Task 3 (Lesson Plan)

Topic: What's Your Personality?

Level: Form 4 (Intermediate-Advanced)

Time: 1 hour and 10 minutes

Aims: To let the students realize own personalities and be able to respond to the descriptions through writing and speaking skills.

Technical Requirements: Computers with internet connections and e-mail.

Preparation:

1. Asks the students to create an e-mail account before attending to class.
2. Locate the most relevant site regarding personality test.
3. Based from website, prepare a worksheet.

Website: http://www.shvoong.com and www.personalityquiz.net

Procedures:

1. Teacher asks the students whether they have their own favourite colours and asks them the reason(s) they like the colours in random.
2. Teacher gives a worksheet (WORKSHEET 1) and asks the students to work in pairs to match the colours with the most suitable personalities.
3. Once completed, teacher asks the students to check for the answers in the website. Teacher guides them by giving the appropriate website; http://www.shvoong.com . Students were required to give a comment if the answers mentioned are true or false.
4. Teacher distributes second worksheets (WORKSHEET 2) to each of the students. They were asked to answer the worksheets individually.
   
5. Teacher explains of what each colours represents with the students.
6. Teacher asks the students to browse the website; www.personalityquiz.net and asks them to do their own colour personality tests.
   
7. Teacher asks the students to copy the descriptions and compose an e-mail to their best friend/ partner in the class and ask for their opinions. All the e-mails must be Carbon Copy (Cc) to the teacher as well.

(WORKSHEET 1)

(WORKSHEET 2)

NELSON MANDELA (Hyperlink In-Class Task)

Nelson Rolihlahla Mandela was born in Transkei, South Africa on July 18, 1918. His father was Chief Henry Mandela of the Tembu Tribe. Mandela himself was educated at University College of Fort Hare and the University of Witwatersrand and qualified in law in 1942. He joined the African National Congress in 1944 and was engaged in resistance against the ruling National Party's apartheid policies after 1948. He went on trial for treason in 1956-1961 and was acquitted in 1961.

After the banning of the ANC in 1960, Nelson Mandela argued for the setting up of a military wing within the ANC. In June 1961, the ANC executive considered his proposal on the use of violent tactics and agreed that those members who wished to involve themselves in Mandela's campaign would not be stopped from doing so by the ANC. This led to the formation of Umkhonto we Sizwe. Mandela was arrested in 1962 and sentenced to five years' imprisonment with hard labour. In 1963, when many fellow leaders of the ANC and the Umkhonto we Sizwe were arrested, Mandela was brought to stand trial with them for plotting to overthrow the government by violence. His statement from the dock received considerable international publicity. On June 12, 1964, eight of the accused, including Mandela, were sentenced to life imprisonment. From 1964 to 1982, he was incarcerated at Robben Island Prison, off Cape Town; thereafter, he was at Pollsmoor Prison, nearby on the mainland.

During his years in prison, Nelson Mandela's reputation grew steadily. He was widely accepted as the most significant black leader in South Africa and became a potent symbol of resistance as the anti-apartheid movement gathered strength. He consistently refused to compromise his political position to obtain his freedom.


Nelson Mandela was released on February 11, 1990. After his release, he plunged himself wholeheartedly into his life's work, striving to attain the goals he and others had set out almost four decades earlier. In 1991, at the first national conference of the ANC held inside South Africa after the organization had been banned in 1960, Mandela was elected President of the ANC while his lifelong friend and colleague, Oliver Tambo, became the organisation's National Chairperson.

Task 2: Article Review

Title: Effects Of Short-Term Memory And Content Representation Type On Mobile Language Learning.

Journal: Languange Learning and Technology, Volume 12, Number 3, Pg 93-113

Author: 1. Nian-Shing Chen from National Sun Yat-sen University
2. Sheng-Wen Hsieh from Far East University
3 Kinshuk, Athabasca University

Sources: http://llt.msu.edu/vol12num3/chenetal.pdf

1. Summary of the article

As now, mobile phone has become an important asset to people. It acts not just as connection tool but it also now acts as interactive media that consists of variety of functions. Due to that, the way of learning has been introduced through mobile or what has been called Mobile learning or M-learning (Sharples, 2000). This can be implemented by delivering learning content through mobile phones.

However, there are still researchers who doubt to accept the reality of learning language through mobile devices. This is because they typically agree that mobile devices such as PDAs and mobile phones serve only as an extension for learning and they do not replace existing learning tools.

The research is basically addresses the issue of content adaptation in mobile language learning environments. According to the authors, based from their analysis through the past literature review, they found that learner’s STM ability is an important issue for studying learning outcomes and that examining learning outcomes from just the Multi-Store Model (Atkinson & Shiffrin, 1968) which consists of three types of memory: Sensory Memory, Short-Term Memory (STM) and Long-Term Memory (LTM)

1.1 Aims of research

The aim of the research is to explore how to better match different strategies Learning Content Representation (LCR) types for presenting English vocabulary learning content with learners’ individual Short-Term Memory (STM) ability (verbal or visual) using mobile phones, and examine how the relationship affects English vocabulary learning environments.

1.2 Methodology

The methodology of the research is that the authors came up with few research questions that deliver annotation-based learning content to learners with good verbal ability will result in better learning outcomes. The questions are based on delivering picture annotation-based learning content to learners with good visual ability would result in better learning outcomes. Besides, this study also looks on the impact of content with both written and pictorial annotation on learners with different Short-Term Memory (STM) abilities. In spite of the quantitative method used by the authors, they also did a group interview whereas 8 participants were selected. During the interviews, learners were asked three modified open-ended questions that were originally proposed by Al-Seghayer (2001).

1.3 Subjects/Samples

The participants of the research were among ESL students in four classes from the Industrial Technology Education Department from Kaohsiung and Information Management Department of Far East University. All the respondents were categorized into four groups according to their different STM abilities.

1.4 Findings

In short, through quantitative research by the authors, it shows that lower verbal and higher visual ability will benefit more from learning content with pictorial annotation than from content with no annotation. It also shows that pictorial annotation can help learning and memorizing more than without annotation. It is proven based from both quantitative and qualitative research findings that the most suitable method to help these learners study in the mobile language learning environment is to provide them with more pictorial and less written annotation. Results also shows that by providing the basic learning materials can actually help the learners with lower verbal visual ability to learn better. Thus, by providing pictorial annotation in a mobile language learning environment can help learners with both lower verbal and higher visual ability to learn as they are cognitively better equipped for learning content presented in visual form. According to the Cognitive Load Theory, providing too much information may produce a higher cognitive load and lead to irritation and a lack of concentration. Due to that, their findings also suggest that providing just the basic learning materials is more helpful to learners with low verbal and visual abilities.

2. Reactions towards the research

The research brings to a new perspective towards the new way of learning languages. Like what been learnt in PELT, traditional teaching method which is chalk and talk will not make a great impact rather than technologies did. Students are now more motivated in technologies learning in class. I could see the difference in the students through my practicum last semester.

However, in this research, the researchers were too focusing on the representation of mobile phone rather than the implementation of it towards the students. Besides, the scope of the research was on University and college students who are already mature enough to use the technology. The authors should be more focused on the school children as well due to the percentage of mobile user among them are also increasing. This research can also be improved if it gives a more detail explanation on the early use of Mobile Learning. This is due to not all of the viewers will have the schemata on the learning system of the technology.

The research was also not in being studied in general as it is known that Malaysia is just a developing country and technologies are not as highly develop like US or Japan. Our technologies are not as rapid as those countries. If it is implemented in this country, it may not being fulfill by all types of people especially in rural areas. Besides, not all of the children are able to own a high technology mobile that can support the process of M-Learning. Yet, it gives the people in this country to a challenge that we are far left behind from them.

copy&paste~~~

Errr...sorry sir for the late post..(but i guess it's not too late)... this is the basic e-learning for basic computer user...not much interactive picture as I want the students not to be distracted while the teacher explaining through the lesson~~~~ (",)

First Chapter: Introduction a.k.a Background

ehem...ehem...

assalamualaikum....

Was late to class and being the top 3 late comers and sitting at the back of the class (a real painful to my eyes)...what a Thursday morning~~whew~~ well ....here a brief about my only self..I'm Nadia or better known as Nur Nadia Naim a final semester student of ED220 Uitm Sek 17 born in a historical city of Melaka ...

As this a CALL class, I feel like I'm an infant in this technolgy...never ever think I'm going to write a blog (now it a MUST!!), learn the Hot Potatoe la and what-so-ever things that definitely alien to me...errr....(hope my students don't across mine =P) Well~~here comes the first task of the semester.....

Software??!!!

Dr Idzham had asked us to explain whatever we know about this thing...hmmmm.....(taking a deep breath and tryng to browse my brain) Last night went to Summit USJ and came across a lot of software CDs (of course the pirate ones)...that were examples of what is a software~~~isn't it right sir?!! (not bad...at least i know that were softwares...) I think which is on my very personal thought a software is kind of "programme" or the application(better word) used in a PC...like for example ADOBE, Windows (is it??!! errrr..) and etc...

Hardware??!!!

Another q's by a very dedicated Dr Idzaham....errr......again searching for relevant info from Mr Brain~~~~~ I used to have lots of of problem with this harware in my PC.... Is it about the system in the PC??!! Like for example motherboard, hard disk..etc..etc... that are the hardwares... (not bad arr my knowlwdge on this) At least I have the "Basic" ones...
Credits to Miss J or now Mdm J for introducing this to me in semester 1...(at least I know it's not a waste to be here almost 4 years)

Ever used technology during practicum???!!!

Well~~~~it's the most easiest way to teach the students...gained their attention and of course saved my time (esp when the lecturer or the mentor came to supervise)....I loved using this technology and never missed a chance to book the AV room for my classes...For me, it's kind of an interactive way to avoid them from losing their attention span....

Whew~~~that's the end of the requirement list by Dr Idzaham and my very first entry of the blog....It's not bad writing and expressing your feeling here huh...!! well...hope you enjoy as I am...See ya in the next chapter...!!!! Adios...!!!