SAMR

Hi friends,

This time I would to share about SAMR.

Based what I find in Wikipedia SAMR is an acronym that stands for Substitution, Augmentation, Modification and Redefinition. As instructors integrate technology tools into instruction, the model can be used to determine whether the technology application is enhancing or transforming the learning. The model, created by Dr. Ruben Puentedura, has four levels that explain the increasing impact of the integration from substituting another traditional learning method (such as writing with pen and paper) to creating a completely new learning style (such as students complete and present a team project using global videoconferencing and a virtual classroom).

This is my lesson plan about What's Your Name?

What’s Your Name?

Topic

Names: An integrated skills lesson with the main focus on listening

Aims

·         To develop students’ listening skills ·         To engage students in a classroom discussion ·         To encourage students to think about the cultural significance of names

Age group

Teenagers and young adults

Level

A2, B1, B2

Time

60 minutes

Materials

1.      Names worksheet (1 per students) 2.      Names transcrip  (1 per students) 3.      Names answer key (Teacher)

Introduction

For a listening lesson to be successful, the learners need to be engaged with the audio. It might not always be possible to motivate all the learners in the class to the same degree but the important thing is to use an audio which all of the learners can, in some way, relate to. If you are in a position where you can choose an audio, ask yourself ‘Will each and every one of the learners recognise this? Will they be able to say something about it? Will they have an opinion about it?’ If the answer to most of those questions is affirmative, then there is a chance that the learners will also be interested in the topic and improve their listening skills in the lesson.  This month’s lesson mainly focuses on developing listening skills but other skills are integrated too, with opportunities for speaking, reading and writing. The lesson is based around the topic of ‘names’. Everybody has a name and everybody knows other people with names. Names are linked to culture and tradition. They are important to people.

Procedure

Warmer (5-10 minutes)	1.      Write some or all of these questions on the board for learners to discuss in small groups or as a whole class. -          Is your name traditional or modern? -          Does your name have a translation in other languages? -          Does anyone in your family share your name? -          Do you know any famous people with the same name as you? -          How do people in your country usually choose a child’s name?
Listening 1 ( 15-25 minutes)	a.       Tell the students that they are going to listen to a radio programme about fashions in names in Britain and the US. b.      Before they listen they guess the answer to 4 multiple-choice questions (part 1 on their worksheet). c.       They should do this in pairs, in small groups, sharing their ideas and giving reasons for their choices. d.      The students then listen and check their answers. e.       Give a copy of Names Worksheet to each student. Play the audio from: http://learnenglishteens.britishcouncil.org/skills/listening-skillspractice/whats-name   Note: -          You can download the audio as an mp3 or you can listen online.
Listening 2 (5 minutes)	a.       The students will listen for specific information. b.      Play the audio again and ask the students to complete the gapfill exercise (part 3 on their worksheet). c.       Ask the students to compare their answers with a partner and then check the answers as a whole class.
Speaking (10-15 minutes)	a.       After the students listen the video, ask them to discuss with their group member about what the topic they listen. b.      Briefly feedback as a class. You could also ask students: -          What is the topic they just hear? -          What interesting ideas that you hear?
Writing practice (10-15 minutes)	a.       Every group have to write in a paragraph about what topic they listen. b.      After they write the paragraph, they have to read the topic that they write with their group.
Group work session 1 (15-20 minutes)	a.       The students work in pairs. b.      They make a list of all the names they remember from the audio (part 2 on their worksheet). c.       Elicit the names from around the class and write them on the board. d.      Ask the students if they can add any more names to the board. e.      Then give the students a copy of the transcript (Names transcript) to find the ones they have missed. Add these to the board too. Note: -          The students often find it useful to see a transcript of an audio after they finish the listening activities. -          They can check that they have understood correctly and identify words or phrases that were unclear.
Group work session 2 (10-15 minutes)	a.       Choose an activity for students to do with the list of names on the board: 1.        Classify the names into groups (the students choose the groups). 2.       Order the names from most common to most unusual. 3.       Translate the names into students’ own language (for monolingual classes). 4.       Students do an Internet search to find famous people with these names.
Homework	Give the students a choice of a homework task or suggest different tasks depending on learners’ levels, interests, etc. -          A True/False and a grouping activity on the original Teens site. http://learnenglishteens.britishcouncil.org/skills/listening-skills-practice/whats-name#sthash.nJC9bWcp.dpuf -           A related article ‘What’s in a name?’ with text, audio and activities (B2) https://learnenglish.britishcouncil.org/en/magazine-articles/names   -          Ask the students to find out the top ten boys’ names and top ten girls’ names at the moment.   -          Writing task: ‘Five interesting facts about my name’ (A1+)

Ted Ed

Hai friends.... see u again

I want to share about Ted Ed, a very interesting learning program.

As always, this is the first time I learned to make material with TED Ed. a new programme that I think very challenging, because I had trouble at first, but it turned out after knowing it's not as difficult as U imagined, even quite fun. I feel enthusiastic about learning it.

In my opinion the method of learning with TED Ed is effective, because it uses attractive means. The students view the video, focus on the exixting material, and there are final task that helps students to understand the learning materials. Of course to learn with TED Ed all students must use their own laptop or mobile phone, and there should be internet access.

For Indonesia, I think TED Ed method of teaching can used for Junior high school level and so on. I hope that one day the school in Indonesia have adequate facilities for learning with TED Ed. I imagine that students will be very enthusiastic in learning. The students can explore more about the materials and the teacher also more advance in using technology. the learning process will be more interactive and fun.

TED Ed  that I tried to made was very simple, there are only a few slides, but that is quite explicit about the material. the original video used no edits and the mini quizz also simple.

The material that can be taught with TED Ed is diverse, you can choose a topic to discuss, then search the resources for teaching materials. you can search from you tube, web site, etc.To make TED Ed you have to login, then create new material according to the selected topic.

I made a simple one example of "how to use semicolon". The goal is that students better understand how semicolon used in a sentence and its function in the sentence. This material is used for grade 7 students. The students can see short video about semicolon. Furthermore, there are mini quiz that can be done to find out how far students understand the material being studied.


Please see my Ted Ed in this link:

https://ed.ted.com/on/8brp8Egl

Colaborative writing

Hay guys,

This time I want to share about collaborative writing. 

Honestly this is my first experience in writing with some friends in a group. 

We write about  “the use of technology in education”. 

I have chosen to argue about my disagreement in the use of technology in education. 

I tried to connect the paragraph I selected with the previous paragraph about the need for technology in education. 

In organizing this task we grouped together and divided the task of what we would write in order to become one. 

We write on a group of 5. 

The success I feel in completing this task is the cooperation and good communication among  group members. Things that do not work well is adjusting each other's schedule to meet and divide the task. Our communication only through mobile phone

From this experience, to designing collaborative writing class assignment, 

first I will explain to students about colaborative writing, 

then decide what themes will be shared material and then divided class into several group.

Making collaborative writing is challenging but also interesting . 

Because I learned to be able to unite the idea of ​​writing with others.

Hopefully my sharing can be useful for you guys. 

Good luck and have a nice day.

 This is my link for collaborative assignment:

https://docs.google.com/document/d/1ASo_yAn_PGfSG8W4UbRBJvmEMLWuHFzswLmQGip6c5M/edit?ts=5a24c50f

Blended Learning

Hellooo....

               I want to share about what I learned from Blendspace learning. Studying this app is fun, because there are 15 learning activities to choose from. I choose Bank Image because it is simple. It's not hard to make it, just add pictures from a particular theme. The purpose of learning with blendspace learning is to get students to learn in a fun way, they can understand what they want to know easily. This learning also makes teachers and students become creative, because teachers can create their own learning themes with interesting methods and students also get better knowledge.

               This learning that I make is for students of grade 2 of elementary school, 9 year old student. As they have begun to understand interesting things outside of their world. I chose the traditional costume around the world to introduce a variety of clothes and cultures from several countries in the world. By introducing various traditional clothes in the world can motivate students to be more loving and proud of Indonesian culture.

               Activities that can be done with  blendspace make the learning process more effective because the teacher can provide lessons accessible to students from anywhere. A teacher can form a group in the schoology that consists of students in her class. And they can access learning materials from anywhere. This learning becomes interesting because the learning resources are taken from various applications in Geogle such as videos from you tube, interesting pictures, reading about learning materials and also there is a simple quiz that helps students understand the lesson.

              The difficulty I found,  that it is the first time I  use this application so I have to learn to be able to create learning materials with blended space. I like the blended space method because it is challenging and makes the learned material rich, because it can take from various sources. Of course this material can only be accessed by the internet, so in addition to adequate facilities must also be available internet network.

That’s it my information about blended space for learning.

Hope you try and enjoy your learning activities. 

This is my blendspace link:

/lessons/PnDaXnx6g8_T1A/traditional-costume-around-the-world