Hello.I just want to talk about "Differentiating Instruction for Academic Diversity" which is involved about the technique of teaching in the classroom.

It consists of three parts which are:
-Where we teach?
-What we teach?
-How we teach?

1)Where we teach?
-The classroom must be a place that feels safe to students.A place where their strengths are acknowledged and affirmed, where their weaknessess are dealt with honestly but supportively, where erroers are seen as an important and acceptable part of the learning process, and where the teacher teaches for success.

-The classroom must provide ongoing opportunities for each student to be known by and know the other students,a place where every student is acknowledged in positive ways, a place where each  student feels a connection or affiliation.

-The classroom must accord dignity and respect through basic ecpectations for each learner-attending class regularly, meeting deadlines, demonstrating growth as a learner, displaying a commitment to learning evidenced through hard work, and being a valuable colleague for peers.

-The classroom must be a place where each student's race and culture, gender, experiences, and strengths are not only respected but reflected and valued for their contribution to learning.

-The classroom must be a place where an ethic of hard work-propelled by purpose,joy, and pride-is engendered; where there is continual support for individual growth ;where growth is acknowledged and celebrated; and where clear classroom routines support efficiency, clarity about expectations, and success.

-Both to make time for the teacher to work with individuals and small groups and to develop learner independence and a sense of ownership in learning, the classroom must support shared teaching and learning-a place where everyone has something  academically important to conteibute to others, where everyone has something personally important to contribute to others, where the teacher is a learner, and where students are teachers.



What we teach?
-Curriculum should be clear and focused-the teacher must recognize  and help students master what is essential for learners to know,understand, and be able to do as a result of a learning sequence.

-As the Common Core Standards suggest,curriculum should spotlight high-quality knowledge, ideas, and skills-knowledge, ideas, and skills that lead to competance in the discipline; help students make meaning of the discipline; are valued by experts in the discipline; support retention, retrieval, and transfer of knowledge; lead students toward expertise in the discipline; and necessitate thought, reflection, application, and production on the part of students.

-Curriculum should be invitational-important, illuminating, intriguing, purposeful, and challenging to the individual.

-Curriculum should play a role in developing a hunger for learning .It is a catalyst for developing self-awareness as a learner and for developing habits and attitudes that cause a learner to effectively pursue understanding and skill.



How we teach?
-Instruction must be crafted to maximize the opportunity for the growth and success of each learner in mastering essential knowledge,understanding, and skill.

-To maximize individual growth and success, instruction must be a good fit for the readiness levels, interests, and modes of learning of individual learners.This means the teacher will consistently use formative or on-going assessment to understand learners' readiness levels, interests, and learning preferences in order to make effective instructional plans.

-To maximize individual growth and success, instruction must employ varied modes of presentation, varied approaches to learning, and varied routes for expressing learning-to match both curricular goals and student needs.

-To maximize individual growth and success, instruction will involve a range of student groupings-to allow for a match between learner and what is to be learned, to allow students to work in a variety of contexts to enhance opportunities for success,to "audition" students in different settings in order to understand which approaches to learning work best for different learners, and to allow the teacher to teach in ways more targeted to the needs of individuals and small groups of learners.

-To maximize individual growth and success, instruction will build student-teacher partnerships-for determining approaches that work best,for goal setting, for monitoring growth, and for building scaffolding for success.

Today is week 11 and the date is 14 December 2016.Today, I just want to talk about a topic or issue about a cooperative learning.So,the topic was called "Essential Features Of Cooperative Learning".

Cooperative Learning.
-Cooperative learning is an instructional task design that engages students actively in achieving a lesson objective through their own efforts and the efforts of the members of their small learning team.What distinguishes cooperative learning from other activities that involve working in small groups is a combination of features that weave through an academic task.Different schools of thought propose different ways to name and number these features, but they converge on the basic idea that the structure of the learning task engages students in productive and mutually supportive ways so that all achieve mastery of the lesson objective.In a good cooperative learning lesson, completing the assignment successfully is easier and more engaging to do as a team and more difficult to do any other way.

-Four features have been regularly shown to be central to the success of  any cooperative learning lesson.These features increase students "efforts to achieve".They positively affect such factors as productivity,retention of learning, tome on task, higher-level thinking, transfer of learning, and positive feelings about school.First and foremost is positive interdependence, a spirit of  "all for one and one for all". It may take several forms.Having goal interdependence means that for any individual member to succeed, all must succeed.With reward interdependence the prize or recognition is available to all members of the team when they all achieve a certain standard.For example, each will earn five extra minutes of free time in the library if all improve their scores on the test.Resource interdepence means that each group member has a share of the materials needed to complete the group task, which requires the shares held by all.Role interdependence is what characterized the Cougars's practice session; Each student's role is interlocked with the others' roles.

-Playing jump rope is a good example of positive interdependence:Two people must coordinate hand and arm motions while the third jumps in a pattern.The game goes smoothly only when all three do their jobs properly.Futhermore,the nature of the reward should make it equally available to high and low ability students who work hard and make progress.Interdependence is intrinsically unrewarding if the group is denied access
to rewards because the members have unequal resources for a given task.Recognizing achievement of a standard of growth-rather than absolute achievement-is one way to support interdependence within a team.

-Some models of cooperative learning have highly elaborated roles, while others are fairly simple. All the models that produce improved achievement have built-in positive interdependence.The second key feature is accountability at the group and the individual level.That is,the group cannot succeed unless each member demonstrates success or significant progress.The task structure rewards the group for cooperation and at the same time rewards individuals for achieving lesson objectives.In the opening scenario,for example, the Cougars gain recognition as a team for supporting each other's measureable learning,while each member of the team gains recognition for progress and absolute achievement.Whatever form team recognition takes,teams cannot earn it unless they work together and prove their effectiveness by means of individual growth.Slavin has conducted extensive research in this area and consistently comes up with evidence supporting the same conclusions:Grading strategies must be based on individual achivement and team rewards must be based on individual growth if cooperative learning is to work well.Every person who has worked on a team without individual accountability has stories to tell about "hitchhikers" who let the hard workers do what needed to be done and coasted along on others' efforts.Hitchhikers don't learn; workers learn.If every student is to succeed,lesson activities must promote every student's work at learning.

-The third essential feature is what the Johnsons call "face-to-face promotive interaction"-the acts of helping each other learn. Fine-tuned studies of what exactly goes on in successful cooperative groups have found that explaining what one knows is positively associated with mastery.Now,one  might normally assume that the smart students who know more also get to explain more and, of course, eventually show higher achievement on tests.

-The fourth essential feature is the focus on interpersonal and small group skills that students use in completing cooperative learning lessons.Working successfully in a team demands particular social skills, which are best learned and practiced in the context of real tasks.


In conclusions,cooperative learning not only stimulates cognition but also gives play to the multiple forms of intelligence that students bring to any shared task.In the context of their small learning team,students have a chance to identify and take advantage of each other's strengths and expand their own notions of how to approach a challenge.

Enjoy watching the videos...Bye.

This was the reflection of week 8.The date was on 22 November 2016.Ok,at this date,I read about Pedagogy in Education notes as my additional knowledge.I am passionate about this subject because this is my favourite subject.Ok,I just want to share several videos about this subject.

This video was quite meaningful when I watched it.This man was quite amazing.

This is the reflection of week 9.This was the week I was doing my mock teaching in the classroom for the first time for this year.The date was on 29 November 2016.I was going to teach the topic of adjectives Form 1.Ok,I am being honest,I was so nervous at that time but I was braved enough to overcome my nervousness to teach in front of the classroom and the good things was that I was not stutter to teach.At that time,I was prepared the whole things which were my lesson plan and teaching aids and also I prepared the handouts.

Futhermore,after I did my mock teaching,my friend named Razdi,he taught History subject for Form 2.The way he taught or should I say his mock teaching was so organized and at that time he was not so nervous.He prepared everything just like me to do the mock teaching.After that,my friend named Rita,she taught Malaysia Language subject Form 2.She also well prepared but her slides was very long.But she did a great job for her mock teaching.Her performance to do the mock teaching was incredible because she gave a lot of explanations about the topic of the subject.

Lastly,during the mock teaching,we were enjoying the moments together because we were paying attention to the mock teaching and participate to do the activities.

This is the topic of adjectives that I taught to my friends during my mock teaching.

Hi there,it is me again Stanley.Ok,today I am going to write my reflection on week 10.My reflection about week 10 is on this week.My class was on Tuesday which was on 6 December 2016 for Pedagogy in Education.Week 10 which is this week,Mr.Wan taught us about Topic 12 which was about Classroom Rules and Regulations for Effective Classroom Management.

What is a good classroom management?
-A good (an effective) teacher is one who is a good classroom manager.The following are some steps to ensure that the classroom is well organized.
a)A set of class rules posted in the classroom Rules are important to maintain  discipline.Example,students want to go to toilet....,there are rules to follow.

b)Arranges the classroom carefully to minimize disturbances,and provide students with a sense of confidence.

c)Teachers has to know the names of all the students in the class.

Why is a good classroom management important?
-A well organized and managed classroom is the first step to an effective teaching learning environment.A good classroom manager must also be a good organizer of academic content and instruction.

How does a teacher organize an academic content and instruction?
a)Teachers need to have a clear instructional plan (lesson plan).This will help students have a clear understandingof what they are expected to learn and be motivated to learn.

b)Teacher create the environment to learn at the beginning of the lesson.

This kind of video is quite interesting because it is all about the strategies on how to overcome a classroom management.