E-PORTFOLIO MICROTEACHING EED21604 KHAIRUNISYA BINITI MOHAMED RAZA DAHYA (012021091383)
TABLE OF CONTENT NATIONAL PRINCIPLES 03 NATIONAL EDUCATION PHILOSOPHY 04 PERSONAL TEACHING PRINCIPLE 05 ABOUT ME 06 OVERALL REFLECTION 07 LECTURES 08 PROJECT 1 49 PROJECT 2 51
NATIONAL PRINCIPLES BELIEF IN GOD LOYALTY TO KING AND COUNTRY SUPREMACY OF THE CONSTITUTION RULE OF LAW COURTESY AND MORALITY WHEREAS OUR COUNTRY, MALAYSIA nurtures the ambitions of: Achieving a more perfect unity amongst the whole of her society; Preserving a democratic way of life Creating a just society where the prosperity of the country can be enjoyed together in a fair and equitable manner; Guaranteeing a liberal approach towards our traditional heritage that is rich and diverse Building a progressive society that will make use of science and modern technology; WE, residents of Malaysia, pledge our united efforts to attain these ends guided by these principles: 1. 2. 3. 4. 5.
NATIONAL EDUCATION PHILOSOPHY Education in Malaysia is an on-going effort towards further developing the potential of individuals in a holistic and integrated manner, so as to produce individuals who are intellectually, spiritually, emotionally and physically balanced and harmonious, based on a firm belief in and devotion to God. Such an effort is designed to produce Malaysian citizens who are knowledgeable and competent, who possess high moral standards, and who are responsible and capable of achieving high level of personal well-being as well as being able to contribute to the harmony and betterment of the family, the society and the nation at large.
PERSONAL TEACHING PRINCIPLE To me, being a teacher is no mere profession. in fact- it is something that can change lives. School is an important part in a child's life, and so every interaction between them and their teacher should matter. I strive to be a teacher that can transmit knowledge, and simultaneously cultivates curiosity, critical thinking, and empathy. I want to be the teacher students can trust, and to me, a safe environment in a classroom is my upmost priority. every student should have the right to learn at a pace that suits them, while expressing themselves creatively. This is due to the fact that different students have different minds that work in different ways. thus, as a future educator, i want to be responsible to nurtur a generation or more to end their studies as a well-accomplished person, academically, mentally, emotionally, and with a creative spark.
ABOUT ME My name, as stated before this, is Khairunisya Binti Mohamed Raza Dahya. I am 21 years old this year, and of course, I am a future educator. I am a writer, a poet, an artist, and a huge animal lover. As a future educator, I am someone who is very patient. After all- dealing with children and teenagers would require the highest level of patience. I decided to pursue this course as I am a very passionate person when it comes to teaching. I joined TESL as I believe that my skill in English, my patience, and my interest should not go to waste. Instead, I make it my goal to be a succesful teacher when the time comes. Like everyone else- I have many weaknesses. I am a known procratinator, and like many people of my generation- am addicted to social media. However, I strive to be a better person, and a better teacher day by day.
OVERALL REFLECTION Beginning this course, I was daunted. As a second year student, it was quite apparent that microteaching was not the subject I should be taking as of right now in this semester. In fact, it was reserved for students in their final semester. Alas, we had to proceed. To my surprise, I started to enjoy microteaching. I absolutely adored the way Madam Nirmala delivered her lessons, and I believe she is an amazing role model as a future teacher. I have gained so much knowledge from her. This course, as the name suggests, has taught me the specific details on how to manage a classroom. From the set induction, to activties, to asking questions, to even how to write on a whiteboard. It was overall an extremely enjoyable lesson, which made my semester brighter. The projects given were challenging, and so were the tasks, but I am glad to have done them as it was great mental exercise. In conclusion, I made a lot of memories in this course, and I certainly hope that my hard work will pay off.
a microteaching journal This book belongs to: Khairunisya
13/2/2023 Monday This was our very first microteaching class, which was very exciting for me. Upon meeting madam Nirmala, I was impressed by how warm and professional she is, and I knew I was going to enjoy her classes. She elaborated about the basis of this course, and then was later surprised to find out some of us, including me, are only in our second year. She expressed her confusion, then later told us it might be quite challenging as we didn't have our basics just yet when it comes to microteaching. This was a nervous start, but I was sure we could do it. She told us that this was a non-FE subject, and that we have two projects, and two tests. We had to create a game for Teaching Aids for project one and an intriguing ESL blog for students ’ references. We also need to do a mock teaching session, since this is a microteaching class and we are meant to practise our teaching skills- and finally the eportfolio, which is what I’m working on right now. Madam Nirmala told me some interesting things, such as the fact that centralised examinations for primary school and secondary school students, or more commonly known as UPSR and PT3 has been cancelled, while SPM has not been cancelled, yet.
Since students don ’t have standardised exams anymore, what we have now is called ‘Pentaksiran Berasaskan Sekolah’ (PBS). This is deemed more effective as different schools have different levels of proficiency, which is dependent on various factors. The argument behind the implementation of PBS is that schools will be able to cater to the needs of their students. For example, schools in rural areas may struggle to understand basic English due to their society which does not focus on English so much as it is not important. However, schools in cities have students who are proficient in English that the exams and tests happen to be far too easy and boring. Thus, PBS helps to solve this issue. PBS is related to Bloom’ s Taxonomy, which has 6 stages, based on the photo shown here. After all this, Madam Nirmala elaborated on Dokumen Standard Kurikulum dan Pentaksiran (DSKP) for teachers, which is a set of guidelines for the teachers to follow. It helps to keep teachers in order so they will know what and when to teach certain things. This prevents unnecessary information, stress, and confusion among students. Madam Nirmala then asked us to read up about these questions:
1. What is national education philosophy 2. CCE stands for? 3. Teaching strategies for 21st-learning 4. What are the 4Cs 5. Themes 6. Learning styles recommended for classroom 7. SBELC stands for 8. Difference between content standard and learning standard and How it related to the learning objective 9. How to differentiate the different language skills in DSKP 10. What is the learning mode type 11. Thinking tools 12. Learning domain 13. Assessment Type
This was our second day of class with Madam Nirmala. Based on the questions listed before this, we were asked to work in groups and upload our answers in Padlet. My group personally answered questions 3 and 4. Later, we began to hear answers from our classmates on different questions. It was interesting to hear their perspective on some of the questions, especially since I did not know some of them. Understanding the DSKP in more detail was an experience- it made me realise the key to being a good teacher. Moral values are crucial in a classroom. After the discussion session, I learned about the Common European Framework of Reference (CEFR). I admit that I had never heard of this being a concept. It is the international standard of language quality, specifically in language use and in language learning, teaching and assessment. 16/2/2023 Thursday There are 6 levels of proficiency for CEFR, which can be seen in the image here.
We continued from where we left off in the last class, which was the questions given to us on the first day. One of the things that caught my attention that I learnt is actually the fact that teachers don ’t just teach, but also learn. This is apparent when we think about how a teacher will need to be flexible and adapt in a classroom packed with students of all kinds, including differing proficiencies, learning styles, and more. Teachers need to constantly, non-stop, throughout their entire career, figure out ways to implement their teaching strategies that best suit their students. The generational gap can make this significantly more challenging, and once again requires a teacher to have an open mind in accepting the differences between generations. What worked for students in the past, for example, may not work in a classroom with the current generation. Technology especially is crucial- many teachers need to be quick and nimble with mastering the basics of technological features. 20/2/2023 Monday
Teachers, of course, need to focus not only on their lessons academically, but need to focus on instilling moral values for the students. They need to inspire the students and create a safe space where students can explore different ways to learn English, including taking risks and socialising and gaining positive experiences in a healthy, conductive classroom. I discovered collaborative activity, cooperative activity and group work activity. When it comes to collaborative activity, it focuses on one main goal. Tasks will be divided and each student will work on their part, while being dependent on each other. For cooperative activity, students need to focus on cooperation. They will have to share tasks, activities and ideas with each other, and will also have individual roles to play. Finally, for group work activity, students work in a group and help each other to complete a task.
The class was started with questions, including ‘CEFR vs KFFR’ and ‘3.1 vs 3.1.2’. Then came the challenging part for me- how to write a lesson plan. I have always found this daunting as I have heard about how specific we need to be. My biggest gripe was writing the learning objectives, which I knew at that moment seemed complicated. Plus, the activities must be related to the skills chosen. If reading is our main skill, then the activity must involve an emphasis in reading comprehension. Timing is also an issue, as many interesting activities take more than just a short one hour to get done. This severely limited my ideas that time. Additionally, teaching aids need to be implemented, such as worksheets, slides, realia, cardboard, and more- anything to make the lesson seem more interesting. Then she introduced us to thinking hats; 6 different colours represent different things, based on the picture. 23/2/2023 Thursday
A unique idea that can be enforced is having the teacher ask the students to use a certain hat to solve a question. For example, a scenario is given and a group is tasked to choose the green hat, and therefore will need to come up with creative suggestions, while the group with the yellow hat can come up with optimistic suggestions. This was something I never thought about before, but is something I really liked. I might as well use this idea for my internship.
27/2/2023 Monday We entered the second chapter for this subject, Teaching and Learning Objectives. Learning objectives are brief statements that describe what students will be expected to learn by the end of the lesson. Students need to be aware of their learning objectives so they know what to focus on when learning. Teachers too would be confused on what to teach. There are a few rules to learning objectives, such as they have to be measurable and have to relate to the course the students are being taught. Since this is the 21st century, learning objectives must be student-centred to promote individuality, collaboration, and creativity. Next, madam showed us the ways learning objectives are taught. On our slides, the first way is called the SMART way. SMART stands for specific, measurable, attainable, relevant and time-based. For example, for measurable, a learning objective cannot state that a student will be able to learn past and present tense. Instead, we can say, students will be able to identify 5 correct tenses to be used in the sentences provided.
The second way is my preferred way personally, which is ABCD. , "A" is for audience, "B" is for behaviour, "C" for conditions and "D" is for degree of mastery needed. The audience, is of course the students, conditions being what do they gain, degree being just how much they gain, while behaviour is how they gain- via what action. I also learnt one very useful tip, which is referring to the bloom’ s taxonomy to determine the learning objective. I found that using the bloom's taxonomy as reference has made it easier for me to write proper learning adjectives, especially for writing the behaviour part of the ABCD technique.
For this day, unfortunately madam nirmala could not attend the class. I was confused at first when I saw madam siti hajar in the class and assumed I was in the wrong class, as it has happened to me before, but then she greeted me and I saw my familiar classmates. I remember that for this class, what we did mainly was learn the ABCD technique of writing learning objectives. We were seated in pairs and asked to come up with something. Admittedly, this was stressful to me as I was still new to this concept, and I got panicky easily. Luckily, I steadied myself and worked on learning objectives. I was very satisfied, and showed it to madam. She gave me some constructive criticism and I fixed my work. I learnt so much from this one simple activity. 2/3/23 Thursday
Madam Nirmala was still unavailable physically- so the class was conducted via zoom. Madam Nirmala brought up the questions we did last week as we had uploaded them to Padlet. She called out some names, but unfortunately my name was not called. I wanted her to give her feedback on mine. Nevertheless, the feedback I heard on the other group’ s tasks were extremely relevant and useful. She later explained again about ABCD as some students still did not fully grasp the technique. Soon, madam moved onto the next chapter- Set Induction. It is, in simple terms, the introduction to a lesson. The key to a good set induction is to make it as intriguing as possible to entice the interest of the students for the lesson. A boring or improper set induction may cause the students to be uninterested, passive and confused about the lesson. they might even lose track of what they are supposed to learn including their learning objectives leading to distraction. Therefore it is safe to say that one of the most important aspects of teaching is making sure your set induction is great. It involves the usage of thought-provoking statements, fun facts or visual aids, slides, videos, and so on. 6/3/23 Monday
This not only helps make the lesson more exciting but also can help the students to prepare for the lesson before we begin . We have multiple strategies, the first one being the attention-getting method. For example, what we can do to get the students attention is to speak loudly or not speak at all, perhaps dress in a certain way. For example, wearing binoculars and a large tourist hat with sunglasses when teaching about Journeys. This is then followed by the interest method. Once the teacher has a student's attention the next step to making a good set induction is to gain their interest. For this a teacher needs to know what exactly makes the students interested in a lesson. For example, students typically enjoy watching videos from a movie clip.
The next step is putting the context into the lesson. Teachers can ask probing questions in order to understand students' prior knowledge before beginning the lesson. This helps the teacher have no idea on what they can or can't teach based on their students ’ proficiency levels. They can also share learning objectives during this time. Finally we have advance organisers. Teachers can test students by providing a worksheet or a large cardboard for them to transfer their ideas and what they understand in that lesson, or test them in a little game. A good set induction should take around maximum 7 minutes as teachers still need time to prepare for other activities in the 1 hour lesson.
For this class, we did a practice on implementing set induction. I discussed with my teammates for ideas, and settled for the chapter Money, Money, Money. When madam asked for volunteers, i decided that i wanted her genuine feedback, thus i volunteered. I was terrified and nervous, as it was a rather big classroom, but I forced myself to go anyway. I gave out coins to random students in the classroom and asked them to pretend it was a RM10,000 cheque. Then, I questioned them on what they would buy with the cheque. Some students said they’d invest, or save, and I complimented them by saying it was a smart move. Some students answered shopping, and I asked them what items, to which they responded with bags, makeup, etc. some said travelling, such as to New Zealand. I told the students that all of them gave very intriguing answers. 9/3/23 Thursday
Then, I showed them a clip from a famous childhood movie, Confessions of a Shopaholic. The movie scene shows the main character buying a very overpriced scarf, to the point that all her cards are rejected and she had to borrow money. I chose this scene as it was funny, educational, and fits the content. When i was done presenting, i was pleased to know that madam Nirmala was glad of my performance. She did constructive criticism, which is to not use coins but instead use a piece of paper to replicate a cheque- as some students from rural areas might not know what a cheque looks like.
She then gave more general tips, such as redirecting questions and responding to the students. There needs to be a communication exchange between teachers and students. Body language too is crucial. Teachers should stand straight and avoid hunching. She recommended heels for those who want to wear them as according to her, heels can make someone stand straighter. Voice projection too must be loud and clear. An unclear voice will show our nervousness and will lose the attention of the pupils.she also told us our videos Should not be longer than 1 or 2 minutes maximum. If the video is too long, time will be wasted in the short set induction.
Today was our presentation day. After spending 3 days straight working on our bubblegum machine, we were beyond excited to present it. We believed it was educational, entertaining, and unique- and most importantly it was flexible. One pull of the lever we improvised on the machine and a bubblegum will come tumbling down the circular platform. This can be used for set induction, first activity, second activity, and closure. At first I was not sure if this idea was feasible, as it looked complicated to the untrained eye like me. I was of course not an engineering student, so the mechanisms looked complex. Plus, the measurements had to be specific. However, after me and my very cooperative team tried building it- we realised it was actually very fun. We enjoyed the 3 days of hard work spent to glue the parts together. Some things that went wrong were improvised and finally; the machine was a success. 20/3/23 Monday
Madam liked our idea, and so did the class. They gasped in awe when we demonstrated a bubblegum tumbling down from the machine. However, Madam did suggest that we could make the machine bigger, and we believe that would be a great idea.
We proceeded to the next chapter, which is ‘Stimulus Variation ’. This can be defined as ways teachers can implement interest in a class. As we all know, classes can be extremely boring for students- hence why stimulus variation needs to be implemented. We learnt 5 main factors, which are intensity, contrast, movement, audio visual aids and finally, a teacher's behaviour and impression. The teacher needs to change things up a bit in the classroom setting. The teacher can also alter the table arrangement and brighten the classroom. To ensure that the kids are paying attention, the teacher can also speak louder. For contrast, maybe the teacher can bring in something unusual. For example, a giant aeroplane model, or a realia model, or maybe a human-sized board game. 27/3/23 Monday
For movement, it really is quite self-explanatory. Teachers can move around the classroom, walking from table to table. When a teacher walks around to supervise the class, students are less likely to get into mischief or not pay attention in class. Teachers can also give opportunities to shyer or more private students to ask questions to them as they walk by their tables. The fourth factor; audio-visual aids is undoubtedly and anecdotally crucial. I remember being a student and feeling excited when my teacher would play a video, or when they brought us to the computer lab. Watching videos, analysing interesting images, etc, all can help make a lesson more memorable. The teacher can easily bring a projector or bring the students to the computer lab and project videos to them. By using this factor, the students will feel more excited to learn English. The last factor is a teacher's personal behaviour. Voice projection, as mentioned above, is incredibly important. A teacher should display enthusiasm, passion, and excitement when teaching as students will mirror their teachers ’ behaviours. Thus, a dull teacher who sounds like they despise the subject they teach will cause the students to feel dull too.
3/4/23 Monday We prepared for our next topic, which was ‘Questioning Techniques ’. This was fun to me, as I enjoy asking questions to my students during my practice mock teaching sessions. Based on our notes, asking questions helps to open conversations, inspire deeper intellectual thought, and promote student-to-student interaction. In common sense, it allows for a two-way communication between students to add more life to the class, and to provide an opportunity for students to express their opinions. Questions are not just questions; and as teachers we need to know the exact questions to ask. The characteristics of a good question include the question has to be short, it must be thought provoking, unambiguous, relevant, related to the objectives, clearly stated, straight forward, comprehensive, contain common vocabulary and lastly properly stated. Madam Nirmala had highlighted to us various times to NEVER use unfamiliar or odd vocabulary in class without knowing for sure that your students will be able to understand it or not.
Teachers can ask the classic WH questions, what, why, when, etc. Just like the learning objective, teachers can also refer to the Blooms Taxonomy to ask the questions and pick the level of complexity based on the students ’ proficiencies. Teachers who ask far too difficult questions to students with lower proficiencies might cause them to lose focus in class as they are too busy being worried if they would be called out to answer questions. Thus, teachers should start with easy, simple and casual questions. Then, a teacher will need to be able to come up with questions based on the answers given, and keep building up questions. For example, a teacher will ask, “what do you like to do on your holidays?”, to which a student may answer, “I like to play Minecraft.” The teacher then asks the student, “how often do you play Minecraft?”, and “how do you feel if you can ’t play Minecraft for a month?” This can help exercise a students ’ thinking skills and let them practise their verbal English communication skills. If they have trouble answering, we can paraphrase a question, by using simpler words.
Madam Nirmala had a wonderful idea that I would like to steal for my internship, which is to organise a talk show. This talk show is to help us practise questioning techniques. She called out random groups and assigned them random topics, such as “you are parents, having a discussion about your children.” This allows us to ask various questions based on Bloom's Taxonomy and open-ended, or close-ended questions. "What do you think about saving money?" is an example of an openended question. Closed-ended questions, on the other hand, typically only allow for a single word or a selection from a small number of multiple-choice options, like “Do you know the difference between eat and ate?” The answer to this is only yes, or no. 6/4/23 Thursday
When the pupils have responded, there are three strategies that we can implement. Reinforcement, probing, and adjusting are the techniques. When pupils provide their answers, the teacher can compliment them as a response. This is important to make the students feel seen, as we say “wow”, nod our heads, smile, and tell them thank you. In terms of probing, the instructor can ask more questions that are relevant to the students' prior responses to allow them to speak and practise their verbal skills more, and to provide more details. Finally, the teacher might make adjustments by extending the questions and challenging the students' thinking.
10/4/23 Monday For this day, we had online class, and we had to assess the teams for our mock teaching, specifically our set induction. Each group has been assigned a team, and my group, which is group 6 will have to assess group 14, and vice versa. A google form link was provided as a sort of template to base our markings on. I remember doing this mock teaching, and I will elaborate more in the section after this. We watched all the videos for group 14 via zoom, and commented based on our opinions, and the google forms link given by madam. We were fair, and were honest. The team was good albeit some of them barely had any teaching aids, which we believe can improve their set induction drastically, as they all had good voice projection and potential. Once we were done with the assessment, we uploaded our video on google drive as instructed by madam.
This was by far the most challenging chapter for me, which is Reinforcement Strategies. This is due to the fact that it was quite different when compared to the reinforcement strategies I learnt when I was in foundation and as proposed by B.F Skinner. Despite my initial confusion, I was later cleared up after discussing with my teammates. Positive reinforcement is a way for us to celebrate a wanted behaviour, by adding in a positive stimulus such as stationeries as gifts, a sticker, compliments and more. For negative reinforcement, it is when we take away something to promote good behaviour. It isn ’t the same as punishing, which is not encouraged when teaching- for example yelling, swearing, etc. Especially no physical punishments- the amount of research that has been made shows physical punishments to children are massively ineffective, and promotes fear, secretive behaviour, and even rebellious tendencies. Hence, we do not use violence towards children and use reinforcement instead. 13/4/23 Thursday
By giving stickers, little gifts, telling them good job, etc, will help students be motivated to keep doing good as a form of extrinsic motivation.
This was when we had to present our e-blog project. It was overall a fun project, and I would say that I was proud of our e-blog. We did for the chapter “Wonders of Nature”. We designed various different unique, challenging, yet fun activities which are catered towards our target audience. We included so many features- and madam told us she really liked our google drive link feature, which when clicked on leads to a google drive link where students can submit their answers. The questions are on topic, promote creativity, and are varied. Overall, the presentation was short, sweet, and simple. Madam expressed her satisfaction and we were very proud. She also suggested gamification- which means more game-based tasks instead of worksheets or technical questions. 17/4/23 Monday
As we approach the end of the semester, it is time to learn about closure of a lesson. A closure is often deemed unimportant, but we students of microteaching know very well that is not the case at all. The closure helps the students to ask questions, gain a summary, and receive a quick recap and some assessments to determine their understanding. Without closure, some students will be lost, and they might have questions that they want to ask. As teachers, without a closure how will we be able to determine if a student understood our lesson? 8/5/23 Monday
Of course, since it is the end of class, a closure should not be longer than 5 minutes. What we can do is have a Q&A session, maybe ask the students to elaborate on what they learnt. In a tech-savvy class, like in a computer lab, we can have a quizizz or kahoot game. Madam gave us a link filled with various, steal-worthy ideas for closure activities. https://mcps.org/UserFiles/Servers/Server_92164/Fil Here, some examples include whip around, fishbowl, postcard, doodles, and more. When applied, these activities are fun, exciting and will end the lesson with contentment without leaving anything unresolved.
We proceeded with the evaluation again, this time with a different group which is group 11. We have done our mock teaching for activity 1 some time before this, hence it is the assessment time. Again, we got the google forms link. We watched their videos and gave honest feedback. Our priority was questioning techniques. Once we were done, we uploaded our zoom recording onto google drive. 11/5/23 Thursday
Our last chapter was The Use of Whiteboard in the Classroom, which was odd, but intriguing. We were told that our handwriting as a teacher is crucial, as students need to understand what we write. When writing on the whiteboard; madam told us we must never point our backs to the students. Instead, we must stand at an angle so we could still keep an eye on the students in class. This way, we can observe any mischief or distraction, and control it before it gets out of hand. She had asked us to buy mahjong paper before class, and so I shared the mahjong paper with my team. With a marker, she instructed us to practise writing on the mahjong paper, pasted on the wall. The reason why we needed to use a mahjong paper is because unfortunately our class was so high-tech that it didn't have whiteboards. 15/5/23 Monday
We walked out of the class and pasted our mahjong paper on the wall with double-sided tape, and began to practise. We wrote random words and phrases and decorated our work of art. Madam then approached us and evaluated our handwriting. For mine, she asked “What is that?”. This was a clear sign I needed to write more properly.
For the last class before the due date of this portfolio, we had to interview people. It was unexpected, but getting to go outside of class for an activity was fun. Basically, madam explained to us what we had to do, and that is we had to interview a few people and ask them about their lecturers. The questions asked are as seen here. I went to the hub and chose a student who was sitting alone. Easy target, I thought to myself. I approached him and asked the questions. He stated his lecturers were mostly fine and they did implement a lot of the teaching techniques. Though, he said the slides can be boring, or too simple that they were useless for at-home revisions. In the end, my group managed to interview 5 students from FBMP, FISE, IMS AND SHCA. I discovered that in order to be an effective teacher, I must grab the kids' attention through engaging instructional materials, which will make the pupils feel more valued in the classroom. 18/5/23 Thursday
For Project 1, we had to do two things, which is to design a teaching aid for students, and to design an online educational blog. For the first project of Project 1, which is the teaching aid design, I will have to say that it was one of most fun I have ever had while working on a project. One of our teammates, Sofea, came up with the idea of a gumball machine. At first, I dismissed the idea- it seemed way too far fetched. I did not expect all of us to end up taking it seriously. We watched tutorial videos and followed the instructions. We came across multiple mishapsthough it was nothing we could not overcome. When it was the presentation day, we were very glad that our machine worked well during the demonstration. I was very proud of my team for their hard work and dedication, and I still have the gumball machine with me. It will be a great tool for my internship. PROJECT 1
For the second part of Project 1, we had to design an educational blog. Lucky for us, we have experience in working on something like thisexcept we have never made a blog before. Luckily, by experimenting around we figured out that Canva was a great site for blogs, and our most tech-savvy teammate, Arena, did her magic. The tasks when designing the activities were wellbalanced, and I believe our activities and blog were fun, creative, and educational. I do agree with Madam however, that one of our weaknesses was that we did not include too much gamification. Students typically enjoy games a lot more than worksheets. Hence, next time I will make sure to implement more games in a lesson.