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A lesson for today is doing teaching simulation using nearpod application. We are doing this in group. So, every group should present their work. Each group should prepare the materials that will deliver in the class and we have to make it interesting and engaging for young learners. Nearpod application really helps us to package the material well, starting from opening to the closing. With nearpod, we can add game, video, quiz, and the main material. This application helps the teachers to make interactions between the students in the class. The teacher can make the material more varied and interesting for young learners because there are many features that can be used to support interesting learning in the class.

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This time, we were told to make our own Nearpod lesson for fifth graders in groups. The 4 groups who presented their work provided a variety of contexts and language focus, the groups also used many of Nearpod’s features which we have learned about last meeting. I found it interesting because it made me realize there was really no limitation in making lessons as long as we have creativity for it.

We pretended to be kids in 5th grade. We all sang along to the songs, had guessing games, played rank-climbing games, and many more as a way to interact with the teachers. It was fun, but that’s not the only thing we experienced. We also had to analyze our friends’ works and give our comments on it. The purpose of this activity was to see what we lacked and find the solutions together. After reviewing and evaluating the works, we learned more tips from Ms. Tira, like about the placements of the video regarding the lesson, games, the methods and language to use towards 5th graders and so on.

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In today's meeting, we briefly touched on our past learning, which involved online learning platforms. The midterm test, which calls for the conclusion of a project, was then covered. The goal is to create an electronic poster of the material we covered in EYL class. That's something I've never done before, so it truly interests me.

Posters should, in fact, communicate our perspective tales. By employing animation, graphics, pictures, and other media, we may be able to do this in a novel way. The poster's content addresses the differences between children who learn in their first and second languages as well as the characteristics of kids that must be depicted using Piaget, Vygotsky, and Bruner's theories. By using educational tools like Nearpod, sesaw, Quizizz, JamBoard, and others, children may learn English. Furthermore, we must develop ideas for online learning environments that are appropriate for children's ages as well as the material, people, and settings we select for them.

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Today, we demonstrate our Nearpod and begin simulating it. The group presenting must share their work through Zoom, and the audience members must act like fifth-graders.

The learning contents we aim to disseminate through this program are "packaged" as presentations, tests, games, and public singing videos. In this instance, scaffolding theory is also applicable. There are unquestionably merits and shortcomings in each group's work that has been presented. The team's other trainers must engage in sessions that are conducted by someone else, according to Ms Tira, to make the teachings more interesting. Ms Tira advises including movies at the start of the slide, following the introduction. Additionally, fifth graders are capable of using clear and basic English. Finally, we must immediately begin acting like educators. We may develop our skills more readily as a result.

I'm grateful, Ma'am.

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Today, we learned about the "Nearpod" tool that will support Ms Tira's instruction.

Ms Tira started out by giving a quick overview and rundown of Nearpod's features. After that, we start acting like fifth-graders, which puts the Nearpod feature to the test. Unexpectedly, it's entertaining and engaging. We enjoy ourselves while studying as well. Before the simulation began, Ms Tira used a lot of the educational tools that Nearpod provided. Sketching, pairing and matching, testing, and a little bit of competition, for instance. I believe that exposing children to a variety of interesting media will encourage their curiosity and prevent them from being bored.

It was highly recommended to use Vygotsky's scaffolding theory. With a variety of helpful application learning aids, students get motivated to study more.

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Bu Sri Ratnaningsih joined us for the meeting today and gave a presentation on educational applications for kids.

I can recall a few of them, including the following:
- Jamboard: enables you to communicate in real-time with pupils. Textboxes and photos can both be added.
- Canva: enables the creation of animated instructional materials
- Paddlet
- Seesaw: This software has the advantage of letting pupils write their own handwritten responses on the lesson sheets.
- Duolingo: uses engaging and interactive animations to assist us in learning new languages.
- Quizziz: you might add enjoyment to a quiz by racking up scores, etc.

Seesaw, Canva, and Quizziz are probably the applications I would use most frequently in the future. If I were a primary school teacher, I would utilize Seesaw to make learning exciting and fun for the pupils. I am already acquainted with Canva and Quizziz, and I would utilize Canva to create learning materials and Quizziz to test the students after class.

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In today's lesson, we are informed about Mid-Term assignment for EYL. Our Mid-Term assignment will be a poster about what we've learn in EYL class until in the middle of this semester. We also receive the guides about the contents of our posters. The contents in our posters are:
1. Characteristic of children
2. How children learn to communicate
3. The differences between children learning L1 and L2
4. Teaching and learning media we can use to support children learning EFL
5. My idea for teaching children English in an online platform :
- Children's age and characteristic
- Media
- Why
Then, for each number must provide an example.
After that, we have to submit our midterm test into padlet.

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In this week, we are assigned to do our teaching simulation based on our project using nearpod. There are only several groups who present due to time limitation. Each student were also assigned to give the feedback after one group had done their simulation. What I get in today’s learning are :

- We can say salam for our greeting but we also must consider for our student from other religion. So, we also have to greet in neutral form like good morning, hello, etc.

- The material that we teach must relevant for the student’s level. We also have to think about the method that have various activities in it.

- Since we are learning English, make sure to decide our language focus in the lesson. Make some marks for example in vocabularies, phrases, clauses, etc. with different color, or bold the word and so on. But, it is better to focus not only in vocabs, but also short/simple sentences.

- Everything should be better with audio and visual examples. Young learners still need many engaging material with pictures, videos, games and many more. So, we must give them some ice breaking but still related to the lesson, such as quiz, in nearpod is climbing the mountain quiz game.

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In today’s lesson, we were introduced by an engaging website for teaching young learners, nearpod. We acted as the student, learning the materials using nearpod with Bu Tira. In nearpod, there are various feature that make the learning activities more various. In the opening, we were assigned to write our plan for holiday with opened-ended question feature. Next, Bu Tira showed us various activities like listen a song related to the topic, listen to the story, had a QnA, played a quiz game, and so on. We found it so fun and insightful to know this website because it was really amusing for young learners.

In nowadays, everything has been digitalized. As a future teacher, we have to be creative and innovative in order to follow the modern technology. With technology, we actually are helped by them so our work is more efficient. We also need to consider the student needs, especially for teaching the young learners. Even as an adult, we easily get bored while studying, so that, we have to make the class for young learners even more entertaining. Every human is different, there is the one who is a fast learner person, but another is not. So, as the future teacher, we really need good strategies in teaching, as well as find out learning tools that is engaging.

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We mostly reviewed our mid-term initiatives during today's discussion. But first, we go through the online readings from our prior meeting before talking about the midterm assignment.

We were told to create a digital poster showcasing the material we had studied in this course as our midterm assignment.

We must explain our story from our perspective on the poster we are going to create. The poster must cover a variety of subjects, including the child's traits, how kids learn to communicate, the distinctions between kids learning L1 and L2, teaching and learning media we can use to support kids learning EFL, and our suggestions for teaching kids English using online learning environments. We are permitted to add more elements to our posters, such as animations, movies, photographs, and other elements, in order to make it more practical and visually appealing.

Thank you, Ma'am

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In today's meeting, we mostly discussed our mid-term projects. However, before discussing the midterm project, we briefly review the online learning material that we have studied in the previous meeting.
For our midterm project, we were instructed to make a digital poster featuring things we had learned in this class.
The poster we are going to make must be in the form of telling our story from our point of view. The poster must consist of several topics, namely the characteristics of the child, how children learn to communicate, the differences between children learning L1 and L2, teaching and learning media that we can use to support children learning EFL, and our ideas to teach English to children using online learning platforms. To make our poster useful and visually appealing, we are allowed to add other things to our poster such as animations, videos, images, etc.
I personally found this project challenging because we needed to make sure that all the topics requested were covered in the poster, but I also thought it would be interesting because we were free to design our poster however we want.

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My name is Ade Lia Atikah (2101086), allow me to share my reflection regarding our 7th meeting in this class.

We reviewed our prior discussion with Mrs. Tira at today's meeting. Then we went over all of the information we'd covered, including the online learning platforms we can use for our teaching and learning. Following that, we talked about our midterm project. We were each instructed to design a digital poster based on what we learned in EYL class. The poster material should include features of children, differences between L1 and L2 learners, and teaching and learning strategies that can be used in the classroom. Mrs. Ika also demonstrated and explained digital posters to us.

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Hello everyone. My name is Ade Lia Atikah (2101086). This is the reflection of the 6th meeting.

This week, we were all instructed to make nearpod instructional materials for 5th graders. Due to time limits, only four groups showed their work, while the remaining groups pretended to be fifth graders. The presenters taught us how to use nearpod, communicate with students, teach them, and engage them throughout class. The majority of the presenters employed repetition strategies to teach fifth graders. When teaching children, the repetition method is quite helpful since it helps them recall the subject more quickly. They also created fantastic teaching tools that make the content more engaging and simple for the youngsters to understand.

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We talked about online learning tools this week. A teaching simulation was also performed. We used the Nearpod platform to demonstrate learning in virtual classes while posing as fifth-graders. Nearpod is one of the learning tools that students may find interesting and useful in understanding the topic. Teachers can use a range of tools, such as the ability to link images, videos, games, quizzes, and other materials. We can also change the order of each action. To peak the students' interest, they can then answer to questions, play a game, doodle on the computer screen, match texts, and match images.

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My name is Ade Lia Atikah (2101086), allow me to share my reflection regarding our 4th meeting in this class.

Mrs. Sri presented us with content from online learning platforms during this session. She began by stating that, in this digitalization era, teachers must adapt to the internet platforms available in order to educate more effectively. We can make our teaching process more interesting and entertaining for pupils by utilizing these internet platforms. The following are some of the apps that were shown to us:

1. Seesaw, seesaw allows us to create classrooms, assign grades, and provide students with voice coaching and other learning aids.

2. Epic, this app is extremely entertaining for both adults and children, with colorful visuals and a range of relevant graphics, making it ideal for children learning to read and practicing their pronunciation.

3. Vocaroo and Bitmoji are two apps that teachers can utilize to build entertaining learning materials and transmit instructions or visuals more effectively.

4. The live work sheet, which is a great way for students to improve their spelling and pronunciation.

5. Duolingo and Quiziz, with their captivating visuals, are two apps that are far more successful for educating young learners than those that require paper and pencil.

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Annisa Maharani Maulana Putri_UNJ_Is the Younger the Better Summary

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Annisa Maharani Maulana Putri_UNJ_Summary of Theories of Childhood

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Today, Bu Ika was already back teaching the class. We were discussing about our Mid-Term project, which should contain:

1. Characteristics of children

2. How children learn to communicate

3. The differences between show children, learning L1 and L2

4. Teaching and learning media that we can use to support children using EFL

5. My idea to teach children English in an online platform:

Children's age & characteristics

The media

Why?

The project should be done in a way that we're telling a story, we were given the deadline and were supposed to submit it through our Padlet.

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On this week, 3 groups presented their Nearpod to the class. The audiences and Miss Tira are supposed to give feedbacks for those groups.

There is room for improvements but overall, they were great. Miss Tira gave constructive criticism to the groups about how we should pay attention about the greeting, be more communicative, and also make sure that the lesson is relevant for the targeted students.

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Today, we learned about how to use Nearpod to teach young learners. The class was led by Miss Tira since Bu Ika is gonna be on a business trip for the next 2 weeks.

What I learned from Miss Tira is that Nearpod is a platform that covers a lot of aspects on teaching especially for young learners. Features of Nearpod are various, but what really took my interest were:

1. Nearpod allows the students to draw and also type their answers.

2. It also has a discussion board for us to discuss the materials.

3. It can generate a quiz session into an animated games that look fun.

And then, we were assigned to groups and given a task to make a lesson with Nearpod. We were supposed to present it the next week.

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Today, our lecturer assigned us to make a lesson plan and work in a group. We discuss our lesson plan in the break-out room zoom. We needed clarification in choosing a topic for our lesson plan, but I had an idea to make a lesson plan about 'my pet', so we discussed more our lesson plan.

We are actually also confused about what will we do in this topic. After we discussed it, we decided to make the lesson more fun, like watching video, and then we played a game using an interactive platform.

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Today, Mrs. Tira taught us about topic-based work. She teaches us several steps to do the topic-based work: selecting a topic, choosing a time, gathering materials, picking situations and functions, deciding methods and activities, and the last one is planning the assessment.

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Today, Mrs. Ika told us about the mid-term test that we have to do. She asked me to make a poster about the material we learned in a half-semester. The poster contains characteristics of children, how children learn to communicate, the differences between children learning L1 and L2, teaching and learning media we can use to support EFL learning, and my online platform idea for teaching children English. The poster's content must be based on expert theories such as Piaget, Vygotsky, and Brunner. The poster that we will make must be creative.

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Today, three groups were doing a teaching simulation using Nearpod. They convey material easily understood by children. They tell materials about taste, family, and how to use in, on, and behind. They taught students English with something fun, like drawing, singing, and playing games. Using Nearpod as a teaching media is suitable for teaching because children become very enthusiastic about learning.

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Name: Hanifa Nuraini
Class: 3A
Course: EYL

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Name: Hanifa Nuraini
Class: 3A
Course: EYL

In today’s class, Bu Ika explained about how the Mid-Term assignment will be. We had to make a poster on what we have learned since joining the EYL course.

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Name: Hanifa Nuraini
Class: 3A
Course: EYL

In last week’s class, we were assigned to make a nearpod lesson in groups of 3 and we were told to present the material today. The groups that did not get a chance to present their nearpod lesson were told to give comments on the groups that did the presentation. At the end of the presentation Miss Tira gave feedback to each group that did the presentation.

Three things I learned in today’s class:

When starting a class by giving salam we have to be more aware of the religion of every student in class. If there were a non muslim student we can just do a greetings instead of salam.

Be more aware of the material we are going to explain to the student. Make sure the material is the one taught for that age.

Focus on the stressed words from different vocabs that you are focusing on to teach them.

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Name: Hanifa Nuraini
Class: 3A
Course: EYL

Today was the first time we had class with Miss Tira because Bu Ika had a business trip. It was an online class doing a teaching simulation. Miss Tira did a teaching simulation with us using a platform called nearpod.

Ways a teacher could engage the students in the classroom

A video to start a lesson

Asking the student on the activity they have done or asking trigger questions.

Starting a class using ice breaking sessions such as singing a song.

A teacher should consider the learning tools used for teaching and the learning process. As future teachers we have to understand that every student has their own needs. So, we have to see and use the right tools in an online teaching platform to accommodate the students' needs. There are different types of students, some could be fast learners and some could be slow learners. When dealing with that a teacher should be fair, he/she can not only focus on slow learners nor fast learners at all times. One of the ways a teacher could deal with that is by choosing the right learning tools for those students that have different ways of learning.

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Name: Hanifa Nuraini
Class: 3A
Course: EYL

In today’s class Bu Ika invited a friend of hers named Ibu Sri. Ibu Sri explained about the technology that’s used for EYL teaching. There are 3 reasons for a teacher to integrate technology into teaching.

1. Digital learner characteristic: kids nowadays are used to and familiar with mobile phones, laptop, tablets etc. So, we as future teachers should adapt to this new situation.

2. The tremendous growth of ICT:  Now there are plenty of platforms we could use to teach young learners.

3. Teachers professional development: as a teacher we cannot stop to develop ourselves again and again  especially with the current century full of new technology we are in.

Ibu Sri told us about an app called Seesaw. She gave us an explanation and example on how this is used. I myself think this app is quite interesting, when I was in elementary school I did the assignment through paper, but who knew, now assignments such as the one I did were also possible through online learning.

She also told us about Google work space, edpuzzle, Quizizz and other more. From today’s lesson I’ve got new insights that I could use in the future for teaching children.

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At the 7th meeting, the EYL class was merged with the 5th EYL class. In the beginning, we discussed the previous week's material given by Ms Tira about Nearpod.  Most of us agree that Nearpod is easy to use and effective for learning because there are enough complete features available to provide presentations of material as well as exciting quizzes to students.

The Nearpod lesson activity can be linked to the theory of ZPD and scaffolding. When the teacher explains the first materials can be identified as a zone students can’t do that the teacher fully guides them to understand; then the teacher will provide the students to participate by asking them to guess the answer for the same picture with no text; and as students gain more independence in the material, they can do the matching pairs and quiz that can be described as the zone they can do independently without help from the teacher.

Before the meeting ended, Mrs Ika explained the technical tasks for the midterm assessment which we had to make a digital poster that wasn't too wordy, but there was a hyperlink on the poster which contained an explanation of the EYL material we had studied for half of the semester.

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Today’s class is almost the same as last week. But the difference is today's teaching simulation is led independently by us, which has been divided into groups so that we take turns playing the role of teacher. Every group provided the lesson with a song that could engage students to learn and the repetition method to make it easier for students to remember the lesson. But it didn't turn out as expected. There was only a little time left, so that day was wrapped up after three groups had presented.

The first group discussed material about family (father, mother, Etc.), the second group talked about taste (sweet, sour, spicy, Etc.), and the third group explained some prepositions (in, on, beside, behind, Etc.). All the groups include a singing video at the beginning of learning related to the material to be taught to attract students' attention, so they are enthusiastic. The three groups did not forget to invite all of us, who were playing the role of students, to actively participate by asking several questions during the Nearpod presentation.  All groups also use the repetition method and include quizzes as a form of assessment.

The stages starting from the teacher explaining, students participating with the help of the teacher, until students work on quiz questions by themselves, are the same as the scaffolding theory, which demonstrates that the learning process starts with the help of adults in the form of active support, but as they become more independent in their thinking and acquire new skills and knowledge, the support can gradually fade. It is also similar to the theory of ZPD; when the teacher explains the first materials can be identified as a zone students can’t do, then the teacher will provide the students to participate by asking them some questions, and as students gain more independence in the material, they can do the quiz that can be described as the zone they can do independently without help from the teacher.

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Before the eventual Midterm week happens next week, in today’s meeting, Miss Ika briefly reviews the online learning platforms that we had been informed about by Miss Tira in the previous meeting. We were asked about what we learned in the previous weeks and that leads to the Midterm exam for EYL class, which is in the form of an individual project. We are assigned individually to make a poster which is about what we have learned from the start, up until this week. Miss Ika then gave us insight into what the project is like by sending us 2 examples of this project.

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In today’s lesson, we present multiple groups’ Nearpod that we were tasked with at the end of last week. After some groups present their Nearpod (not all groups can present their Nearpod due to the remaining time that we had), the groups then receive feedback from the other groups and also Miss Tira. The feedbacks that Miss Tira gave were:

If you have more than 1 teacher teaching the students, the other teacher(s) helps with creating an interactive atmosphere.

Language focus is important, we should use more repeated words so that the young learners can understand the words and repeat them on their own. We should also use simple and easy-to-understand English sentences and words so that young learners can get a grip on what is being taught to them.

We should briefly explain the materials before we present a video to the students.

Overall, I think the presenters did a good job with how they presented their Nearpod materials. The presenters implemented scaffolding, Vygotsky’s, and Bruner’s theory in their Nearpod. I do agree with Miss Tira’s feedback and her feedback also applies to my group’s Nearpod materials.

GROUP 6 - 3EYL
Members:
1. Donny Lazuardi Fahrezi (2105999)
2. Jihan Choirunnisa (2109212)
3. Muhammad Mufti Mumtaz (2104267)

Link Nearpod
Things at Home - Group 6
https://np1.nearpod.com/sharePresentation.php?code=0c4d673dd490892f6fcce7c1c5015111-1

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In today's fantastic meeting, we have the opportunity to engage in a learning simulation, which uses Nearpod as the application. The simulation is meant to show us what it is like using Nearpod in teaching 5th-grade students. The learning activities in the Nearpod that Miss Tira showed us have polls, videos, matching games, open whiteboard, and quizzes about saving the earth. Miss Tira acted as the teacher and we acted as the 5th-graders. The way Miss Tira taught us using the Nearpod she showed us is marvelous, she taught in a cheerful and upbeat manner, which helps in teaching children, who are beaming with energy, curiosity, and creativity.

At the end of the learning simulation, I learned a few things about Nearpod and the way Miss Tira teaches children.

Cheerful and engaging manner is the right way in teaching children, they will get excited and pay more attention to what you teach.

Children can creatively answer if you give them a platform for them to answer freely, like how there is an open-whiteboard slide for the students to answer what they want to answer with.

Thinking about what theme and the materials are going to be presented to the children is important for effective learning. Like in Miss Tira’s Nearpod, she had the theme of saving the earth using interactive learning and interactive stories (which are the materials), like what should we do when there is trash? Toss them into the trash bin. This promotes common sense and encourages them to act properly in saving the earth.

Creating creative and engaging yet visually attracting Nearpod materials is not an easy task and you will have to put a lot of work into it.

Practicality is key in teaching students, especially young learners. We need to practice more.

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Good Afternoon everyone. My name is Donny Lazuardi Fahrezi (2105999) from 3B. Below is my analysis of today's material.

For this week, we learn about what online application we as teacher candidates can use to teach 5th-grade students. In the slides presented to us by Bu Sri, there are multiple learning applications with creativity being its nuts and bolts, including Canva, Epic, Seesaw, Padlet, Quizizz, Duolingo, Ed Puzzle, and many more. We also discussed relating Epic with learning theories from Piaget, Vygotsky, and Bruner.

Relating the app to Piaget’s theory, active learning plays a big part in both theory and Epic because the app has many interactive features which encourage the learners to be active participants which are in one of the stages of Piaget’s theory, which is the assimilation stage. We can also relate these apps to the scaffolding theory; for example, the teacher can help the children with how to play the games and explain what they will do, and then the teacher presents them with quizzes, filling in a blank, multiple-choice answers, etc. So, the teacher helps the students and is the pillar of support for their learning until they get the hang of it.

If I have to choose an application or applications from the ones presented to us, I would have to choose 2 of them, which are

Seesaw me

I choose this one because of the amount of creativity you can put into this and how many varieties of teaching methods it has. Children can record, solve questions in a creative manner, etc. It has the potential to be engaging and visually eye-catching, which is important in trying to teach children. I definitely will try and learn how to use this sometime in my life.

Duolingo

This app has treated me pretty nicely ever since I installed it on my phone. If I want to teach the students some words and they can learn more in their free time if they want to, they can just boot up Duolingo and learn vocabulary and structure. The app is also very supportive and encouraging even when you make mistakes with the answers. The motivational factor is excellent in trying to learn languages and new vocabulary and grammar.

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Julfa Bela Liani_2108662_3EYL - Summary and Reflection #12 Storytelling Practice

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in today's class, we carried out activities in practicing the lesson plans that had been made as assignments from the previous meeting. This task is done in group assignments.

Here is our group team:
1. Julia Salsabilla Putri
2. M. Aqshal Azis
3. Siti Kayla Almira
4. Mahalia N. Hertanti

Telling Story "A Dark Town"

We focus on introducing objects around the house.
Keywords: Road, Room, House, Door, Cupboard, Stairs, Bed, Table, Chair, and Lamp.

Activity class:
- Matching Game Activity = Introducing the keywords to be used by Nearpod

https://app.nearpod.com/?pin=244B31CC6A979535227500654074D456-1

- Tell the story = Story "A Dark Town + Pink Pig (out stories)"

"A Dark Town story"
in a dark, dark town
There is a dark, dark road
And in the dark, dark road.
There is a dark, dark House.
and in the dark, dark House
There is a dark, dark door
Go in the door
There are some dark, dark Stairs.
Go up and up and up and up
and up and up and up
The dark, dark Stairs
Now.....
There is a dark, dark room.
Go into the dark, dark room.
There is a dark, dark cupboard.
What is there??

"Pink Pig Story"
There is a pink, pink Pig.
The pink, pink pig is jumping.
He jumps to the dark, dark bed
The pink, pink pig is asking
Dark bed, why do you look so dark??
The dark bed said I don't know. Go ask the dark Chair.
The pink, pink pig asks the dark, dark Chair
Dark Chair, why do you look so dark??
The dark Chair said I don't know. Go ask the dark table.
The pink, pink pig asks the dark, dark table
Dark Table, why do you look so dark??
The dark Chair said I don't know. Go ask the dark lamp.
The pink, pink pig asks the dark, dark lamp
Dark lamp, why do you look so dark??
The Dark lamp said, "I don't want to give a light."
The Pink Pig said, "What can I do to make you bright?"
U can help by singing the magic word.
If you think you need a light, just clap your hand 2x
If you think it is too dark, you can tell me right away
If you think you need a light, just clap your hand
And the dark lamp suddenly shining bright
The pink, pink pig jump happily
He jumps, jumps, jumps, and sees the colorful things.

- Sing together = magic word to turn on the lamp

Lyric :
If you think you need a light, just clap your hand 2x
If you think it is too dark, you can tell me right away
If you think you need a light, just clap your hand

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No mobile devices in your classroom? No worries! You can enjoy Nearpod from any web browser :) Create, engage, and assess your students in every lesson!

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Independent Curriculum

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Julia Salsabilla Putri_2100964_Summary 2 EYL

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online class - TOPIC BASED WORK

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online class - The Pedagogy and

Storytelling with Children

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offline class - learn by stories

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group work about my house 3 - procedures text about clean my room

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17/11/2022

Today we learn about teaching plan. There are six points we should make before we deliver the lesson. Those are
1. Topic
We are freely to choose the topic. However, we can follow the topic that students interested in. Or, perhaps choose the topic that hype at that time.
2. Planning time
Make sure we give spaces for students to learn. It's possible to discuss a material for two or three weeks.
3. Collecting material
Add as creative as we can. For example songs, videos, audio book, flashcard, exercise book, pictures, etc.
4. Situation and function
What we want to achieve by the lesson. For example:
Situation: Children able to tell Today's weather.
Function : - The weather is...
- I must wear..
5. Method and Activities
The example of method and activities are:
- pair games
- do exercise
- sing a song
- mention their favorite weather
Don't forget to give clear Instruction so that children are able to understand.
6. Reflection
We can tell the children what we have learned today. Also, we can ask children to think and mention what we have learned.
For example:

Now you know how to..... And you can talk about.... And you know all about...

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Julfa Bela Liani_2108662_3EYL - Summary and Reflection #11 Story Based Pedagogy

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November 7, 2022

Today's lesson still discussed "Topic-based Work," but what was interesting today was that Ms. Tira divided the class into several groups to discuss further and develop the topics given by  Ms. Tira. The topics presented are:

1. My house (1)

2. My house (2)

3. My house (3)

4. My pet (1)

5. My pet (2)

6. My pets (3)

7. My good friend (1)

8. My good friend (2)

9. My good friend (3)

Then the topic is associated with describing activities and procedures, and the last is retelling. Each group will be arranged randomly by Ms. Tira will do their job and present briefly and precisely at the ongoing zoom meeting.

During the meeting, I joined the "my pet (1)" group with my other classmates, namely Jihan, Regina, and Steve. The results of our group discussion, namely:

Topic: My Pets

Time: 2 weeks

Materials: Video, Picture, Paper, Crayon

Situation: My favorite pet

Function: Describing

Method:

1. Visualization Learning

2. Questioning Method

3. Production and Creativity

Activity:

1. Watching Video (https://youtu.be/pWepfJ-8XU0)

2. Q & A

3. Making an illustration of their pets by showing pictures or drawing or coloring it on a paper

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I Have A Pet | Animal Song | Super Simple Songs

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October 31, 2022

At today's zoom meeting, Mrs. Tira explained fascinating "Topic-based Work" material. Topic-based work means organizing children's learning in the sense of learning content whose focus is the content itself and not just learning the language. It is hoped that in the process, students will be able to connect ongoing learning with their experiences and interests with its connection with learning topics.

In this learning process, the presence of a topic is very much needed, and it is hoped that this topic will help students associate words and functional structures. It is also believed that this association allows students to understand better the material being taught and remember it with certainty.

The application of "Topic-based Work" is expected to make children more helpful in the learning process, make the learning system more practical, and become a fun scope for teaching and learning activities in class.

And this is how to structure "Topic-based Work":

1. Choosing a topic

2. Planning time

3. Collecting materials

4. Functions and situations

5. Methods and activities

6. Assessment

Today's meeting was delightful, and I believe that discussing today's material will be very useful for me in the future as a teacher. In today's lesson, the teacher guides at the beginning, explaining the material and giving related examples. Then, students will learn from what the teacher says and relate their knowledge to the studied material.

This "Topic-based Work" can make it easier for teachers to arrange what topics will be discussed in class, which is also related to scaffolding theory.

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October 21, 2022

We briefly discussed our prior learning, which concerned online learning systems, in today's meeting. We then discussed the midterm exam, which requires the completion of a project. Making a digital poster of what we learned in EYL class is the project. I've never done that before, so it's really interesting to me.

Indeed, posters should tell stories from our perspective. We may accomplish this in a unique way by utilizing animation, graphics, photos, and other media. While the poster's content covers the variations between children who learn in their first and second languages as well as the features of children that must be portrayed using Piaget’s, Vygotsky’s, and Bruner's Theory. Children can learn English by using teaching and learning resources like Nearpod, sesaw, Quizizz, JamBoard, and others. In addition, we need to provide concepts for online learning environments that are suitable for kids' ages and the media, personalities, and contexts in which we choose them.

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Today is the first time we have conducted hybrid teaching and learning activities. I personally prefer hybrid learning because it feels more effective and classes are also more active.

The material we learned is how to teach English to children through storytelling. Mrs. Tira explained that we have to be good at choosing the right story so that it relates to the material we will teach the children. In addition, we also have to like and understand in advance the story to be told.

There are several tasks that can be given to children using stories in learning English, namely as follows:

1.     Listening skills.

2.     Discourse skills like acting roles, retelling stories, and using the discourse in another context.

3.     Reading skills practice.

In addition, Mrs. Tira gave us tips to make storytelling more interesting, namely by adding songs before and after telling stories. He also gave an example of how to tell us storytelling. I personally really like the songs he made because they are very ear-catching and easy to remember.

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At this meeting, we continued the discussion last week about topic-based work. However, this time we were assigned to make our own lesson plans in groups. Mrs. Tira helped make break-out rooms for each group to make it easier to discuss. My group and I got a topic about My Pet.

We had a little difficulty in developing a lesson plan for the My Pet topic, especially in determining what function is suitable for use. Incidentally, we got a function as a procedure, so we chose to make a tutorial for making pet food like cats and others.

After the discussion, all groups presented their results, all of them using interesting methods and activities like singing, they also used creative situations that are suitable to be applied in the learning process for children.

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At this meeting, we learned about topic-based work with Mrs. Tira. As I have learned about effective teachers in the Psikologi Pendidikan course that effective teachers are teachers who are able to make lesson plans, the point is for teachers to focus on learning topics that have been planned beforehand.

There are some of the steps that I have learned from Mrs. Tira to make the topic-based work, namely:

1.      Selecting a  topic.

2.      Choosing a  time.

3.      Gathering materials.

4.      Picking situations and functions.

5.      Deciding methods and activities.

6.      Planning the assessment.

I think this topic-based work is very useful for us as prospective teachers so that we can become effective teachers for our students in the future.

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At this meeting, Mrs. Ika informed us about the project that we had to make as a midterm exam. The project is in the form of a poster containing several points that we have learned during this half-semester, while the poster provisions must contain the following points:

1. Characteristics of children. (Based on theories from experts who have been studied previously such as Piaget, Vygotsky, and Bruner)

2. How children learn to communicate.

3. The differences between children learning L1 and L2.

4. Teaching and learning media we can use to support EFL learning.

5. My idea for teaching children English on an online platform.

Of course, all explanations of the above points must be based on the theoretical theories of experts such as Piaget and Vygotsky that we have studied. Mrs. Ika gives us the freedom to be creative with the poster design itself.

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11/10/2022

Today some of us had presented our mini kit teaching for 5th grade students using nearpod. We can learn and comment to each other's work to increase our teaching skills. What I learned today:
1. If a class handled by more than one teacher, one of them can act to delivering material, and the other one can be act to make the class conducive (such as enggaging student to answering question or remind children when they aren't paying attention)
2. Be consistent to deliver lesson. Bring the same lesson in the beginning up to the end.
3. Teacher must be able to conditioning the class. Make all of the students well participated and nggage the one who keep silence. One of the strategy is giving question about the material.
4. Pay attention to the sensitive content such as culture and religion. If our students are multiculture, we can add the general content. For example we won't using 'say salam', instead of replace it with 'greeting'

Looked at our work, I think we have started to imply scaffolding within our teaching method. That is when children get to now material by listening to music first, then jump to the main topic guided by the teacher which of course more serious that just sing a song, untill the last, do exercises without any help.

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Today was the first day we studied EYL in an offline classroom, which was exciting. Furthermore, we focused on how teachers teach English to children through stories and how to engage students in classroom activities today. As my lecturer stated, stories provide a whole imagery word created by language into which children can approach and learn things as they go. Teachers can lead the classroom by developing lessons and planning activities based on stories because bringing stories into the classroom is associated with bringing the outside world into the classroom.

By telling stories and involving children in role-playing, children will understand and learn from that story. Furthermore, before the teachers present the story to the class, they must first like and comprehend it better. The story's organizational elements include events that occurred at different points in time or in other sequences and thematic structure. The story prototype features the opening, character introduction, setting, problems, and a series of events that lead to completion, closure, and moral values. All of these elements contribute to a story's excitement.

Stories should have good qualities, such as interesting characters and plots for children, in addition to features. Thus, teachers can use multimodality to tell stories using images, videos, audio, or artwork. Because children require a fantasy world packaged in a story, the story has a strong sense of accomplishment when it is finally realized. In addition, when choosing a story, the teacher must consider several factors such as language, culture, storyline, dialogue, content, and others. Teachers must ensure that the story chosen is appropriate for the children's age and characteristics for them to be motivated to learn and listen. Because stories contain many repetitions of words, vocabulary, and interesting moral messages, so they greatly benefit children's language learning.

As a result, the teacher must create or modify an existing story to be more creative and innovative in supporting student learning. It can be accomplished by creating songs based on the content, followed by appealing media, methods, and activities.

Today, for example, we watched a story-based learning video. In the video, the teacher starts the class by asking questions to pique the children's interest. Then she thoroughly introduces the story characters so that children can distinguish them and remember their names. Aside from that, she uses a lot of repetitions and communicates the main point of the language. The teacher in the video used the scaffolding theory to help children learn the language. She also uses appropriate gestures, intonation, and context to the story. As a result, it helps children understand what their teacher is trying to convey through storytelling, allowing them to grasp the message and knowledge obtained.

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We continued learning about topic-based work today, but this time we put it into practice by developing topic-based learning. We talked about My House, My Pet, and My Good Friend, all of which have to do with describing, procedure, and retelling things. In addition, I joined the My House 3 sub-unit from My House Group and my other two friends. We discussed the material we are planning to give the students. We needed clarification about how to do it first, so we discussed it with other sub-units. We finally came up with an idea where children will learn to 'clean their room' by dragging some images to the right spot where it belongs.

I learned from today's lesson that making a lesson plan is not easy because it must be well-planned so it would not confuse the students. As a result, our topic-based strategy will be helpful and provide us with an overview when we become teachers in the future.

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Today, we learned about topic-based work, a method of organizing language learning around a topic or theme that children find appealing. It keeps the focus of the lesson on the subject rather than the language. It also encourages students to relate the study to their own experiences.

This can also help students’ associate words, functional structures, and situations in context to improve their understanding and memorization. Topic-based work allows teachers to delve into a subject and arouse responses from students.

Furthermore, topic-based allows teachers to rearrange the material per the curriculum. Again, when using topic-based instruction, teachers will have more flexibility in working on the topic and can use all language skills. Furthermore, before developing a topic-based, we can organize it into several steps, such as selecting a topic, selecting a time, gathering materials, selecting situations and functions, deciding methods and activities, and planning the assessment.

Today's meeting will be good for those who want to be teachers since it creates genuine needs for children and provides several possibilities to gain experience with a new language. As a result, students can immediately recognize the linguistic focus, allowing them to begin practicing in the actual world.

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Julfa Bela Liani_2108662_3EYL - Summary and Reflection #10 Learning Through Stories

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My name is Rachma Amelia Fitri (2103896) and this is my summary and reflection for the 10th meeting. Even though I didn’t attend the offline class due to my illness, I still joined the zoom meeting. In this meeting, Miss Tira explained story-based teaching and learning.

Stories offer a whole imaginary world, created by language, that children enter and enjoy, learning language as they go. If the teacher decides to use a story, the teacher should create a lesson accessible for the student and arrange activities that offer language learning opportunities. There are prototypical features of stories; an opening, an introduction of characters, a description of the setting, an introduction of a problem, the resolution of the problem, a closing, and a moral. The quality of stories has characters and a plot that engages the children, children need to enter the imaginative world that the story creates. Also, the tasks around a story are; listening skills, discourse skills such as acting roles, and focused reading skills practice.

At the end of the meeting, Miss Tira and Ma’am Ika highlighted that we should choose a story that we, as a teacher, also liked. Children will know if we like the story or not, so we have to choose them cautiously. Also, we need to be confident when we teach students by story telling, so that we engage their interest more.

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My name is Rachma Amelia Fitri (2103896) and this is my summary reflection on the 9th meeting. In this meeting, we have divided into 9 groups and each group had 3 to 4 members. We must discuss and we must set topic-based teaching. The first 3 groups have to talk about “My House”, the next 3 groups talk about “My Pet”, and the rest 3 groups talk about “My Good Friend”. All of us must use the functions given by Miss Tira, which are describing, procedure, and recounting depending on which group we are in.

I was in group 3, and we discussed and arranged learning materials about “My House” in the form of recounting. We also discussed with group 1 and 2, so that the materials are connected with each other. In our group, we decided to choose the situations such as: 1) We want them to know the rooms in the house; 2) We want them to describe the characteristics of the house; 3) We want them to know what’s inside the house; 4) We want them to tidy up the bedroom. And, the methods we applied were: 1) Telling stories about my house and my messy bedroom; 2) Naming the rooms of the house in the pictures; 3) Reading the text about a house. Through this activity, I learned that preparing a lesson plan for teaching needs a lot of practice and preparation so that it would be a good lesson plan. I hope in the future we could make a better lesson plan.

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Today I study the Topic-Based Teaching approach. The points that I got;
Topic-Based Teaching is probably helpful and practical as a teaching method. The reasons are:
1. [When] teachers choose the topic, teachers pay more attention to the content than the way to deliver. So, teachers can relate the students' experience with the student's interests, to cover the students' needs.
2. [When] teachers focus on the topic, teachers have more opportunities to associate words, function structures, and situations in a context. For example, environmental awareness – theme, amusement park – topic, activities in an amusement park – context, repetitive.
3. [When] teachers focus on a textbook, teachers could not see the students' development. So, it is crucial to teach beyond the textbook, to make students understand the lesson, intrigue the students' prior knowledge, and apply daily.
4. [When] textbook could not adequately cover the lesson, Topic-Based is needed. Teachers could connect the lesson to the topic by adding local elements, native habits, etc.
5. [When] the curriculum is rearranged, topic-based could help students to relate the lesson with the student's projects or current works.
6. [When] teachers work on the topic, time is flexible.

The way to make Topic-Based Teaching
a. Choose the topic, for example; fruit, food taste, pets, etc.
b. Plan the time, for example; 2 weeks, 2 meetings, a week, 4 meetings, etc.
c. Collect the material, for example; video, picture, song, idea, card, etc.
d. Set the functions and situations, for example; visiting the market, buying street food, drinking sweets; expressing likes and dislikes, asking for something, favor, etc.
e. Provide the method and activity, for example; storytelling, role-playing, singing a song, etc.
f. Do the assessment, for example; quizzes, etc.

I try to relate the lesson today to Scaffolding Theory. It is actually the same as we make the scaffolding for the students, Topic-Based Teaching has things in common. The similarity I found between the theory and this learning approach is that both aim to meet the needs of students. In scaffolding theory, teachers create learning materials and media according to students' interests, in other words, topic-based is a form of implementing scaffolding theory, not only in terms of objectives but also in learning content that emphasizes the learning context. Looking at its effects on student understanding, then Topic-Based has the potential to be an alternative way to achieve this.

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Explanation of Mid-Term Exam

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Julfa Bela Liani_2108662_3EYL - Summary and Reflection #9 Topic-based Work Part 2

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Hello, everyone! I have attach the link of Kahoot as an example of my idea for english teaching through online platform. Please click it and try to open it. Thank you :)

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Aqila Ndaru Wiandra (1202621012) UNJ (Midterm Project)

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Lailatu Zahra (1202621037) - What I Have Learned in EYL Class

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Good evening, Ma'am. Here is my Mid-Term Project for EYL

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https://drive.google.com/file/d/1XM4suDvnaCLtf8R45INIlVWrIxtphIAv/view?usp=sharing

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MIDTERM TEST-WHAT I'VE LEARNED IN EYL CLASS

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I made it in Infographic form and attach some video and another poster inside it Ma'am

Thank You

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EYL Mid Term - Sony Rangga Mukty - 1202621072

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Good evening, Ma'am. Here is my Mid-Term Project for EYL

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Annisa Maharani Maulana Putri - EYL Midterm Project

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Donny Lazuardi Fahrezi_2105999_3B EYL_Mid Term

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Hello, everyone!! This is me Roihatul Jannah (2106519) Please enjoy my poster!!!

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Mahalia NH (2100331)_What I have learned in EYL Class

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Infografik Astronomi Galileo Galilei Organik Natural Sawo Matang

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My name is Rachma Amelia Fitri (2103896) and this is my summary and reflection for the 8th meeting. We talked about topic-based teaching with Miss Tira. Topic-based teaching is a useful, helpful, practical, and exciting way to teach. It concentrates on a particular topic so the lesson focuses on the content rather than the language. It also allows us to go into a subject in depth and brings out students’ reactions and feelings. The time to work on the topic is flexible, and all language skills can be learned.

To set it, Miss Tira gave us the steps: choosing our topic, planning time, collecting material, functions and situations, methods and activities, and assessment. On choosing the topic, we may choose and follow students’ interests or have a look at the other classes. We suit the time based on how long we need it, for example, we can talk about food for 2 weeks. The material can be collected from pictures, videos, objects, cards, ideas, written or spoken text, songs, etc. The situations and functions may be chosen after deciding the topic, for example, if the topic is about animals then we make the situation of visiting a zoo, etc. And in assessment, we assess what we’ve been doing. This is interesting because there are many topics that we can choose to teach young learners.

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Hi everybody! I am Maria Grace Keviana as an MBKM students from UNJ. I would like to share my reflection of today's meeting.

In today's meeting, we met at the zoom meeting to discuss our Mid-Semester Exam Project. We were asked to make a poster containing what we learned during our half-semester English for Young Learners course. This poster must contain the characteristics of children, how children learn to communicate, what are the teaching tools that can be used for young learners, the differences between L1 and L2 students and how students have ideas about teaching English to children through online platforms. In making this poster, we were asked to involve the theories we have learned such as scaffolding, ZPD or other theories created by experts. This poster should be made as attractive as possible and uploaded on our Padlets.

This is the reflection of today's meeting. Thank you

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3 EYL Midterm-Test Intan Zahrani (2100348)

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Hello everyone! This is my poster for the mid-test! Enjoy!
P.s Please click all the icon with 'click me' instruction to enjoy the poster clearly^^

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Martiana Azzachra's Mid-Test  Poster for EYL class (1)

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This morning, we had a teaching simulation practice for each group with Nearpod via zoom meeting, and the students we taught were in the 5th grade elementary school. Each group has its own characteristics in teaching simulation, such as songs, colorful pictures, storytelling, and more, but most of them use the same pattern in lesson delivery as last week's overview, so I could not feel a refreshing treat, but overall, the learning mood is joyous. One group uses interesting learning media but unfortunately less communication tempo with the students, then another group employs an interesting presentation of material, and interaction with the students, but the material is less relevant to 5th grade elementary school students, and then the other group has great communication skills, but unfortunately, the presentation is not optimal. Like the previous week, the theory most connected to this morning's teaching simulation is Vygotsky’s and Brunner’s. In terms of presenting the material, all groups have implemented it objectively, but in terms of the depth of the material being learned, there is irrelevance material to the mastery of English lessons in 5th grade of elementary school, because when students up to 5th grade, students began to be introduced to sentence patterns, basic tenses and text types, not only vocabulary and speaking skills, but also reading and writing skills. Appreciation to the groups who presented their hard work, and everything they have done great, but improvements are still needed for better results in the future. Thanks.