Alat Perkusi

Sharifah

kak g ada tak gmbr2 alat perkusi..

Jawapan:

xylophone

cymbals

triangle

tambourine

castanet

sleigh bells

bongos

bass drum

snare drum

gong

timpani

conga

maracas

rain stick

tabla

marimba

wood block

tubular bells

Mengatasi Masalah Mengenal Abjad B dan D

Soalan:

shai: a'kumm k.g...nak tanye camne nak memudahkan murid kenal huruf..dah mcm2 care sy buat..baru sebut huruf bile d tanye tkebil2..dah masuk bln 3 huruf a x lepas lg

Jawapan:

Memandangkan saya kurang sihat hari ini, berikut adalah artikel yang saya kira boleh membantu Shai dan rakan-rakan lain untuk mengatasi masalah murid mengenal abjad b dan d. Teknik yang digunakan adalah bed poster.

Rujukan: http://www.dyslexia-parent.com/mag30.html

Studies from the National Institutes of Child Health and Human Development have shown that for children with difficulties learning to read, a multisensory teaching method is the most effective teaching method.

This is especially crucial for a dyslexic child. But what does it mean?

Using a multisensory teaching approach means helping a child to learn through more than one of the senses. Most teaching in schools is done using either sight or hearing (auditory sensations). The child’s sight is used in reading information, looking at diagrams or pictures, or reading what is on the teacher’s board. The sense of hearing is used in listening to what the teacher says. A dyslexic child may experience difficulties with either or both of these senses. The child’s vision may be affected by difficulties with tracking, visual processing or seeing the words become fuzzy or move around. The child’s hearing may be satisfactory on a hearing test, but auditory memory or auditory processing may be weak.

The answer is to involve the use of more of the child’s senses, especially the use of touch and movement (kinetic). This will give the child’s brain tactile and kinetic memories to hang on to, as well as the visual and auditory ones.

An example

An example will make this clear. The majority of dyslexic children experience confusion over the direction of ‘b’ and ‘d’. They can both be seen as a stick with a circle at its base. But on which side does the circle sit? A teacher might give the child a tactile (touchy/feely) experience of the letter ‘b’ by getting the child to draw the letter really large on the carpet. This will involve the child using their arms, their sense of balance, their whole body. They will remember the day their teacher had them 'writing' on the carpet with their hand making this great big shape, and can use that memory the next time they come to write the letter.

Some teachers purchase letters made out of sandpaper so that the children can run their fingers over the letter ‘b’, giving them a strong tactile memory. The thought of it sends a shiver down my spine!

Writing the letter ‘b’ in cursive handwriting on paper and with a big movement in the air puts a quite different slant on this letter. The letter starts on the line and rises to begin the down-stroke: there is nowhere else to put the circular bit but ahead of the down stroke.

Yet another way to give a strong tactile memory of ‘b’ is to make the letter out of plasticine, play-dough or clay.

A commonly used ‘trick’ to remember the direction of ‘b’ and ‘d’ is to show the child the word ‘bed’ on a card. This word begins with ‘b’ and ends with ‘d’, so that if you draw a bed over the letters, the upright part of ‘b’ will become the head of the bed, and the upright part of the ‘d’ will become the foot. You can draw a child lying on the bed to complete the picture. This gives a strong visual memory for the child to use each time the letter has to be written.

You can also show the child how to hold up their index finger on each hand, with the thumb and second finger touching, making the word ‘bed’, but without the ‘e’. If they learn to do this, they can make this shape discretely with their fingers each time they need a reminder in class.

The net result of these activities will be that a child has a visual memory from seeing the letter, an auditory memory from hearing the sound it makes, a tactile memory from writing the letter in cursive handwriting, in the air, and from touching the sandpaper letter, and a kinetic (body movement) memory from having drawn the letter really large on the carpet. Altogether a multisensory experience!

This tried and tested method has been used successfully for a long time, and its success lies in the fact that the dyslexic child is not limited to visual and auditory experiences but can make use of other areas of the brain in trying to establish clear memories of letters, words and numbers that are difficult to remember.

Lagi...

“b” “d” Confusion

We all know how common it is for children just beginning to read & write to have “b” “d” confusion. Here are a few fun activities to do with the students that will help many of them remember the difference.

Song

“A line and circle is the letter “b”.

A circle and a line is the letter d.”

(PBS, Word World, 9/14/09)

Sing the song as you write each letter on the board.

Then, students sing the song as they write the letters.

After practicing “b” and “d”, as you write the letters make the word “bed”. Explain that the “b” is like a pillow in the bed. (See the word art below of “bed”).

Word World – The PBS Cartoon

Have you ever seen the PBS cartoon, Word World? They have an episode about “b” and “d” confusion entitled, Bed Bugs. If you are able to record Word World and keep it on hand for specific lessons, it can be a fun way to supplement classroom lessons. I really wish they would offer an online archive of these episodes under specific lesson plan categories, such as “b” “d” confusion. They do have an episode about “b” “d” confusion. The characters actually made a bed (out of the letters) and sang the above song. Until an online archive of episodes is offered to teachers, recording episodes and keeping them in your classroom video library is a great idea.

They do offer online Word World Educational Games. I highly recommend saving this link for your students and using it during computer lab. Studying the games and assigning specific games depending on reading and writing assessment results can really help catapult students to the next level of learning. You could even assign specific games for homework! It may be helpful to put this link on your classroom website (if you have one).

Word Art

You can make words into art. For example, the word “cat” can actually become a cat.

Here’s some “b” & “d” word art with sketches of each one:

• dog
• bed
• bee
• bug

When I was a child, I had learned how to make the cat. So, when I saw the Word World cartoon with my daughter it brought back memories of creating “word art”.

It will be fun to see if the kids are able to come up with some of their own words, too.

Feeling the Letters – Kinesthetic Learning

Help students identify lowercase letters and learn to correctly print them with these textured tracing cards. Green dots show where to begin tracing and red dots show where to stop. Directional arrows teach correct letter formation.

Share Your Ideas

If you have an idea about teaching “b” “d” or word art, feel free to share your ideas in the comments section.

Dan lagi...

Resolving b and dConfusion

The first is a strategy forresolving confusion between the letters b and d, a very common problem among both young and disabled readers. This material has been extracted from the full Stevenson Program but can be used separately. Click here.

The Group Game

The second item, the Group Game, is an excellent strategy for making sure that all students in a reading group are paying attention even if only one is reading aloud. Again, this strategy is built into the Stevenson Program, but could be used in any class. These resources will give you a small taste of our teaching techniques. Click here.

Additional Decoding Tests for Progress Monitoring.

These tests are designed to supplement the Mastery/Management Tests. They provide additional opportunities to assess the decoding skill of your Stevenson students. Currently many schools require teachers to monitor the progress of each student frequently to determine if a particular reading intervention is working, and these easy-to-administer tests will significantly increase the frequency with which assessments can be made. They are free, but only teachers who have already acquired the Beginning Green Level or the Basic Blue Level Mastery Management Test Manual and Test Booklet are given permission to use them. They are in PDF format and can be printed and photocopied.

Mesyuarat Guru-guru dan PPM Prasekolah Kota Tinggi

Tarikh: 3 Mac 2010 ( Rabu )

Masa : 2.30 petang - 6.00 petang

Tempat : SK Taman Kota Jaya, Kota Tinggi

CD Asas Jawi

Assalamualaikum

Inilah screenshot utk cd asas jawi yang sedang diusahakan. Insya-Allah ia akan diedarkan pada bulan April kelak setelah semua kerja penyuntingan dilakukan oleh sahabat saya Ustaz Zaidi. Bagi rakan-rakan yang berminat bolehlah meletakkan nama anda di ruangan komen supaya apabila siap kelak akan terus saya poskan kepada anda. Terima kasih atas sokongan yang diberikan. Semoga usaha yang kecil ini dapat membuahkan hasil yang lebih besar ke arah pembinaan generasi Islam yang berilmu. Insya-Allah.

Aktiviti Menampal

Matching Alphabet

Aktiviti ini dilakukan dengan objektif supaya kanak-kanak dapat mengecam dan memadankan abjad dengan perkataan yang diberi. Mereka akan mencari keratan abjad dari akhbar untuk membentuk perkataan yang betul. Keratan akhbar ini telah saya sediakan lebih awal supaya dapat melancarkan aktiviti yang dirancang. Di peringkat awal murid-murid agak keliru dengan huruf a, g, t kerana dalam lembaran kerja saya menggunakan font Century Gothic tetapi di akhbar hurufnya terdiri dari Times New Roman. Kata orang "alah bisa tegal biasa". Apabila kerap menjalankan aktiviti ini murid-murid saya nampaknya telah dapat mengecam abjad dengan lebih cepat. Objektif lain yang boleh dicapai adalah membina koordinasi mata-tangan kanak-kanak. Malah mereka akan dapat membuat diskriminasi huruf di mana abjad b, d, p, q, u dan n dapat digunakan menjadi bentuk huruf yang baru.

Sebenarnya aktiviti ini merupakan aktiviti nostalgia. Saya pernah belajar menggunakan teknik ini sewaktu di sekolah rendah dahulu ( di SK Bukit Beringin, Melaka dan SK Kem Terendak ) di awal tahun 70-an. Aktiviti ini dibuat oleh guru English saya. Kalau dulu saya akan memotong sendiri semua perkataan dari akhbar dan menampalkan setiap perkataan di dalam buku latihan.

Murid saya seronok melakukan aktiviti ini.

Dekorasi Abjad

Ini adalah hasil kerja yang telah murid-murid saya siapkan. Sukar juga untuk menarik minat mereka untuk tekun menyiapkan tugasan yang diberi. Seni ini perlu diasuh dari kecil. Rujuk artikel di bawah untuk meningkatkan kefahaman kita bersama:

Teaching Children to Draw

Stages of Development: Should We Interfere?

By Helen South, About.com Guide

Wary of inhibiting their creativity, I we tend to avoid teaching drawing to children. But they are receiving input from all around them, and want to learn to draw. Why let them flounder when we can provide positive models? So how do we approach teaching of drawing to children? It depends on what stage of development they are at, and of course, every child is different.

A First Visual Language
From picture-books toddlers learn that shapes have names and represent objects. They begin to label familiar shapes found in their scribbles, then begin to use simple shapes to construct simple objects, especially faces.

The Visual System Expands
As children get older, they add detail and complexity to their drawings. Faces attach to bodies, and ways are found to represent more objects. At around age 5, depending on the child, a sense of pattern emerges, with houses, trees and families telling familiar stories, and the symbol-library does its job well.

Discovering Limitations
Problems begin at about age 10, when reality and appearances become important. The rocket taking off or the beautiful dress or the horse don't look right - the symbolic language no longer works. Some children become obsessed with drawing fine details at this stage, some will do a great deal of drawing in an attempt to get it right, and most will give up in disgust.

Handle with Care
Drawings represent the child's experience of the world. We must be careful not to invalidate this by the way we respond. Inappropriate responses may include imposing our narratives - our stories or ideas - on the drawing, for example "Oh, that's a nice dog. Oh, it's a horse? Well it looks like a dog..."; criticism of lack of realism, and unrealistic expectations - have you noticed how we always expect children to draw from memory even things which they may be quite unfamiliar with? - and importantly for older children, criticism of realism, when we label their awkward attempts at realistic detail as 'tightness' and lament the loss of childish naivite.

Of course we fear that we might inhibit a child's natural creativity, but it is important to remember that if children are not taught to draw, their creativity will die a natural death. Art skills - drawing, painting, sculpting what you see - can and should be taught to children. You have to know the rules before you can break them: no-one would suggest that you can play great music without years of music lessons, but somehow they don't apply the same logic to art.

First learn about drawing for yourself

The difference between drawing a square house with 4-square windows and a chimney and drawing the 'real' shape of a house is an immense leap of understanding. Learning to draw is far more about seeing than about making marks on paper. This is essential: to teach your child to see this way, you must first learn about it yourself. Do the beginner's lessons on this site. Read Betty Edward's 'Drawing on the Right Side of the Brain'. You must understand how an artist sees the world to foster this vision in your youngster.

Don't expect instant results
The process of learning to draw is a lengthy one, measured in years, depending upon a child's fine motor skills and cognitive development. Pushing a child too quickly will only result in unhappiness for all concerned, while gentle nurturing will allow their natural talent to blossom.

Learn to Listen
When looking at or making art with children, always be positive. When guiding their drawing, avoid correcting 'mistakes', but rather, offer suggestions at the beginning of the session. In lives constantly controlled by adults, art is one area of true freedom for children, so be careful to offer possibilities rather than impose rules. Be guided by their interest and ability. When a child is happy with their efforts, share their pleasure. If the child feels the drawing is unsuccessful, discuss why it does not acheive their aims, and find some positives to praise, and things to learn from.

Points of discussion (depending on age)

• How do you feel about your picture?
• What do you like about this color?
• Tell me about these shapes.
• I like these zig-zaggy/swirly lines.
• Do you like using the large/small brush?
• These colors are so bright/deep.
• This pattern is interesting.
• Your drawing reminds me of ...., I saw in the gallery.
• What excellent attention to detail
• You have observed the subject well
• That is a very creative approach

Children learn to draw the same way they learn to speak, and later write - by copying. The symbols we use for ideas, whether they are sounds, written signs or pictorial signs, are generally learned ones. The world around us - family, our environment, the media - all provide input. Drawing with children helps them discover that shapes can carry meaning, and more importantly, that they can create meaningful shapes themselves.

Toddlers: Modelling Drawing
Drawing with babies and toddlers is great fun. Start with simple shapes, naming them. They will recognise many from their picture books. Draw simple faces. As you draw, explain what you are doing: look, a happy smile, a sad face, curly hair, this one has ear-rings. Draw trees, flowers, grass, a house, animals. Encourage littlies to join in, doing their own or adding details. Name the colors - as well as the primaries, look for pencils or pens in colors like ochre, magenta, turqoise and vermillion. Never apologise for your lack of talent - your little one thinks you are a genius.

Preschoolers: Expanding the Vocabulary
You can broaden your child's vocabulary of visual symbols just as you do with the written word, by 'reading' and 'writing' them. As they begin to draw, ask your child what they are depicting. You can offer gentle prompts as they go, but do not be insistent - you are simply offering possibilities. A horse... how many legs does it have? Four? Who is riding the horse? Do they have a saddle? If asked, you might offer a suggestion for a line that will help represent an unfamiliar shape (How do I draw a saddle? Perhaps a curved line, like this?) How can we show movement? Try making fast, energetic marks. Slow, wavy marks for water..... remember art is about feeling as well as seeing.

Just as parents are asked to model writing to school children, you can also model drawing. At this age, your own ability is not an issue. When you spend some time drawing along with your child, making pictures about things in your life - what you do at work, a visit to the supermarket, a special trip, how you felt about something important - you are modelling both the actual mark-making of drawing and the value of drawing as a means of expression.

School Age: Ready to Build Skills
When a child begins to be interested in creating complex pictures, has good fine motor control (drawing accurate shapes) and expresses the desire to draw how things look, then they are ready to begin learning to draw realistically. It is important to remember that realism is only one aspect of artistic expression, and endeavours in this area should be balanced by encouraging expressive mark-making, experimentation with color, and exposure to non-representational art.

Make use of online tutorials and drawing books to do practical drawing exercises, keeping them fun. Allow your child to focus on their interests - horses, cartoon characters, fairies - rather than strict traditional exercises.