Weakness in the Implementation table:
1. “Provide access to expert performances and the modeling of processes ” this statement mean that the user from this course ware able to access to the professional or expert for their problem or enquiry. The activity was not match to this theory in the subtopic 3.1.
2. In the activity “Student is required to give and idea or opinion about the scene given”, this activity is not suitable for the learning course ware. This is because the courseware unable to detect the opinion provide by the student and reflect the student opinion.
3. The learning theory “Provide coaching and scaffolding at critical time” was not match the activity due to scaffolding need somebody or teacher to guide the students.
4. The activity in 3.1 9 (b) “Students are required to use the different voice/ act as the character to pronoun the same sentences”. The course ware unable to monitor the pronunciation of the students. This activity is not suitable for the learning course ware.
New implementation table after the amendment.
New implementation table after the amendment.
1 | 3.0 LANGUAGE FOR AESTHETIC USE 3.1 Listen to, read, view and respond to literary works by: a. understanding and telling in one’s own words the story and heard and/or read and giving one’s opinion; | Behaviorism · Behavioral objectives that can be observed | · objectives of the courseware | 1) Objectives: - Students should be able to recognize literacy devices such as characters, setting, plot and moral values - Students should be able to give their opinion on the story - Students should be able to do at least 8 out of 10 activities in courseware - Students should be able to identify moral values of the story 2) Students is provided with synopsis of the story |
b. recognizing elements in a story such as ( i ) characters ( iii ) plot introduction action starts climax falling action resolution ( ii ) setting | Constructivism · Allow extrapolation and fill in the empty spaces in student’s knowledge Cognitive · Stress on structuring organization and arrangement of information to ease optimal processing Constructivism · Meaning requires understanding for the whole as well as part Cognitivism · Scheme effect | Character images, videos of Rumpelstiltskin Character images, images of scene and place Character images, images of scene and place | 1) Students will watch the video of Rumpelstiltskin - Student are asked to give one unique name for the character of Rumpelstiltskin 2) Students are given the images of the characters without their identity and they need to guess the name of the characters. 3) Students need to match the character with the given sentence and description. · Students are required to rearrange the sequence of events in the plot · Students are required to name the story according to the sequence of plot · Student is given the summarization chart with characters and places image of the setting in the story · Student need to click on the image to do the activity. · Then, student has to choose the correct event according to the image. | |
c. explaining the message the writer is trying to convey and discussing how this relates to one’s life; | Situated learning · Provide coaching and scaffolding at critical times | The video , graphic or animation about · Do not be greedy · Honesty · Do not boast · Selfish · Regretful In our daily life | · Students are required to match/key in the moral values according to action of the characters · If they do not know the answer they can click on “Hint” button to get clue. |
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