year 5

Topic : What Am I Doing?

Analyze Learners

Students are made up of 28 people of whom 12 students are boys while the rest were girls.

All students are living in remote areas and come from a poor family.

The students have a moderate level of intelligence.

Their learning style is basically kinesthetic where they like to move and interfere with other

partners.

State Objectives

By the end of the lesson, pupils should be able to:

rearrange the song lyrics in the correct sequence.

write all the verb+ing form correctly.

write simple and complex sentences using the correct present continuous tense.45 JAINIZAM JAIDI, PPG TESL GROUP 2, IPGKG/PPG/BI/2011/06/066


Select , Modify or Designs Method, Media and Materials

Method – demonstration and discussion.

Media – LCD Projector, Laptop, ‘Sailing’ song and power point slides.

Materials - sentence strips and worksheets

Utilize Media and Materials

In the pre-writing stage, teacher will ask students to rearrange the sentence strips containing

the song lyrics by listening to the song for the second time and discusses their answers.

After that, teacher will highlighted the rules of present continuous tense and how to

construct simple or complex sentences through the power point presentation slides and

some demonstration. Teacher also will guide them in completing the tasks in each activity

and worksheets given.

Require Learner Participation

In completing the task given in the while-writing stage, full participation of the students is

needed. This is to ensure the successful of the activity that the students need to complete.

Furthermore, the activities are conducted in groups.

Evaluate and Revise

The evaluation is done based on the students’ participation in all the activities and through

the worksheets given. Students are also asked individually to check their understanding of

the lesson and their mastery of the grammar forms and functions.

Teacher will try to identify the reasons if there are students that are not participate and

cooperate through the entire lesson.



Introduction

Today the field of information technology has grown too fast and is very fast. World

today seem to have no more borders. Various information and news from every nook and

cranny can be obtained without limitations and restrictions by any person. This development has

been leveraged in the field of education in line with advances in computer technology and the

improvement of communications over the Internet. Varieties of methods and techniques are

introduced in the world of learning through computer education. Among them is Computer

Assisted Learning. Computer Assisted Learning can be defined as a computer program or file

developed specifically for educational purposes. The technique used throughout the world in a

variety of contexts, from Primary school to University.



In completing the task 4, I have chosen Busy Beavers.com learning English interactive

media. The topic of the interactive media is Everyday Activities – Kids Learn Verbs, Teach

Action Words. The media lasts for 3 minutes and 35 seconds and is suitable for level 2

students. The reason in choosing this interactive media and the topic is so that I can use this to

teach my year 5 students about the action verbs and the grammar present continuous tense.

The

Strength



The significant strength that I can see in the interactive media is the attractive and

colorful display through the combinations of the colours and the right music. The arrangements

of the pictures and texts were so organized. All this factors will produce an effective way of

learning. The sentences were also organized accordingly.

Other than that, the text size is also easy to read. Text is one of the important elements

in producing computer aided teaching material. Text allows information to be communicated to

the students in an effective and complete. Therefore, the use of text to convey information

should also consider the aspect of text color, size, type text (font) and the distance between

each line of text.

The audio was also loud and clear. Through the use of the audio, pupils are able to hear the



audio associated with the content of the lesson. The audio will surely manage to create

excitement and attracting students to continue to learn.

The Weakness

The only weakness that I found in the media is that the speaker was speaking too fast.

Hence, I couldn’t really listen what the speaker had just said. If it was made for upper secondary

students, then maybe this interactive media is suitable for them but according to busy

beavers.com, it was for the level 2 students. If I am going to use this interactive media for my

year 5 students, I have to play it three to four times so that they will understand what the

speaker has said.

Recommendations for Improvements

In my opinion, the improvement should be made to the dialogue contained in the

materials. The dialogue should be not too fast and not too slow. This is to ensure that the

listener can clearly hear what was being said. Hence, the lesson will be more effective and the

learning of the skills that is trying to convey will achieve its objective.

Interesting animations should also be used in the media. The lack of animation makes it

so simple and quite boring. With this in mind, students maybe more focus on the media

throughout the process.

Slots for students to answer using the material is also important to be include. The

explanation of a concept is merely not enough if there is no slot for the students to answer

questions. Thus, teachers can ensure that students understood and can master the skills that

were presented in the media.



BIBLIOGRAPHY

Noriati A. Rashid, Boon Pong Ying, Sharifah Fakhriah Syed Ahmad & Wan Kamaruddin

Wan Hassan. (2009). Teknologi Dalam Pengajaran dan Pembelajaran. Shah Alam :

Oxford Fajar.

Heinich, R., Molenda, M., Russell, J.D.,& Smaldino, S.E., Instructional Media And

Technologies for Learning, edisi ke-6, Prentice-Hall, Upper Saddle River, New Jersey,

1999.

Heinich, R.Molenda dan Rusell, J.D, (1993). Instructional Media and The New

Technologies of Instruction, New York : Macmillan.

Smaldino, R.E., Russell, J.D., Heinich, R. & Molenda, M., Instructional Technology and

Media for Learning, edisi ke-8, Pearson Educational Inc., New Jersey, 2005.

Yusuf Hashim. (1998). Teknologi Pengajaran. Shah Alam : Penerbit Fajar Bakti

Sdn.Bhd.

http://ppg-tesl.net/index.php?

option=com_jdownloads&Itemid=57&view=finish&cid=128&catid=33

http://razzieff.blogspot.com/2012/04/kkp-teknologi-pengajaran-model-assure.html


http://razzieff.blogspot.com/2012/04/kkp-teknologi-pengajaran-model-assure.html

http://ppg-tesl.net/index.php?option=com_jdownloads&Itemid=57&view=finish&cid=128&catid=33

http://ppg-tesl.net/index.php?option=com_jdownloads&Itemid=57&view=finish&cid=128&catid=33

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Edu 3105 ASSURE Lesson Plan