Time : 11 a.m. - 12.30 p.m.
By : Peter
Resources Including Multimedia and
Visual Organizers
This session was further continued
by Peter, one of the WKC experienced trainers. The objectives of this topic are
rather comprehensible as to ensure the fellow language educators to know more
about visual organisers and their uses in CLIL contexts, be able to match
visual organisers with their purposes and understand the reasons for applying
multimedia in the classroom. Interestingly enough, teaching and learning
resources play a crucial role in
Peter started off the session by
distributing each and everyone of us a piece of
grid-category kind of handout on
‘What kind of learner am I?’ We were asked to go through each of the questions
and select an option out of A, B and C that best suits our personality and
learning style that we are commonly used to. Such an interesting activity it
was, I must say! The whole class was pretty excited to find out what kind of
learner he or she is. Once we selected our options in another piece of ‘answer
strip’, the results went on to show whether the particular indivdual is either
visual, audioty or kinesthetic learner. This is such an eye-opener activity as
it opens a gateway for language teachers to find out what kind of learners our
students are. Rowdy ones can always be the kinesthetic ones and same goes to
passive ones, who may turn out to be either visual or auditory learners. Due to
the importance of different kinds of learning styles, Peter then further
explained the different types of intelligence that play an important in
creating and using a range of resoureces in language teaching and learning.
With different kinds of intelligence
that students may possess in mind, language teachers should always be aware on
what kind of resources that we can fully utilize and thus, generates students’
language skills effectively. The use of visual organizers also known as graphic
organizers was introduced by Peter. Most of the teachers do recognize and are
familiar with the examples of graphic organisers shown by the trainer such as
bar chart, storyboard, flowchart and such. Then, came the use of multimedia or
ICT that plays an interactive role in recent teaching methods nowadays. This
type of teaching learning resources combines an array of text, graphics, audio,
video, animation, software and online content for the purpose of presenting multimedia information
for the students.
Reflection
Generating teaching and learning
resources may be considered a daunting task when students are of different
language abilities and needs. However, our trainer was able to direct us on how
to start-up our teaching implementation on different uses of resources using
multimedia and visual organizers. As teachers and language eduacators, we
should admit that our students are excellent in whatever they are best at be it
visual, auditory or kinesthetic. Since their learning styles differ from each
other, teachers are encouraged to set up language resources which may include graphic organizers and the
use of multimedia to fit students’ learning styles and somehow encourage as
well as motivate them to produce effective language communication skills. It
may be done gradually as to cater the different needs of students who seldomly
use the target language in their everyday life. But to support them with the
necessary language resources is what we are looking for imperatively.
Recommendation
Multimedia is definitely the ‘in’
thing nowadays. We can’t simply underestimate them in regards on the use of
multimedia. Video making is simply one of it where students are provided with a
specific topic and a situation. Using the situation, they need to record a
video of given situation. With the use of a smartphone / video recorder and
Movie Maker application, they are required to publish a short movie of less than
5-minute on a customer’s complaint. It would be intersting if the trainer could
provide us the examples of multimedia projects by his students J
Hanimarlia Bt Hassan
Kolej Komuniti Ledang
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