# data[].attributes.headline
Implementation, strengths and weakenesses of AFL tools: Might, Post-It and Traffic Lights

# data[].attributes.subject
Implementation, strengths and weakenesses of AFL tools: Might, Post-It and Traffic Lights

# data[].attributes.headline
Lesson Plan 1: Implementation of Questioning Strategies

# data[].attributes.subject
Lesson Plan 1: Implementation of Questioning Strategies

# data[].attributes.attachment_link.title
Persediaan Mengajar 21 September 2022_PDF

# data[].attributes.headline
Lesson Plan 2: Implementation of Questioning Strategies

# data[].attributes.subject
Lesson Plan 2: Implementation of Questioning Strategies

# data[].attributes.body
Hjh Siti Rabiatul Najibah Binti Haji Kahar (21M9237)

# data[].attributes.body
Siti Nur Amal Amirah Binti Jasmi (21M9208)

# data[].attributes.body
Mohammad Hafiz bin Kasmin (21M9274)

# data[].attributes.body
In this teaching session, I used verbal questioning strategies that were applied to the learning process to see the students' understanding. There are three types of questioning used namely :-

(1) Leading Question: the main question is used to achieve the learning objective so that students know how to define and recognize ‘Bidalan’ and ‘Kata-Kata Hikmat’ because both have similar definitions in terms of the content behind the words.

(2) Closed Question : This question is used to test students' knowledge about the meaning of one of the ‘Bidalan’ that has been learned at the beginning of the learning session.

(3) Open-ended Question: This question is used to stimulate students' thinking to think at a higher level by giving reasons for the questions expressed by the teacher, by asking for their opinions.

# data[].attributes.headline
Short Video Based On 3 Questioning Strategies

# data[].attributes.subject
Short Video Based On 3 Questioning Strategies

# data[].attributes.body
The advantages of this technique are:

1. This technique can be used in various teaching situations because each lesson will use questioning strategies to assess students whether they understand or not.

2. Its use in learning will be able to help students build the power of expression in the discussion of the questions raised.

3. This technique is able to help and show the difficulties faced by every student during learning.

4. It will also be able to provide an overall review of students in preparation before giving class exercises.

5. It will always be a useful technique when teaching because not all available teaching methods are appropriate to use (according to the situation or learning topic).

6. This technique is also able to show the character of a student whether he/she is active in the discussion, active in giving answers or otherwise.

7. It is also suitable for stimulating students who are shy to speak and give answers.

The disadvantages of this technique are:

1. It requires the teacher's questioning skills to use it correctly.

2. It can also sometimes turn the class into silence because none of the students want or are able to answer the questions (depending on the question being asked).

3. Taking a lot of time to wait for students to give feedback.

# data[].attributes.headline
Lesson Plan:                                           AFL Tools (Might & Post-It)  

# data[].attributes.subject
Lesson Plan:                                           AFL Tools (Might & Post-It)  

# data[].attributes.body
Lesson Plan
Year 9
Subject: Melayu Islam Beraja
Topic: Perlembagaan

# data[].attributes.attachment_link.title
1. Lesson Plan Perlembagaan brunei 21m9220 SITI MAJIDAH

# data[].attributes.body
Might question conducted in verbal and written form

# data[].attributes.body
Students self-assessment of their understanding and their opinion about the platform the teacher have been used at the end of the lesson

# data[].attributes.headline
Lesson Plan:                                                                 AFL Tool "Traffic Light" 

# data[].attributes.subject
Lesson Plan:                                                                 AFL Tool "Traffic Light" 

# data[].attributes.body
Lesson Plan
Year 9
Subject Melayu Islam Beraja
Topic: Agama Islam, Raja dan Bahasa Melayu

# data[].attributes.attachment_link.title
2. Lesson Plan Agama Islam, Raja dan Bahasa Melayu Cg Majidah

# data[].attributes.body
Traffic lights are the fastest way to identify students' understanding at the end the lesson. suitable for the teacher who have very limited time

# data[].attributes.body
Siti Majidah Binti Haji Abd Karim (21M9220)

# data[].attributes.body
During the teaching session 1, I used Assessment For learning (AFL) tool strategy to achieve the learning objective. There are two types of AFL tool that I used in session 1.

The first AFL tool that I used is Know What Learn (KWL).  For the Know section is to examine the student understanding from the previous class that they learn before continuing to start the lesson. While for the What section is to know what the student want to know during the lesson about the topic. Meanwhile for Learn section is to know what the student had learn along the lesson. this will be fill in at the end of the lesson.

Secondly, I used Think Through Talking (TTT). This is used to encourage the student to be active in class to share their idea/ opinion with their friends in their group division.

# data[].attributes.body
During this teaching lesson session 2 I used Open Vs Closed. I used this tool at the end of the lesson to examine their understanding and allow them to think on how to answer the high order thinking questions.

# data[].attributes.headline
Lesson Plan - Questioning Strategy (Key Question, Closed Question and Open Ended Question)

# data[].attributes.subject
Lesson Plan - Questioning Strategy (Key Question, Closed Question and Open Ended Question)

# data[].attributes.body
Lesson Plan
Year 7
Subjek: Bahasa Melayu
Topik: Merumuskan karangan (PETA)

# data[].attributes.attachment_link.title
LP 7B MINGGU 40 - MERUMUSKAN KARANGAN PETA

# data[].attributes.headline
Description of Lesson Plan (Questioning Strategy)

# data[].attributes.subject
Description of Lesson Plan (Questioning Strategy)

# data[].attributes.body
In this teaching session, I verbally used questioning strategies to get answers from the students about the topics they learned in the classroom. With the questioning strategy, I can assess the student's performance. In addition, I also have the opportunity to examine students' weaknesses on poorly understood topics. The purpose is to improve the weakness by providing a more precise understanding to the students about the subjects being taught.

Each question will be used as a tool to assess student knowledge. In addition, it is also used as one of the teacher's approaches to producing conducive learning and focusing on forming students' thinking skills so that they can think critically and have the confidence to involve themselves in the classroom actively. The production of practical questions will be able to shape students' thinking skills so that they can give correct answers and be able to provide ideas through higher-level thinking skills. In this way, they will be able to state facts and share relevant and appropriate examples until they can describe, interpret, and express the effects and others.

I use three types of questions: Key Questions, Close Questions, and Open Questions. The purpose is to evaluate whether students can follow and understand the learning content taught by the teacher.

# data[].attributes.headline
1. Short Video and Description (Key Question)

# data[].attributes.subject
1. Short Video and Description (Key Question)

# data[].attributes.body
The key question will focus on how to achieve the learning objectives. This key question is essential for teaching and learning to be more focused and clear. Mainly when the teacher builds a teaching situation so that the teacher chooses the appropriate teaching method so that the teaching process runs effectively and students learn efficiently.

Usually, this key question is used to ask questions related to the concept or field (topic) of a topic studied and mastered by students in the classroom. For example, this lesson plan is about summarizing an essay, so teachers must prepare some main keyword questions that can refer to the topic they are studying. The student needs to understand every keyword so that the learning objective is achieved and they can write a summary with the correct format.

In this teaching session, the teacher asks key questions about the essay summary format students need to know, understand, remember and practice. The purpose is for students to see the difference between the format of writing a standard essay and the format of writing an essay summary accurately.

# data[].attributes.body
Transcript

# data[].attributes.headline
2. Short Video and Description (Closed question)

# data[].attributes.subject
2. Short Video and Description (Closed question)

# data[].attributes.body
Closed questions are used to test the student's memory to state facts and restate the important contents of the topic learned in the classroom. The query features will be more focused on the subject being taught. Therefore, all questions will require students to state their factual answers. This question does not require an opinion-based answer or explanation from the student. The purpose is only to assess the extent of the student's reading skills, understanding, and remembering facts about the topic taught by the teacher. Therefore, in creating these close questions, the teacher's questions will be more focused on assessment to test the student's memory so that they are more sensitive and pay attention in the classroom.

In this teaching session, the teacher will use close questions to help students express the written content found on the graphic material in accordance with the question's requirements. At the same time, teachers can assess the extent to which students have the skills to express written content on graphic materials.

# data[].attributes.headline
Transcript Short Video 2 (Closed Question)

# data[].attributes.subject
Transcript Short Video 2 (Closed Question)

# data[].attributes.attachment_link.title
2. Transcript Short Video Closed Question

# data[].attributes.headline
3. Short Video and Descriptions (Open Ended Question)

# data[].attributes.subject
3. Short Video and Descriptions (Open Ended Question)

# data[].attributes.body
Open questions are usually used to test and evaluate students' thinking skills and understanding. The main feature of the questions will be focused on trying the extent to which students can understand and master the topics learned in the classroom. The teacher will assess the level of high-level thinking skills that the students can achieve. Therefore, each question will require students to provide answers by explaining, interpreting, evaluating, expressing, expressing effects, evaluating differences, and others. Teachers usually use open-ended questions to get responses from students to test existing knowledge with understanding and newly learned knowledge.

In this teaching session, open questions are used by the teacher to help students express the implicit content of the graphic material and the requirements of the question. The purpose is for them to be able to produce and write the contents implied in the summary paragraph of the essay.

Based on the experience of teaching essay summaries to Year 7 students, they face difficulties in producing implicit content. Therefore, this questioning strategy is considered to be able to help students in solving this problem. In this lesson, the questioning strategy is used to evaluate student performance and as one of the teacher's approaches to teaching to help students develop their knowledge effectively so that students can produce implicit content in the writing of the summary paragraph of their essay.

# data[].attributes.headline
Transcript Short Video 3 (Open Ended Question)

# data[].attributes.subject
Transcript Short Video 3 (Open Ended Question)

# data[].attributes.attachment_link.title
3. Transcript Short Video Open Ended Question

# data[].attributes.headline
Advantages and Disadvantages of Questioning Strategy

# data[].attributes.subject
Advantages and Disadvantages of Questioning Strategy

# data[].attributes.body
The Advantages of Questioning Strategy in Teaching and Learning

1. The teacher can assess the student's performance and memory.

2. The teacher also has the opportunity to examine students' weaknesses on poorly understood topics.

3. The teacher can improve the weakness by providing a more precise understanding to the students.

4. Questioning strategy can also be used as one of the teacher's approaches to producing conducive learning and focusing on forming students' thinking skills so that they can think critically and have the confidence to involve themselves in the classroom actively.

5. The student will be able to state facts and share relevant and appropriate examples until they can describe, interpret, and express the effects and others.

6. The teacher can choose the appropriate teaching method so that the teaching process runs effectively and students learn efficiently.

7. The teacher can assess the level of high-level thinking skills students can achieve.

The Disadvantages of Questioning Strategy in Teaching and Learning

1. Teachers need to have good skills and time to reflect on the questions they made.

2. The teacher must have a good approach and relationship with the student.

3. A lot of time is wasted while waiting for students to give answers.

4. Students need to be active and brave to give answers. Otherwise, they will stay silent.

5. It is hard to make the student talk.

# data[].attributes.headline
Teaching and Learning 1 & 2: Questioning Strategies

# data[].attributes.subject
Teaching and Learning 1 & 2: Questioning Strategies

# data[].attributes.attachment_link.title
Individual Brief Findings of Questioning Strategies_PDF

# data[].attributes.headline
Advantages and Disadvantages of Questioning Strategy

# data[].attributes.subject
Advantages and Disadvantages of Questioning Strategy

# data[].attributes.attachment_link.title
Advantages and Disadvantages of Questioning Strategies_PDF

# data[].attributes.attachment_link.title
Implementations of Questioning Strategies in Classroom_PDF

# data[].attributes.attachment_link.title
Short Video - Open Ended Question (Verbal).mov

# data[].attributes.headline
APPENDIX - QUESTIONS AND SOME EXAMPLES OF STUDENT ANSWERS

# data[].attributes.subject
APPENDIX - QUESTIONS AND SOME EXAMPLES OF STUDENT ANSWERS

# data[].attributes.attachment_link.title
LAMPIRAN - SOALAN DAN BEBERAPA CONTOH JAWAPAN PELAJAR

# data[].attributes.body
https://drive.google.com/file/d/1g7J37dtEF-kYK1PMaKAR64AQRrZ83Qw4/view?usp=share_link

# data[].attributes.body
✅ Canva: https://www.canva.com/design/DAFP9Jm8dAU/jLznI2HBKwnEGRAYb1V2hg/edit?utm_content=DAFP9Jm8dAU&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton