Get ready and go!!

Responding to our discussion from our tutorial lesson on the October 27^th, I would hereby answer question 2 and 3 as below: -

As from the article, we could clearly see that students from the “video game generation” want to be the leader,  recognised, take control; are perseverance, patience, responsible, motivated, individualised, and independent, risk takers, inquisitive; and like challenges, the feeling of not being discriminated, like various ways of problem solving and can be able to collaborate with others. Therefore, it is vital for teachers to know the characteristics of the students in this “video game generation” before planning their lessons. The conventional ways of teaching methods may not have any impact on these kinds of learners.

I would use methods that will engage all the students to interact in class. The learning theory of “Stimulus-Response’ and the Constructivism theory support that active participants understand better and have longer memory if they have experienced something which is related or relevance to them. I prefer paired learning, group learning, investigations and rote learning. I also would use Eraut (2000) theory to teach. I would not tell them what we are going to learn at the very beginning of the class.

For example, in order to teach singular and plural nouns, firstly, I will give them a few examples. I will show them a few pictures using power points. I choose power point because it can be organised the way I like and I can also attach pictures, audio clips and video clips on it.  This will caters the needs of different kinds of learners as mentioned by Goswami (2004). This will stimulates their sensory perception as stated by (Wood 1998).

Secondly, I will split them into pair or group and give them some time to come out with more singular nouns and write each noun on different pieces of papers. Some students can exchange ideas from what they know and some students could also learn new vocabulary. This activity will also include the characteristics of self-regulation learning. It includes the skill they have - forming information; will – affect towards learning; and self-regulation such as time management and concentration.  I will observe and guide every pair or group of students. This was what Vygotsky and Bruner called scaffold learning. Students learn from peers and teacher.

Thirdly, I will ask them to stick the papers with magnets onto any empty places on the whiteboard but not in order and facing the board. I will then explain to them the rules of changing singular nouns to plural nouns. I will place papers with ‘s’,'es’,'en’,'ee’, ‘ ves’ and ‘ies’ on a few tables at the front. Students will adapt the knowledge by listening and understanding the tasks they are going to do.

Forthly, this is the time for them to compete and use their skill and new information to match the papers from the board with the papers on the table with a time limit. The group which has the most words matched will be the winner and will be rewarded.  I will split them into bigger group with mixed level of competent students. Two members from each group will have to go to the front and the others will assist them in matching the words from the ground. This is where collaboration and challenges take place. The process of stimulus and accommodation will also take place.

Finally, at the end the class, I will assign them homework to look up for more singular and plural nouns for the next lesson. Different games will be given in the next lesson. Spelling will be given in order to let them remember the words.

In the game above, it is clear that learning through school learning will help a student to learn better because of the exposure and collaboration with students with different cultural capital. Learners without concern of any ages could learn and remember better with the early years learning theory which serves their needs. It shows that learning which triggers a few senses would be effective.

-          Eagle -