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DIRECT INSTRUCTION & MNEMONIC SCENARIO IN CLASSROOM GEOGRAPHY SUBJECT FOR FORM 1

Done By : See Yee Chen (PGC070024) Zaihasriza Binti Idris (PGC070017)

Scenario for Direct Instruction (DI)

Introduction : Direct Instruction (DI) is a practical and effective approach for teachers, as they assist students to master the topic. The teacher used the six teaching functions noted by Rosenshine and Stevens (1986) to provide the necessary support and structure to students, thereby increasing their opportunity to access the general education curriculum.

Six Teaching Functions by Rosenshine and Stevens (1986) Part 1 : Review (Classroom Example)

Teacher will review the new chapter Teacher explain the Lesson Theme, Lesson Topic, Lesson Concept, the Learning Outcomes and today's agenda to the students : Lesson Theme : Tema 3 : Tumbuh-Tumbuhan Semulajadi Dan Hidupan Liar Lesson Topic : 3.1 Jenis dan taburan tumbuh-tumbuhan semulajadi dan hidupan liar Lesson Concept : Kepelbagaian Tumbuhan Learning Outcomes : Memahami jenis dan taburan tumbuh-tumbuhan semulajadi dan hidupan liar negara Malaysia. Menyenaraikan jenis dan taburan tumbuh-tumbuhan semulajadi negara Malaysia Today's Agenda: Presentation (See : Part 2) : Teacher will show the slide presentation to the students Guided Practice (See : Part 3) : Discuss Jenis & Taburan Tumbuh-Tumbuhan Semulajadi & Hidupan Liar Students work in pairs on map / picture Feedback & Correction (See : Part 4) : Based on students' activity using map / picture Independence Practice (See : Part 5) : Work on Geography scrap book / create a model Weekly and Monthly Review (See : Part 6) : Work on Geography activity sheet / past year's questions Students ask questions, such as "Bagaimanakah untuk mengingati Jenis-jenis Hutan di Malaysia?" Enhance student's learning using Mnemonics model (See Page 4).

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DIRECT INSTRUCTION & MNEMONIC SCENARIO IN CLASSROOM GEOGRAPHY SUBJECT FOR FORM 1

Done By : See Yee Chen (PGC070024) Zaihasriza Binti Idris (PGC070017)

Six Teaching Functions by Rosenshine and Stevens (1986) Part 2 : Presentation (Classroom Example)

Teacher will present the lesson in small steps using varied examples and non-examples : Jenis - jenis hutan di Malaysia Taburan hutan semulajadi di Malaysia Keistimewaan hutan di Malaysia

Part 3 : Guided Practice (Classroom Example)

The teacher asks students many questions to actively involve students in learning and to assess understanding Teacher can start with one small topic (example : Hutan Hujan Tropika) Teacher will assign students to work in group and each group will be given a picture or a map Example : Menggunakan peta Malaysia yg diberikan, sila lorekkan / warnakan bahagianbahagian di Malaysia mengikut jenis-jenis hutan yang telah dipelajari. Menggunakan gambar yg diberikan, sila nyatakan lapisan-lapisan pokok yg terdapat dalam Hutan Hujan Tropika. Berdasarkan gambar yang diberikan, sila nyatakan hidupan liar yang menghuni di Hutan Hujan Tropika. Students will have to present their finding to the whole class.

Part 4 : Feedback & Correction (Classroom Example)

During the presentation, teacher will have to provide positive feedback and correct students understanding in a positive way. Example : Very good! Good Job! Can anyone help your friends here?

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DIRECT INSTRUCTION & MNEMONIC SCENARIO IN CLASSROOM GEOGRAPHY SUBJECT FOR FORM 1

Done By : See Yee Chen (PGC070024) Zaihasriza Binti Idris (PGC070017)

Six Teaching Functions by Rosenshine and Stevens (1986) Part 5 : Independence Practice (Classroom Example)

Teacher asks students to form a group and each group will have to choose one activity for example : Menghasilkan model-model lapisan hutan negara Malaysia Menghasilkan buku scrap mengenai ciri-ciri tumbuhan semulajadi negara Malaysia. The students work together in small groups as the teacher monitors their performance. The teacher mentioned that, because of the class size, it is important to have students assist one another at this point in the lesson. This also allows her to assist more than one student at a time, as she answers questions from each group.

Part 6 : Weekly & Monthly Review (Classroom Example)

The teacher provides few sets of question papers for homework. The teacher stated the importance of review for monitoring student understanding and for assessing if students meet the criterion level of 80 % correct or greater. The teacher noted the occasional need to review the material the following lesson.

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DIRECT INSTRUCTION & MNEMONIC SCENARIO IN CLASSROOM GEOGRAPHY SUBJECT FOR FORM 1

Done By : See Yee Chen (PGC070024) Zaihasriza Binti Idris (PGC070017)

Introduction to Mnemonics Mnemonics is a practical and effective approach for teachers, as they assist students in memorizing the keywords and helps students to create fun and easy learning environment.

Techniques of Mnemonics 1. Acronym An invented combination of letters with each letter acting as a cue to an idea you need to remember. 2. Acrostic An invented sentence where the first letter of each word is a cue to an idea you need to remember. 3. Rhyme-Keys A 2-step memory process: Memorize key words that can be associated with numbers (one-bun); Create an image of the items you need to remember with key words. (A bun with cheese on it will remind me of dairy products.) 4. Loci Method Imagine placing the items you want to remember in specific locations in a room with which you are familiar. 5. Keyword Method Select the foreign words you need to remember, then identify an English word that sounds like the foreign one. Now imagine an image that involves the key word with the English meaning of the foreign word. 6. Chaining Create a story where each word or idea you have to remember will cue the next idea you need to recall. Matapelajaran : Geografi Tema : Tumbuhan Semula Jadi Dan Hidupan Liar Bab 12 : Taburan Tumbuhan Semula Jadi dan Hidupan Liar For information involving keywords. Acrostic : An invented sentence where the first letter of each word cue to an idea you need to remember. Example : Hutan-hutan di Malaysia. Hujan Tropika Paya-Masin & Tawar Pantai Gunung Result : Hussain Throw Papa's Parmesan To Gunung

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DIRECT INSTRUCTION & MNEMONIC SCENARIO IN CLASSROOM GEOGRAPHY SUBJECT FOR FORM 1

Done By : See Yee Chen (PGC070024) Zaihasriza Binti Idris (PGC070017) Matapelajaran : Geografi Tema : Tumbuhan Semula Jadi Dan Hidupan Liar Bab 12 : Taburan Tumbuhan Semula Jadi dan Hidupan Liar For ordered or unordered lists Chaining : Create a story where each word or idea you have to remember will cue the next idea you need to recall. Example : Ciri-ciri Hutan Hujan Tropika Malar hijau sepanjang tahun Pokok tinggi, lurus, berdaun lebar dan berakar banir. Tumbuh berlapis-lapis Banyak pokok menumpang Tumbuh padat dan rapat 15 000 spesies pokok Kanopi pokok tebal : halang pancaran matahari sampai ke lantai hutan. Kaya dengan kayu keras.

Imagine : Pada suatu hari, ketika kamu bangun dari tidur, semua benda di sekeliling kelihatan hijau. Anda pergi ke halaman rumah dan mendapati, pokok mangga kelihatan tinggi melangit dan lurus. Daunnya melebar hingga meliputi rumah anda. Akar banirnya menjalar sehingga ke kawasan sekolah dan menghasilkan satu terowong besar yang berbengkang-bengkok. Semasa menunggu bas sekolah anda, anda telah membeli seketul kuih lapis yang mempunyai 4 lapisan warna. Ketika bas sekolah anda sampai, terdapat banyak penumpang di dalam bas. Terlalu ramai orang menjadikan bas itu padat dan anda terpaksa berhimpit-himpit. Apabila anda tiba di sekolah, anda berasa sangat marah kerana anda terpaksa menunggu selama 15 minit untuk turun dari bas. Anda memandang ke arah pemandu bas dan dia berkata,"bas ini boleh membawa 15 000 Spesies Sahaja". Di perkarangan sekolah, anda berasa hairan kerana sekolah anda kelihatan suram. Ruparupanya, terdapat sebuah kanopi besar yang terdiri daripada pokok-pokok pelbagai jenis yang telah menghalang pancaran matahari ke sekolah anda. Anda cuba menggigit salah satu daripada batang pokok itu dan anda terkejut kerana gigi anda terpaku pada batang pokok itu.....Kerasnya pokok ini!

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