Note-taking Versus Note-making

We get our students to write their own notes.

We do this because primarily we want our students to make sense of what they learn in our lessons. In the past we provided our students with notes that we wrote on the whiteboard, present them on powerpoint slides or print them on handouts. However, we soon learn that this approach only makes learning passive and transfer of knowledge difficult.

Secondly, we insist our students to write their own notes so that they have ownership. Their notes are unique as what they take away as key points from our lessons differ because of their prior understanding and knowledge vary.

However, Rick Smith has taught us that self note-taking even if ended up with good notes is not necessarily enough for effective learning. We learn that self note-taking can be a passive learning endeavour too. Rick offered us the idea of note-making and showed us that note-making is more active and focused activity where students assimilate all information they have written and take understanding to a (meta) higher level. He shared with us a number of note-making activities and we use them after we have taught a body of knowledge to help our students consolidate what they have learn from their notes.

Below are several note-making activities that we have used in our lessons apart from the one shown in the video above:

Summary

We carried out this note-making activity as a whole-class approach. We started the summary by writing the first two sentences on the whiteboard. Students were invited to contribute two sentence to the summary but writing their second sentence only after their peers had added their first sentences. Students had to ensure that their sentences provided a good flow to the structure of the summary for easy understanding. At the end of this activity, students were invited to review the summary to critique and query each other contributions.

Slogan

Student has to derive the essence of a body of knowledge taught and turn it into one short phrase or a slogan. A good slogan is memorable and durable. When a good slogan occupies prime real estate in a student’s subconscious, it aids the student to recall the body of knowledge he or she had learnt.

Questions!

We used this note-making activity as an exit pass for students to leave the class at the end of our lesson. We started by asking students to select only three facts out of the many things that they had learnt from our lesson and come up with a corresponding question for each fact. Students were then invited to stand up and approach other students (one at a time) to trade a question that they had come up with earlier. At the end of the activity, we asked if there was any question that the students were not able to answer correctly at their first attempt. This allows us to surface student’s misconceptions and address them immediately.

Translation

This note-making activity is useful as a starter activity when we have a body of knowledge to teach. We used this activity when we had to teach students a list of peribahasa or proverbs. We divided the class into groups and assigned each group to translate the meanings of selected set of peribahasa into English. To our amazement, the students were deeply engaged that we saw them taking turn to teach the peribahasa and correcting each other translation. This activity allows students to develop their baseline understanding of the peribahasa before we start teaching them to students

Acronym

We employ this note-making activity when we require students to bring into memory procedural knowledge. Students has to first derive key ideas of a body of knowledge taught before they could encapsulate them into an acronym. As with slogan, a good acronym is memorable and durable, and it is a effective tool to help students recall key ideas of what they had learnt.

We encourage you to try these note-making activities with your students. Good luck!

How We Teach Descriptive Writing

This is an extraordinary descriptive essay written by Nur Adlina. Nur Adlina is a Secondary 3 Express student who we taught our descriptive writing technique only this year. Prior to this, we taught her how to writing the first two paragraphs in the Bahagian Pengenalan when she was in Secondary 2 to expose her to some elements in our descriptive writing technique. So, this essay is her first attempt at writing a descriptive essay after learning the technique. And all praise to God, what a great essay she wrote!

We gave 39/40 for this amazing essay, and this is why:

So how do we teach our descriptive writing technique?

Context:
Firstly, our Secondary 3 students were taught some elements of our technique when they were in Secondary 2. However, their competent level is still at intermediate level as they were not taught the whole technique, and as such, could not see and appreciate how the elements taught connect and support other elements in the technique to form a complete descriptive essay.

We did this on purpose as we felt that the students were not ready to learn our descriptive writing technique at Secondary 2. However, exposure to certain elements of the technique in Secondary 2 put them in a stronger position to learn the technique in Secondary 3.

Secondly, every Secondary 3 students were given a copy of our book Contoh Karangan Untuk Persiapan Peringkat O. The book becomes a required text and a central piece in our teaching of the technique.

Our Teaching Approaches:
We adopted a back and forth approach between (a) explicitly focused on illustrating the different elements in the technique as well as (b) monitor and provide feedback of student’s demonstration of learning. This we carried out over three cycles.

The first cycle
We chose a descriptive essay from our book and familiarized our students the descriptive essay structure found on page 8 in the book by highlighting the specifics found in every paragraphs on the descriptive essay. We explained the ‘why and how’s the specifics play an important role in each paragraph and across all paragraphs to form a complete and a coherent descriptive essay.

Next, we engaged students to highlight these specifics in another descriptive essay we chose from our book. They would then take turn to explain the ‘why and how’s the specifics work together to present a descriptive essay that meets the expectation of the question. As students presented their explanations, we queried students with probing questions to seek gaps in understanding and addressed them.

The second cycle
We chose a descriptive question and engage students to demonstrate their learning by writing an descriptive essay. We chose a descriptive question from the November 2018 O Level Paper 1 for Malay language.

Kamu menyangka bahawa ibu bapa kamu akan memarahi kamu disebabkan oleh sesuatu perkara yang telah kamu lakukan. Namun, setelah memberitahu ibu bapa kamu kedudukan perkara yang sebenarnya, mereka tidak memarahi kamu. Gambarkan kejadian itu dan pengalaman yang kamu perolehi daripada kejadian tersebut.

We used flipped classroom pedagogy for this activity. In this activity, students submitted paragraph by paragraph of their 5-paragraph essays every lesson in a specially created Padlet website. In the Padlet website we embedded short video guides that illustrated students how to write each paragraph correctly. The video guides reinforced what students have already learnt in the first cycle activity.

Teachers may ask how can they access these video guides.

Well, the video guides are available in the password-protected spaces in this website. We provide teachers who have attended our workshops before with the passwords to access these spaces. Now, we provide these passwords also to teachers who use our books to help them teach our writing techniques to their students better.

We selected and read a few students’ paragraphs in each lesson for feedback. In our feedback, we highlighted common mistakes that students generally made so that our comments were applicable and useful to all students, even those whom we did not read their paragraphs for feedback.

The third cycle
We carry out the the third cycle when we feel the need to remediate if learning gaps continue to exist and are evident from student’s paragraphs. When this happens we will select the specific paragraph(s) and demonstrate how we would write it ourselves onto the whiteboard for all to see. We will talk aloud or verbalize loudly every decision we took when writing every single line. In this way students will understand the rational behind every moves we took when writing the paragraph(s).

The pedagogy for this approach is called Cognitive Apprenticeship. Cognitive Apprenticeship is a theory that attempts to bring tacit processes out in the open. It assumes that people learn from one another, through observation, imitation and modeling. In our case we use modeling and talk our thought process aloud to demonstrate to students the tacit process when writing every paragraph of a descriptive essay.

Support
We have received a query from a teacher asking if we will be organizing any workshop for teachers in the future. We have a workshop coming up in May but it is for trainee teachers. However, with the coming March holidays, we welcome any school who would like to invite us to hold a workshop for teachers who are using our writing techniques when teaching descriptive, expository and/or narrative writing. We propose a Q&A format workshop where participants come with a list if questions seeking clarification about our writing techniques and how to teach them better.

If you are keen to hold the workshop in your school this March holidays, let us know and we will help promote the workshop via our website. We suggest the workshop should be open to teachers who are already using our writing techniques so that they have some prior knowledge before attending the workshop. In this way, they will enjoy tremendous benefits from the workshop, if God wills.

A MUST-HAVE BOOK: Contoh Karangan Untuk Persiapan Peringkat N

We have just published a must have book for students preparing for the N level examination. This book consists of descriptive, expository and narrative essays written using Karangkutu writing strategies. In addition, the structure of the different genres are presented for easy students comprehension. Another interesting feature is that the essays are written with a variety of themes that will spark in students interesting ideas when writing their essays.

This is a good reading companion for students, an excellent resource to have in school and class libraries, as well as a must-have teaching guide for teachers. To order a copy, please sms 81213129.

FREE KEMBARA NUSA 1: Android Apps Percuma Untuk Majalah Pendidikan Edufront Learning Centre

We have published  the new Kembara Nusa 1 apps for phones and tablets on Google Play.

Kembara  Nusa 1 is an apps version of the Kembara  Nusa Edition 1 (2016), a termly produced learning magazine by the Edufront Learning Centre. This magazine is among other resources used by the Edufront Learning Centre to develop learner’s interest and competency in Malay language and culture.

The first edition of the magazine is available free now in this apps.

Search “karangkutu” or “Kembara Nusa” on Google Play from your mobile devices.

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Android Apps for Karangan Deskriptif (Videos)

We have published our new Karangan Deskriptif (Videos) apps for phones and tablets on Google Play.

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This apps contains an infographic that summarizes our Karangkutu descriptive technique, plus two 5 series video that detail each step and the teacher’s feedback.

Search “karangkutu” on Google Play from your mobile devices.

Android Apps for Karangan Deskriptif (N Level Format)

We have published our new Karangan Deskriptif (Format N) apps for phones and tablets on Google Play.

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This apps contains a collection of descriptive essays employing Karangkutu writing technique for descriptive questions based on N level format. The list of descriptive essays is available here.

Search “karangan deskriptif” or “karangkutu” on Google Play from your mobile devices.