Fadya

September 9

children prefer to do that rather than harm themselves. We also need to invite them to say something, for example, whether they are happy with the good grades they got, or the new clothes we gave them. We are also better off avoiding laughing at them so that their memory does not record the incident we laughed at as a flawed, embarrassing incident. We should also teach them to remember basic manners, such as asking for help, thanking them for the smallest things, or saying sorry. The right moment to talk to them is also worth paying attention to, do not forget to give them an explanation for whatever our decision is, so they do not misunderstand.

NIM: 2006707

Class: 5EYL

Three things, I learned in the previous meeting, were identifying the activities that I will do on this whole semester, forming the agenda before conducting the class and after the class, and discussing about the task which I will work on later during the semester.

What I need to adjust or adapt later on my class is to really pay attention and focus on every single task given by lecturer so that I will carefully do the task and look after the deadline.

NIM: 2006707

Class: 5EYL

Observation of Young Learners

1. Based on my observation, the adult should fully pay attention to the child when the child is interacting with the adult. When the child is talking or telling something, the adult should listen to his or her story carefully and enthusiastically. This is because the child will feel more comfortable and appreciated towards his or her story and also more enthusiastic in telling stories or expressing something.

2. Usually, the child will try to get the attention of his or her interlocutors. Before the child would like to communicate with the adult, for example, the child will firstly call the adults. However, if the adults is working or doing certain activity or still not looking after the child, the child may keep taking the adult’s attention to focus on what the child are going to say about, for instance by pulling the adult’s dress, sitting next to the adult, or perhaps calling the adult loudly. Therefore, the child will try hard to get noticed when doing a communication.

3. When the adult is interacting with the child, the adult should be carefully on what the adult will say to the child. Since the child is still a kid who tends to have a little vocabulary and knowledge, the adult should be able to deliver something clearly, fluently, and easy to understand by the child. Apart from that, the adult should be patient because sometimes it is hard to explain something to the child or when the child keeps asking everything to the adult.

I really need to adjust my time management, I also have to be more careful in the future so that I didn’t miss any information or assignment later.

I think the children would do something that attract the attention of the adult first, like crying, screeching, or do something unusual. The child cannot sppeak fluently at first so they will try to structuring their own words, this is the job of an adult to understanding what they are trying to say.

Just as I exlained, adult must want to teach lot of things to their child, thus they need to be more careful in what they are doing. Parents, at first will teach them basic communication such as callng their name, saying their necessity,etc.

Scaffolding strategies : 
Visual aids, modeling, first language, Small group, graphic, and so on.
Application in teaching and learning
ZPD : Plan group activities, cooperative dialogue, learn using tool. 
Scaffolding :
Verbal cues, prompts, and clue.s
Real life situation:
School, accompanies the children's activities.
Home, parents become mentors.
Bruner’s Theory
Bruner is physicology Harvard university. In his theory teachers provide opportunities for students and gives students freedom to find the solution to the problems. 
Application off Bruner's 
Implementation of Teh 2013 curriculum
Spiral curriculum = that returns to the same topics over time
Example : mathematics, literacy, language education.
Scaffolding = support system
The adult's assistances
Recruitment, reducing degrees of freedom, direction maintenance, marking critical, and so on.

NIM : 2000522

Class : 5A1-English Education

Piaget’s theory, Piaget believes that assimilation and accommodation., the basics of this theory are maturities, experience, social transmission, and equilibrium. There are 4 stages of Piaget’s theory, first is sensorimotor (birth-2 years) for example hugging a teddy bear, secondly is Preparation (2-7 years) saying some word for example ''mama'', thirdly is concrete operational (7-11 years) know the object, in this phase the kid starts to using their logic and being curious about something, the last is formal operation stage, they start to using logic again with the formal logic and concrete example. For Educational implications this theory can be applied to giving the library opportunities, giving an effort for the kids, and giving good facilities from school. 

Vygotsky’s theory, this theory development about the social and community and language at the part of the learning. Scaffolding in education or support systems, scaffolding is one such education practice to help the student get new knowledge, scaffolding refers to a method where teachers offer a particular kind of support, to develop a concept or skill. 

2005045

5-EYL English Education

REFLECTIVE TEXT OF WEEK 2

Today, I learned a lot about child’s development theory. The 3 theories I learned today are, first Piaget's theory, then Vygotsky's theory and Bruner's theory. From what I understand that Piaget theory is, describes the cognitive development of children. Cognitive development involves changes in cognitive process and abilities. In Piaget’s view, early cognitive development involves processes based upon actions and later progresses to changes in mental operations. There are 4 stages of Piaget’s theory; (1) sensorimotor stage : birth to 2 years, (2) preoperational stage : ages 2 to 7, (3) concrete operational stage : ages 7 to 11, (4) formal operational stage : ages 12 and up. 

Therefore, about Vygotsky theory, the theory asserts that learning is an essentially social process in which the support of parents, caregivers, peers and the wider society and culture plays a crucial role in the development of higher psychological functions. Vygotsky’s scaffolding is a theory that focuses on a student’s ability to learn information through the help of a more informed individual. When used effectively, scaffolding can help student learn content they wouldn’t have been able to process on their own. 

And the last theory for today is Bruner theory. Bruner proposes that learners construct their own knowledge and do this by organizing and categorizing information using a coding system. Bruner believed that the most effective way to develop a coding system is to discover it rather that being told by the teacher. Bruner’s scaffolding theory states that the children need support and active help form their teachers and parents if they are going to become independent learners as they mature. Children are more dependent on people who have more knowledge then they do. 

NIM: 2001043

Class: 5 EYL

 

Date: Monday, 05/09/2022

 

Three things I learned today are RPS, assessments, and learning mode. For the RPS, Ms Ika told us to read the RPS of Theoretical Bases of the Teaching English to Young Learners course first. It took around 10 minutes. After that, she explained the RPS to all the students. There is a lesson plan in the RPS. From this lesson plan, each week, there is a different topic that we will study. Next, about the assessment in this course, Ms Ika invited us to discuss what type of weekly assignment we will use. From that discussion, we all agreed to make the learning reflections after the class and prepare three questions about each week’s topic before the class. The following assessment is a video presentation for the midterm and final project. And the last thing I got from today’s meeting is the learning mode we will use. We agreed to use blended learning (hybrid). Besides these three things, I also learned a bit about how a child communicates with her father and vice versa. I saw from a video how a father interacts with his daughter. He teaches his daughter by providing a small trolley, helping her pick up things, saying the sentence according to the proper pronunciation, and helping his daughter wash her hands after she asks for it. From this, I can imagine what it is like to be a teacher to young learners. As a teacher, I should pay attention to my students’ characteristics and the things they like and don’t like.

 

What I need to adjust or adapt later in my class are creativity and responsiveness. I realize that studying this course requires creativity in thinking. I need to be able to think of various modes, strategies, and other essential things in the process of learning about the theoretical base of EYL. Furthermore, I must be responsive to avoid being left behind when studying in the classroom. Along with creativity, responsiveness will help me in the future. Besides, I think these things will also train my critical thinking while learning this course.

That is all I can tell for this week’s reflection. Thank you.

SID : 2008192

Class : 5B EYL – Theoretical Bases of English to Young Learners

The second meeting of the EYL Theoretical Bases of English to Young Learners course went quite smoothly and was fun. Before the class started, the lecturer asked about the condition of the students and chatted for a while. This week's lecture activities are scheduled for group presentations, and the class will discuss several theories from figures who have significantly impacted the world of learning and teaching. Some of which are discussed are Piaget's theory, Vygotsky's, which is the theory discussed by my group, and the last is Bruner's theory.

The first presentation discussed Piaget's theory. This theory states that as children get older, they show changes in intelligence and cognitive development. For some purposes and concepts, Piaget divided four stages: sensory-motor (0 to 2 years), pre-operational (2 to 7 years), concrete operational (7 to 11 years), and formal operational (11+ years). It is also mentioned that children show an adaptation process that goes hand in hand with growth. This adaptation is divided into two forms: assimilation and accommodation. Assimilation is one of the adaptation processes of children to a new environment that develops the child's understanding. For example, a child who sees how adults wear socks will imitate it when they want to wear them. Meanwhile, accommodation is the process of changing existing schemes to fit new situations or patterns of knowledge. For example, after a child can use socks correctly and determine which one is for the right and left, they apply this when they want to wear shoes.

After that, my group made a presentation on Vygotsky's theory. Vygotsky emphasizes that the child's learning process is closely related to social interaction. The role of teachers, parents, older people, as well as peers is very crucial in the learning process. He also mentions actual development, zone of proximal development, potential development, and scaffolding as a measure of what children can learn with the help of the surrounding environment. Therefore, social skills are essential because this process enriches the learning experience and fosters mental and emotional development.

 As for Bruner, learning is an active process that allows humans to discover new things from the information provided. Bruner considers humans as processors, thinkers, and creators of information. This theory also mentions scaffolding, whose concept differs from Vygotsky's version of scaffolding. Seeing the theories discussed, I was enthusiastic about learning more about communicating well with children so that they can understand something clearly when we convey some information. Therefore I look forward to the next meeting to discuss other materials.

was a process to gain new things and not related into any stages of development. This theory also had scaffolding as same as Vgotsky’s thory had to ensure the confidence’s children. 
Those were my points that I have gained from yesterday’s meeting. Thank you. 

EYL (week 2)

In the second session, I learned several theories of childhood from my peers' presentation and discussion. So, there are 5 theories of childhood we supposed to learn but we only cover 3 of them which are Piaget, Vygotsky, and Bruner's theories.

Piaget suggests that children form their knowledge for themselves by participating in the environment. He also classified children development with some stages, such as sensory-motor stage, pre-operational stage, concrete operational stage, and formal operational stage. The main point I learn from this theory is that every children has different phase of learning, according to their age. Eight year-old child might think more logical than six year-old children, because according to Piaget theory, 7 year-old is the turning point of children development where children firstly discover logic.

Secondly, the Vygotsky theory. I do not really understand this theory (maybe I should read more), but what I understood is that children develop their cognitive skill not only because of their biological changes, but social interaction and cultures also have a role on that. They can learn something faster because there is someone who help them (for example, teacher).

Lastly, the Bruner theory. In this theory, I learn about scaffolding (which I have learnt in the Vygotsky theory actually, but it was still not understandable). In this theory, we as the instructor will be the support system for our students to help them to beach their goal, but also letting them to find solutions to their problem in their way.

To conclude, it was an excellent presentation and discussion I had this week. I hope I can get more knowledge regarding the children development theories, especially the remaining theories we did not learn yet, and can apply it in the future when I become a teacher.

YouTube or educational applications. 
Scaffolding
Scaffolding is an instructional strategy to ensure that they gain confidence once they are willing and able to get it. Strategies used in scaffolding, which are, visual aids, modeling, first language, small group, graphic, and read aloud.
One application of that concepts on teaching and learning is teachers can facilitate students to help them express themselves in solving a problem that is in accordance with their respective culture and social environment.
The last presentation at this second meeting, conducted by my group, together with Azzra and Dityo, I discussed Bruner's theory. Bruner argues that learning will be better if teachers provide opportunities for students to discover concepts, theories, and understandings that they often encounter in their environment. An example of the application of this theory is the 2013 curriculum. In theory, Bruner designed a curriculum called the spiral curriculum. This curriculum can be defined as a curriculum that returns to the same topics over time. In addition to the spiral curriculum, Bruner also discussed about scaffolding which refers to ways to reduce children's freedom with the aim of making them concentrate on carrying out tasks that they find difficult.

of representation: 
Enactive representation (action-based)
Iconic representation (image-based)
Symbolic representation (language-based)
These are some materials that I got from today’s session. It was great to learn these theories to understand more about young learners.

(ii)Iconic representation (based on images) 
(iii))Symbolic representation (based on language)

problems by adapting to the environment they live in.

also providing them with progressively deeper understanding as they progress through the class. Scaffolding is another term for the parental support system that helps a child grow. Additionally, it implies that students require adult guidance in order to successfully gain knowledge and achieve their goals. 

input. 
Common primary schools in Indonesia have 2x35 minutes for the learning class. However, the English language classes have not increased the students' language skill progressively. Besides, English needs to be introduced to children from a young age. In order to create a more comprehensive yet flexible cognition, Bruner believes that language can code inputs and liberate a person from the limitations of focusing exclusively on appearances.

In Piaget’s theory, the adaption of humans begins from birth through two processes, called assimilation and accommodation. Piaget also explains the four stages of cognitive development that happen to children. 

In Vygotsky’s theory, there are three-point in this childhood theory: the effect of cultural differences, the importance of more knowledgeable others (MKO), and the heavily stresses language's role. Therefore, there is the main point of Vygotsky's theory should be remembered, namely the Zone of Proximal Development (ZPD). ZPD is the distance between the children's actual development level and the level of potential development or target level. In order to reach the target level, help from MKO is needed. MKO consists of older people, teachers, peers, and electronic devices.

In Bruner's theory, children are given the freedom to solve their problems by adapting to their environment. Bruner also explains the scaffolding theory, which is the adult helping the children to help them achieve their goals. Although the children are helped by the adult, it should be underlined that don't pamper the children too much. Let them find their solution. There are six type of assistances that adult can offer:

I learned a lot of things in this second meeting, whether it is from my friends' presentations or the lecturer. The material of childhood theory is a basic thing that I should know before going on to the next step in understanding children. Thus, I have to learn more related to this material.

Nisrina

Hasna Aqilah

U

Student ID: 2001336

Class: 5B English Language Education

Reflection Week 1

       Today, I attended the first offline class on campus in the EYL course. Because this was the first meeting, we only did some introduction about the course and have not learned anything about the course specifically. The first thing that I learned is that we will have 16 meetings throughout the semester and will mostly discuss young learners and approaches to teaching English to them, such as theme-based teaching, project-based teaching, story-based teaching, and others. Second, I also learned that we will have some assignments to do throughout the semester, such as writing a reflection, presentation, and other assignments that will be given in this course. In this meeting, Bu Ika negotiated with us about the type of assignment. So, the third thing that I learned is that negotiating at the beginning of the course is good for both the teacher and students so that both sides can be comfortable and happy about what has been negotiated or planned. Lastly, what I need to adapt later on in my classroom is how Bu negotiates with the students about the syllabus or the course plan.

Here a bit of things that I learned from this presentation:

I got my focus more on the pre-operational stage (2-7 years old) since last week I carried out a little observation to my nieces. It was all correlated to this theory. At this stage, children still have a high level of egocentrism. My nieces are 6 years old and indeed the only point of view that matters for them is only their own. Semantically is also the same. They see symbols or sign as an ‘instruction’ in their brain. When they are given a book and a pen, they immediately understand that they need to study.

Student ID: 2001134

Class: 5B English Language Education

Courses: EYL: Theoretical Bases of English to Young Learners

Assignments 2: Learning Reflections

Today in EYL online class, we discussed RPS for this semester with Mrs. Ika. The discussion includes material, assignments, midterm test, and final test or final projects. Mrs. Ika also offered or negotiated with us to choose between making a video or essay for the midterm and final tests. At the end of the class, Mrs. Ika presented a video which was about parents and their child going to a mini market to buy groceries. From the video I learned three things:

1) The parents already know that their child is very interested in cooking, therefore in the video the parents provide their child with a shopping cart that is the same size as their child (small) and with a picture of ingredients that are attached to the shopping list. It means that the parents let their child take part in the parent’s activities, or when in teaching there’s a method called ‘SCL’ or Student-Centered Learning which in this method, it focuses on improving the quality of the child's learning with the help of the facilities that teacher provides.

2) At home, the parents also give a chance to let their child cook by herself, while being observed by the parents in case something bad might happen. I think it is necessary and the right thing to do to give the child a new thing to do that they have never tried before but it is still within observation.

3) When the child made a mess and talking but still stammering. The parents didn’t seem angry, they immediately helped the child and corrected the words of what the child said. Making mistakes is the most important thing in the learning process, because from those mistakes we can learn how to improve and become better than before. Therefore, don’t get angry at once and please be patient with the child, give them praise, motivate and support to help them become better.

Lastly, what I need to adjust or adapt later on my classroom is I need to adapt and get used to reading and reviewing the material before and after class lessons. In addition, I also need to read more materials which are related to teaching for young learners.

Student ID: 2001336

Class: 5B English Language Education/5EYL

Reflection 4

       This week, I learned some technologies that can be used for English teaching and learning for young learners. Most of the technologies are free to use and some of them are not free to access the premium features. Most of the technologies also cover English skills, such as Duolingo, Khan Academy, Epic, and many others. Some of them also can be used to be tools to assess students’ knowledge in a more interesting way, such as Kahoot, Edpuzzle, and others. 

       Moreover, the teacher has to teach the students first before they start to use these technologies in their classroom. He/she has to make sure that all of the students understand the purpose of the technologies and how to use it. And, it is similar to Vygotsky’s theory where the students learn from the more knowledgeable others, in this case, the teacher. And, in the learning process, the more knowledgeable others are the technologies that help the students to learn English.  

Student ID: 2001134

Class: 5B English Language Education

Courses: EYL: Theoretical Bases of English to Young Learners

Assignments: Learning Reflections

Today's activity was carried out through Zoom Meeting and was attended by 5th and 3rd-semester classes, and students from UNJ. In addition, Mrs. Ika also invited Mrs. Sri to give material today, which is about the application technology used for EYL learning.

I learned that today's technology has developed very rapidly so humans need to use technology to make their work easier, and as a teacher technology is used as means to support the educational process of learning. Especially in the current pandemic situations that require us to learn far away, then an online class must be implemented. Therefore, there are various applications of technology that can help to achieve the learning process. One of them is Seesaw and Epic School applications. Those applications have an advantage that teachers can use to implement in the class. Seesaw is an application that teachers can find or create activities to share with students, students can take pictures, draw, record videos, and more to capture learning in a portfolio, and students’ families can see their child’s work and leave comments and encouragement. While Epic School is an application that focuses on developing literacy in students, (read and learn new vocabulary while listening to the pronunciation) and can access eBooks, videos, quizzes, etc.

I think learning through the application of technology can be applied to learning theory from Scaffolding Vygotsky because the teachers can give the materials through the learning apps as guidance for students to comprehend the material and students can learn new information from other students or when working on assignments as a group.

Today, I learned from Bu Sri about applications that can be used as media to teach young learners. I just knew that there are a lot of applications that teacher can use to provide material or lesson for up in learners, such as jumpboard, epic, google classroom, canva, quizizz, kahoot, learningApp, Edpuzzle, Story Jumper, etc. Each of application has its own characteristic and function. One thing that I remember the most is that those applications are only tools to help the teacher as the facilitator to help the student reach their learning goal; whether it is learning new vocabularies, sentences, and so on.

It is related to the theory of childhood, the Bruner's theory, which is scaffolding. When Bu Sri gave an example of her comic that also provide audio to teach the student, I realize that if we later become a teacher we have to be creative and can use those technology to provide 'the best' learning method for students. We can design our own teaching method using those technology. For example, using Canva to create some interactive images, material with more colorful theme (because children usually like colorful display), or even make comic like what Bu Sri did.

Lastly, what I learned from the sharing session is to not stop learning, because world is always changing (in the future, there will be more and more new technologies).

NIM: 2006981

Class: 5 EYL

Date: Monday, 19 September 2022

From today's class, I learned two things when doing learning activities with young learners: 

Student ID: 2001336

Class: 5B English Language Education/5EYL

Reflection Week 5

This week, we learned with Ms. Tira who delivered the presentation about another technology that can be used to engage the students. The technology we learned was Nearpod. It is an online learning technology that can be used by teachers to stimulate the students’ interactions. It has many features to help stimulate interactions, one example is games. 

Ms. Tira also showed us how to use Nearpod by playing a role as a teacher and us as 5th grader students. Ms. Tira designed the learning using Nearpod. The learning was designed in a form of storytelling and also repetition. At first, she asked us what we will do during the weekend. After that, we learned about words and phrases that can be found in an amusement park. We learned it by saying the phrases together, pairing the pictures with the phrases, quiz about the phrases, and many others. At first, Ms. Tira introduced the phrases and showed how to pronounce all the phrases, so that they can be repeated by the students. And, in my opinion, this kind of scaffolding helped the students to make them more interested and confident in the learning process as Bruner’s theory of scaffolding has said.

Student ID: 2001134

Class: 5B English Language Education

Courses: EYL: Theoretical Bases of English to Young Learners

Assignments: Learning Reflections 

In today’s activity, we learned with Ms. Tira Rosita about teaching simulation using Nearpod as the online learning platform. We act as elementary school children and Mrs. Tira becomes a teacher. Nearpod is a learning management platform that allows and helps educators make any lesson interactive whether in the classroom (offline) or virtual (online). The concept is quite simple, a teacher can create interactive slide presentations, videos, games, or other activities that can contain Quizzes, Polls, Videos, Collaborate Boards, and more. Learning through Nearpod can be applied to learning theory from Scaffolding Vygotsky because first teachers will give the instruction of materials as guidance for students to comprehend the material and later on, students can learn the new materials along with the other students or work together as a group to gain a better understanding on the materials. 

 

In this week, I learned that technology has now become an integrated part of education. It means that learning and teaching cannot be separated from technology, not anymore. Both students and teachers are required to adapt to modernization and it forces us to be able to comprehend technology, particularly digital ones, and use it for our own good. Teaching English for Young Learners (EYL) is not exceptional.

Particularly for teachers, why do they need to be able to integrate technology into learning? There are some reasons. First, the characteristics of digital technology are very fluid and it changes a large number of parts of society. Secondly, the tremendous development of technology will not stop even if some particular group of people rejects it. Technology will be more and more growing and it will become part of our daily activity. Lastly, it is necessary for teachers’ professional development. In order to maintain themselves on track, teachers are demanded to keep developing and improving themselves. Teachers’ job is teaching, yes, but as individual human beings, it is also their duty to keep learning. By keep gaining more new knowledge, teachers would be able to educate their students properly.

Particularly in EYL, there are some media, platforms, or applications that can be used to support learning, to be specific, online learning for young learners. For example, the media are as the following: Seesaw, Google Classroom, Google Jamboard, Padlet, Epic, Liveworksheets, and Learningapps.org, Canva, Duolingo, etc. The media can be used as a digital teaching platform, assignment platform, or material resource. Mostly on these platforms, the teachers could design a virtual classroom, set a certain instruction, and invite the students to join through their own devices. In these platforms, teachers can set a submission for an assignment so they can design a real-time task so the students can do the task immediately. In the end, these platforms would be needed to be learned in order to support the future teaching and learning prospects for young learners.

 

This week, I learned simulation in learning and teaching for young learning in online classroom. We have a role as young learners doing a learning using Nearpod. The lecturer gave us some instruction, provide a theme that we are going to do, and do class activities together. The activities we did are creating a character or avatar, filling some questions, drawing, pairing, answering quiz, and learning meaningful phrases in amusement park activity.

These following activities are very useful to open our sight on how to teach young learners, since they were in line with the theory of scaffolding by Bruner. The teacher really provide supports in students learning, both in facility (application) and clear verbal instruction. The teaching method really helps the students understand the material better, and it was likely that the students would be able to enhance their learning experience and comprehension, thus able to apply what they learned in the future.

After that, Miss Tira introduced one of the applications that can be used as a teaching tool for young learners. That tool is named Nearpod. It is one of the learning tools to engage and help the students in understanding the materials. In Nearpod, there are many exciting features that can be used by teachers. There are slides, videos, games, quizzes, and so on. 

Not only introduce the application, but Miss Tira also invited us to directly interact with Nearpod. On that occasion, Miss Tira played the role of the 5th-grade teacher and we played roles as the 5th-grade students. This activity was so much fun. First, we answer the questions about what we usually do during the weekend—continued by sharing what words we remember about the amusement park that we know. Then, we practised using games and quizzes. To engage the students, Miss Tira called some students to participate. That was so much fun and I am glad.

That is all I can say about this week’s meeting. Thank you, Miss Tira.

After Dityo’s group, my group was chosen. In my group, there are also Azzra and Ririn. The topic that we chose is “Parts of Our Body that Work Together”. We used the features in Nearpod, such as Slides, Videos, Games, and Quizzes. In the beginning, the practice was going well, but there was a technical problem at the end. Then, Miss Tira gave us feedback just like Dityo’s group. I realized that being well-prepared is the most important thing. I will use this experience as a great lesson for the future. 

Besides Dityo’s and my groups, there was another group that presented their performance as 5th-grade teachers. That group is Fanny’s group. The practice was going well and Miss Tira also gave them some feedback before the class ended. After that, we ended the class by taking documentation because that was the last EYL class with Miss Tira.

From this activity, I experienced how it feels to be a teacher. I also realized that in this kind of activity I can be the MKO for my students and the Nearpod can be one of the scaffoldings that can be used to teach them. 

That is all I can say about this activity. Thank you and see you, Miss Tira.

2001336

5B English Language Education/5EYL

This week, we did a teaching simulation in our class. We did it using Nearpod, which we have learned a week before the simulation. My group used some of the Nearpod features, such as the drawing picture, quiz, open-ended questions, pairing and matching, and also polling. It was difficult for us because it was the first time we do a teaching simulation. So, we got some comments and also suggestions from Ms. Tira regarding our presentation. She said that we were unnatural in interacting with the student. Our instructions also were not too clear for 5th graders. However, we also had the positive side of our presentation, which was restating what we have learned so far so it can be more understandable by the students. Overall, it was a very fun activity and also a good opportunity for us to know our ability in teaching.

Student ID: 2001134

Class: 5B English Language Education

Courses: EYL: Theoretical Bases of English to Young Learners

 

Assignments: Learning Reflections

In this week's activity, we learned again through Nearpod with Mrs. Tira.  We were asked to do a simulation and present our presentation that we already made through Nearpod and there were presentations from 3 groups. Our group was also already preparing for the presentation and our experience in making and using Nearpod was a little hard because we are not used to it. Using the Nearpod application takes us time to make the teaching materials because there are many types of learning materials that we can create through Nearpod. There are 2 categories of media (create and interactive), and activities (quizzes, games, and discussions) I.e., slides, videos, quizzes, draw-it, matching pairs, polls, etc. I think using Nearpod as teaching learning material can be a wonderful idea to teach young learners that need visualization, so that the students may have a better understanding of the materials that the teacher gave. 

NIM: 2005045

Class: 5 EYL

Date: Friday, 30/09/2022

This week, I have learned about various things or ideas for online-based learning that I can use to teach English to my students which were taught by Miss Sri Ratnaningsih. 

The first thing I learned was the reasons why teachers need to integrate and use technology in their teaching because currently, children have become a digital and online generation, where they have known technology and social media from an early age. That is one of the reasons why technology is in education. 

Some learning apps that can support teachers’ efforts in teaching like google classroom, seesaw, duolingo, padlet, canva, edpuzzle, and so on.  Teachers can become facilitators in the learning process through all these applications, both offline and online classes. It is related to Vygotsky’s theory of More Knowledgeable Others (MKO), and Bruner’s theory of scaffolding. Students can very enjoy to learning by using various features in that application. 

 

NIM: 2005045

Class: 5 EYL

Date: Monday, 03/10/2022

For this meeting, we studied together with Miss Tira Rostia. Miss Tira taught us about how to use Nearpod application because she thinks that the application will help to accommodate the student’s needs and also the teachers, and the tool must be easy to use for children. Because in nearpod, there are many exciting features that can be used and engage the students to learn English. In today’s class, Miss Tira also invited us to use the nearpod together. The activity was so fun because there is so much activity that we can do. Thank you, Miss Tira. 

 

NIM: 2005045

Class: 5 EYL

Date: Monday, 03/10/2022

For this meeting, we studied together with Miss Tira Rostia again. Because in the previous meeting Miss Tira ask us to make a group project and make a teaching practice using nearpod application. The first group is Dityo’s group, and the topic is “Things in the classroom”, they used a lot of features in nearpod and it was so fun.  After that, Miss Tira gave feedback on their performance, and also on the students through the chat box. After Dityo’s group, Azzu’s group was chosen, and their topic is “Parts of Our Body that Work Together”. And also like the previous group, Miss Tira and all the students gave feedback. After Azzu’s group, there was Fanny’s group that presented their performance as 5^th-grade teachers. After feedback, the class ended by taking documentation because that was the last class with Miss Tira. 

NIM: 2005045

Class: 5 EYL

Date: Friday, 21/10/2022

In this meeting, Mam Ika just asked about the previous meeting because we held a class without her. After that, she explained how our mid-term test would conduct, and most participants chose a project test rather than a basic test, so Mam Ika told us the mid-term test would be creating a digital poster. And the deadline will be on Sunday. 

 

 

 

Student’s Number: 2004612

Class: 5 EYL – 2020 

Today is the first day of our EYL class. We talked about RPS or Lesson Planning for this semester and discussed our weekly tasks, mid-test, and our final project. Three things I learned today are; there are 5 theories of childhood that we will discuss in class (Piaget, Vygotsky, Bruner, Gardner and Montessori), we learned about a child in the video with her parents, and from the video I noticed something important that how unclear children said, their parents will understand. In addition, from the video I realized that when we talked with children, whenever they are said a word inappropriately or mispronounced, we should not say “you are wrong”, but we should say “oh, you mean (the right word/s)”. So the children will understand what the right words were. 

What I need to adapt later on my classroom is I have to be active; I have to be brave to say what was on my mind or say aloud my opinion. Because I always scared and shy to talked in front of many people, so I need to adapt it really quick in the offline classes. 

In the teaching simulation, we took on the role of a fifth-grade student and Ms. Tira played the role of the teacher. After participating in the Nearpod teaching simulation, I realized the platform offers a variety of features that could be used in the classroom. The games include quiz, fill-in-the-blank exercises, memory tests, time climbs, etc. In addition, we may add videos, images, and slides to the material.  I enjoy class since children may be involved on this platform, since  students can engage in play, interaction, and discussion. Ms. Tira also provides students with scaffolding via images and videos. I believe Nearpod is an interesting technology that assists teachers in online classrooms, particularly with young students.

The first meeting of the EYL class which was held online, an error in filling out my college contract (IRS) so I have not attended this class. However, so that I know about this class, I asked the department staff for a zoom recording. After watching the record, I learned that our class agenda was about Semester Lesson Plans (RPS). This discussion aims to let us know the class plan in detail for one semester which includes lecture material, assignments, and others such as the agreement in the implementation of this class. Not only that, at least I know how to see children in terms of educators with those who are very active and have a curiosity about something that is in their environment.

 

Today I have learned
Mrs. Ika led the students in singing "Good Morning, Mr. Rooster" to get things started. Ee can use this tune as a pre-study warm-up before diving into the course materials. We ended the night with "Old McDonald," too.

The reading and retelling of "The Ugly Duckling" provided the context for today's lessons. We do our best to tell the tale by showing it to you, describing it to you, and having you fill in the spaces.


We all sang "See You Later, Alligator" as the lesson was ending.

In today's class, I discovered that repetition is a crucial tool for teaching novice students. Memory in young children may be trained via practice since repetition aids retention of the pattern.

 

Today I have learned about Piaget and Vygotsky’s learning theory. According to Piaget’s theory, learning is an active process, children can be actively involved when they are interested and motivated. Piaget believed that children construct knowledge through a process of schema, assimilation, accommodation, and equilibration. Furthermore, children usually assimilate information according to their interpretation, this is a process of assimilation, whereas accommodation is a process where children have to change their way of thinking to accommodate new ideas. In addition, Piaget constructed four universal stages, those are the sensorimotor, pre-operational, concrete operational, and formal operational stages.

The next learning theory is Vygotsky’s theory. Piaget previously emphasized the biological basis of development from stage to stage in each child, while Vygotsky pointed out that the social environment and cultural context also have an important role. The most interesting thing about this theory is the concept of the zone of proximal development. The ZPD illustrates the difference between a child’s current and potential knowledge. In addition, teachers can help them to learn by offering systematic support. Also, teachers should support them by explaining new ideas and repeating information in different contexts. 

To sum up, with these two theories, children will learn about the interaction between the environment and their existing knowledge. In essence, learning occurs in social interaction like in communication. Therefore, teachers take responsibility for regulating children’s learning by first providing the material, learning together, then letting the children do it themselves. It remains what children already know, so they can explain how to solve the problems and support their learning. 

  
 

2006484 (5B)

EYL 5

            In the first meeting, we were introduced to the EYL course and discussed the RPS, and also negotiated the assignments further. We discussed this from the first until the last meeting based on the RPS. As I see from the RPS discussion, the material will be fun because we need to understand children or young learners, especially in learning English. It is new for me.

In the middle of the class, we watched a video about a girl who did grocery shopping on her own. The father asked her to buy some ingredients through the picture or visualization. It is an interesting video because the father gave his daughter trust and freedom starting from a small thing such as buying some groceries and making the food by herself.

 In my opinion, it would build the girl’s confidence, and later on, she would make her own decision wisely and independently. The father in the video was like a guide while the girl made some food. He didn’t judge her but instead helped her during the process of making the food. He also gave her appreciation and support her as well.

What I need to adapt later on in my classroom is how I shall learn about young learners, especially in learning English in creative ways. As a student who will teach later, I need to make fun but also educative learning for the students and also know their physiology to reach effective and good learning. 

 

2006484

EYL 5

As I see from my neighbor, the mother always speaks to him without using “don’t” and changes it to the right thing that he needs to do. For example, he drew on the wall using crayons and her mother asked them to write it on the paper by praising him first “You are good at drawing! Let’s draw on the paper”. When correcting behavior, she provides a calm explanation. Also, the mother encourages him to talk about his feelings and validate their emotions. It will make him feel safe and open to her mother thus there will be a deep interaction between them. 

In communicating, they imitate the way the mothers speak. As we can see if the mother doesn’t say a word with the correct one, they’ll imitate it wrong too. For example, a mother says “mamam” for “makan” so the child will know “mamam” more than “makan. They will use their word to refer to something. Otherwise, if the mother speaks to the children gently and tries to say the word correctly, they will imitate it and do it correctly. Expressing their emotions is a way to communicate too such as crying, anger, tantrum, excitement, and curiosity. When children couldn’t express what they want with words they usually use their expressions. 

As I have mentioned before that maintain the quality of communication is the key. Choosing the right words to communicate with children, avoiding saying “don’t” and providing the explanation, saying the correct and gentle words, opening up to their story, and giving them attention are the parents need to do. By this means, the children will not feel intimidated and have freedom at the same time have a safe place with their parents.

St. ID : 2007368

Class : 5 - EYL

Learning Reflection #4

This week, Ms. Ika could not make it to the class due to her schedule. However, she sent someone to supersede her that day. Miss Sri Ratnaningsih provide material regarding various ideas of online-based learning that we, as future teachers, can use to teach English to young learners. 

In her presentation, at least six to ten applications and websites that can be helpful in teaching were introduced. For instance, applications such as seesaw, epic!, Kahoot!, padlet, edpuzzle, canva, and many more. It was an excellent opportunity to learn more about the medium I can use in teaching. 

As future teachers, it is important for us to utilize these applications’ existence. We need to facilitate students in the learning process. This is related to Vygotsky’s theory of the More Knowledgeable Others (MKO). Either teachers or parents can help and assists students in using the internet or online-based learning applications. Students will be engaged and interested in learning by exploiting various features and ideas. It correlates with Bruner’s theory of Scaffolding. As a teacher, we must be able to be a guide for them because the students depend on us. 

Therefore, by contributing these applications that Miss Sri introduced to us, students may understand the material better and enjoy the process of learning more.

St. ID : 2007368

Class : 5 - EYL

Learning Reflection #5

This week, the class was handled by Miss Tira Rosita. From this week’s class, I learned many things. Indeed, this week’s material is still related to the last week’s topic, which is online-based learning applications. However, Miss Tira introduced us to a new application, namely Nearpod, and showed us step by step on how to use Nearpod. 

Nearpod is one of the learning tools that is very helpful in engaging students’ motivation and interest in the learning process. It helps educators to make an interactive learning activity with a lot of features provided there. For instance, we can make a slide presentation or include video, pictures, polls, quizzes, games and many fascinating features in our teaching material. These modes align with Bruner’s Scaffolding theory because the teacher will guide, instruct, and lead the learning activity for students to comprehend the material. Then, students can learn new material by discussing or working together in a group to gain a better understanding and more knowledge of the material. 

During the class, Miss Tira invited us to pretend as elementary students while she became the teacher. She demonstrated how to teach children using Nearpod. In my opinion, Nearpod is a great application to use for students, especially elementary students. Aside from being helpful, I also feel the fun atmosphere while learning with Miss Tira using Nearpod. Its features and display are fascinating to witness. Moreover, Miss Tira’s way of teaching also influences the learning atmosphere.

At the end of the class, Miss Tira reminds us that we need to be picky and intelligent in picking an appropriate application or platform for teaching. The important thing is that the application must be easy to use and ensure it accommodates students’ needs. Because we will teach young learners, we need to be careful in choosing the right and suitable platform to use.

St. ID : 2007368

Class : 5 - EYL

Learning Reflection #6

This week, the material is still the same as last week about Nearpod. Last week Miss Tira told us to form a group and make our own Nearpod. We are required to teach using the Nearpod that we have already made, similar to teaching simulations. We did that practice through the Zoom Meeting. 

Miss Tira randomly chose and picked Dityoseno's group to present their Nearpod. While they play the role of teacher, the rest of us play the role of students. The topic that they bring to the class is "Things in Classroom." The practice went well, but I think they are still lacking in bringing a fun atmosphere to the class.

After Dityo's group, Azzra's group was chosen with the topic "Parts of Our Body that Work Together." They have done an entertaining teaching simulation. The classes held were very lively and fun. The singing session made the students' mood better. The animations provided also make the teaching session materials more varied. However, my group suggests that it would be better if the teachers were more expressive when appreciating students who managed to answer, regardless of whether the answer was right or wrong. 

Overall, the group did a great job. The same goes with Fanny's group, which conducts a fun class but still needs to manage its teaching to be more structural. At the end of the course, Miss Tira delivered her comments/feedback to the group that had already presented.

The ideas of Piaget and Vygotsky were the topic of our discussion today. We gained a great deal of knowledge, including the stages of a child's learning development, how children learn, fundamental brain processes, and ZPD.

The four phases of Piaget's stages of development are the sensori-motor stage (from birth to age two), pre-operational stage (from age two to age seven), concrete operational stage (from age seven to age eleven), and formal operational stage (11 years old onwards). This viewpoint contends that kids learn for themselves by making sense of their environment (assimilation). The youngster will modify or alter their style of thinking to account for this new thought based on their prior knowledge (accommodation).

In contrast hand, Vygotsky made clear that the social context is crucial for the growth of children's learning. With the guidance and help of a more informed person, teacher, parents, or other adult by presenting them with hints, specific youngsters were capable of developing through the ZPD.

These two theories share certain concepts. Encouragement, pointing out potential obstacles, making sure distractions are avoided, making sure the learner can stay on task, and motivation to finish the task are all things parents and teachers should do with their kids. The kids can take charge of the task thanks to this tactic's ability to instill confidence in them. Since every child is different, the technique used must be adaptable to every person.

This week, I have learned about the ideas of online-based learning that I can utilize to teach in the classroom. For this class, Mrs. Ika collaborated with Mis Sri Ratnaningsih to present the materials
 The class was begun by the lecturing about the purposes why teachers need to utilize and integrate technology in teaching and learning. These aims are caused by digital learner characteristics, the dreadful growth of ICT, and teachers’ professional development. Recently, children or young learners have adaptation with technology or in other way it can say they grow with the technology development. Looking at that urgency, as the teachers, they require to integrate the technology in their teaching and learning session. 

Then, to integrate teacher in learning, they have to know many learning applications to support learning session. There are many of platforms that can utilize by teachers for instance, Seesaw, Jamboard, Duolingo, Google Classroom, Padlet, Canva, Epic! , Khan Academy Kids, Edpuzzle, etc.  ased on those applications, teachers can be a person who will help, facilitate, and company students in the teaching and learning process. This role can be in line with the Vygotsky’s theory about MKO. Not only teachers that can be a MKO, but also parents can play this role to encourage the children. On top of that, Bruner’s theory included to this mode of learning as it is called scaffolding in which using various features in application for example audio, video, images, writing, etc, so that the children would enjoy the learning activities. 

I think that is all for me, thank you. 

This week, I have learned about the ideas of online-based learning that I can utilize to teach in the classroom. For this class, Mrs. Ika collaborated with Mis Sri Ratnaningsih to present the materials
 The class was begun by the lecturing about the purposes why teachers need to utilize and integrate technology in teaching and learning. These aims are caused by digital learner characteristics, the dreadful growth of ICT, and teachers’ professional development. Recently, children or young learners have adaptation with technology or in other way it can say they grow with the technology development. Looking at that urgency, as the teachers, they require to integrate the technology in their teaching and learning session. 

Then, to integrate teacher in learning, they have to know many learning applications to support learning session. There are many of platforms that can utilize by teachers for instance, Seesaw, Jamboard, Duolingo, Google Classroom, Padlet, Canva, Epic! , Khan Academy Kids, Edpuzzle, etc.  ased on those applications, teachers can be a person who will help, facilitate, and company students in the teaching and learning process. This role can be in line with the Vygotsky’s theory about MKO. Not only teachers that can be a MKO, but also parents can play this role to encourage the children. On top of that, Bruner’s theory included to this mode of learning as it is called scaffolding in which using various features in application for example audio, video, images, writing, etc, so that the children would enjoy the learning activities. 

I think that is all for me, thank you. 

In this week, the class was lectured by Mrs. Tira Rostia as a substation lecture due to our lecture, Mrs. Ika, could not join in our class. During the class, Miss Tira said that in teaching and learning process the teacher should decide what the learning tools that would utilize as the tools could help the teachers’ and students’ needs. It considered as both the fast and slow learners could follow the flow of the teaching and learning process so that they could have the same chance to learn. 

Next, Miss Tira introduced us one of the useful applications for the teacher to be taught for the young learners or children as it is called “Nearpod”. I thought that this application can engage and help the young learners to learn the material and it had many of pretty features to use for instance games, slides, videos, quizzes, files and so on. 

The excitement thing is we acted as if we were fifth grade students to be experienced in using Nearpod. Moreover, we had to answer the questions through games and quizzes. The Nearpod talked about the amusement park that consisted of cleaning or having good habit. It was so enjoyable and fun for me. 

Thank you 

This week, unfortunately, I did not join the class because I was sick. In other hand, I knew that this week would be presenting the Nearpod that made by each group. After presenting the Nearpod, Miss Tira gave feedback each group to be better. 

After not having class with Mrs. Ika, this week, the class was led by Mrs. Ika. In this moment, she explained the things that we have to do for midterm test. We were asked for making a digital poster based on what we have learned in EYL class in the half of semester. On top of that, we also have to make the idea for future teaching by our own idea. To do this midterm test, Mrs. Ika gave use two weeks to finish it. 

This is the first time, EYL’s class had been held class through offline or face to face in the campus and also first time have met with Miss Tira in real-life. My first impression on her was like she looked so funny and easygoing which could make us felt the class was not that tense. 

At first, we have learned about topic-based work that became the main point of teaching and learning children. The children would be following the teaching and learning activities if the materials could persuade the children’s attention in the class. The teacher who would create materials suggested to utilize the topic-based work because it could be useful, helpful, practical, and exciting approach to teach. On top of that, there was a way how to set the topic-based work in the class such as starting from choosing the topic, planning time, collecting material, functions and situations, methods and activities, and assessment. Those ways could help the teacher in arranging the learning activities. 

After we knew how to set the topic-based work, the class was divided into three group based on the given topic. The topic was provided by Miss Trisa to practice in arranging and setting how the class would be with the topic was my best friend, my pet, and my lupa satu lagi. Miss Trisa was leaded us to pay attention on creating material after deciding the topic. The topic had been chosen thus in a group also divided into three parts. The three parts aimed for the functions and situations to fix it in the class. We discussed by giving our best opinions and suggestions to make a good material planning. Because the time was over but our group had not finished yet the planning, Miss Trisa told us to finish it at home and would be presenting next week. 

I think that is all that I can say

Thank you

After we learned about topic-based work, today, we had to presented our discussion results by each group. At first, I thought that we just presented the results just like usual, unexpectedly we also had to practice the way the teacher teaches in front of the class. Then, Mis Tira gave us some suggestions about the things that we would do or would not do in the class. 

Next, Miss Tira explained the stories-based work. In short way, stories could bring the enjoyment environment in the class as the story offer some imaginaries world to children. Moreover, the reasons why the story can be useful for foreign language learning because the teacher utilized the discourse organization of stories, prototypical features of stories, language use in stories, and quality in stories. 

I think that is all that I can say 

Thank you 

Today class, we are meeting with Mrs. Ika through zoom meeting. we discuss some important terms to learn for young learners such as scaffolding, zone of proximal development, etc. As we know, scaffolding is the process to help someone in completing their understanding or task beyond their capability. In here, as a future teacher, we can help the students to develop their knowledge about the materials and facilitate the needs of the students. 

To teach young learners, the teachers must know what the appropriate approaches will be used to take attention of children, one of ways are using stories as materials. why is it useful? Because everybody loves stories and stories have been used for milenia to educate young people and pass on cultural traditions from generation to the next. Not only that, but also the language in a story is more natural and engaging, repetition, dialogues, and the suspense. 

The class is ended by giving us an assignment which is making, creating, or modifying the available stories from Mrs Ika to be presented in the next meeting 

The first, we was introduced to RPS for our EYL class this semester. We briefly read the RPS and also discussed what we would learn during the class. Besides that, we also agreed on what kind of assignments we wanted to do as a tool to measure our ability in this EYL course.

Next, we have discussed about group assignments aimed at discussing theories of childhood such as Piaget, Vygotsky, Bruner, Gardner and Montessori.

And lastly, we also watched a video showing a toddler shopping in a supermarket. We analyzed how a toddler who was not fluent in speaking communicated with his/her parents. In the video, the toddler expresses what he/she wants to say using body language and some words that are not clearly pronounced.

In my opinion, the thing I need to adjust later during my class is that I have to learn and know about how to attract children's attention, so that they do not feel burdened to study with me.

Name: Yoan Zahran Salma Falah Setiyaka

Student’s Number: 2004612

Class: 5 EYL – 2020

Today, we sing a song. First, we sing a good morning song to warm up the class, then we sing “Old McDonald Had a Farm” song to introduce animals in the farm.

In today’s class, we are read aloud a story “The Little Duckling”, the story is about a duck that wants to have a good fur as peacock, long legs as flamingo, and a good comb as cock. Mrs. Ika explained about the features of animals and then we read the story together. In the end, we read the story but in the power point the word is blank, so we just read it with what we see in the pictures. This is the learning with scaffolding, the teacher explained it first, gave the students step by step, then students can independently follow the instructions. Before the class is end, we sing good bye song, “See You Later, Alligator” song.

In today’s class, we learned about the media that can be used for teaching young learner. There are so many application that we can explore: google classroom, google jamboard, nearpod, duolingo, quizziz, kahoot!, padlet, canva, edpuzzle, and many more. Each of these media can be used in many different ways, and can be adjusted to the needs of teaching and learning activities. 

In my opinion, topic-based work is very useful, helpful, and easy to apply, so it is highly recommended for teachers to apply this in learning. By implementing this topic-based work, it can help teachers organize how lessons will be carried out so that the learning process will be carried out more effectively.

After listening to this very interesting material, we did some practice on topic-based work with a friend next to us. After that, Ms. Tira divided us into 3 groups to make lesson plans with different topics that had been prepared by Ms. Tira in each group.

 

1)    To start EYL: THEORETICAL BASES OF ENGLISH TO YOUNG LEARNERS course, we discussion and negotiation on the course-related aspects, such as, class mode, weekly assignment, midterm, and final project. This is very good for us, because we can choose something we like more so that we can attend the class comfortably.

2)    In addition to discussion and negotiation about the course-related aspects, at this first meeting, we also discussed RPS. This RPS discussion makes us more relieved because we can know what we will learn during the 16 meetings. 

3)    In the last session of our first meeting. We watched a video about a child shopping at the market with a grocery list and we got some points from the video regarding communication with young children, especially children who still cannot speak fluently around the age of 1-2 years. From the video, we learned about using multimodal literacy, the tools used, and how to answer and respond to young children.

 

What I need to adjust or adapt later on my classroom is...

I think, I have to adapt to words and terms related to childhood and also about teaching English, such as PELT. This adaptation, can be done by reading the sources that have been given.

 

For this week’s class, we are having another lecturer, Ms. Tira. Today, we still talk about media that can be used for teaching young learner. We deeply learned about an application named “nearpod” I never use this media, but Ms. Tira taught us how to made learning activity using nearpod. We also felt how is quiz held in this application. 

2004641

5

I learned three things from today's session: the discussion about RPS, sharing ideas, and video analysis from the lecturer. 

First, we discussed the RPS regarding the materials, learning activities, and weekly assignments we will do later. The discussion went very well because the lecturer and the students discussed everything that was determined in the RPS. For the weekly assignments, we decided to do the three questions and answer them before the class began. It is purposed to help us regarding the materials we will have at that time. The RPS discussion was also helpful for the students because we could also give our opinions.

After that, we also shared some ideas about the assignments and the final task. We were given two choices about the final task: essay or video presentations. After doing some discussion, we decided to choose a video presentation. It was selected because the video presentation would be more interactive.

Lastly, the lecturer showed us a video about a toddler and her parents who went shopping, and we had to analyze it. In the video, the toddler chose the things, and the parents let the children choose them based on the picture of the to-buy list. The parents also allow the children to explore things. In my opinion, what the parents did in the video was excellent because it triggered one of the children's characteristics, curiosity. When children are curious about things around them, it can be their way to learn new things, and as parents, it is good for them to let them explore things around them.

Moreover, what I need to adjust or adapt later on in the classroom is I have to adapt myself to learn more about young learners. Since we will discuss everything about them, either in terms of education or anything, I need to do considerable research about young learners, how they learn, and other observations.

From today's lecturer, I am so glad that I could know these platforms to teach young learners because most of them are not familiar to me. I only knew Canva, Quizziz, and Kahoot because I used them with some lecturers while learning and doing the test. By discovering these tools, I will be able to discover the features that can be used to teach young learners. Therefore, I can be more creative in teaching my students later on.

In my opinion, Nearpod will be my favorite because many features can be used to teach the students, and I surely think the students will be engaged in the learning progress.

In today's session, we had a chance to take a role as a student and tried to use Nearpod from the student's perspective. It was fun because, in Nearpod, we could try many features, such as matching words, solving multiple-choice questions, and playing a video. A fun thing I got today is that I was the winner of one of the sessions! It was great because, from the student's perspective, it was truly a great and exciting experience.

In addition, since we could give and receive feedback, it was also significant because we could know the strength and weaknesses of our developed PowerPoint and storytelling.

It was a great session, and I wanted to do it more!