Story telling box

Teaching aids in school

Renzulli’s Enrichment Triad Model

Type 1 Enrichment Activities are designed to expose students to a wide variety of disciplines, topics, occupations, hobbies, persons, places, and events that would not be covered in a regular classroom. Type 1 experiences can involve the following:

• Contacting speakers
• Arranging demonstrations, trips, and/or performances
• using varied materials such as films, slides, videos, print and non-print media

Type 2 Enrichment Activities promote the development of thinking and feeling processes such as:

• Creative thinking, problem solving and critical thinking skills
• A wide variety of specific learning how-to-learn skills
• Skills in the use of advanced-level reference materials
• Written, oral, and visual communication
Type 3 Enrichment Activities involve pursuing “self-selected” areas (within guideline topics) for advanced content acquisition and process training in which students assume the role of first-hand inquirer. The goals of these type activities include the following:
• Providing opportunities to apply interests, knowledge, creative ideas, and task
• commitment to a selective problem
• Acquiring advanced-level understanding of knowledge (content) and methodology (process)
• Developing authentic products
• Developing self-directed learning skills in the areas of planning, organization, resource utilization, time management, decision-making, and self-evaluation
Developing task commitment, self-confidence, and feelings of creative accomplishment.

Bahan Bantu Mengajar bagi Ujian Diagnostik

Kumpulan kami telah menggunakan kedua-dua belah muka kad manila untuk membuat bahan bantu mengajar.

Muka depan kad manila adalah berkaitan dengan tajuk bentuk dan warna.



Mula-mula kami menyediakan outline bentuk rumah.



Lepas itu, kami menyediakan bentuk rumah yang terdiri daripada segi tiga, bulatan dan segi empat tepat.



kami akan menyuruh murid-murid untuk melekatkan bentuk mengikut warna yang ditunjukkan.
*bulatan=kuning
*segi tiga=biru
*segi empat tepat=ungu


Muka belakang kad manila ialah berkaitan dengan tajuk KVKV dan kami telah menggunakan kaedah pocket chart untuk menyediakannya.



~sebelum kad suku kata dimasukkan.



~pocket chart sudah siap

We will teach the students colour and shape. Before that, we will let them watch and sing the songs.

Ujian Diagnostik

Warnakan bentuk di bawah mengikut warna yang ditunjukkan



~ Ujian ini berkaitan dengan tajuk bentuk dan warna


Padankan gambar dengan perkataan dengan menggunakan garisan



~Ujian ini berkaitan dengan suku kata KVKV

Speech-Language Therapy

What Is Speech-Language Therapy?


Speech-language therapy is the treatment for most kids with speech and/or language disorders. A speech disorder refers to a problem with the actual production of sounds, whereas a language disorder refers to a difficulty understanding or putting words together to communicate ideas.
Speech Disorders and Language Disorders

Speech disorders include the following problems, according to the American Speech-Language-Hearing Association (ASHA):

* Articulation disorders include difficulties producing sounds in syllables or saying words incorrectly to the point that other people can't understand what's being said.

* Fluency disorders include problems such as stuttering, the condition in which the flow of speech is interrupted by abnormal stoppages, repetitions (st-st-stuttering), or prolonging sounds and syllables (ssssstuttering).

* Resonance or voice disorders include problems with the pitch, volume, or quality of the voice that distract listeners from what's being said. These types of disorders may also cause pain or discomfort for the child when speaking.

* Dysphagia/oral feeding disorders, including difficulties with eating and swallowing.

Language disorders can be either receptive or expressive:

* Receptive disorders refer to difficulties understanding or processing language.
* Expressive disorders include difficulty putting words together, limited vocabulary, or inability to use language in a socially appropriate way.


Specialists in Speech-Language Therapy

Speech-language pathologists (SLPs), often informally known as speech therapists, are professionals educated in the study of human communication, its development, and its disorders. They hold at least a master's degree and state certification/licensure in the field, as well as a certificate of clinical competency from ASHA.

By assessing the speech, language, cognitive-communication, and swallowing skills of children and adults, speech-language pathologists can identify types of communication problems and the best way to treat them.

SLPs treat problems in the areas of articulation; dysfluency; oral-motor, speech, and voice; and receptive and expressive language disorders.


Remediation

In speech-language therapy, an SLP will work with a child one-to-one, in a small group, or directly in a classroom to overcome difficulties involved with a specific disorder.

Therapists use a variety of strategies, including:

* language intervention activities. In these exercises an SLP will interact with a child by playing and talking. The therapist may use pictures, books, objects, or ongoing events to stimulate language development. The therapist may also model correct pronunciation and use repetition exercises to build speech and language skills.

* articulation therapy. Articulation, or sound production, exercises involve having the therapist model correct sounds and syllables for a child, often during play activities. The level of play is age-appropriate and related to the child's specific needs. The SLP will physically show the child how to make certain sounds, such as the "r" sound, and may demonstrate how to move the tongue to produce specific sounds.

* oral motor/feeding therapy. The SLP will use a variety of oral exercises, including facial massage and various tongue, lip, and jaw exercises, to strengthen the muscles of the mouth. The SLP may also work with different food textures and temperatures to increase a child's oral awareness during eating and swallowing.


When Is Therapy Needed?

Kids might need speech-language therapy for a variety of reasons, including:

* hearing impairments
* cognitive (intellectual; thinking) or other developmental delays
* weak oral muscles
* birth defects such as cleft lip or cleft palate
* autism
* motor planning problems
* respiratory problems (breathing disorders)
* swallowing disorders
* traumatic brain injury

Therapy should begin as soon as possible. Children enrolled in therapy early in their development (younger than 3 years) tend to have better outcomes than those who begin therapy later.

This does not mean that older kids can't make progress in therapy; they may progress at a slower rate because they often have learned patterns that need to be changed.


Finding a Therapist

It's important to make sure that the speech-language therapist is certified by ASHA. That certification means the SLP has at least a master's degree in the field, and has passed a national examination and successfully completed a supervised clinical fellowship.

Sometimes speech assistants (who have typically earned a 2-year associate's or 4-year bachelor's degree) may assist with speech-language services under the supervision of ASHA-certified SLPs. Your child's SLP should be licensed in your state, and have experience working with kids and your child's specific disorder.

You might find a specialist by asking your child's doctor or teacher for a referral or by checking your local telephone directory. The state associations for speech-language pathology and audiology also maintain listings of licensed and certified therapists.


http://kidshealth.org/parent/system/ill/speech_therapy.html#a_Helping_Your_Child

Flashcard

A flashcard or flash card is any of a set of cards bearing information, as words or numbers, on either or both sides, used in classroom drills or in private study. One writes a question on a card and an answer overleaf. Flashcards can bear vocabulary, historical dates, formulas or any subject matter that can be learned via a question and answer format. Flashcards are widely used as a learning drill to aid memorization by way of spaced repetition.

Hero

Datuk Dr Alan Wong DMSM

• Single-handedly created and trained more than 100 millionaires. Professional in financial management and 15 years experience in international network marketing
• Winner of The Asia Pacific International Keris Award for Enterprise Honesty 2003, 2004 & 2005
• Winner of The Asia Pacific International Entrepreneur Excellence Awards 2004, 2005 & 2006
• Entrepreneur of the Year 2004 recognition by Global Business Magazine for leading organic lifestyle and business in Asia
• Renowned international speaker and entrepreneur
• Exco Member of Malaysian Direct Distribution Association (MDDA)
• Guest speaker of Super Excellence Master of Direct Sales 2005, 2006 & 2007
• Guest speaker of Direct Selling Convention and Expo 2006 (organized by Ministry of Domestic Trade and Consumer Affairs)
• Nominated as one of the 100 Excellent Entrepreneurs in Malaysia by Nanyang Siang Pau
• Nominated as the Top 20 Excellent CEO by Global Business Magazine
• Received bestowal of Darjah Mulia Seri Melaka (DMSM) means “Datuk” by T.Y.T. Yang Di-Pertua Negeri Melaka Tun Datuk Seri Utama Mohd Khalil B. Yaakob on 2007

Perfect By Sara Evans

If you don't take me to Paris
on a lovers' getaway
it's alright, it's alright
If I'd rather wear your t-shirt
than a sexy negligee
it's alright, it's alright
Every dinner doesn't have to be candlelit
It's kinda' nice to know that it doesn't
have to be

CHORUS
Perfect
Maybe every little piece of the puzzle
doesn't always fit
Perfectly
Love can be rough around the edges
tattered at the seams
Honey if it's good enough
for you
it's good enough for me

If your mother doesn't like the way
I treat her baby boy
it's alright, it's alright
If in every wedding picture
my daddy looks annoyed
it's alright, it's alright
Don't you know that all the fairy tales
tell a lie
'cause real love and real life
doesn't have to be

CHORUS

Bridge:
Oh you don't mind if I show up late for everything
When you lose your cool
It's kinda' cute to me
Hey ain't it nice to know that we don't have to be

CHORUS

Oh, it's good enough for me
Yeah, you're good enough for me
Oh, you're good enough for me

The Salamanca Statement

- The most important international policy document about inclusion on special needs education.
- In June 1994 representatives of 92 governments and 25 international organisations formed the World Conference on Special Needs Education, held in Salamanca, Spain. They agreed a dynamic new Statement on the education of all disabled children, which called for inclusion to be the norm.
- The Statement begins with a commitment to Education for All, recognizing the necessity and urgency of providing education for all children, young people and adults 'within the regular education system.' It says those children with special educational needs 'must have access to regular schools' and adds:
o Regular schools with this inclusive orientation are the most effective means of combating discriminatory attitudes, creating welcoming communities, building an inclusive society and achieving education for all; moreover, they provide an effective education to the majority of children and improve the efficiency and ultimately the cost-effectiveness of the entire education system.
The steps that governments and national authorities should take are:
1. Give the 'highest policy and budgetary priority' to improve education services so that all children could be included, regardless of differences or difficulties.
2. 'Adopts as a matter of law or policy the principle of inclusive education' and enroll all children in ordinary schools unless there were compelling reasons for doing otherwise.
3. Develop demonstration projects and encourage exchanges with countries with inclusive schools.
4. Ensure that organizations of disabled people, along with parents and community bodies, are involved in planning decision-making.
5. Put greater effort into pre-school strategies as well as vocational aspects of inclusive education.
6. Ensure that both initial and in-service teacher training address the provision of inclusive education.
7. to endorse the approach of inclusive schooling and to support the development of special needs education as an integral part of all education programmes.
8. The United Nations and its specialized agencies, in particular the International Labour Office (ILO), the World Health Organization (WHO), UNESCO and UNICEF.
9. To strengthen their inputs for technical cooperation, as well as to reinforce their cooperation and networking for more efficient support to the expanded and integrated provision of special needs education ;
10. non - governmental organizations involved in country programming and service delivery :
As the United Nations agency for education:
1. Ensure that special needs education forms part of every discussion dealing with education for all.
2. Enhance teacher education in this field by getting support from teacher unions and associations.
3. Stimulate the academic community to do more research into inclusive education and disseminate the findings and the reports.
4. Use its funds over the five-year period, 1996--2001, to create an expanded programmer for inclusive schools and community support projects, thus enabling the launch of pilot projects.

Gagne's Learning Outcomes and Conditions for Learning

Type of Learning Outcome Critical Learning Conditions

Verbal Information
Stating previous knowledge:
facts, concepts, principles, procedures
1. Draw attention to distinctive features in print or speech.

2. Present information so that it can be made into chunks.

3. Provide a meaningful context for effective encoding of information.

4. Provide cues for effective recall and generalization of information.

Intellectual Skills
Discriminations-Distinguishing objects, features, symbols
Concrete concepts-Identifying classes of concrete objects, features or events
Defined concepts-Classifying new examples of events or ideas by their definition
Rules-Applying a single relationship to solve a class of problems
Higher order rules-Applying a new combination rules to solve a complex problem
1. Call attention to distinctive features.

2. Stay within the limits of working memory.

3. Stimulate the recall of previously learned component skills.

4. Present verbal cues to the ordering or combination of component skills.

5. Schedule occasions for practice and spaced review.

6. Use a variety of contexts to promote transfer.

Cognitive Strategies
Using personal ways to guide learning, thinking, acting and feeling
1. Describe or demonstrate the strategy.

2. Provide a variety of occasions for practice using the strategy.

3. Provide informative feedback as to the creativity or originality of the strategy or outcome.

Attitudes
Choosing personal actions based on internal states of understanding and feeling
1. Establish an expectancy of success associated with the desired attitude.

2. Assure student identification with an admired human model.

3. Arrange for communication or demonstration of choosing personal action.

4. Give feedback for successful performance; or allow observation of feedback in the human model.

Motor Skills
Executing performances involving the use of muscles
1. Present verbal or other guidance to cue the executive subroutine.

2. Arrange repeated practice.

3. Furnish Immediate feedback as to the accuracy of performance.

4. Encourage the use of mental practice.