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(KSSR)

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DSKP Bahasa Inggeris SK KSSR Tahun 1.pdf

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Dokumen Standard Bahasa Inggeris SK Tahun 3.pdf

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Dokumen Standard Kurikulumdan Pentaksiran Bahasa Inggeris SK Tahun 4.pdf

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EU.COM domains combine a European identity with the .com ending that attracts 90.2% of all internet traffic (source: FairWinds), offering maximum local and global visibility for your business. High availability of names means that you don't have to compromise with an eu.com domain. .EU.COM is 100% commercial, with no affiliation with European government institutions.

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Model of Progression : The new curriculum

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Model of Progression : The new curriculum

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TSLB3063 Teaching of Listening and Speaking Skills  in the P.pdf

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Group powerpuffgirl 👩🏻‍🎤
Differences and similarites between year 1 and year 3 in learning & speaking skills

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Group Boboiboy 🧑🧑🏻🧑🏿  Differences and similarities between year 3 and year 4 (KSSR)

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Group 👧👧👧
Differences and similarities between year 1 and year 3

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Group Borneo gegurlz
Year 3 and Year 4

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Ppg module tsl3105 topic 3 selection & adaptation

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TSL 3105 Teaching of Listening and Speaking Skills in the Primary ESL classroom lgp/wsl/kj 2012 TOPIC 3 SELECTION AND ADAPTATION OF MATERIALS AND ACTIVITIES 3....

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Group 👧👧👧

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Listening,  top down, bottom up

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Task for Week 2 -Borneo Gurlz-

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Boboiboy🧑🧑🏻🧑🏼🧑🏽

Tutorial Week 2 : Selective Listening

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Pre listening activities

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While listening

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Post listening activities

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CEFR

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CEFR : Listening and Speaking

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Developing Materials and Activities for Teaching Listening and.pptx

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Integrating Language (Listening) and Arts

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Integrating Language (Listening) and Arts

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Pre-listening activities are things learners do before a listening activity in order to prepare for listening. These activities have various purposes, including pre-teaching or activating vocabulary, predicting content, generating interest and checking understanding of task.

Example
The learners are going to listen to a radio programme about sharks. First, they work in groups to pool their knowledge of sharks and then tell the rest of the class.

In the classroom
Pre-listening tasks include discussion questions, true or false statements, vocabulary work, prediction tasks and brainstorming the topic.

Further links:
https://www.teachingenglish.org.uk/article/pre-listening-activities
https://www.teachingenglish.org.uk/article/a-framework-planning-a-listening-skills-lesson
https://www.teachingenglish.org.uk/article/listening-activities-songs
https://www.teachingenglish.org.uk/article/listening-young-learners
https://www.teachingenglish.org.uk/article/listening-elementary-learners

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Pre-listening activities are things learners do before a listening activity in order to prepare for listening. These activities have various purposes, including pre-teaching or activating vocabulary, predicting content, generating interest and checking understanding of task. Example The learners are going to listen to a radio programme about sharks.

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Why do pre-listening tasks?

Aims and types of pre-listening tasks

Why do pre-listening tasks?
In real life it is unusual for people to listen to something without having some idea of what they are going to hear. When listening to a radio phone-in show, they will probably know which topic is being discussed. When listening to an interview with a famous person, they probably know something about that person already. A waiter knows the menu from which the diner is choosing their food.

In our first language we rarely have trouble understanding listening. But, in a second language, it is one of the harder skills to develop - dealing at speed with unfamiliar sounds, words and structures. This is even more difficult if we do not know the topic under discussion, or who is speaking to whom.

So, simply asking the students to listen to something and answer some questions is a little unfair, and makes developing listening skills much harder.

Many students are fearful of listening, and can be disheartened when they listen to something but feel they understand very little. It is also harder to concentrate on listening if you have little interest in a topic or situation.

Pre-listening tasks aim to deal with all of these issues: to generate interest, build confidence and to facilitate comprehension.

Aims and types of pre-listening tasks

Selection criteria
When planning your lesson you should take the following factors into account when preparing the pre-listening tasks.

The interests of the class

The nature and content of the listening text

The choice of pre-listening task also gives you a chance to grade the listening lesson for different abilities. If you have a class who are generally struggling with listening work, then the more extensive that the pre-listening work is the better. If, however, you wish to make the work very demanding, you could simply do work on the context of the listening. Thus, the same listening text can provide work for different abilities.

Personally, I feel it is important to devote a fair proportion of a lesson to the pre-listening task, should the listening warrant it. For example, the listening about an ecological campaigner lends itself well to extended knowledge and vocabulary activation. However, a listening involving airport announcements may only need a shorter lead-in, as the topic is somewhat narrower.

Overall, training your students to bring their own knowledge and their skills of prediction to their listening work can only help them when listening to the language outside the classroom. These skills are as much a part of listening as understanding pronunciation or listening for details.

Gareth Rees, teacher and materials writer

This article was first published in 2003

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Why do pre-listening tasks? Aims and types of pre-listening tasks Why do pre-listening tasks? In real life it is unusual for people to listen to something without having some idea of what they are going to hear. When listening to a radio phone-in show, they will probably know which topic is being discussed.

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Pre Listening

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Pre-Listening | Foreign Language Teaching Methods: Listening

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Professional development modules for foreign language instruction at the high-school and college levels.

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Suggested Activities

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Pre-Listening Activities: Prediction

Pre-listening activities are essential to improve your IELTS listening skills and to improve your score in the test.

This lesson is about predicting the answers in the IELTS listening test.

This skill is an important one to learn as it helps you to get the correct answer.

In this lesson we will look at it in relation to a ' Note Completion' task, which you will often see in Section 1, the easiest part of the test.

Prediction though can be used for any type of question where you have to fill in a gap, so it can apply to other parts of the test.

Pre-Listening Activities Practice

Before each listening section, you have some time to look at the questions.

You should use this time to look through the questions and get an idea of what you are going to be listening for and when it is a gap filling exercise you should try to predict the types of thing you need to be listening for.

This will help with your listening ability.

Take a look at the notes on Library Membership, and try to predict the information that you may need.

Which questions may need:

In order to prepare you for the listening, write a letter ( a, b, c, d, or e) in the box to indicate what type of information you think you will hear:

Other Words

It is not just though about guessing whether it is a number, name etc. You should also try to predict what some of the 'other words' will be.

You may find you can guess some correctly without even listening (though of course you must listen to check you are right!).

For example, in question (1) you need two of something along with the ID for registration.

What do you often need to take ' two of' to register for something? You should be able to guess.

Or for question (2) it will be another form of ID. What kind of things can you use for ID apart from a driving licence?

Again, you should be able to guess some possibilties without even listening.

Beware of Distractors!

Unfortunately it is never going to be made too simple for you as the aim is to separate those with weaker skills from those with stronger skills.

As was explained in lesson 2, you need to always be aware of IELTS listening distractors.

For most questions, you are likely to hear two or more possibilities for the answer.

For example, in question (3) you are looking for the cost without a current student card. That means you are very likely to hear the cost with one as well. So you need to listen carefully to get the right one.

Again, in question (4) you are asked about the number of items allowed for a member of the public. So there is probably a different number for a student. You need to get the right number.

This will be true of probably many of the questions - you will hear more than one choice but only one will be correct.

If you knew a number was coming up and there was just one number given, it would be too easy!

Now take a listen and try to answer the questions. Remember:

read the instructions carefully for the word/number limits for each question

write the words exactly as you hear them (don't change them)

make sure your spelling is correct

Questions 1-10
Complete the Notes Below Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer. (Note: you would normally have some time to look at the questions but this is not included here because you have already had time to do this).
More IELTS Pre Listening Activities Practice

Here is a chance to practice some more.

Following what you learned above, try this note completion. Remember:

read the instructions

use the time you are given at the beginning to look at the questions and predict what you are going to hear

beware of distractors

use the exact words you hear

use correct spelling

Questions 1-10
Complete the Notes Below Write NO MORE THAN THREE WORDS AND/OR A NUMBER for each answer.
Make: Lida

Model: Max
FINANCE PERSONAL DETAILS
Post Code: GU8 9EW
CURRENT CAR
Make: Conti

Mileage: Maximum 70,000

Colour: metalic grey

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Pre-listening activities are essential to improve your IELTS listening skills and to improve your score in the test. This lesson is about predicting the answers in the IELTS listening test. This skill is an important one to learn as it helps you to get the correct answer.

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Here are four sets of activities that I carry out before and after engaging students in more cognitively and/or linguistically demanding tasks. The rationale for them is that they facilitate the performance of the target task by providing the learners with opportunities (a) to recruit as much relevant information as possible from Long-term memory and (b) to practise the skills involved in the target task in 'safer' and more structured ways before launching in less structured and more 'stressful' activities. The execution of these activities not only results in greater learning, but also mitigate learner anxiety and significantly impacts their sense of self-efficacy.

1. Pre-/Post-speaking task activities - Before engaging in a challenging speaking task, especially when it is an unstructured one and requires spontaneous talk, I make sure that the students have a full-on warm-up which involves all four skills and gives the students plenty of formative feedback from myself or their peers.

Step 1 - 'Fun' and challenging vocabulary building activities (see www.language-gym.com/work-outs for online self-marking examples) and gapped model sentences activities containing the kind of language which you predict students are likely to use. 'Drum the words/phrases in' as much as you can for 10-15 minutes.

Step 2 - Narrow listening activities. By these I mean very short texts/model sentences about the topic, which the students might find useful. Students have to note down the gist of each text.

Step 3 - 'Public chatroom'; on Edmodo, Facebook or a google doc, the students ask questions generated by themselves or by the teacher about the topic-in-hand to specific classmates, the whole class or even the teacher. A slow chat unfolds which is displayed 'live' on the screen, for everyone to see, in which students write to each other and teacher monitors and gives concurrent feedback. Writing/talking mats maybe used to scaffold this activity.

Step 4 - Preparation; the students are given a few more minutes to prepare for the speaking task, ask the teacher or their peers for clarification where needed, look at any scaffolding material provided (e.g. writing/talking mats).

Step 5 - The speaking task is carried out 2 or 3 times with different partners. Scaffolding is allowed but gradually removed. - unless the students are still not very confident, they should do the final 'round' without any scaffolding

Step 6 - students, rigorously without a script, carry out and record same task on mobile phones or iPads.

Step 7 - students view the video-recording and have another go. Both recordings are shared with the teacher.

2. Before using writing/talking mats for speaking or writing - Writing/Talking mats are often used to scaffold oral or written production, but way too often are given to the students before a demanding task without much of a chance for the students to acquaint themselves with the meaning of most of the words, with the way the information is organized, with how the vocabulary is pronounced, etc. I always carry out the activities below - and more - before using the mats to scaffold a more cognitively demanding task, to enable the students to use them more effectively and efficiently.

Step - 1 Word/phrase hunt; give the student (either on paper or via google classroom) a list of words/phrases to search for in the writing mats (under time constraints)

Step 2 - listening comprehension; (Provided that the writing mats are clear, well-structured, not overly crowded and have bilingual translation) Put the mats on the screen and give each student a mini-board (alternatively they can write on i-pad using the 'Educreations' App). Make up sentences (incrementally more difficult), utter them clearly and ask them to translate from L2 to L1 than from L1 to L2 on their mini-boards. The sentences can be pre-recorded. I do this on my iPad using Voice Recorder Pro and air-play them - a very quick and easy process that takes a few minutes only.

Step 3 - listening comprehension in groups; students do the same task you modelled in Step 2, in groups, taking turns to make up sentences for their peers to understand and keeping score as to who gets the most sentences right

Step 4 - gapped / jumbled / altered sentences for the students to 'restore' to the original version in the mats

Step 5 - writing mats can now be used to scaffold writing, the teacher being safe in the knowledge that the students are better acquainted with the mats and can use them more rapidly and flexibly

3. Pre-/Post-listening and Pre-/Post reading comprehension activities - Before a reading and listening comprehension task teachers may want to involve learners in two types of activities in order to (a) facilitate comprehension and consequently learning; (b) to consolidate the material they have just processed during the comprehension tasks. The (a) type activities would involve two kinds of activities: firstly, schemata activation, that is the activation of background knowledge about the target theme, what the students know already about it. A very easy-to-prepare activity would be, prior to reading an article about French eating habits, to brainstorm in groups of three or four (possibly in the target language) all one knows about the topic. This activity stimulates top-down processing skills in preparation for the reading task. The other (a) type activities would include vocabulary building activities which recycle 4-5 times the key vocabulary in the target text. These activities are equally important as they support bottom-up processing skills. After completing the reading comprehension task, activities could be carried out which include: (a) activities aimed at consolidating the language learnt; (b) metacognitive activities involving the students on reflection on what they found hard in the text and/or on three key things they learnt.

4. Pre-/Post-test activities - Before carrying out a test I always make sure that the students have ten minutes at least to warm-up through vocabulary building activities on words related to the topics covered by the test. I usually draw on my website, www.language-gym.com as we use iPads. Even if the students come across words that are in the tests' reading/listening texts I do not see it as unethical; after all, any assessment, to be valid and fair, should test students only on what they have learnt. For the assessment to have a positive wash-back effect on learning, provided that there is time for it, I make sure that the interesting language in the test is not wasted by staying confined to the assessments task(s). Without carrying out any 'post-mortem' as to how well the students did, I usually engage them in fun vocabulary-recycling activities which involve some kind of dynamic learning and get the students moving round (e.g. vocabulary treasure hunts around the classroom or MFL department corridors) and/or elicit a strong competitive response (e.g. Kahoot quizzes). A good way to put an end to the depressing and lethargic post-test atmosphere that sets in after an assessment (especially when it was lengthy and challenging).

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Gianfranco Conti, Phd (Applied Linguistics), MA (TEFL), MA (English Lit.), PGCE (Modern Languages and P.E.)

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Four useful sets of pre- and post-task activities that enhance learning

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Here are four sets of activities that I carry out before and after engaging students in more cognitively and/or linguistically demanding tasks. The rationale for them is that they facilitate the performance of the target task by providing the learners with opportunities (a) to recruit as much relevant information as possible from Long-term memory and...

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-Pupils revise their prerequisite knowledge on the question "Can you ________ ?" and how to answer this question (Yes, I can, No, I can't)

-Pupils talk about several activities (play tennis, play the piano, ride a horse, ride a bike, swim and dance) based on at the flashcards pasted on the whiteboard .

* I forgot to take picture of the flashcards that I pasted on the whiteboard 😅😅😅 ...but you guys can download the jpeg version of the flashcards at the end of this post

-Teacher distributes a listening worksheet to the pupils 👇👇👇.

-Pupils write the activities based on the pictures in the worksheet.

-Pupils listen to audio and tick or cross the correct boxes.

Video on how I carried out this activity

Then, pupils are given another worksheet. They are required to go around the class and ask their friends about the activities their friends can or can't do. The pupils will write their friends' name on the correct boxes.

Oh yaaa....You the flashcards for this lesson 👇👇👇

2.Take your picture/video with I love teacherfiera.com and the materials taken from this blog in your classroom, English room, etc
3. Email your picture/video to teacherfiera2u@gmail.com
We'll feature you on teacherfiera.com.

Thank you so much.

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A sharing platform of teaching aids and materials collections that could assist the lessons especially the English lessons in the classroom from the internet and from self-production. The materials in this blog are for free and for the use in the classroom for teaching and learning purposes only.

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New Curriculum CEFR-aligned:

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Y3 lesson plan boboborneo girls

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Group 👧👧👧

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BoboiBoyz Lesson Plan

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TOPIC 4 Pedag Princ of L&S%2cLesson Plan

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Review | Foreign Language Teaching Methods: Listening

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Professional development modules for foreign language instruction at the high-school and college levels.

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Telephone Conversation between a travel agent and her/his customer.

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As a middle or high school career readiness teacher, you likely need to teach 21st century skills as part of your curriculum.

While all twelve of those skills are necessary to teach, the "four C's" are often considered to be the most important.
The four C's of 21st Century skills are:

1. Critical thinking

2. Creativity

3. Collaboration

4. Communication

These four skills are essential for modern students to succeed in school and the workplace.

They often make the biggest impact in terms of setting your students apart when applying for and starting their careers.
In this article, you'll discover what each skill entails and why they are so important to teach.
You'll also be able to download a free guide on how you can teach the 4 C's of 21st Century skills in middle or high school courses.

1. Critical Thinking
Critical thinking is the practice of solving problems, among other qualities.
In addition to working through problems, solving puzzles, and similar activities, critical thinking also includes an element of skepticism.

This is important in the 21st Century because it's harder than ever to verify accurate information (mostly thanks to the Internet).

Critical thinking empowers students to discover the truth in assertions, especially when it comes to separating fact from opinion.

With critical thinking, students don't just learn a set of facts or figures. Instead, they learn how to discover the facts and figures for themselves.

They ask questions. They become engaged in the world around them. They help others think critically, too.

That might be the most important part of critical thinking. Once one student has it mastered, it quickly spreads to their peers.

Whether they learn how to think critically from spending time online or simply asking "Why?" in everyday life, this skill prepares students for a life of independence and purposeful thought.

Still, critical thinking is just one of the four C's in 21st Century skills.

It works just fine when students use it alone. But when students combine it with the next skill, the sky is the limit to what they can achieve.

2. Creativity
Creativity is the practice of thinking outside the box.
While creativity is often treated like a you-have-it-or-you-don't quality, students can learn how to be creative by solving problems, creating systems, or just trying something they haven't tried before.

That doesn't mean every student will become an artist or a writer.

Instead, it means they'll be able to look at a problem from multiple perspectives - including those that others may not see.

Creativity allows students to embrace their inner strengths from big-picture planning to meticulous organization.

As a student learns about their creativity, they also learn how to express it in healthy and productive ways.

More importantly, they also become motivated to share that creativity with others.

Just like with critical thinking, that makes creativity contagious.

One student creates an interesting or innovative solution to a problem. Then, when they share it, the next student can become inspired to try something similar.

That's not to say every single creative endeavor will be a ringing success. Students will fail at some point, and some of their ideas simply won't work.

But that's okay. The point of creativity is to encourage students to think differently than convention demands.

They don't have to do things the way they've always been done.

Instead, they can figure out a better way.

Students don't have to embrace their creativity alone, either.

In fact, creativity works best when combined with the next 21st Century skill.

3. Collaboration
Collaboration is the practice of working together to achieve a common goal.
Collaboration is important because whether students realize it or not, they'll probably work with other people for the rest of their lives.

Virtually every job requires someone to work with another person at some point, even if it's for something as simple as what to get for lunch.

Practicing collaboration and teamwork helps students understand how to address a problem, pitch solutions, and decide the best course of action.

It's also helpful for them to learn that other people don't always have the same ideas that they do.

In fact, as students practice collaboration more and more, they'll learn that they have almost none of the same ideas that others do.

This can affect students in one of two ways. First, it could discourage them since nobody seems to agree with them that often. Second, it could embolden them because they realize they're bringing something unique to every conversation.

As a teacher, it's crucial that you encourage students to look at themselves through that second lens.

That way, students learn that they should speak up when they have an idea.

They may not be on the money 100% of the time - and some of their peers may have strong, opinionated reactions - but it'll teach them to speak up when they're working with others.
Communication is the practice of conveying ideas quickly and clearly.
4. Communication

Communication is often taken for granted in today's society. After all, if you say something, that means you conveyed an idea, right?

Not exactly.

In the age of text-based communications - SMS, emails, social media, etc. - it's never been more important for students to learn how to convey their thoughts in a way that others can understand them.

That's because text-based communications lack tone, which is critical to understanding the context of someone's words.

Still, even in situations where vocal tone is available, students need to learn how to communicate effectively.

That includes minimizing tangents, speaking directly to an idea, and checking other participants to make sure they're engaged.

Reading an audience - even if it's just two other people in a group discussion - lets students determine whether they should keep expanding on an idea or wrap up their point.

Their audience could even be their family at Thanksgiving dinner.

The point is that as students practice communication, they become better at efficiently conveying an idea without losing their point "in the weeds," so to speak.

With communication locked down, students can streamline their ideas and make a positive impression on those around them.

Still, it's important to note that communication isn't enough on its own to help students with 21st Century skills.

To really succeed, students need to use all four of these skills together.
The four C's of 21st Century skills let students create a whole that's greater than the sum of its parts.
How Do the Four C's Work Together?

That may sound overly-generalized, and you may be right. But the skills themselves are so general that it's difficult to pin down what, why, or how students should learn the four C's.

It's most accurate to say that students need the four C's for any and every reason.

Critical thinking teaches students to question claims and seek truth.

Creativity teaches students to think in a way that's unique to them.

Collaboration teaches students that groups can create something bigger and better than you can on your own.

Communication teaches students how to efficiently convey ideas.

Combined, the four C's empower students to become one-person think tanks.

Then, when those students get together, they can achieve almost anything!

How Do You Teach the Four C's of 21st Century Skills?

Now you know what the four C's of 21st Century skills are and why employers want new hires to have them.
Click below to get your free guide on teaching critical thinking, creativity, collaboration, and communication!
So how do you teach them in your daily middle and high school classes?

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What Are the 4 C's of 21st Century Skills?

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As a middle or high school career readiness teacher, you likely need to teach 21st century skills as part of your curriculum. While all twelve of those skills are necessary to teach, the "four C's" are often considered to be the most important.

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🐝The gadfly 🐝

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The Ignoramus 😐

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Thank you to Kirsty KDN and Laura LMD for leading lively and valuable CPD Briefings at both Southbourne and Iford. The sessions focused on 'Stretch & Challenge' incorporating Bloom's and SOLO Taxonomies; stretching the most able students; Socratic Questioning.

Oh, there was this lively 'snowball' introduction too but don't spread it widely: CPD Briefings can be a bit playful:

Staff noted and shared (literally, hit and miss) reflections on our community at St Peter's. These were then used as a prompt to reflect on layers of understanding and complexity, with a nod to Bloom's and SOLO Taxonomies.

A timely emphasis was place on the vocabulary of 'Evaluation' and 'Synthesise' to support questioning...
Appraise Argue Assess Critique Defend Evaluate Examine Grade Inspect Judge Justify Rank Rate Review Value
Combine Compose Construct Create Devise Design Formulate Integrate Merge Hypothesise Organise Plan Propose Synthesise Unite
Kirsty also provided these activity suggestions that might encourage greater complexity of thinking:
*Extension basket - Have a folder/basket on the wall with generic puzzles/extension questions on that pupils can go to and help themselves once they are finished the classwork. *Odd one out - 3 pictures/names/references on the board - they have to pick the odd one out and (most importantly) justify their answer. There should be no 'right' answer (or at least more than one) *Classifying by choice - provide a mixture of names/facts/statements. Students must choose how to group them and be able to justify why. No right answer/more than one right answer to keep it open. *Opposition - split the group according to their views on a certain topic, then force them to argue the opposite point of view. *Pupils as experts - Use students with good understanding to help others. Be wary of doing this too often though... *Students as teachers - Get students to plan and teach a topic each. Provide plenty of time for preparation of resources but you will learn a lot from them Always/Sometimes/Never - put up single facts/statements on the board. Get pupils to discuss whether it is always, sometimes or never true and why *Questioning - Open questions. Questions that involve thinking about HOW they got to that answer (meta-cognition). Questions that challenge their views.
These are also available here: Kirsty's handout

At our Iford site Laura LMD's presentation (Key PPT slides available here) referenced Mike Gershon's TES Resources and the use of Socratic Questioning techniques:
Socratic questioning Socrates, an Athenian philosopher born in 469BC, appears in the dialogues of Plato interrogating his fellow citizens to draw out the assumptions, errors and misconceptions in their thinking. We can use Socrates' methods in the classroom to challenge the thinking of all pupils - particularly the most able. There are four roles that Socrates takes on when asking questions: the gadfly, the stingray, the midwife and the ignoramus. Teachers can flit between these in order to question the views, opinions and judgements held by more able pupils. - The gadfly: Mimic the practice of the gadfly, which nips away at larger animals. This involves asking lots of little questions intended to push thinking and avoid sloppiness: "What do you mean by that?"; "But, what if ...?"; "What evidence do you have?"; "Does that always apply?"; "How can you be certain that is true?". - The stingray: Administer a shock to pupils' traditional way of thinking in the same way a stingray unleashes its sting: "Imagine if X was not the case, what then?"; "What if everything you've said was turned on its head?"; "What if a great change happened?". - The midwife: Ask questions that help give birth to ideas: "That's an interesting idea; could you explain it a bit more?"; "How might that affect things?"; "What made you think of that idea?". - The ignoramus: Emulate a character who has never encountered the topic you are discussing and play dumb to encourage explanation: "What does that mean?"; "I don't understand - can you start from the beginning?"; "So, do you mean that ...?". Listen to what the pupil says and look for ways to respond in one of the above guises. Fix on to a pupil's assertions and question them. This might help you to identify inaccurate use of a concept or over-reliance on a weak piece of analysis.
Taken from Mike Gershon's TES Resources

A big thank you to Kirsty and Laura for their valuable input. Below are some further reading and resources:

Challenging our most able students
Asking Questions
Use of Rubrics
Ofsted: Too many of our brightest children are being let down in the state system

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Thank you to Kirsty KDN and Laura LMD for leading lively and valuable CPD Briefings at both Southbourne and Iford. The sessions focused on 'Stretch & Challenge' incorporating Bloom's and SOLO Taxonomies; stretching the most able students; Socratic Questioning.

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Level: A1

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Listen to the conversation and do the exercises to practise and improve your listening skills.

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Samples of types of questions

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MCQ
What act can be done to preserve the sea?
A. Feed the sea creatures
B. Build sandcastle
C. Prevent toxic dumping in the sea
D. Prohibit scuba diving

Short response
What creatures can you see from the picture?

True/False
There are more than 1 pair of seahorse in the photo?

Open ended
Imagine a world without the ocean. Can we live it?

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dory has a hand

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Question for Dory has a hand

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Flipped Classroom Model: Why, How, and Overview

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Dory's Hand Audio

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Questions

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Audio

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Text

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MCQ
What act can be done to preserve the sea?
A. Feed the sea creatures
B. Build sandcastle
C. Prevent toxic dumping in the sea
D. Prohibit scuba diving

Short response
What creatures can you see from the picture?

True/False
There are more than 1 pair of seahorse in the photo?

Open ended
Imagine a world without the ocean. Can we live it?

# data[].attributes.body
MCQ
What act can be done to preserve the sea?
A. Feed the sea creatures
B. Build sandcastle
C. Prevent toxic dumping in the sea
D. Prohibit scuba diving

Short response
What creatures can you see from the picture?

True/False
There are more than 1 pair of seahorse in the photo?

Open ended
Imagine a world without the ocean. Can we live it?

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Baywatch 👙

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Since Jonathan Bergman and Aaron Sams first experimented with the idea in their Colorado classrooms in 2004, flipped learning has exploded onto the larger educational scene. It's been one of the hottest topics in education for several years running and doesn't seem to be losing steam.

Basically, it all started when Bergman and Sams first came across a technology that makes it easy to record videos. They had a lot of students that regularly missed class and saw an opportunity to make sure that missing class didn't mean missing out on the lessons. Once students had the option of reviewing the lessons at home, the teachers quickly realized the shift opened up additional time in class for more productive, interactive activities than the lectures they'd been giving.

And voila: a movement began.

A 2014 survey from the Flipped Learning network found that 78% of teachers said they'd flipped a lesson, and 96% of those that tried it said they'd recommend it.

What is a flipped classroom?

Once a new idea becomes a buzzword, pinning down the definition can become a tad more challenging. The flipped learning network has developed what they hope will be seen as the definitive definition:

"Flipped Learning is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter."

That gets the idea across, but it's a bit of a mouthful. The gist, in somewhat simpler terms, is that it's about moving the more passive elements of learning (watching a lecture, reading a chapter, etc.) outside of the classroom, so that more class time is available for interactive, hands-on learning.

Most people hear "flipped learning" and picture kids watching videos at home, but proponents of it suggest that it doesn't have to be exclusively about videos. Teachers are encouraged to give students options - some students will still learn better by reading a textbook chapter, but others will benefit from videos, audio files, or any other type of material you can find or create that covers a given topic.

The Benefits of Flipping Your Classroom

For a veteran teacher, flipping the classroom means completely re-thinking how to do the job you've done a certain way for years. And it comes with some extra work. That being the case, why would any teacher bother?

1. Flipped learning keeps students more engaged.

The flipped classroom model addresses how students learn best. We all know how hard it can be to stay focused during a long lecture, even if it's on a subject we're especially interested in. Discussions and hands-on activities tend to keep students' interest. While you work with students directly as they explore the concepts they're learning in class, you can provide immediate feedback that helps them improve their learning as they go.

2. Teachers provide more personalized attention.

Students don't all learn at the same pace and in the same ways. That's always been a complicating factor in teaching. The question of how to meet thirty or more unique students at their own levels is one that keeps teachers up at night.

The flipped classroom model gives teachers more opportunities to work directly with students. They can therefore clearly see when an individual student is having trouble with a concept and work with them directly to get through it. The increased interaction with students in the classroom will help teachers gain a clearer idea of the different learning styles of their students, so they can tailor their instruction to the needs of each one.

3. Students can work at their own pace.

A student sitting in a lecture, diligently taking notes will almost certainly miss one thing the professor says while writing down another. And that's still a vast improvement over the student whose mind wanders so they don't catch much of anything.

If they're watching a video at home instead, they have the power to pause the lecture while they write something down, and rewind and re-watch a particular part they didn't fully understand the first time. If they feel they could really use a second viewing to better understand the concept, they have that option. They have more power over the way and process by which they study and learn.

Examples of Flipped Classrooms

As in most things, there's no one right way to flip a classroom or lesson. But knowing how other teachers have done it can help give you ideas about what will work best for you.

The Backwards Classroom

Stacy Roshan's classroom is probably the closest to what most people think of as a "flipped classroom" of those on our list, although she's referred to it as the " backwards classroom " herself. She flipped her classroom largely to help reduce the anxiety she saw students experience in her AP Calculus class whenever she'd introduce complicated new concepts.

For homework, her students watch videos she's recorded in advance that cover the concepts explored in each chapter of her textbook. They spend their time in class doing the types of math problems that students have traditionally done as homework. If they have difficulty working through a problem, the teacher's right there for them to ask for help.

She does have to spend a lot of time creating those videos, but is happy enough with the results of using a flipped model that she's been at it for over four years now and is taking the time to experiment with new ways to make it better, like including embedded quizzes in the videos that students watch at home.

The Faux Flipped Classroom

One of the common criticisms leveled at flipped learning is that it depends on a certain amount of privilege: what about all the students who don't have a computer at home to watch videos on? Tracey Gillies addresses this concern with what she calls the "faux flipped" classroom.

Students who don't have a computer at home can watch the assigned video in class. Gillies' classroom is full of students each doing their own thing - watching a video, working out problems, taking quizzes, or posting or commenting on an online discussion board to get input from other students. Each of them is able to work on an assignment for as long as they need in order to master it, and then move on.

And Gillies is there to work with anyone who needs her help, at whatever point in the process they are at.

An Evolved Flipped Classroom

Shelley Wright embraced the flipped classroom back in 2011 and wrote a post about her experiences with flipped learning so far. But she followed it up a year later with a new post about how her flipped classroom had turned into something else - not a reversion back to the traditional way, but a more evolved version of the student-centered classroom she was seeking by flipping her lessons.

As students in her classroom became better at taking the lead on finding valuable resources and pursuing learning their own way, she shifted her focus to helping them with the process of learning how to learn better on their own rather than teaching about the subjects directly.

Her lesson to other teachers interested in flipped learning seems to boil down to: don't think it's all about the videos, they can be a part of it or not. It's about shifting from passive learning to active learning, in whatever way works for you and your students.

The Tools of Flipped Learning

A comprehensive list of every possible tool educators could use to flip a classroom would require a book (and probably still miss some), but we wanted to address a few resources that are common in flipped classrooms.

Of course, familiar tools like YouTube, Evernote, Google Drive, and blogging platforms can play a role as well, but here are a few more specifically suited to flipped learning.

To create videos for students to watch at home, you'll need easy-to-use screencasting software. Camtasia isn't the only one on the market; you can find a list of some of the other screencasting tools you can use here (including some free ones). We're highlighting Camtasia, because the company has optimized the tool for flipped classrooms.

Using Camtasia is fairly intuitive for new users. It allows you to record either your screen, or yourself. And, in one of the features that most sets it apart, it allows you to add interactive elements to your video. You can include quizzes throughout a video to test students' comprehension of what they've just seen, and you can include links out to any additional materials you want them to read or view. It does cost $75 if you're buying the Mac version, and $179 for the PC version, so it's a bit of an investment. But there are volume discounts that may help out if enough teachers in one institution are interested in exploring the flipped classroom.

Part of the appeal of flipped classrooms is that all that extra class time provides more opportunities for collaboration amongst students. Wikispaces is a great tool for encouraging and enabling that collaboration. It's free, unless your school is interested in purchasing a more secure version of the product.

The free version provides a lot of useful features though. You can give students assignments through the wiki, for both individual and group projects. You can load content for them to review and comment on, start discussions (or let them do so), and track how engaged different students are with the content you've assigned. It's plenty useful for non-flipped classrooms as well, but can help students collaborate and interact more both within and outside of the classroom, so lends itself especially well to the challenges of flipped learning.

EdModo is one of the most commonly used education tools in the world and can even claim the title of largest K-12 social network. It enables a lot of the same kind of tasks that Wikispaces does: loading content and assignments for your students to access, and allowing students to share discussions and comments, for instance. But it adds a much larger social element since you can interact with other students and educators beyond your own classroom. That means you can tap into the content and lessons beyond those you've developed and students can seek out insights beyond those their own classmates have.

The tool also provides analytics that help you spot who needs help with what so you can make your class time more productive. And students can access everything loaded to Edmodo on mobile devices as well as desktops, so they can do their learning wherever works best for them.

Like WikiSpaces and Edmodo, Moodle has the functionality to serve as the platform for a flipped classroom. Teachers can load resources, including any relevant ones they find shared by other teachers in Moodle, to create the assignments and curriculum for each class.

Conveniently, an educator from Northwest Regional ESD created a course on how to flip a class using Moodle within Moodle itself. So you can learn about some of the best practices and processes, while also seeing an example of what a course in Moodle looks like at the same time. You can load all the content related to each module, divide it according to topics, and include a variety of content formats.

The last resource on our list is less about providing or organizing content and assignments for your students, and more about actively soliciting their feedback. If the goal of a flipped classroom is to make the learning experience more student-centered, then it makes sense to regularly check in with them.

You can use Poll Everywhere both for occasional quizzes to see how students are doing throughout a class period and to solicit input from the class on which concepts to focus on and how to address them. If you have three ideas for activities students can do together to explore a particular concept, make them choices students can vote on. You can group the students according to their preferences, or focus on the winning option for activities that involve the whole class.

Additional Helpful Resources

As you've noticed by now, this is a big subject. You can find a lot more to learn and say about flipped learning than we've covered here. If you want more information before trying the flipped classroom out, here are some helpful places to start:

In Conclusion

The flipped classroom may not be for everyone. It involves some extra upfront work and just might not mesh with the teaching style of every educator out there. But enough of the teachers that have tried it are having success that you may find it worthwhile to experiment with flipping a lesson or two to see what happens. You might just become a convert.
Editor's note: This article is a revision and combination of several older Edudemic articles, updated and re-analyzed to reflect the latest innovations.

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The Teacher's Guide To Flipped Classrooms

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Since Jonathan Bergman and Aaron Sams first experimented with the idea in their Colorado classrooms in 2004, flipped learning has exploded onto the larger educational scene. It's been one of the hottest topics in education for several years running and doesn't seem to be losing steam.

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Storybird - Read, write, discover, and share the books you'll always remember.

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Become a better writer with Storybird's creativity tools. Online courses, challenges, and reader feedback will help you improve your writing.

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A "Shift in Learning Culture" and the "Necessity of Professional Educators" are 2 of 4 Essential Elements of a Well Designed Flipped Learning Environment.

Last month, the Flipped Learning Network announced it's definition of Flipped Learning, which has generated a lot of media attention. This definition actually goes back to a report released last year, but I am glad to see this getting the attention it deserves. One of my favorite parts of the original publication, which has been reiterated in the recent announcement, is the definition of "4 Pillars of Flipped Learning".

The 4 Pillars

"Just as no two traditional classrooms are identical, such is the case with flipped classrooms". So quotes A Review of Flipped Learning, the document in which the definition and pillars were first delivered. "A cadre of experienced educators from the Flipped Learning Network, along with Pearson's School Achievement Services ... identified the key features, or pillars, of flipped classrooms that allow Flipped Learning to occur". (Image from A Review of Flipped Learning)

Here I offer these 4 Pillars, with some of my own supporting explanations (combined with some content from the original report - all of the quoted references are from A Review of Flipped Learning).

FLIPPED LEARNING REQUIRES FLEXIBLE ENVIRONMENTS

Successful flipped learning required flexible learning spaces, as well as flexibility of how learning is delivered and assessed. The flipped classroom can be a busy, noisy place when students are working in different configurations, with or without the teacher, to apply learning. This creates a frequent need for flexible spaces, and a classroom layout conducive to working in small or large groups. I would add, however that not having such a space available should not preclude one from considering the use of flipped teaching and learning techniques.

How students are being assessed in a highly functional flipped teaching and learning environment can require flexibility in approach. "Educators build appropriate assessments systems that objectively measure understanding in a way that is meaningful for students and the teacher."

FLIPPED LEARNING REQUIRES A SHIFT IN LEARNING CULTURE

This is undoubtedly a vital element of true flipped learning. Moving from the "Sage on the Stage" model to a "Guide on the Side" approach is essential, and it may not be easy for many educators. I love lecturing to a room full of students about a topic that inspires me. Working through the shift to delivering more learning content outside of class and using class time to review, apply, and reinforce learning take work, planning, and practice. But if that change isn't made, learning isn't really changing and evolving in a positive way.

Along the same lines, I have heard many teachers explain that they are concerned about increasing the amount of work needing to be done outside of class, as it can be hard to get students to do it. I was intrigued to hear Tom Mennella of Bay Path College explain in his excellent presentation at NERCOMP 2014 last month how he has defined a rule of "1-to-1": he does not exceed more than one hour of assigned work outside of class for each hour spent in class. While we all know the "2 for 1" rule, we also know it is increasingly unrealistic, particularly for busy higher education and high school students (especially if their lives require them to have jobs). The effectiveness of a well designed flipped classroom will yield more effective use of students' time and can make a 1-to-1 approach realistic and efficient.

FLIPPED LEARNING REQUIRES INTENTIONAL CONTENT

Well researched content is vital in the flipped classroom. With the shift to more learning outside of the classroom, the content moves from playing a "supporting" role to playing a central role. "Educators use Intentional Content to maximize classroom time in order to adopt various methods of instruction such as active learning strategies, peer instruction, problem-based learning, or mastery or Socratic methods, depending on grade level and subject matter."

FLIPPED LEARNING REQUIRES PROFESSIONAL EDUCATORS

Another extremely important element of robust flipped learning is ... a great teacher! It is so important and so appreciated that this has been identified as a pillar of Flipped Learning. Too often, the media plays to teacher's fears that there is some sort of conspiracy to replace them with automated teachers. This is absurd. The Flipped Classroom allows teachers to do what the should strive to do best - work with students to ensure that they learning the material being covered, and inspire them to take more control of their own learning!

I know I am not the only grateful for the work of the Flipped Learning Network and Pearson Education in putting together this report and the formal definition of Flipped Learning. I am also honored to have been included in the original report,

"Flipped Learning is also being used in higher education, and results have been documented in student academic performance and student and instructor morale. Kelly Walsh, Chief Information Officer at the College of Westchester in White Plains, NY, became interested in how instructional technologies and tools could be used to improve learning outcomes by making learning more engaging and more productive for students and teachers. He reported on several higher education institutions that have successfully implement Flipped Learning models. The short cases that follow were included in Walsh's implementation report (2010) ..." (Page 10 of the report).

It is quite a privilege to think that my contributions may have played a role (however tiny!) in influencing the formal definition of Flipped Learning. Of course, this is nothing compared to what good teachers accomplish in their classes every day. Hopefully, these guidelines help teachers, administrators, technologists, and other educators understand what flipped learning is, how to do it well, and why it makes sense.

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The 4 Pillars of Flipped Learning - The Keys to Successful Flipped Instruction

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Last month, the Flipped Learning Network announced it's definition of Flipped Learning, which has generated a lot of media attention. This definition actually goes back to a report released last year, but I am glad to see this getting the attention it deserves.

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Persuasive Storytelling with Data Visualization

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Persuasive Storytelling with Data Visualization

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When Tableau came out with functionality, I thought to myself, "Why would I need this? My visualizations speak for themselves. I let the data do the talking." I patted myself on the back, puffed up my chest, and went on my way. But storytelling and data visualizations don't have to be one or the other. In fact they support one another, strengthening insights and driving the action the data is proclaiming.

titled, "Once Upon An Insight: How to tell a better story with data." And like Rene Zellweger's character in the movie "Jerry Maguire," he had me at hello. Why? Because he Why did I change my mind from "Data Rules! Words drool!"? I went to Domopalooza in March and attended a session led by Brent Dykes painted a very compelling story which showed how you can use Data to build a persuasive story which ensures the audience grasps the insights and takes action.

Why Storytelling is Effective

show that stories are more effective than statistics in two ways:

1. Data isn't as memorable as stories. 5% remember the statistics, whereas 63% remember the story.

2. Stories are more persuasive than statistics. Stories persuade twice as much compared to using just statistics.

Done correctly, stories , causing us to use more of our brain. When you focus on data, your left brain (the logical side) is engaged, but a story will engage both the left brain and the right brain (intuitive, thoughtful). In addition, stories build a connection to the audience, increasing attention and empathy. And ultimately, stories open up the audience to engage the audience change, which is more often than not the goal of your presentation.

"Stories build a connection to the audience, increasing attention and empathy. And ultimately, stories open up the audience to change..." Click & Tweet!

3 Elements to Data Visualization Storytelling

Persuasive data visualization storytelling uses three elements:

Data and Narratives explain. Providing context for your data, where it comes from, why its relevant, what you did with it, helps explain to your audience what it is and why it's important.

Data and Visuals enlighten. Data by itself, just numbers, often leaves people scratching their heads. But when you create a good visualization that clearly shows the data and what it means, that is when you get an "Aha!" moment from your audience. They have been enlightened!

Narratives and Visuals engage. Clear and concise communication along with a good visualization, engages your audience, it draws them in and grabs their attention.

The combination of all of these brings , which as mentioned before is often the goal of your presentation. Brent's presentation at change Domopalooza 2018 provided a simple Venn diagram that clearly shows how the three components interact:

Turning Your Findings into a Story

You've spent your time doing analysis, making discoveries, now it's time to put your findings into a story. And like any good story, there are four stages (not beginning, middle, and end):

Step 1: Set Up

Like any good story, you need to set the hook so that the audience is interested in continuing. Otherwise, they'll put the book down. What is deviating from expectations? What opportunity is being overlooked? You want to ensure your audience understands there is an issue and it needs to be addressed, an opportunity to seize. In addition, be sure to provide some background and context, explaining the current situation.
"For the first time in our company's history, Sales compared to the prior month decreased. This happened in both February and March of 2018. What happened?"

Step 2: Rising Insights

Show the steps you took in your investigation, the analysis performed, findings, and the supporting facts. This builds towards and supports the key finding.
Example (continued): Insight 1: "To find out what happened to sales, we dug deeper, looking at Sales by Channel and found that Internet Sales showed a significant drop in both February and March 2018." Insight 2: "But why did Internet Sales decrease? Looking at our web data, we found that customers were still coming to our web site, in fact sessions had increased at the same steady rate as the past. However, we found Customer Shopping Carts were being abandoned at a very high rate starting in February 2018."
Step 3: Aha Moment

Hit them with the key finding, the main insight. Your audience at this point should be saying, "Duh, of course! It's obvious now!" They need to be on your side, wanting to act on the insight.
"Why would customers, who were in the process of making a purchase, abandoned their carts? This was not occurring prior to February 2018. That's when we discovered that approximately 94% of the shopping carts were being abandoned due to no inventory being on hand for the products in the cart! Customers can't buy if we don't have the product in stock. That is the cause of our decrease in sales."
Step 4: The Solution

Clearly define the action(s) that needs to be taken. What are the next steps?
Example (continued): "We haven't seen a decrease in sales, we've seen a decrease in our ability to stock the products our customers want to buy." As such, we recommend the following... If we did the above, our sales through March 2018 would have continued our stellar month over month increase, which would look like the following: Note: To see this data visualization storytelling example using Tableau Story, you can visit the Tableau Public site.
As you work at creating your story, determining what to put in each of the stages, consider the following:

1. Align data to your message. You probably have a lot of data and visualizations that support the entire story, but be selective. Choose the data that best illustrates and support the point you are trying to make.

2. Identify the right visualization. Refine and rework it so that it clearly communicates your intention. The audience should be able to look at your visualization and see that it clearly reinforces the point you are making.

3. Remove unnecessary noise. If your visualization includes a dimension (attribute) that has many possible values, eliminate the noise by grouping lower values into an "other" category. Avoid using more than five values when possible.

4. Focus on what is important. Use color to highlight what matters, make the issue or opportunity stand out.

5. Main Point: Make sure you have a main point! If your audience is supposed to intuit the main point, they may come up with something you did not intend, and as such may take no action or take action that isn't relevant or needed.

Consider your Audience

Lastly, make sure you adjust the storytelling to your audience. What and how you present your story to one audience could be different than what and how you present to another audience. Are you presenting to the CEO, you may want to limit the amount of details, allowing you to get to the Aha Moment and Solution quicker. But make sure you don't dilute or dismiss the Set Up, you need to have a point and the Set Up helps establish the issue or opportunity.

To match the narrative to the audience, assess the following:

What are their goals and priorities?

What are their beliefs? Are they likely to agree with your finding and support the solution, or will they need additional information and insights to persuade them to change?

What are their expectations? Are they expecting good news, bad news, another boring meeting that doesn't help push the company forward?

What is their familiarity with the topic? You may need to provide more background, context, and information to help them better understand the issue or opportunity.

Are they data savvy? If so, you may be able to rely on visualizations more, and less on narrative, since they already have a pension for wanting to see what the data is showing.

What is their seniority level? As mentioned already, what and how you present to the CEO may be different than what you present to a mid-level manager.

Keep in mind, you don't always need to tell a story. Storytelling is needed when the insights are hard or challenging to understand, when the business impact is high. If the data is showing something that is unpleasant, disruptive, unexpected, complex, costly, or counter intuitive, then you have a good candidate for a story. However, if the data is showing something that is agreeable, meaning the audience is already predisposed to agree with the finding, then it's a non-story.

"Storytelling is needed when the insights are hard or challenging to understand, when the business impact is high." Click & Tweet!

Make it a Story with Visualizations

So the next time you are working with your data and uncover important insights, consider communicating your findings, proposed solution and next steps with a story. By adding Narrative and Visuals, you'll have a better chance of engaging your audience, drawing them into agreement, and driving them to take the appropriate action. Data will still be the driver, but you've improved your chances of achieving the desired actions.

Caveat Emptor. Now that you are bought in and hopefully excited to start telling stories, keep in mind that there are some common pitfalls to avoid to make sure you don't unintentionally mislead when telling your stories. Read up on these pitfalls and please share any good examples of Storytelling with Data Visualizations that you create or find. We'd love to see them (provide links if possible).
Nick Mannon

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Persuasive Storytelling with Data Visualization | Blast Analytics Blog

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When Tableau came out with functionality, I thought to myself, "Why would I need this? My visualizations speak for themselves. I let the data do the talking." I patted myself on the back, puffed up my chest, and went on my way. But storytelling and data visualizations don't have to be one or the other.

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In this video, professionals discuss data visualization and the impact that data storytelling can have on individuals and the world. Hear thoughts from Peter Misner, Principal at Canyon Creek Elementary, Cheryl Phillips, Hearst Professional in Residence at Stanford University, and Robert Kosara, Research Scientist at Tableau Software.

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ICT Tools for L&S

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This month we added several new 3 Minute TOOL-torials on EmergingEdTech, and two are specifically useful for flipped or blended learning.

EdPuzzle is really pretty amazing. Its free, and it lets you embed questions in any YouTube video, or your own uploaded video, and require students to answer them. You also get results on who watched and how they did with the questions.

What a brilliant way to solve two problems - make sure students engage with the video content, and assess their understanding! EdPuzzle also lets you clip a video - cutting off as much as you want from either side (beginning or end).

EdPuzzle 3 Minute TOOL-torial

Our next tool is a nice-to-have when needed. Ever wished you could have students watch a video on YouTube or Vimeo without all the clutter, the ads, or even worse ... the suggested content that surrounds the video? No problem, just pop the URL into SafeShare.TV and you're ready to roll!

Look how easy SafeShare is to use (you don't even need to create an account):

SafeShare 3 Minute TOOL-torial
Check out all of the 3 Minute TOOL-torials here.

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2 New "3 Minute TOOL-torials" for Flipped or Blended Learning

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This month we added several new 3 Minute TOOL-torials on EmergingEdTech, and two are specifically useful for flipped or blended learning. EdPuzzle is really pretty amazing. Its free, and it lets you embed questions in any YouTube video, or your own uploaded video, and require students to answer them.

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CUBE AND MOSAIC (WHILE-LISTENING ACTIVITIES)

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CUBE AND MOSAIC (WHILE-LISTENING ACTIVITIES)

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BigHugeLabs: Do fun stuff with your photos

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First time here? Welcome! We have a lot of fun stuff to play with like our Motivational Poster maker, Magazine Cover maker, Pop Art poster, and much more!

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Smore to teach listening and speaking XDXD

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Smore to teach listening and speaking XDXD

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Let's walk around Penang - The jewel in the Pearl of the Orient by may 88998 | This newsletter was created with Smore, an online tool for creating beautiful newsletters for for educators, nonprofits, businesses and more

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BigHugeLabs: Do fun stuff with your photos

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First time here? Welcome! We have a lot of fun stuff to play with like our Motivational Poster maker, Magazine Cover maker, Pop Art poster, and much more!

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Direct Me! A journey to Mandarin Island.

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Direct Me! A journey to Mandarin Island.

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Direct Me: text, images, music, video | Glogster EDU - Interactive multimedia posters

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See the Glog! Direct Me: text, images, music, video | Glogster EDU - Interactive multimedia posters

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Let's Walk Around Penang - Kek Lok Si Temple

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Let's walk around Penang - The jewel in the Pearl of the Orient by may 88998 | This newsletter was created with Smore, an online tool for creating beautiful newsletters for for educators, nonprofits, businesses and more

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Based on Behavioural Theory

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Tongue twister (Group 🐷🐷🐷🐺)

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Aishah Khadijah (in memory never forgotten~Amsyar)

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Aishah Khadijah (in memory never forgotten~Amsyar)

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*Year 2