Category: Global Perspectives

 

To what extent did you meet the needs of the TIF? 

I believe that our group has largely met the needs and expectations of the island foundation. the staff members of TIF said that they were very pleased with the work we had done and the lesson plan provided. Luve was saying that the idea to get the students to make a puppet show with Indonesian puppets incorporating language chunks would really promote collaboration, critical thinking and confidence. For the age group, the lesson was aimed at (9 – 12) She was saying that it might be a little too high of a level to ask the students to make a puppet show from scratch. The areas for improvement identified were that for the age group (9 – 12) we could give them a plan for the puppet show and just get them to present to the class with the language chunks provided. Luve, however, did say they would use our original puppet show plan for their graduating students as sort of a final presentation to parents. The exercise stations were well planned for the needs of TIF and they said they will continue to incorporate them into lessons. They also said until now they didn’t think it was possible to make exercise stations fun and engaging enough for this age group but that we had managed to do it.

The lesson that we ended up actually teaching to the kids was a mixture of our lesson and group 3’s and I think it turned out really well and the kids walked away with greater knowledge of the environment and importance of exercise

 

1.The opportunities that were identified by the TIF after you completed your lessons

2.The adaptations that TIF suggested during your final discussion with them on Thursday morning

3.The Attached assessment criteria below

On our trip to Bintan, we interviewed different stakeholders in the village, gathered information than presented here

The compass perspective that I chose was well-being. The main things that I learnt from interviewing the stakeholders were that children didn’t know the importance of having proper nutrition, especially the importance of breakfast and that they were only getting 1 hour of exercise per week.

It was important to go through the whole process to gather enough background information about the culture of the island and the norms to make educated well thought out questions to get the best answers from the stakeholders. Asking all of the questions to the stakeholders was important so that we really knew the areas that our lesson plan would need to target to best educate the children in the areas that they needed to build the 21st-century skills.

In my presentation, I think that I presented well and used a lot of hand gestures and voice intonation in my presentation I think that our paper had good information, got to the point and not too much writing. I think that I could have improved on not stumbling over my words (maybe run through what I will say before I say it) and I think that I could have said the same amount of information but in fewer words using more important points. I think that there were some points that I had written on my paper that I did not say that would have added to my presentation if I had shortened the other sections I would have had more time for this. Our paper could have also been a little neater but it had all the main points.

In Global Perspectives today we did an activity where we were given images, looked at them, turned them over and tried to explain them to the class. Then we walked around the room and talked to everyone to try to figure out which pictures were more zoomed in. Then we had to line them up from most zoomed in to least zoomed in. What I learned from this activity is that it is very important to listen to everyone in a group and to respect everyone’s ideas equally. I also learned that it is important to be able to make yourself understood and present your ideas clearly.

 

I believe that one of the benefits of taking Global Perspectives is that you get a variety of choices about what you want to study and you can define the way you want to learn in each part of the class.