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1.0 TEACHING AIDS
Teaching aids are tools that classroom teachers use to help their students learn quickly
and thoroughly. A teaching aid can be as simple as a chalkboard or as complex as a
computer program. Because every individual learns in a different way, teachers rely on
these tools to explain concepts to students with a wide variety of learning needs.
Teaching aids are crucial for educators as they are key in differentiating instruction for
all types of learners.
A teaching aid is any piece of equipment that can be used to help the students learn.
Examples of teaching aids include: the blackboard, a tape recorder, a CD player,
computers or a language laboratory.
The blackboard is usually the most fundamental teaching aid. While you are planning
your lesson, you should also think about how you will use the board. You can consider
different layouts, colours of chalk, size of handwriting, etc. If you want the children to
copy something down, make sure it is easy to read. If you are talking to the children
while writing on the blackboard, make sure to turn around often to hold their attention.
The tape recorder is another easily available teaching aid. It is useful because it gives
children a chance to listen to English spoken by different people in different situations.Make sure you place the tape recorder in a place where all the children can hear. Be
familiar with how to use the machine and make sure the tape is cued to the correct
place. You should also have an alternative activity ready just in case the tape player
breaks.
Another common teaching aid is the OHP (overhead projector). The OHP is very
versatile, and the biggest advantage is that you can prepare OHTs (overhead
transparencies) in advance. As with the tape recorder, make sure you can use the
machine. And as with the blackboard, think about the layout and attractiveness of the
OHTs you produce.
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2.0 IMPORTANCE OF TEACHING AIDS
There are a number of kinds of teaching tools that a teacher should get. These teaching
aids can even help learning become a process that everyone enjoys, and they are a
must to help teachers be successful at what they do.
There are a number of kinds of teaching tools that a teacher should get. These teaching
aids can even help learning become a process that everyone enjoys, and they are a
must to help teachers be successful at what they do.
1. Workbooks are a great teaching aid to help teachers instruct on certain subjects.
They are also helpful in aiding teachers in getting the class room ready for tests that
need be given.
You can find workbooks offered for all age groups and all subjects. These workbooks
can help you to develop the quality curriculum that you want in less time.
2. Some high quality teaching tools can be found online for you to print off. The internet
allows you surf different educational supplies websites, find the perfect thing for your
class and print them out and even make all the copies you need for your young
students.
This is a better way to get quality teaching aids on a budget than investing in expensive
books. These online teaching aids are available for every grade level and a wide variety
of subjects as well.
3. There is no reason that teaching has to be only work with no fun mixed in. There are
great teaching aids available that help you present your materials to kids in the form of a
game that the kids will enjoy.
Games are a great type of teaching aid that teaches students important skills while they
have fun. These particular teaching methods will be the ones the kids will clamor for
because they can have fun while learning at the same time.
4. Teaching aids like posters or bulletin boards are great to allow you to set up a
creative learning setting in your classroom. For visual learners, these teaching aids are
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helpful by allowing them to connect the various concepts of the lessons together and
understand them better.
When students are allowed to put items on the bulletin board display or create their own
posters for the room, that enhances the learning environment as well. This kind of
learning by participating will help your class learn and retain what they need to know
about each lesson.
5. There is no getting around how computers in the classroom have expanded in the
last few years. You can take advantage of software tools that are teaching aids for all
levels of students and subject areas.
Good teaching aids allow you to customize levels too for those that are learning fasterthan other students. Hand outs, workbook sheets and downloaded teaching aids can be
created too in order to show parents what their children have learned.
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3.0 THE DIFFERENT TYPE OF TEACHING
Informal instruction is, as the name suggests, much less formal. Good teachers know
their students. If you have been teaching a particular group of students for some time,
you probably already know quite a bit about their interests, ability levels, and learning
styles. If the group of students is new to you, you can make a point of asking them,
individually or in a group, about their interests and academic strengths. Depending on
the age of the children, they may also be able to write about this, or answer some form
of questionnaire about their hobbies, interests, previous instruction, strengths, and
weaknesses. Students generally enjoy talking about themselves and having their
teacher get to know them well, as it makes them feel special, as well as directing you in
choosing your teaching methods.
Once you have assessed your students, you need to plan for different teaching
methods. Direct instruction is the most common form of instruction. This is the lecturing
method of teaching. Many teachers use this teaching method almost exclusively, as it is
considered the simplest, and you can cover large amounts of material in a short period
of time. However, this is not the most effective teaching method to reach all students,
especially younger ones, who often need a more engaging, hands-on strategy in order
to learn effectively. In addition, it is hard for teachers to tailor instruction to students atdiffeent levels.
Inquiry-based learning is a teaching method which is rapidly gaining popularity in the
United States. Based on the scientific method, this teaching method can be used for
virtually all subjects. Using inquiry-based learning takes a lot of time, energy, and
planning, but it is often very effective. Students practice problem solving and critical
thinking skills to arrive at a conclusion. This teaching method is extremely student-
centered and student-directed, and can be modified for students at any level, reaching
them where they are. Teachers will generally need to start by modeling the process to
the students.
Cooperative learning is another teaching method that is considered highly effective
when done correctly. With cooperative learning, students are put in small groups to
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work together. They are usually not grouped by ability, but put in a group with children
at a variety of levels. The students are then given tasks to accomplish together.
Teachers may need to monitor these groups carefully, to make sure they are staying on
task and that all students are participating. This form of instruction also lends itself wellto differentiation, because the teacher can assign specific tasks to children at different
ability levels.
One more common teaching method is to teach information processing strategies.
While it is often advisable to have students really understand the teaching methods and
not just memorize facts, there are some cases when facts need to be memorized. Facts
and concepts may also need to be grouped or organized in order to facilitate better
understanding. Teachers can use various teaching methods to help students withmemorization, or they can use graphic organizers, mind maps, story webs, or other
ways to represent information visually.
There are many, many more teaching methods, but these are the most common. If the
teacher finds the best teaching method for a particular group of students, the students
are likely to learn more quickly and be more engaged. In addition, using a variety of
teaching methods will keep children from being bored, and help them encounter the
information in new and exciting ways
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4.0 HOW TO TEACH USING PUPPETS
use as our language assistant to give directions
use to announce the next activity such as asking for the puppet to take a CD out
from the box ( e.g: It signals that they're going to listen to a song)
use as a partner/ a model to start an activity
play games
read or tell a story to the puppet.
carry out some writing tasks such as writing a letter / e-mail or sending a
postcard to the puppet.
conduct short dialogue exercises or drills
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5.0 THE IMPORTANCE OF USING PUPPET IN TEACHING
catch children's attention easily.
create a non-threatening and warm atmosphere.
motivate students to speak English.
allow more interaction.
provide more exposure
integrate all language skills.
create opportunities for different intelligences.
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6.0Using Puppets In The Classroom To Get Children Talking About Their Ideas
The PUPPETS Project is a research project, funded by the Nuffield Foundation,
which aims to promote engagement and talk in science lessons. Primary school
teachers, working both with the Manchester Metropolitan University and the Institute of
Education, University of London, have been using puppets as a stimulus in their
classrooms to provide more opportunities for more productive talk in science lessons.
Despite some teachers efforts to keep children quiet in the classroom we must
remember that children do learn by talking, both to the teacher and to each other.
Talking about their ideas helps them clarify their thinking and develops their reasoning
skills (Mercer et al, 2004). Such skills are required for the analysis of data, interpretation
of results and conceptual development. Unfortunately, this type of talk is frequently
absent in science lessons (Newton et al, 1999) and time is limited for discussions.
Various reasons may account for the lack of time devoted to children talking, including
the limited knowledge of appropriate teaching methods (Osborne and Simon, 1996).
The PUPPETS Project has been set up to help teachers develop teaching methods that
generate learning conversations amongst children. This article describes some of the
ways teachers have used puppets in the classroom during the first phase of theresearch.
In the pilot phase of the study, eight teachers used puppets in their classrooms to help
us assess different ways puppets can be used to stimulate childrens conversations. For
example, Lisa, one of the Year 6 teachers, used puppets to set up a scenario where
one puppet (Liam) disagreed with another puppet (Ruby). The context of this lesson
was about how a streamline shape could enable penguins to move more easily in the
water. Liam thought the shape of the penguin had nothing to do with how it could move
in the water. On the other hand Ruby thought it did and she suggested a practical
method to show that the shape did have an effect on the speed at which shapes move
through water. The children had to discuss whose ideas they thought were right and
how they could demonstrate their ideas. However, teachers can use any topic where
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the children have to talk about competing theories. For example, Ruby could suggest a
method to separate soil particles of different sizes by filtering and Liam could suggest
using sieves. The children would have to discuss and investigate the merits of both
methods of separating the soil particles. Of course you do not need puppets to set up
such a situation but the research so far suggest that it can motivate and stimulate
children more successfully than other methods have done.
7.0 DAILY LESSON PLAN
STEP /
TIME
content TEACHER/STUDENTS
ACTIVITIES
RATIONALE
Set
Induction
(5 min)
Two units puppet
Way of talking
statues stockings
- Emotions
-Formal or not
-Move your body
1. Teachers produce two units
puppet of the box and students
gave their opinion about the
puppet.
2. Pupils answer questions and
ask the teacher to get excited
3. Students are given the
opportunity to use socks while
mimicking the statue in front of
the class teacher talk
1. BBM
-Puppet
2. technique
-argue,
3. the
curriculum
verbal-linguistic
step 1
(25 min)
Card situation:
i. The atmosphere
at the feast
ii. Custom in thePalace
iii. A mother's
emotional upset
iv. The process of
1.Murid divided into four groups.
2. Representative asked
students draw lots to get a card
situation.3.Guru distribute cards and asks
the class to make the situation a
group discussion for five minutes
4. Students meeting and
1. BBM
-card situation
2. technique
-brainstorming3.Kecerdasan
various
-intrapersonal
4.the way of
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buying and selling
in stores
recorded in the worksheet that
teachers provide
cooperative
-discussion
Step 2
(15min)
Worksheets by
teachers briefessay
1.teacher distribute worksheets
to students.2. Pupils make a brief essay
about the topics discussed with
the help of teacher
step 3
(10 min)
Singing the song
"oh frog frog"
1. Teachers install song 'oh
frog frog' and distribute
songs.
Students are asked to sing
songs and make a distinctive
style.
2. Teachers and students talk
about the songs they listen to
and sing while appreciating.
1.BBM
-Cassette
songs and
lyrics of the
song
2. The respect
value
3. Technique-
Discussion
closure
(5 min)
1. Summary of
lesson content
2. Application of
moral values
i. Mutual
respect.
ii. A concern
iii. Concerned
about people's
problems
iv. love between
mother and
child
1. students recalls the lessons
learned.
2. student make reflection.
1. technique
- Questions
and answers
2. value
-Respect