Monday, April 11, 2016

Incorporating the 4C's

Many teachers expressed their concern about the activity-based learning that the MOE is asking for. How are they going to be ready for the exam?  How are we going to finish the syllabus?  These are valid concerns.

Firstly, the activity-based learning and the 4C's are nothing new.  This is an excerpt from the HSP Bahasa Inggeris, Tingkatan 5:

......... Learners are taught the English language to enable them to use the language to further their studies and for work purposes. 
 The English syllabus aims to extend learners’ English language proficiency in order to meet their needs for English in everyday life, for knowledge acquisition, and for future workplace needs. 

EDUCATIONAL EMPHASES learners prepare for the world of work and social life. 
 Thinking skills 
Critical and creative thinking skills are incorporated in the learning outcomes to enable learners to analyse information, make decisions, solve problems, and express themselves accurately and creatively in the language.
 Learning How to Learn Skills are also integrated in the learning outcomes and aim to enable learners to take responsibility for their own learning. ..... help them become independent lifelong learners.
 Information and Communications Technology (ICT) Skills
 In line with globalisation and the ICT age, skills related to ICT are incorporated in the learning outcomes.....

 On one hand, we are preparing students for exams but let us not forget that we are also preparing students for real life.  They need to learn to work with other people, communicate their ideas, think and solve problems, create and innovate.  The content is still pretty much the same. What has changed is the delivery.  Teachers need to provide opportunities for the 4C's or should I add, 5C's (Computer literacy) to happen during the lesson.  Here, I would like to share with you how I incorporate the 21st century skills and at the same time, prepare them for exams. 


Carousel Feedback

So, what would a typical lesson look like if I would like to incorporate at least 2C's?  Here is a simple lesson plan.  The time limits allocated are my own suggestions and it is up to the teacher to adapt.


OBJECTIVE:      At the end of the lesson, you will be able to write an article with the help of notes
CRITERIA  :       You will be successful if you can:
                          i.  talk about ways to save the environment using modals (should/must)
                         ii.   use a graphic organiser to organise points and elaborate
                         iii.  write three paragraphs
Starter:        1. Teacher puts up a big poster on the environment.  Teacher elicit response on the topic and shares the LO and SC.  Students work in groups and fill up a big bubble map on ways to save the environment. (Time: 3 min) (Place the bubble map at the center of the group to encourage participation by all.  Teacher elicit response from a few groups and reminds students to use modals to give advice.
Activities:    1. Two Stay Two Stray - The Presenter and the Reporter go to another group to present their bubble map using modals. The ones who stay will give more points to presenter. (5 min)                                                                                                                  (Communicative/Collaborative)
                   2. Students return to their group after two rounds of straying (optional) and proceed to choose four points and discuss the elaborations for each point on a graphic organiser. 10 min. (Collaboration)
                   3. Carousel feedback -  Students move clockwise to another group, give feedback to the group's points and elaborations. (Teacher explains that students could give positive comments, add points, correct errors or give suggestions) Students move from group to group following teacher's cue.(one minute at each group).(Critical thinking/Comm)
                   4. Students return to their group and read the feedback from the teacher and other group members. Students add points or correct their errors.
                   5. Students write three paragraphs on their own.
 Plenary       Students use checklist for peer evaluation and give further suggestions to their
                   shoulder partner.


More collaborative activities and lesson plans will be discussed.  Do drop me a line to give me some feedback.  See ya...

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