 |
| (Appendix 1) |
This week has been
challenging. We started the week with reading the Sheltered Instruction
Observation Protocol Model book. The SIOP Model comprises of 8 components which
includes, lesson preparation, building background, comprehensible input,
strategies, interaction, practice & application, lesson delivery, and
review & assessment (Appendix 1). Each component has its sub-components
under it, as shown by Levy (2017). SIOP Model's goal is to make the class
instruction understandable for English learners while developing their academic
language skills. (Echevarria et all, 2024). Dr Lina had
invited Dr Lee to give a lecture about the SIOP model as well as guide us
on how to write our lesson objectives. According to Koura & Zahran (2017),
the SIOP model is a framework that promotes student centred learning in addition
to allowing educators to add their own creative activities into the lesson plan
hence promoting student engagement.
(Appendix 2)
 |
| Kolb's Learning Cycle |
In this week’s session, we had
also covered about Kolb’s learning cycle that has a four-stage process which includes
active experimentation, concrete experience, reflective observation, and
abstract conceptualization. These four stages of the cycle help in enhancing
students’ interest and competency in the subject matter. In simple terms, this
cycle promotes the idea that students gain better understanding and knowledge
when they have hands-on experience. In class, Dr Lina once conducted a jigsaw activity
in which we had to form groups, choose the sub-topic we want to learn about, separate
into expert groups and afterwards we go back to the original groups. This is a
good activity to do as we were given a specific amount of time to learn quickly
about our sub-topics so that we could go and impart our knowledge when we went
back to the original groups. I believe that hands-on activities such as these, grabs
the students’ attention as well as their interest, especially for primary
school students who have low attention span in addition to being dependent on
if the subject matter fits their interests or not. Similarly, during my primary
and secondary school years and even now, I would prefer to move around the classroom
to do an activity instead of just sitting and learning the class material through
reading a book. I remember an activity that I did during my diploma practical
to teach my students adjectives for weather, I had printed and laminated adjective
flashcards that the students would have to describe through their body language
and verbal communication. This charades activity was a big hit with my students
and by the end of that particular lesson, they had understood how to describe the
weather using the given adjectives. The most important part of hands-on learning
for me is that it was easier for me to get my point across to my students and them
having fun while learning, will undoubtably help with their retention of the subject
matter. As my journey to becoming an educator stretches on, I will continue to
strive in making interactive and hands-on learning lesson plan taking into
account the Kolb’s learning cycle to better my lessons.
Koura, A. A., & Zahran, F.
A. (2017). The Impact of Sheltered Instruction
Observation Protocol Model on Student Teachers' Teaching Skills and Self-efficacy. Journal of Language Teaching and Research, 8(4), 704-714. https://doi.org/10.17507/jltr.0804.09
Adonaiori Creations.
(2020, Jul 11). Klob's Cycle Experiential Learning. [Video].
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