Assalamualaikum wbt. and Peace be Upon.

Alhamdulillah we have finally come to the end of the semester. Everyone managed to finish all the presentations and what’s left is the presentation of the learning kit.

For my group which consists of Farah Sakinah Mohammed Yusoff, Nurul Nadia Abu Bakar, Nor Khairunnisa Mazlan and myself, Muhammad Imran Md Yazid, we were given the topic “Autism” and “Multiple Intelligence”.

Learning Kit is a compilation of Poster, PowerPoint Slides and Video that will be used as teaching aids to assist teacher for teaching process and also to assist the students for self-learning.

In this post, I will give you a link to a PowerPoint Slides which consists a poster, explanation of the topic in PowerPoint Slides and also a video at the end of the slides. Feel free to download it and use it in your classroom for teaching and learning purposes.

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COMPLETE LEARNING KIT 1 [DOWNLOAD]

In this learning kit, I have provided a poster, video and PowerPoint slides which explain details on the topic “Autism”. This learning kit will be useful for teachers and students to use in order to understand “Autism” better.

COMPLETE LEARNING KIT 2 [DOWNLOAD]

In this learning kit, I have provided a poster, video and PowerPoint slides which explain details on the topic “Multiple Intelligence”. This learning kit will be useful for teachers and students to use in order to understand “Multiple Intelligence” better.

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FULL CREDITS

1) POSTER (AUTISM)
– The poster “Autism” was fully created by Farah Sakinah Mohammed Yusoff

2) POWERPOINT SLIDES (AUTISM)
– The PowerPoint slides “Autism” was fully created by Nurul Nadia Abu Bakar

3) VIDEO (AUTISM)
– Recording and acting were done by Nor Khairunnisa Mazlan (Actor 1), Nurul Nadia Abu Bakar (Actor 2) and Muhammad Imran Md Yazid (Cameraman)
– All video editing was done by Muhammad Imran bin Md Yazid

1) POSTER (MULTIPLE INTELLIGENCE)
– The poster “Multiple Intelligence” was fully created by Farah Sakinah Mohammed Yusoff

2) POWERPOINT SLIDES (MULTIPLE INTELLIGENCE)
– The PowerPoint slides “Multiple Intelligence” was fully created by Nor Khairunnisa Mazlan

3) VIDEO (MULTIPLE INTELLIGENCE)
– All drawing was done by Nurul Nadia Abu Bakar
– All pictures was taken by Nor Khairunnisa Mazlan
– All voice recording was done by Muhammad Imran bin Md Yazid
– All video editing was done by Muhammad Imran bin Md Yazid

Assalamualaikum wbt. and Peace be Upon.

We have come to the final reflection of my classmates’ presentation. There are so many things to share with the readers, unfortunately we have almost to the end of the semester and I hope this final reflection of our individual presentation will continue be a source of knowledge for everyone.

Anyway, the topic will be reflected in this post is “Cooperative Learning” by Norashikin. Cooperative learning is really famous among educators because it is one of the components in pedagogy skills that teacher must take account because it has proven to be helping a lot of teachers in learning process.

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Cooperative Learning is organizing classroom activities into academic and social learning, structuring positive interdependence, assess as a whole group (work as a team), focus on one another resources & skills (asking, evaluating, monitoring) and Teacher acts as facilitator.

There are three commonly recognized types of cooperative learning:

1) Formal Cooperative Learning; Consists of students working together, for one class period to several weeks, to achieve shared learning goals and complete jointly specific tasks and assignments (Johnson, Johnson, & Holubec, 2008).

2) Informal Cooperative Learning; Organized “on-the-fly“ as an aid in direct teaching. Informal groups are particularly useful in breaking up a lecture into shorter segments interspersed with group activity. While this method leads to less time for lecture, it will increase the amount of material retained by students as well as their comfort working with each other (Johnson, et al., 2006, p.3:10).

3) Cooperative Based Groups; long-term, stable groups that last for at least a year made up of Individuals with different aptitudes and perspectives. They provide a context in which students can support each other in academics as well as in other aspects of their lives. The group members make sure everyone is completing their work and hold each other accountable for their contributions. Implementing cooperative base groups in such a way that students meet regularly for the duration of a course completing cooperative learning tasks can provide the permanent support and caring that students need “to make academic progress and develop cognitively and socially in healthy ways.” (Johnson et al, 1998 , p.10:7).

There are any models of cooperative learning such as the jigsaw model, group investigation, numbered heads together, think-pair-share, pairs check, send a problem, roundtable and three-step interview.

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Cooperative learning is a really good method to let the classroom situation become a student-centered classroom. It gives the opportunity to the students to fully develop their talent in exploring the secrets and mysteries of knowledge with the assistance of teachers.

These learning models under cooperative learning is not just giving them a space to discover knowledge, but also creates bond between the group members because like the its name, you need to cooperate with each other to make sure that the learning method is a success and the main goal can be achieved.

Till then.

Assalamualaikum wbt. and Peace be Upon.

In this post, I will reflect on Syafika’s topic “Global and Analytical Learners and Their Characteristics and Strategies to Accommodate”.

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Learning Style explains how the individual interacts with new information. There are two types of learning styles which are the GLOBAL learning style and the ANALYTICAL learning style. No person is bound by one learning style. Even though individuals find themselves in both categories, they gravitate toward just one learning style.

CHARACTERISTICS OF GLOBAL & ANALYTICAL LEARNING STYLES

The Global Style

– Linked to right-hemisphere dominance in the brain
– Takes in information holistically
– Begins with understanding concepts first, with mastery of details to follow
– Prefer music or other background noise.
– May work better in groups than alone
– Prefer to work on multiple tasks at once
– Sees the big picture or overall view
– Likely to respond to a problem with emotion first, instead of logic

The Analytical Style

– Grounded in left-hemisphere dominance in the brain
– Take in information sequentially, step-by-step
– Preferring to learn a series of facts that lead toward an understanding of a larger concept
– Requires orderly, quiet surroundings
– Preferring to study alone for long periods without interruption
– Tend to work on one task to completion
– Focuses on the parts that make up the big picture
– Likely to respond to a problem with logic first, instead of emotion, solve problem systematically and logically.

STRATEGIES TEACHERS CAN USE TO ACCOMMODATE THEM

Understanding the key differences in student learning styles leads to better learning support. Numerous assessment tests allow individuals to determine their own learning styles and help parents and teachers find ways to encourage learning. Teachers can develop lesson plans that accommodate both styles, such as incorporating narratives and group work into lesson plans to accommodate global learners.

Analytical

– Provide traditional classroom setting.
– Shows and organize the sequences of information.
– Leads to larger concept of understanding.
– Provide activity that follows sequence, process, list, timeline, and charts.
– Example: bring back pieces or parts of body altogether and explain their functions.

Global

– Provide flexible learning environment.
– Explain concept first then the details.
– Give them chances to do some group work.
– Give them multiple task at once.
– Plays background music.
– Gives open ended questions.
– Relates to life information.

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Global and analytical learning styles are very important for teachers to understand the issue thoroughly because it gives an understanding to the teachers on how the students will react in the classroom.

Teacher should be aware of what will happen in the process of teaching and learning. With the knowledge and understanding of the student’s learning styles, this will help teacher to run the teaching and learning process smoothly and more effective.

Till then.

Assalamualaikum wbt. and Peace be Upon.

This post will be another episode of two topics being reflected under one question. The question was presented by Ahmad Khusyairie and Prasna Shanmungam. The topics are “1 Malaysia and its Goals” and “Five Obstacle Which May Prevent The Achievement of These Goals”.

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PART 1: 1 MALAYSIA AND ITS GOALS

Upon ascending to Malaysia’s highest public office on April 2009, the Prime Minister of Malaysia, YAB Dato’ Sri Najib Tun Razak has made waves to all corners of the nation with the introduction of 1Malaysia concept. The concept evolves around culture of excellence, perseverance, acceptance, education, integrity, meritocracy, humility and loyalty. It also encompasses NKRAs on six major issues.

Since independent, national unity has been made top priority – unity in education, culture, socio-economy, political, regional, etc. 1 Malaysia seeks to improve the relations of all Malaysians, regardless of racial, religious or cultural backgrounds.

There are certain major concerns that need to be addressed in order to seriously engage in 1Malaysia concept. 1 Malaysia concept caters the needs of all sector of the plural society and to ensure equal distribution of wealth between racial groups, between states and federal.

1 Malaysia’s goal is to preserve and enhance this unity in diversity which has always been our strength and remains our best hope for the future. The strategies to achieve this goals are perseverance, acceptance, education, integrity, meritocracy, humility, loyalty and culture of excellence.

PART 2: FIVE OBSTACLES WHICH MAY PREVENT THE ACHIEVEMENT OF THESE GOALS

1) School System. Ethnically & linguistically polarized primary school system (Chinese & Tamil ), separated school system AT primary level; 90% (Chinese)/ 50% (Indian) – no opportunity to interact with Malays in the same age category and quota system (MRSM/ MATRICULATION/UNIVERSITIES).

2) Religious sentiments. Ethno-centric (superior compared to other community) – weird, inferior and immoral and differences measured by customs, family background, attitude, attire. Unhelpful religious sentiment which undermine the practices and institutions of other religions.

3) Language factor. Mother tongue ( tamil / chinese ) is very strong. Can’t accept that Bahasa Melayu as official language. It shows the differences between the races. Do not want to give up or want to learn and apply other languages.

4) Not common and shared goal. Not ethnically integrated, Peace , living in harmony, Full & fair partnership.

5) Special positions of Malay/ Bumiputera (Constitution). Article Rational 153 privileges; position in public service, scholarship, education, business, special facilities. Malay reserve land so that the reserve land is protected from the non-Malay.

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I has been several years since our beloved Prime Minister Dato’ Seri Najib Tun Razak serves the country as the Prime Minister. Like previous Prime Ministers who always come out with concepts such as “Wawasan 2020” by Tun. Dr. Mahathir or “Islam Hadhari” by Tun Abdullah Ahmad Badawi, Najib came out with “1 Malaysia”.

My personal opinion is that the concept is good, because its goals is to bring unity for all the people. However, I think that the concept has been used in various way that in current state, I felt that 1 Malaysia is not a concept of unity but some sort of subsidy for the citizen to enjoy. There are too many 1 Malaysia relief products that people seem to be confused whether the goal is to unite people or as a label for a cheaper price of products in the market.

I hope the Prim Minister Dato’ Najib can look back into this concept and let the community knows exactly why the concept of 1 Malaysia is created. If they don’t, then nobody will understand the real concept and goals, forever.

Till then.

Assalamualaikum wbt. and Peace be Upon.

In this reflection, I will shared what my classmate Nor Khairunnisa presented in the classroom about “Multi-Disciplinary Team”. She described thoroughly five members of the team with their respective roles.

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FIVE MULTI-DISCIPLINARY TEAM

General Educator
Understand the special educators may be responsible for a large group of students and have limited amount of time for each students. Sharing with other consultants for determining how goals and object can be reinforced during course of general classroom activities.

Special Educator
Recognize suitable techniques to be used towards students especially students with special needs. Respond to the need of many students rapidly. Recognize the teaching techniques that may be success in special education class but not in normal classroom.

Parents
Provide information about the students’ current performance. Don’t leave their children’s education in the hand of experts.

Principal
Monitor student’s movements in the schools especially in classroom. Always update information with the classroom teacher about their performance. Inform parents with current performance of the students.

Student
Responsible for their own educational outcomes. Although for disabilities students, they should think about their responsibility. Don’t let others be responsible for everything.

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Other than five stated above, there are many other multi-disciplinary members such as therapist, guidance counselors, administrators other than principal, motivator and paraprofessionals.

I think that we live in a world where we have to help each other. There should not be just one side do the job, and the rest benefit without doing nothing. That’s why I truly believe that a great organization needed to establish success among human being.

Human are complex and talented. It’s a waste if we don’t support each other for a better life.

Till then.

Assalamualaikum wbt. and Peace be Upon.

In this reflection, I will continue reflect from Farah Sakinah‘s presentation on five behaviours towards low achievers mentioned by Kauffman. A little biography about Kauffman:

James M. Kauffman (born December 7, 1940 in Hannibal, MO) is an American who has made significant contributions to the field of education, specifically special education.

He has authored or co-authored several books and many journal articles in the fields of special education, education reform, child psychology, and child development and has served in various editorial capacities. The topics he has written about include behavioral disorders, learning disabilities, mental retardation, instructional and behavior management techniques in the classroom, education reform, and ethical and policy issues. He has also made presentations in multiple countries.

He currently is Professor Emeritus of Education at the University of Virginia in Charlottesville, where he became a faculty member in 1970. He has had an active career in education since the 1960s. [http://en.wikipedia.org/wiki/James_Kauffman]

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5 BEHAVIOURS TOWARDS LOW ACHIEVERS ACCORDING TO KAUFFMAN

1) Consistent in responding children’s behavior. The students should know the consequences of appropriate behavior and misbehavior. Give clear directions and hold firm to your expectations. Be consistent in giving rewards or punishments.

2) Providing instruction that is useful to children. Make sure that you have chosen the most important things to teach. Point out the value of what they are learning. Find a way to make the material interesting or worth.

3) Rewarding the right behavior. Teachers don’t make mistake of praising them when they are behaving misbehave. Teachers also cannot do physical contact with them in attempts to offer loving correction. Give your attention primarily when they are behaving appropriate.

4) The demands appropriate for children’s abilities. Expectation high makes the children feel too much pressure and experience too much failure. Expectation too low makes children become bored and may feel resentful. Your expectations must fit each child’s ability level.

5) Try a different approach / seek for help. Don’t ever “going it alone”. Try to use another different approach and who knows it may solve your problem. An attitude of openness and willingness to look outside oneself are essential for success.

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These behaviours pointed out by Kauffman can be used as guidelines for teachers to respond to low achievers. Most of the time, teachers took the initiative of scolding the students in return of hoping that they will learn the lesson. But it’s not that easy.

Sometimes being tough on young people can bring no good to them. Because they are young and inexperienced, they have one attitude that may occur, and we should be afraid of, rebelling. Adults should not underestimate youngsters because they can be so outrageous and revengeful.

So take these guidelines by Kauffman to peacefully work out with the low achievers. After all it’s not their fault that they picked up things slower than others. It naturally come along with his brain. Rationality plays a huge role in this situation.

Till then.

Assalamualaikum wbt. and Peace be Upon.

In this reflection, there will be two parts which are “Learner Diversity in Malaysia” and “How Education For All Be Achieved”. Both presentations were presented by Nora Ezzati and Jannah Ghulamuddin respectively.

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PART 1: LEARNER DIVERSITY IN MALAYSIA

Learner diversity refers to all inclusive, collective mixtures of human differences and similarities along a given dimension. The dimension of diversity consists of nine major aspects which are educational background, culture, ethnicity, religion, gender, age, disability, learning styles and personality.

In Malaysia, level of teacher’s perspective towards school diversity is still at moderate level. Teachers take things lightly in the education content. It is encourage for the Ministry of Education and school administration to execute awareness programs and improve facilities for teachers and students.

PART 2: HOW EDUCATION FOR ALL BE ACHIEVED

The concept of “No Child Left Behind” was introduced in United States of America years back so that everyone can have education. In Malaysia such programme can be achieved under the concept of “Education for All” which similar to “No Child Left Behind” concept and it requires both government and society to play the big roles to ensure that the programme is success.

Government can lend some help with financial help for those needed, provide primary education as compulsory for all the children, make sure the students master the 3M concept, provide special schools for special children and organized appropriate framework for co-curriculum and curriculum syllabus.

Society on the other hand must let them have self-experience and self awareness about the importance of education for the future.

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I am aware of the diversity of learners in Malaysian. I think it’s quite clear that different students have different capabilities and strength among themselves. But because we are thinking too much on getting straight A’s in examination, I personally believe that the teachers become blind to what they should have done.

I agree with Nora’s explanation that the awareness among teachers are still at moderate level. But not just the teachers should be blamed, the society knows the exactly the same thing but refuse to say a word and just let it be. This is a serious problem. If we don’t treat it fast, it’ll grow into a deadly cancer.

Till then.

Assalamualaikum wbt. and Peace be Upon.

In this reflection, I will continue to reflect my fellow classmates’ presentation. The following presentation was done by Bethurajeveni Pethrajoo where she presented about “Phases of Inclusion & Provision of Public Law”. The presentation is some sort of support to the framework that has been created for the special needs students. The authorities made several laws in order to make sure that education for the special needs are no joke and will be not taken easily.

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One of the components under The Public Law 99-457 is Education of the Handicapped Act Amendments of 1986. Numerous sections of the Public Law 94-147 [1975] were amended when President Reagen signed into law the Education of the Handicapped Act Amendments of 1986.

The provisions consists of several important facts:

1) The right and protections of Public Law 94-142 were extended to child with disabilities ages three through five years in the school years 1990-1991.

2) To support this, the pre-school incentive grant program was revised [Section 619] to reflect authorization of a dramatic increase in the federal fiscal contribution for the age group.

3) A new state grant program for the disabled infants and toddlers were established [birth through 2]

4) The purpose are to provide early intervention services for all eligible children as defined by legislation[ new part of Education of Handicapped Act – EHA].

5) Proven components of EHA [ PART C –early education authority] was retained and refined to maximize support toward achieving the objectives of the early new intervention and preschool initiatives.

In Public Law 99-457, it focuses on not only the child but also the family. Law shifts from a child-centered, single agency planning effort to a family focused, multidisciplinary planning effort. Individualized Family Service Plan [IFSP] is of paramount importance to child and family. A statement of the child’s present level of physical development, cognitive development, language and speech development and so on

Due to The Public Law 99-457, several legal implications occurred such as:

1) With the concurrence of the family , a statement of the family’s strengths needs related to enhancing the development of child.

2) A statement of major outcomes expected to be achieved for the child and family. The criteria, procedures and timelines used to determine the degree to which a progress is made and so on.

3) Other services and the steps that will be undertaken to secure those services.

4) The projected dates for initiation of the services and the anticipated duration.

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The Public Law 99-457 is actually a good move made by the US government because it actually shows how much they give attention to the disabled children. These children need help and assistance from the government in order to fully live their life.

The law will be a good platform if this minority is being argued because human are complex. Our way of thinking can go wild even though it’s on the wrong track. Simply due to wanting to satisfy themselves to what they want wish to be.

Till then.

Assalamualaikum wbt. and Peace be Upon.

In this reflection, I will continue the following presentation by Yasmin Khairani about Down Syndrome. Down Syndrome probably one of the most interesting topic to be discussed about because people with the syndrome can be identified easily by just looking at their physical (no offense).

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Down Syndrome are caused by the abnormal chromosomal condition that has a presence of Chromosome 21. It affects cognitive ability and physical growth by having a delay in such growth. One of the mental common abnormality in humans is they have differences in IQ where normal human tend to have 100 IQ while people with Down Syndrome have very low IQ of 35-50. The highest it can gets is just as half as normal human IQ.

Thus, teachers should aware of their presence in the classroom. There are no limitation to where they deserve to learn because they have the right to learn in regular school, but must be assisted with specialized educational facilities to help them get on track with others especially when teacher have already know that they have an exceptionally low IQ compared to other normal students. That;s why it is very important for teachers to learn about Down Syndrome child first before come out with approaches to accommodate the students.

Some of teacher’s roles given by Yasmin are below:

1) Change the perception
2) Involve the students – let them feel motivated
3) Have talk with parents
4) Implement simpler task
5) Demonstrate instead of giving instruction
6) Be clear
7) Give feedback

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Down Syndrome people often get discriminate by others just because they look and act weird. But we truly don;t know how they felt inside. That is why I think that these people need to be introduced and support by the people around more so that they have the spirit to live the life although they had to overcome such complication in life.

Let’s put ourselves in their shoes, how will it feel it we are a part of the syndrome. Couldn’t learn as fast as others and have difficulty in learning as well as having not so great appearance. That way, we will be more empathy and grateful to what we have.

Till then.