Pearl of the ocean

spOrT

2010-03-28T18:49:00.000-07:00

spOrT

SpOrTs are TImeLess acTIvITIes; Ones ThaT humans have enjOyed sInce aT LeasT ancIenT TImes, as exempLIfIed by The Greek OLympIc Games.

TIme LIne
MedIevaL perIOd (12oo - 1485)
Tudor and STuarT perIod (1485 - 1714)
HanOverIan perIOd (1714 – 179o)
ChangIng TImes (179o -183o)
VIcTOrIan SpOrT (183o – 19o1)
EdwardIan SpOrT (19o1 - 1918)
BeTween The wOrLd wars (1918 - 194o)
BrITIsh SpOrT (194o- TOday)

Dysgraphia

2010-02-12T08:43:00.000-08:00

Definition of Dysgraphia
"Dysgraphia" is a learning disability resulting from the difficulty in expressing thoughts in writing and graphing. It generally refers to extremely poor handwriting. A student with any degree of handwriting difficulty may be labeled "dysgraphic" by some educational specialists, but may or may not need special education services because "dysgraphia" has no clearly defined criteria.

Underlying Causes
Students with dysgraphia often have sequencing problems such as reversing letters/numbers, writing words backwards, writing letters out of order, and very sloppy handwriting usually seems to be directly related to sequential/rational information processing. These students often have difficulty with the sequence of letters and words as they write.

As a result, the student either needs to slow down in order to write accurately, or experiences extreme difficulty with the "mechanics" of writing (spelling, punctuation, etc.). They also tend to intermix letters and numbers in formulas. Usually they have difficulty even when they do their work more slowly. And by slowing down or getting "stuck" with the details of writing they often lose the thoughts that they are trying to write about.

Students with an attention deficit disorder (especially with hyperactivity) often experience rather significant difficulty with writing and formulas in general and handwriting in particular. This is because ADHD students also have difficulty organizing and sequencing detailed information. In addition, ADHD students are often processing information at a very rapid rate and simply don't have the fine-motor coordination needed to "keep up" with their thoughts.

Some students can also experience writing difficulty because of a general auditory or language processing weakness. Because of their difficulty learning and understanding language in general, they obviously have difficulty with language expression. Recall that written language is the most difficult form of language expression.

Although most students with dysgraphia do not have visual or perceptual processing problems, some students with a visual processing weakness will experience difficulty with writing speed and clarity simply because they aren't able to fully process the visual information as they are placing it on the page.

Symptoms
1. Students may exhibit strong verbal but particularly poor writing skills .
2. Random (or non-existent) punctuation. Spelling errors (sometimes same word
spelled differently); reversals; phonic approximations; syllable omissions;
errors in common suffixes. Clumsiness and disordering of syntax; an impression of
illiteracy. Misinterpretation of questions and questionnaire items. Disordered
numbering and written number reversals.
3. Generally illegible writing (despite appropriate time and attention given the
task).
4. Inconsistencies : mixtures of print and cursive, upper and lower case, or
irregular sizes, shapes, or slant of letters.
5. Unfinished words or letters, omitted words.
6. Inconsistent position on page with respect to lines and margins and inconsistent
spaces between words and letters.
7. Cramped or unusual grip, especially holding the writing instrument very close to
the paper, or holding thumb over two fingers and writing from the wrist.
8. Talking to self while writing, or carefully watching the hand that is writing.
9. Slow or labored copying or writing - even if it is neat and legible.

Strategies

1. Encourage students to outline their thoughts. It is important to get the main
ideas down on paper without having to struggle with the details of spelling,
punctuation, etc

2. Have students draw a picture of a thought for each paragraph.

3. Have students dictate their ideas into a tape recorder and then listen and write
them down later.

4. Have them practice keyboarding skills. It may be difficult at first, but after
they have learned the pattern of the keys, typing will be faster and clearer than
handwriting.

5. Have a computer available for them to organize information and check spelling.
Even if their keyboarding skills aren't great, a computer can help with the
details.

6. Have them continue practicing handwriting. There will be times throughout a
student's life that they will need to be able to write things down and maybe even
share their handwriting with others. It will continue to improve as long as the
student keeps working at it.

7. Encourage student to talk aloud as they write. This may provide valuable auditory
feedback.

8. Allow more time for written tasks including note-taking, copying, and tests.

9. Outline the particular demands of the course assignments/continuous assessment;
exams, computer literacy etc. so that likely problems can be foreseen.

10.Give and allow students to begin projects or assignments early.

11.Include time in the student's schedule for being a 'library assistant' or 'office
assistant' that could also be used for catching up or getting ahead on written
work, or doing alternative activities related to the material being learned.

12.Instead of having the student write a complete set of notes, provide a partially
completed outline so the student can fill in the details under major headings (or
provide the details and have the student provide the headings).

13.Allow the student to dictate some assignments or tests (or parts thereof) a
'scribe'. Train the 'scribe' to write what the student says verbatim and then
allow the student to make changes, without assistance from the scribe.

14.Remove 'neatness' or 'spelling' (or both) as grading criteria for some
assignments, or design assignments to be evaluated on specific parts of the
writing process.

15.With the students, allow abbreviations in some writing (such as b/c for because).
Have the student develop a repertoire of abbreviations in a notebook. These will
come in handy in future note-taking situations.

16.Reduce copying aspects of work; for example, in Math, provide a worksheet with
the problems already on it instead of having the student copy the problems.

17.Separate the writing into stages and then teach students to do the same. Teach
the stages of the writing process (brainstorming, drafting, editing, and
proofreading, etc.). Consider grading these stages even on some 'one-sitting'
written exercises, so that points are awarded on a short essay for brainstorming
and a rough draft, as well as the final product.

18.On a computer, the student can produce a rough draft, copy it, and then revise
the copy, so that both the rough draft and final product can be evaluated without
extra typing.

19.Encourage the student to use a spellchecker and, if possible, have someone else
proofread his work, too. Speaking spellcheckers are recommended, especially if
the student may not be able to recognize the correct word (headphones are usually
included).

20.Allow the student to use cursive or manuscript, whichever is most legible

21.Encourage primary students to use paper with the raised lines to keep writing on
the line.

22.Allow older students to use the line width of their choice. Keep in mind that
some students use small writing to disguise its messiness or spelling.

23.Allow students to use paper or writing instruments of different colors.

24.Allow student to use graph paper for math, or to turn lined paper sideways, to
help with lining up columns of numbers.

25.Allow the student to use the writing instrument that is most comfortable for
them.

26.If copying is laborious, allow the student to make some editing marks rather than
recopying the whole thing.

27.Consider whether use of speech recognition software will be helpful. If the
student and teacher are willing to invest time and effort in 'training' the
software to the student's voice and learning to use it, the student can be freed
from the motor processes of writing or keyboarding.

28.Develop cooperative writing projects where different students can take on roles
such as the 'brainstormer,' 'organizer of information,' 'writer,' 'proofreader,'
and 'illustrator.'

29.Provide extra structure and use intermittent deadlines for long-term
assignments. Discuss with the student and parents the possibility of enforcing
the due dates by working after school with the teacher in the event a deadline
arrives and the work is not up-to-date.

30.Build handwriting instruction into the student's schedule. The details and degree
of independence will depend on the student's age and attitude, but many students
would like to have better handwriting.

31.Keep in mind that handwriting habits are entrenched early. Before engaging in a
battle over a student's grip or whether they should be writing in cursive or
print, consider whether enforcing a change in habits will eventually make the
writing task a lot easier for the student, or whether this is a chance for the
student to make his or her own choices. Beware of overload, the student has other
tasks and courses.

32.Teach alternative handwriting methods such as "Handwriting Without Tears."

33.Writing just one key word or phrase for each paragraph, and then going back later
to fill in the details may be effective.

34.Multisensory techniques should be utilized for teaching both manuscript and
cursive writing. The techniques need to be practiced substantially so that the
letters are fairly automatic before the student is asked to use these skills to
communicate ideas.

35.Have the students use visual graphic organizers. For example, you can create a
mind map so that the main idea is placed in a circle in the center of the page
and supporting facts are written on lines coming out of the main circle, similar
to the arms of a spider or spokes on a wheel.

36.Do papers and assignments in a logical step-wise sequence. An easy way to
remember these steps is to think of the word POWER.

P - plan your paper
O - organize your thoughts and ideas
W - write your draft
E - edit your work
R - revise your work, producing a final draft

37.If a student becomes fatigued have them try the following:
* Shake hands fast, but not violently.
* Rub hands together and focus on the feeling of warmth.
* Rub hands on the carpet in circles (or, if wearing clothing with some mild
texture, rub hands on thighs, close to knees)
* Use the thumb of the dominant hand to click the top of a ballpoint pen while
holding it in that hand. Repeat using the index finger.
* Perform sitting pushups by placing each palm on the chair with fingers facing
forward. Students push down on their hands, lifting their body slightly off the
chair.

38.Allow student to tape record important assignments and/or take oral tests.

39.Prioritize certain task components during a complex activity. For example,
students can focus on using descriptive words in one assignment, and in another,
focus on using compound sentences.

40.Reinforce the positive aspects of student's efforts.

41.Be patient and encourage student to be patient with himself.

Strategies For Spelling Difficulties:

1. Encourage consistent use of spell checker to decrease the overall demands of the
writing task and encourage students to wait until the end to worry about spelling.

2. Encourage use of an electronic resource such as the spell check component in a
Franklin Language Master® to further decrease the demands. If student has
concurrent reading problems, a Language Master® with a speaking component is most
helpful because it will read/say the words.

3. Have the student look at each word, then close their eyes and visualize how it
looks, letter by letter.

4. Have the student spell each word out loud while looking at it, then look away and
spell it out loud again several times before writing it down.

5. Have the students break the spelling list down into manageable sections of only 3
to 5 words. Then take a break after mastering each section.

6. Have a scrabble board and computer accessible for affected students.

Dysgraphia does not have to limit creativity, as identified by the sample below composed on a computer by a 12-year-old dyslexic and dysgraphic student.

a) First draft of creative story as typed by 12-year-old student:
the way I descride a bumby ride is like wothgan mowtsarts mowsek. eshe bumby rowd
is like a song. Eshe bumb is the a note eche uncon at the sam time ste is. that
was the mewstere to mowts mowsuk it was vare metereus and unperdekdable.So the
next time you drive down a bumby theak of mowtsart.

b) Same story. Student read to teacher using his draft:
"The way I describe a bumpy ride is like Wolfgang Mozart's music. Each bumpy road
is like a song. Each bump in the road is a note. Each bump is uncontrolled at the
same time it still is controlled. That was the magic to Mozart's music. It was
very mysterious and unpredictable. So the next time you drive down a bumpy road
think of Mozart."

Bibliography:
http://www.as.wvu.edu/~scidis/dysgraphia.html

Kaedah untuk Mengingat : Chunking

2010-02-12T08:14:00.000-08:00

Definition of Chunking
In cognitive psychology and mnemonics, chunking refers to a strategy for making more efficient use of short-term memory by recoding information. More generally, Herbert Simon has used the term chunk to indicate long-term memory structures that can be used as units of perception and meaning, and chunking as the learning mechanisms leading to the acquisition of these chunks. Chunking means to organize items into familiar manageable units.

How to use it
A 'chunk' is a piece of information that you view as a single 'thing'. Chunks can come in different sizes. 'The world' is a big chunk. 'The Universe' is even bigger. 'An atom' is very small. These are physical. You can also have conceptual chunks. 'Universal love' is big. 'Family ties' are smaller. 'Narcissism' is smaller still.

Chunk up
Chunking up is about taking a broader view. Helicopter up to 30,000 feet. Survey the landscape to see the whole system. Ask 'Why' things happen to find higher-level purpose. Ask 'what is this an instance of' to find a more general classification. Use inductive reasoning to go from specific detail to general theories and explanations.

Chunk down
Chunking down is about going into detail to find smaller and more specific elements of the system. Ask 'How' things happen to find lower-level detail. Ask 'What, specifically' to probe for more information. Ask 'Give me an example' to get specific instances of a class. Use deductive reasoning to go from general theories and ideas to specific cases and instances.

Chunk up and down
Chunking up and down go well together as a way of looking differently at the same situation. Chunk up from the existing situation to find a general or broader view. Then chunk down somewhere else. This works for scientists too. They observe empirical data. Then chunk up using inductive reasoning to creative an explanatory theory. Then chunk down though deduction to a hypothesis about what should work in another situation.

Example
Redefining the problem
I am thinking about the problem of how heavy my luggage is.
Chunking up, I redefine the problem as transportation.
Chunking down, I redefine the problem as one of luggage size and contents.

Creative usage
I want to redesign a table.
I chunk up by looking at it as a supporting device.
I chunk down into chair (table attached to chair arm?), stool (fold out top to convert stool to table?) and floor (table rises out of floor?).

How it works
Chunking down uses the principle of decomposition, breaking things down into smaller pieces. Chunking up simply reverses this to get a higher-level viewpoint.It also works by moving people from their preferred chunk level to a platform where they normally do not go (note, for example, how some people dive instinctively into the detail).

Bibliography:
http://creatingminds.org/tools/chunking.htm
http://en.wikipedia.org/wiki/Chunking_(psychology)

2010-01-29T20:35:00.001-08:00

Kaedah untuk mengingat - Latih Tubi

Latih tubi merupakan satu cara mengajar yang berkesan dalam menangani masalah pengamatan dengan mengulang-ulangkan fakta atau sesuatu kecekapan yang diajar di mana ia merupakan sebahagian daripada usaha menghafal atau mengingat sesuatu.

Tujuan teknik ini digunakan dalam proses pengajaran adalah untuk mencapai tahap kemahiran yang maksimum dan menjadikan apa yang dipelajari itu kekal dalam ingatan serta mengaplikasikannya dalam situasi-situasi lain.

2010-01-29T17:34:00.000-08:00

Kaedah untuk mengingat - 'Classification'
The seven levels of classification are: Kingdom, Phylum, Class, Order, Family, Genus, Species.
One way to remember it is using an acronym: Kangaroos Playing Cards On Fat Green Snakes.

Kaedah Pengajaran dan Pembelajaran Mengingat (Kategori)

2010-01-26T21:38:00.000-08:00

The definition of category is a specifically defined division in a system of classification or a class.

Example of category
State Movement Proximity Shape/Volume
Solid Very little; slow Very tightly packed Definite shape and volume
Liquid Free to move; faster Close together No definite shape; definite
volume
Gas Very fast Very far apart No definite shape or
volume;fills container

http://www.usoe.k12.ut.us/CURR/science/sciber00/7th/classify/sciber/clmatter.htm

Kaedah Pengajaran dan Pembelajaran Mengingat (Mnemonics)

2010-01-26T21:17:00.000-08:00

Mnemonics are devices to help us remember (aide memoire or memory aide). They come in many varieties and flavours, and can aid memorisation of many types of information. This section concentrates on mnemonics related to words and numbers.
It can be found them in every discipline from music, medicine, biology, and electronics to spelling, physics, geography, and remembering telephone numbers.

The following famous mnemonics are to aid the memory of.

 ~Big Elephants Can Always Understand Small Elephants.
 ~Richard Of York Gave Battle In Vain.
 ~Every Good Boy Deserves Favour.
 ~A Rat In The House May Eat The Ice Cream.
 ~High to Low; look out below. Low to High; clear blue sky.
 ~How I like a drink, alcoholic of course, after the heavy lectures
involving quantum mechanics.

Rhymes and Catch Phrases

The following rhyming phrase helps people to remember how to spell such difficult words as receive.

I before E, except after C.
Unfortunately this rule does not always apply. One common exception is the word weird, which has prompted some people to use the extended version of this mnemonic:

I before E, except after C.
And "weird" is just weird.

Sadly there are many, many more exceptions. Nevertheless this remains a very popular memory aid for spelling. The following adaptation is somewhat better:

I before E, except after C.
Or when sounded "A" as in neighbor and weigh.

Just don't rely on this one for spelling words like weir and seize!

The following mnemonic is used by pilots. If temperature or pressure drops, you will be lower (in altitude) than the aircraft's instruments suggest if they are left uncorrected. On the other hand, a rise in temperature or pressure will result in the opposite effect.

High to Low; look out below.
Low to High; clear blue sky.

This is somewhat reminiscent of these popular rhymes which guide people on what kind of weather red skies and rainbows generally herald depending on the time of day at which they are seen.

Red sky at night: shepherd's delight.
Red sky in the morning: shepherd's warning.

Rainbow in the morning: travellers take warning.
Rainbow at night: travellers' delight.

Rainbows indicate humid air. A morning rainbow is seen in the West – the direction from which storms generally come – and so often appears before bad weather. Evening rainbows, which appear in the East, usually indicate the passing of stormy weather.

Spelling Acronyms
The following mnemonics are sentences or phrases in which the initial letters of the words spell out a word which many people find rather tricky to spell.

~BECAUSE
Big Elephants Can Always Understand Small Elephants

~ARITHMETIC
A Rat In The House May Eat The Ice Cream

~GEOGRAPHY
General Eisenhower's Oldest Girl Rode A Pony Home Yesterday

~RHYTHM
Rhythm Helps Your Two Hips Move

~NECESSARY
Not Every Cat Eats Sardines (Some Are Really Yummy)

~ARGUMENT
A Rude Girl Undresses; My Eyes Need Taping!

~OCEAN
Only Cats' Eyes Are Narrow

And a neat way to remember how to spell POTASSIUM: just remember one tea, two sugars. You can use a similar aide memoire to prevent confusion between DESERTS (like the Sahara) and DESSERTS (like Tiramisu) by remembering that the sweet one has two sugars.

List Order Acronyms
This is certainly one of the most popular mnemonic techniques.
Order of colours in the rainbow, or visual spectrum:
(Red, Orange, Yellow, Green, Blue, Indigo, Violet)
Richard Of York Gave Battle In Vain.

Order of taxonomy in biology:
(Kingdom, Phylum, Class, Order, Family, Genus, Species)
Kids Prefer Cheese Over Fried Green Spinach.

Order of geological time periods:
(Cambrian, Ordovician, Silurian, Devonian, Carboniferous, Permian, Triassic, Jurassic, Cretaceous, Paleocene, Eocene, Oligocene, Miocene, Pliocene, Pleistocene, Recent)
Cows Often Sit Down Carefully. Perhaps Their Joints Creak?
Persistent Early Oiling Might Prevent Painful Rheumatism.

Order of Mohs hardness scale, from 1 to 10:
(Talc, Gypsum, Calcite, Fluorite, Apatite, Orthoclase feldspar, Quartz, Topaz, Corundum, Diamond)
Toronto Girls Can Flirt, And Other Queer Things Can Do.

The order of sharps in music, called the "circle of fifths":
(F, C, G, D, A, E, B)
Father Charles Goes Down And Ends Battle.
And in reverse for flat keys the mnemonic can be neatly reversed:
Battle Ends And Down Goes Charles' Father.

The notes represented by the lines on the treble clef stave (bottom to top):
(E, G, B, D, F)
Every Good Boy Deserves Favour.
And the notes represented by the spaces between the lines:
(F, A, C, E)
Furry Animals Cook Excellently. Or just the word FACE

The notes represented by the lines on the bass clef stave (bottom to top):
(G, B, D, F, A)
Good Boys Do Fine, Always.
And the notes represented by the spaces between the lines:
(A, C, E, G)
All Cows Eat Grass.

The order of planets in average distance from the Sun:
(Mercury, Venus, Earth, Mars, Jupiter, Saturn, Uranus, Neptune, Pluto)
My Very Easy Method: Just Set Up Nine Planets.

(http://www.fun-with-words.com/mnemonics.html
http://www.fun-with-words.com/mnem_example.html)

Latar Belakang Disleksia

2010-01-26T21:07:00.000-08:00

1. Perkataan ‘disleksia’ (dyslexia) berasal daripada dua perkataan Greek, iaitu ‘dys’ yang bermakna ‘kesukaran’ dan ‘lexia’ yang bermakna ‘perkataan’.

2. Disleksia adalah sejenis masalah pembelajaran khusus yang kerap berlaku.

3. Kanak-kanak Disleksia mempunyai masalah menguasai tugasan sekolah walaupun mereka telah berusaha bersungguh-sungguh
~Mempunyai keupayaan intelek yang normal
~Telah mendapat ransangan dan pembelajaran yang mencukupi

4. Masalah asasnya adalah perbezaan cara otak berfungsi dalam menghubungkan simbol visual dengan bunyi

5. Mereka mungkin mengalami kesukaran
~Membaca
~Menulis
Memahami
~Mengeja
~Mengira

6. Dianggarkan 4 – 8 % pelajar sekolah yang bermasalah disleksia

7. Kanak-kanak lelaki lebih ramai bermasalah Disleksia berbanding perempuan.

Kaedah pengajaran dan pembelajaran (Relating)

2010-01-25T03:56:00.000-08:00

Relating (hubungkait)

Hubungkait ialah kaedah belajar dalam konteks menghubungkaitkan pengetahuan baru dengan pengalaman hidup. Murid melakukan aktiviti mengutip sampah di sekitar sekolah untuk menanam sikap cintakan kebersihan. Menerusi pengalaman ini murid dapat mengaitkan aktiviti yang dilakukan oleh ibu bapa mereka semasa membersihkan kawasan temapat tinggal mereka setiap hari.

Kaedah Pengajaran dan Pembelajaran Mengingat (Repetition)

2010-01-25T03:52:00.000-08:00

Repetition (ulangan)

Kaedah ulangan ialah melakukan pembacaan ataupun mengingati sesuatu perkara secara berulangkali ataupun berterusan. Kaedah ulangan ini dapat menajamkan daya ingatan dan menambahkan kefahaman pelajar apabila diaplikasikan dalam proses pengajaran dan pembelajaran.

Kaedah ini berpusatkan kepada guru dan pelajar. Guru akan menggunakan kaedah ini apabila perlu mengulang semula topic yang lepas sebelum memulakan pengajaran baru. Pelajar dapat menggunakan kaedah ini dengan cara mengulangkaji pelajaran yang lepas, sama ada bertanya kepada guru ataupun persendirian. Kaedah ulangan ini perlu dijalankan dengan teknik yang sesuai mengikut topik pengajaran supaya ia tidak menjadi aktiviti yang membosankan.

contoh:
Kaedah ulangan yang betul adalah guru akan mengulang sebanyak 3 kali berturut – turut berkaitan sesuatu perkara yang ingin ditegaskan. Hal ini dilakukan supaya pelajar dapat mendengar dengan jelas apa yang hendak disampaikan oleh guru dan sekali gus dapat mningkatkan kefahaman serta menguatkan daya ingatan.
Kaedah ulangan dapat memberi peluang kepada pelajar supaya bersedia menerima pengajaran dan menguatkan daya ingatan dan kefahaman. Kaedah ulangan boleh dilakukan oleh guru dalam peringkat pengajaran yang sama ataupun guru membuat pengulangan sesuatu perkara dalam peringkat pengajaran yang berbeza. Contohnya, membuat pengulangan pada isi pengajaran pada awal sesi pengajaran pada peringkat akhir pengajaran ataupun membuat pengulangan sesuatu perkara dalam peringkat yang sama.

Langkah – langkah
Langkah 1
Guru menentukan objektif pengajaran dan dapat mengenal pasti sesetenhag perkara yang ingin ditegaskan kepada pelajar dan aspek yang memerlukan daya ngatan dan kefahaman yang lebih oleh pelajar.
Langkah 2
Pengulangan dilakukan oleh guru semasa memberikan penjelasan sama ada dengan menyebut sendiri secara berulang – ulang ataupun meminta penyertaan pelajar bagi mengulang semula apa yang sudah diterangkan.
Langkah 3
Pengulangan yang dibuat oleh guru akan memberi kefahaman kepada pelajar berkaitan perkara itu adalah sesuatu yang penting dan perlu lebih diingati atau difahami. Sekiranya pelajar sendiri yang membuat pengulangan maka semasa proses pengulangan berlaku, pelajar sudah membuat peneguhan dalam aspek kemahiran mengingat dan memahami sesuatu perkara.

Story telling box

2009-08-21T21:33:00.000-07:00

Teaching aids in school

2009-08-20T17:42:00.000-07:00

Renzulli’s Enrichment Triad Model

2009-08-11T23:10:00.000-07:00

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

2009-08-03T18:20:00.000-07:00

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

2009-08-03T18:11:00.000-07:00

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

Ujian Diagnostik

2009-08-03T06:58:00.000-07:00

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

2009-08-03T03:11:00.000-07:00

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

2009-08-03T01:51:00.000-07:00

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

2009-07-08T17:10:00.000-07:00

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

2009-07-01T22:59:00.000-07:00

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

2009-06-30T22:00:00.001-07:00

- 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

2009-06-30T03:07:00.000-07:00

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.