In the video, the learning theory that is being utilised is Constructivism.

The English
Language teacher, Mr Muhammad Hazwan Kayun, for this lesson he did Jigsaw reading:
Momotaro - the peach boy with his class. The teacher places a strong emphasis on learners
developing personal meaning through reflection, analysis and the gradual building of layers
or depths of knowledge through conscious and ongoing mental processing. Expert groups,
Reflection, small group work, projects, presentations and worksheets are key methods used
to support constructivist learning in his classroom. Firstly, he gives out clear instructions to
the students before the start of the activity, to ensure that the lesson is effective.

Some strategies for classroom applications of constructivism for the teacher include
having students working together and aiding to answer one another's questions.

Overall, the setting should include classroom applications of constructivism within a

few key concepts. The first is discovering and maintaining an individual's intellectual identity.
This forces students to support their own theories, in essence taking responsibility for their
words and respecting those of others. The next component is having the teacher ask open-
ended questions and leaving time to allow the students to think and analyze a response,
based on their experiences and personal inquiry. Open-ended questions and critical thinking
encourage students to seek more than just a simple response or basic facts and incorporate
the justification and defense of their organized thoughts.

The next step is allowing constant conversation between the students and teacher.
This engagement creates a discourse of comfort wherein all ideas can be considered and
understood and the students then feel safe about challenging other hypotheses, defending
their own, and supporting their reasoning with supporting facts.

Group work is a form of collaborative learning it is used so much in constructivism is

that students learn about learning not only from themselves, but also from their peers. When
students review and reflect on their learning processes together, they can pick up strategies
and methods from one anotherThe teacher then allows the students room to experiment, ask
questions and try things that don't work. Learning activities require the students' full
participation.

Reorganisations of the classroom, giving instructions, otherwise not effective.

Difficulty of the text, intro jigsaw reading for harder texts.
Teaching method
Segment A to F, focus on their segments, giving them ample time to read at their own pace
and comprehend according to their understanding
Ask to rearrange pictures according to the plot line, give small descriptions
Group work and presentations provide opportunities for students in building self confidence
and communicating in English.
Encourage self expression. Do not focus too much on the standard of the eng language.
Have to move from 1 grp to another, every student fulfilling their responsibilities.
Give hint ‘thinking’ – out of the box
Give worksheets, some of it HOTS, think hard and do some reflection.
Assessment methods, key facts students need to recall
Recap the lesson at the end of the class.
Constructivism
aspects of selection and suitability of learning theories, approaches, strategies and teaching
methods.
Social interaction
Teacher gives instructions before an activity
Ask students to relay information
Provide examples, give hints
Scaffolding is eventually tapered off
Next activity grp work
Ask students
Positive feedback to students
Give students time to internalize the information and…
Tell them to work in grp, give some
Organization of classroom
Giving instruction, otherwise not effective
Difficulty of text, need to be suitable to students
If is a bit hard better intro jigsaw reading to classroom.
Using their own words
Visual arts: Presentation
Movement in the classroom (move around the classroom)
Encourage to be expressive, don’t focus on the language, but relaying information in an
effective manner
Assessment: need to be considerate of the students
Active participation from students
Suitable delivery method increase the achievement of learning objectives
Effective communication facilitates understanding and encourages pupil’s learning
Positive reinforcement. ‘good job’
Prompts students to answer questions of the pictures
Give clues about the story that they are going to read in that lesson.
Divide story segments,
Ask students to listen to instructions
Separate into expert groups
Students will be doing grp work, discuss same material, communication happens, grab the
main idea and relay the story
Return to their own groups, students will take turns to discuss what they learned from the
passage. Give exampled to students to help them understand the material better
Effectiveness (less pressured, use their own language to relay their message, encouraging
usage of own words to summarise)
Next activity, grp work
Active participation from students
Good job Imran
Positive feedback in students’ answers may alleviate feelings of humiliation.