EDUP2093 Pedagogy

Tutorial 5
5.1 Identified elements involved in the design of learning experiences which
comprise the following:

a) You as a partner in the learning experience

Collaboration and Communication are key components of New Pedagogies for Deep
Learning. These two aspects may emphasize the advocacy of student centered
learning in the classroom, hence building up partnership and collaborative efforts to
enhance the process of problem solving in the classroom.

b) Constructing a positive learning environment

A positive learning environment should have a meaningful and contextual approach
towards designing lessons. For example, project based learning and deep learning
approaches which link the learning content with real-life situations which may help
pupils to form links between the syllabus and the real world, hence retaining and
making the learning process meaningful.

c) Making the most of digital facilities

ICT facilities in the schools should be used actively and meaningfully. For example,
project-based learning can take place in a computer laboratory.

d) Current Pedagogical Practices (New Pedagogies)

Current pedagogical practices should ensure the integration of Communication,
Collaboration, Critical Thinking and Problem-Solving Skills, Creativity, Citizenship
and Character-Building aspects.
5.2 Design a teaching and learning plan that involves all of the above elements
according to your teaching domain. This task is a group work.

A. Lesson Details

Subject English Year 4

Date 21 July 2021

Time 9.00 am – 10.00 am

Class 4 Arif

No. of Students 31

THEME: World of Self, Family and Friends

Theme/ Unit/ Topic UNIT: MODULE 1: Where Are You From?

TOPIC: Writing to a Pen Pal

Focused Skills Writing, Listening

Integrated Skills Reading, Speaking

4.3. Communicate with appropriate language form and

style for a range of purposes in print and digital media.
Content Standard
1.2. Understanding meaning in a variety of familiar
contexts.
4.3.3. Produce or plan or draft one paragraph of a familiar
topic and modify this appropriately in response to

Learning Standard feedback.

1.2.1. Understand with support the main idea of longer
simple texts.
1. Pupils will be able to listen to a monologue and extract
information based on the contents.
Learning Outcomes
2. Pupils are able to write an email to their pen-pal based
on information obtained about them.

Assessment Task Sheet, Writing Task

Higher Order Thinking Skills (HOTS) Communication, Collaboration

Information and Communication Technology, Contextual

Cross-Curricular Elements
Learning
Moral Values Friendship, Mutual Respect.

Computer/Laptop, Internet, Speakers, Checklist, Text

Teaching Aids
Book

Language Arts Jazz Chant

B. Teacher Details

Interpersonal Skills Conversational Etiquette, Turn-Taking

Communicative & Collaborative Learning Environment.

New Pedagogy for Deep Learning
(NPDL) Action-Based Learning

Stages/Time Lesson Content Learning Acitivity Catatan

1. Pupils warm up by drawing

coloured lots. Each colour has
a matching pair.
Teaching Aids:
coloured papers
2. Pupils then pair up with
Interpersonal
- Coloured Lots matching classmates and play
Skills: Rally Robin
- Rally Robbin Rally Robin.
Pre-Lesson NPDL:
(Set (Email Service Collaboration
3. The vocabulary topic is
Induction) Providers) Cross Curricular
applications found online.
Elements: ICT
ICT: Apps
4. The game ends when
Moral Values:
everyone has mentioned Email
Friendship
hosts such as Yahoo, Gmail
and MSN.

Teaching Aids:
Task Sheet
Interpersonal
1. Pupils are asked to work in
Skills: Turn
pairs and introduce
Taking,
themselves to their friends.
Conversational
Etiquette
Lesson 2. Pupils are asked to think on
- Speaking: Greeting and NPDL:
Progression their own about what details
Sharing Personal Details Collaboration
Step 1 about themselves.
Cross Curricular
Elements:
3. Pupils try to remember
Contextual
details about their friends for a
Learning
later step in the lesson.
ICT: -
Moral Values:
Mutual Respect
Step 2 - Listening: Familiarizing 1. Pupils are given a checklist Teaching Aids:
with Speaking Style and task sheet with details of a Speaker, Text
Content. student named Kumar all Book, Task Sheet
blanked out. Interpersonal

- Listening: Extracting
Information from Audio.
-Reading: Reading a text to
familiarize with e-mail
format.
- Writing: extracting
personal information
- Reading: Studying the
format, body and content of
Step 3
an email.
-Writing: Constructing a first
and second draft of a
complete essay (email)
Post Lesson Language Arts: jazz chants
Reading: Comparing emails
with their pen-pals.
2. Pupils listen to an audio of
Kumar introducing himself and
talking about himself.
3. In the first listening, pupils
compare their own self-
introductions to Kumar’s self
Skills: -
introduction.
NPDL:
Communication
4. In the second listening,
Cross Curricular
pupils listen carefully and
Elements:
extract information from the
Contextual
audio and fill in the blanks in
Learning
the checklist.
ICT: Emails
Moral Values:
5. Pupils refer to their student
Mutual Respect
textbook Get Smart 4 page 11
to read the text of the audio
dialogue and check their
answers.
6. Pupils read through the text
again, this time focusing on
the format of the email.
1. Pupils are shown a chart of
a human body, each part
representing the process of
writing an e-mail.
2. Pupils familiarize
themselves with the format by
comparing the chart with the
sample e-mail with Kumar’s Teaching Aids:
email. Computer/Laptop,
Internet
3. Pupils are given a new Interpersonal
checklist worksheet, and they Skills: -
fill out information about NPDL: Action-
themselves. Based Learning
Cross Curricular
4. Pupils log in to their email- Elements: ICT
accounts and ask their pen- ICT: Emails
pal (from their pairs). Moral Values:
Friendship
5. Pupils compose a first draft
of their email and send it to
the teacher.
6. Pupils are given feedback
by replies, and a second draft
of the email is constructed.
1. Pupils send emails to their Teaching Aids:
pen pals (from their pairs) Computer/Laptop,
and read their peer’s work. Internet
Interpersonal
 Skills: -
2. Pupils compare their work
NPDL: Learning
with their friend’s work.
Environment
Cross Curricular
3. Pupils participate in a
Elements: ICT
quick jazz chant based on
ICT: Emails
recycled vocabulary used in
Moral Values:
this lesson.
Friendship

1. Textbook: The student text book, Get Smart 4, will be used for reference, the format for
the email will also be referred from this book (pg11). In cases where the textbook is
unavailable, worksheets with the page will be printed, or displayed via an LCD projector. It is
also possible to print a mahjong paper sized poster will be pasted on the whiteboard of the
class.

2. Audio CD: For the listening activity, pupils will listen to the textbook audio clip based on
the email. In cases where the audio cannot be played, the text will be read out loud by the
teacher.
3. Multiple Worksheets: There will be 3 main worksheets. The first worksheet is the
checklist, which is similar to the list seen above. This worksheet will be used to fill up
information about Kumar. The duplicated details in the same sheet will be used for students
to fill up their own information. The second worksheet is a mock up email page, used to write
the final draft of the essay, in case there is no access to computers or internet. Finally, for
contingency purposes, the first worksheet will feature a tick and fill version for weaker
students.

4. Format Poster: A poster of the format of the essay writing will be featured in the lesson to
expose pupils to the format of the essay. Pupils are asked to copy the mind map in their
Writing book. The poster features the head, body and conclusion sections of the essay.

5. Computers / Laptops / Internet: All pupils are ideally expected to complete this lesson
by composing emails in Gmail and sending them to their friends. This is in-line with
technological integration in the classroom and it is also an action-oriented approach of
learning. Therefore, this section is indeed vital. However, not all classrooms or schools are
equipped with computers and internet access on certain occasions. Hence, as a
contingency, demo worksheets are used to simulate the email writing interface, and pupils
will write their final draft of the email in this section of the worksheet.
6. TSVO Chart: As one of the most versatile language teaching tools in composition, the
TSVO chart is used in this lesson as a guide for checking sentence structure, grammar and
cohesion as well as coherence. The chart is not given as a worksheet but is manually drawn
in the students’ Writing book, and then filled in with sentences. Only then, once all sentences
are checked and are correct, the sentences are transferred into the actual email.

T (Time) S (Subject) V (Verb) O (Object)