Month: January 2019
Digital Perspectives Vignette Video
My partner and I honored our partnership agreement well. We had clear roles during the making of the film so we were very effective. We did an almost equal amount of work and had clear communication. My partner and I agreed that one pitfall of a partnership is not establishing clear communication and not understanding what the other people had in mind. Difference in terms of what each other wanted for the final product could cause some parts of the video to seem out of place, but we managed to avoid the pitfall by giving each other a general idea of what we want. No one was doing all the work and we adapted the work distribution to make sure we are doing what we do best individually. I was able to draw on the sticky notes to provide for the video. I also edited some details in the video. To be more reliable I should just more carefully plan out how we complete our video.
We communicated the sense of protection and warmth emanated from the hoodie quite well through portraying how the hoodie acted as a shield when the author was judged and feeling insecure. We also showed his love and care toward his hoodie by adding a sentence into the video. I think the tone was very casual, the hand drawn sticky notes conveyed that idea by not making it too well decorated while being expressive enough. We had music that is casual and consistent through out the video, as if the author is telling a story but cutting out the drama. We had one sentence typed onscreen when we didn’t think it can be expressed through our drawings.
Bintan Second Trip SWOT Analysis
The TIF members identified many opportunities after we finished our lesson together with group 4. First of all our lesson was very adaptive, meaning they can change some parts of the lesson to shift focus toward what they want to teach. Our language chunk questions can be made more difficult or easier to suit age groups easily, and using clapping as a cue is very effective in grabbing younger students’ attention. TIF can also incorporate Bahasa into the language chunks to make the teaching easier. Students get to move around when we are playing fortress and dancing, this is a more effective and enjoyable method of teaching younger age groups. We should also change some lessons according to the prior knowledge the students may possess, for example language chunks in Bahasa like Semut, Orang and Gajah.
TIF suggested that we make our lesson easier, specifically making the language chunks easier. We also integrated part of our lesson with group 4. The order of activities in the original plan was not optimal since activities that require the students to sit down was placed in between games, and it would be much harder to get the students to settle down when they just played a game of fortress, this could cause unnecessary waste of time so we should change it.
Our integrated lesson made decent connection to local culture including the exercise and the use of local language in our games. We were not very organised in the final lesson, and we ended up removing the jigsaw puzzles part because it is hard to end the fortress game when all the children are so focused on playing the game. We weren’t effectively teaching them chunks because the chunks were too hard, but we adapted and taught them some English through songs. Being adaptive and knowing your audience is so important when there is a language barrier between two groups, but the we still managed to set up effective communication, and provided decent lesson plans to TIF at the end.