Adverb Frequency World

KML 6083

DEVELOPMENT OF
TECHNOLOGY-BASED
LEARNING ENVIRONMENT

by Group 4

ANNAVELLE DICKY MUNGA (21030085)
BONG SHU FEN (22030136)
NG KIA JEE (22030123)

LIST OF CONTENTS

KML 6083 DEVELOPMENT OF TECHNOLOGY-BASED LEARNING ENVIRONMENTS

01 02 03

ANALYSE DESIGN DEVELOP
PHASE PHASE PHASE

Learning Problem Teaching & Learning
Situational Factor Learning Strategies Environment
Task Analysis Content Development
Learning Outcomes Sequencing
Instructional
Message Design

Page 02 of 31

01
ANALYSE
PHASE

RLEeAaDrnMiOnRgEProblem
Situational Factor
Task Analysis
Learning Outcomes

LEARNING PROBLEM

In learning language, lack of vocabulary knowledge is the The identified learning problems are:
main and the most challenging obstable for the learners 1.The students are facing difficulties to use
to overcome (Hiew, 2012). adverb of frequency (eg. never, always)
However, most Year 5 students based in Urban in correctly.
Malaysia are yet to master the English vocabulary 2.The students are facing difficulties to write
according to the standard set by Malaysia Standard- short basic stories (within 30 words) using the
Based Curriculum English syllabus (Wang & Yamat 2019). voccabulary learned.

From teachers' observation, Page 04 of 31
Some students did not have contact to English in their
daily life (reading, conversation) except in school.
Most Year 5 students did not acquire the vocabulary
learnt in Primary 4.
The students lost the interest to learn when they find the
subject over challenging.

SITUATIONAL Page 05 of 31
FACTORS

NUMBER OF STUDENTS
25

DURATION OF THE CLASS
1 hour & 15 minutes

LEARNING MODE
Face-to-face interaction class

NATURE OF LEARNING
Learning English as Second Language

CHARACTERISTICS OF THE STUDENTS
Primary 5 students; non-native speaker
tend to have a very short attention span

TASK ANALYSIS

LEARNING ISSUES Task components

Student are facing difficulties in using Students will be introduced with 6 adverbs of frequency.
adverbs of frequency Learners are expected to be able to read the 6 adverbs of frequency.
Learners are expected to be able to differentiate the use of these 6 adverbs
of frequency.
Learners are expected to complete a fill-in-the-blank quiz by using the
correct adverbs.

Students are facing difficulties to write Learners are introduced to the new vocabulary.
a short basic stories with new learned Learners are expected to read and spell the vocabulary correctly.
Learners are expected to match the word with correct definitions.
vocabulary. Learners are expected to make a short sentence of not more than 30 words
by referring to the image provided.

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THE LEARNING OUTCOMES
By the end of this lesson, students are able to......

Use adverb of frequency Write a short and basic stories Page 07 of 31
correctly (always, usually, (in 30 words) using the verbs
often, sometimes, seldom,
related to "The Unique
never) Buildings"

02
DESIGN
PHASE

RTEeAaDcMhOinRgE & Learning
Strategies
Content Sequencing
Instructional Message Design

TEACHING & A hybridisation of Direct Teaching and
LEARNING Game-Based Learning
STRATEGIES
DIRECT TEACHING
Direct teaching is found to be effective in teahing English as forecign
language. (Sonbul & Schmitt, 2009).

Direct teaching of word meanings is more suitable for the students who
study English as foreign language, and thus, this approach is implemented.

GAME-BASED LEARNING
Digital game-based learning approach that implemented in English
teaching is found to be effective in improving students' motivation and
interest in learning English (Rabu & Talib, 2017). Research prove that the use
of game in teaching English as second language are able to enhance
students' understanding and reinforce the knowledge that have been
taught.

In this project, game-based learning is implemented to motivate students to
involve in learning, while to increase knowledge retention.

CONTEXT SEQUENCING

1.0 ADVERBS OF FREQUENCY
1.1 Introduction
1.2 Climb the Frequency Ladder
1.3 Farm Quiz

2.0 UNIQUE BUILDINGS IN THE WORLD
2.1 Introduction
2.2 Pop the Balloon
2.3 Making Sentences

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CONTENT SEQUENCING

1.0 Adverbs of Frequency

TECHNOLOGY USED LEARNING ACTIVITIES ROLE(S)


1.1 INTRODUCTION (10 Minutes) INSTRUCTOR
Canva 1.Teacher introduces the adverbs of frequency to the Create a presentation slide using the
students (always, usually, often, sometimes, seldom, technology; introduce the adverb of
never). frequency (always, usually, often,
2.Teacher explain the meaning of the adverbs to the sometimes, seldom, never) to the
students. students.

LEARNER
Listen and read out loud the adverbs of
frequency.

Purpose: To introduce the adverbs of frequency. TECHNOLOGY USED
Canva - to diplay the learning material

CONTENT SEQUENCING

1.0 Adverbs of Frequency

TECHNOLOGY USED LEARNING ACTIVITIES ROLE(S)

GENIALLY 1.2 CLIMB THE FREQUENCY LADDER (20 minutes) INSTRUCTOR
Teacher asks the students to tell what are the Create the interactive slide using the
activities they do in a week. Examples are "sleep, online tool, give instruction to guide the
shopping, futsal, do house chores, cycling, go to studens in the activity.
school".
Then, using Genially, project the "Climb the frequency LEARNER
ladder" online worksheet on the screen. On the left Complete the activity as guided by
side of the slide are the activities that suggested by teacher, interact with other classmates in
the students just now and the frequency adverbs. the activity.
On the right is a vertical line with 100% on the top and
0% at the bottom to make it a frequency chart. TECHNOLOGY
Ask the students, one by one, to point at the vertical at Genially - to display interative slide
where the answer should be at (e.g. sometimes is 50%,
never is 0%).
Keep students to give their answer until you have
completed the Ladder. As each student guesses, get
everyone to saying "higher" or "lower".

CONTENT SEQUENCING

1.0 Adverbs of Frequency

TECHNOLOGY USED LEARNING ACTIVITIES ROLE(S)

GENIALLY 1.3 THE FARM QUIZ (10 minutes) INSTRUCTOR
Teacher projects the questions on the screen. Assess students' understanding by asking
Quiz: students are required to use the correct adverb the students to answer the question.
and to fill in brackets.
After that, the teacher will do a quick recap on this LEARNER
topic. Complete the activity as guided by
teacher.

TECHNOLOGY
Genially - to display the questions

CONTENT SEQUENCING

2.0 Unique Buildings in the World

TECHNOLOGY USED LEARNING ACTIVITIES ROLE(S)


2.1 INTRODUCTION (15 Minutes) INSTRUCTOR
Canva 1.Teacher to guide the students to read 2 articles: The Create a presentation slide using the
Croocked Buidling and The Ripley's Building. technology; present the short articles
2.Next, the students are asked to identify the new and read it out loud with the students.
vocabulary.
3.Then, the teacher explain the meaning of new LEARNER
vocabulary to the students. Listen and read out loud the articles.
Identify the new vocabulary.
Purpose: To introduce the new vocabulary to the
students. TECHNOLOGY USED
Canva - to diplay the learning material

CONTENT SEQUENCING

2.0 Unique Buildings in the World

TECHNOLOGY USED LEARNING ACTIVITIES ROLE(S)

WORDWALL 2.2 BALLOON POP (10 minutes) INSTRUCTOR
Teacher projects a Balloon Pop game created using Assess students' knowledge on the
Wordwall on the screen. definition using Wordwall.
Students are required to match the verb with the
definition by popping the right ballon. LEARNER
At the end of this session, the teacher to do a simple Complete the activity as guided by
summary with the students. teacher.

TECHNOLOGY
Wordwall - To create a game using the
new vocabulary

CONTENT SEQUENCING

2.0 Unique Buildings in the World

TECHNOLOGY USED LEARNING ACTIVITIES ROLE(S)


2.3 SENTENCE MAKING (10 minutes) INSTRUCTOR

By using the verbs learnt from the last activities, Assess students' knowledge on the

students are required to form a sentence. definition.

Students may ask for guidance from the teacher
CANVA during this activity. LEARNER
Complete the activity as guided by
teacher.

TECHNOLOGY
Canva - To display the questions and
examples on the screen.

INSTRUCTIONAL MESSAGE DESIGN Conherence Principle

Mayer's Only include information that learners need to learn in the learning
Multimedia Principle module.

Deeper learning can occur when Spatial Contiguity Principle
information is presented in both text and
graphics than by text alone.... Keep the graphics and text close to each other physically to indicate that
they are related.
(Mayer, 1999)
Signalling Principle

Highlight the new vocabulary in the text to attract the learner's
attention.

Personalization Principle

Keep the instruction simple and casual. Avoid complex words and overly
professional-sounding text to reduce the cognitive load.

Multimedia Principle

Use a relevant and memorable image to present with a new vocabulary
rather than only text.

Image Principle

Use relevant media (human's audio and images) rather than speaker's
image when delivering the course.

INSTRUCTIONAL MESSAGE DESIGN

COHERENCE PRINCIPLE

As shown in the screenshots on the left, only
simple texts and graphic are inserted in the
learning modules.

SPATIAL CONTIGUITY
PRINCIPLE

The text and its related graphic(s) are physically
close in the frame, making sure the learners
understand that the two elements are related.

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INSTRUCTIONAL MESSAGE DESIGN

SIGNALLING
PRINCIPLE

The important words are highlighted with different
color (top) / animated underline (bottom). This is to
point out the significant information for the
learners.

PERSONALIZATION
PRINCIPLE

Casual and conversational words are used in

learning modules to improves learners' learning

experiences. Page 19 of 31

INSTRUCTIONAL MESSAGE DESIGN

MULTIMEDIA
PRINCIPLE

The combination of texts and graphics is more
effective than the text alone. Thus, graphics are
used to indicate / explain the content.

IMAGE PRINCIPLE

If the lecture is conducted online/recorded, the
focus of the learners will be the slide, not the
instructor himself/herself.

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INSTRUCTIONAL MESSAGE DESIGN

1.Text used:
bigger font size for computer display or phone
display, use sentence case letter, use capital
letters that express sounds e.g CRAKCS, bold
words for less than five words or terms for
emphasize, use black and white font.

2. Visual symbols:
Use simple graphics like cartoon as suitable for
target learner age,
use colour that determine the frequency of the
adverbs, create colourful notes of a scrapbook
version slides.

3. Motion pictures: Ramlatchan, M. (2019). Chapter 1: Message Design for Instructional Designers -
Use a few of motion in one activity to prevent An Introduction.
other focuses on certain object, Use the sound
effect for the pop to allow the student engage Page 21 of 31
with the activity.

INSTRUCTIONAL MESSAGE DESIGN R-Repetation

B.R.A.I.N B.A.S.E.D
Pre-exposure-Providing the learning

Strategies material days in advance.
Reviewing - Recapping of the learned

Utilizing the brain's neural connections to material.
remap, recognize and change themselves
when learning new concept (Hilemans, S., A- Active Learning
2006).
Actively involved in genially project "Climb the

frequency ladder" and "fill in the black" activity,

the activity in the wordwall and Canva. These

activities allow learners to have a better

understanding on abstract ideas.

D-Develop thinking Skills

Including problem-solving makes content

more relatable to the real world.

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INSTRUCTIONAL MESSAGE DESIGN Contrast

Visual The contrast between the background slide and
Design Principle the text, e.g light color in the background and

dark color in the text makes the text more

To create something that both looks good
accessible to read.
and creates an optimal user experience...
Scale

Use the relative size to show the learning

material element.

Hierarchy

Use the three levels of the typographic

hierarchy rule (header, subheader, and body

text) to design the material accordingly.

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VISUAL DESIGN PRINCIPLE

CONTRAST SCALE HIERARCHY

Using different color to signal that Important information are Heading, suheading and content
this element is different from highlighted with bigger font size. to guide the eye on the page
according to their order of
others, at the same time make it importance.
more readable.
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03
DEVELOP
PHASE

Learning Environment
RDEAeDveMlOopREment

Canva Genially Wordwall

Technology Tools Used

Page 26 of 31

CANVA Attractive slide made with Canva. Students can also
leave their reaction on particular slide.
Canva is used to create presentation slide in this lesson
plan. Graphics are used to attract students' attention and to Students may download the slide for future revision.
aid in retaining their memory. Besides creating digital and Page 27 of 31
printable contents, canva can also be used as brainstorming
platform. Most features are free to use, and it has many
ready-to-use graphic which can ease the preparation of the
slide.

Besides, by sharing the link with the students, they can also
use the slide for their revision in the future.

LINK TO CANVA SLIDE
https://bit.ly/6083-canva-1

WORDWALL The interface when you access to the link. Click
the play button in the middle to start the game.
An online educational tool that allows teacher to create
interactive games and printed materials for their lesson. Match the word with its definition by clicking
the ballon to "pop" it.
In this lesson plan, Wordwall is used to create a "Balloon Pop"
game, in which the students can win the game by matching Page 28 of 31
the word and its definition correctly. Besides, leaderboard also
allowed students to view their scores after playing the games.

This platform is used to create an interactive learning
experiences using game-based learning approach.

LINK TO WORDWALL
https://wordwall.net/resource/39253257

GENIALLY

An online platform that allows user to make interactive
presentations, animated infographics, multimedia e-learning
materials and other beautiful content for free. Provided that
user spends more time to design, this platform can create
really immersive game-based learning materials.

Genially is used in this project to create interactives games for
learning. It is free to use, and teacher can get ideas from the
learning materials created by other users. It can also turn the
presentation into an interactive microsite. Unlimited access
also allowed the students to use the platform for revision.

LINK TO GENIALLY
https://bit.ly/kml6083-genially-1

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THANK YOU!

KML6083 DEVELOPMENT OF TECHNOLOGY BASED LEARNING ENVIRONMENT
BY GROUP

REFERENCES

1.Rabu, S. N. A. & Talib, Z. (2017). The Effects of Digital Game-based Learning on Primary School
Students’ English Vocabulary. Innovative Teaching and Learning Journal, 1 (1), 61–74.

2.Ramlatchan, M. (2019). Chapter 1: Message Design for Instructional Designers - An Introduction.
3.Sonbul, S., & Schmitt, N. (2009). Direct teaching of vocabulary after reading: is it worth the effort?

ELT Journal, 64(3), 253–260.
4.Wang, F., & Yamat, H. (2019). Identifying English Vocabulary Levels of Malaysia Year 5 Primary
RESAcDhoMoOl RSEtudents. International Journal of Academic Research in Business & Social Sciences,

9(12), 61-76.

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