ETeMS e Bahan & MyCD TECHNOLOGY Group Presentation
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Transcript of ETeMS e Bahan & MyCD TECHNOLOGY Group Presentation
by,
Eureka!
What?
English for Teaching Mathematics and Science
Why?
• as an urgent interim measure
• as a support mechanism
The Overall Aim
• To enhance the English language skills of Mathematics and Science teachers [MST]
The ETeMS Programme for MST
Focuses on three components:A. Language for Accessing Information
B. Language for Teaching Mathematics and Science
C. Language for Professional Exchange
Structure of Programme
• involves instruction through face-to-face interaction and self-instructional packages.
• supported by “buddy system”
Structure of Programme
• Conducted in 2 phases– Phase 1 : A. Language for Accessing
Information & B. Language for Teaching Mathematics and
Science– Phase 2 : C. Language for Professional
Exchage
for more info on , visit
http://www.tutor.com.my/tutor/etems
Introduction
MyCD for KBSR
The Importance of MyCD
MyCD Features
Teacher’s CD
Computer Configuration
Introduction
• Started in 2003 to incorporate ETeMS.• To inculcate the use of ICT inside and
outside of the classroom• Published with text books as a
package• There are two types:
– MyCD– Teacher’s CD
The Importance of MyCD
• To incorporate learning • To help pupils to understand concepts
in text book meaningfully• As a means to apply ICT in the
classroom• To integrate ICT in classroom• To expand the text book’s ability
(beyond text)
MyCD Features
• An interactive media• As a courseware and also as a resource for
pupils• Contains interactive activity
– E-learning– E-glossary
• Internet browse
Teacher’s CD• An interactive multimedia• Contains
Curriculum Specifications in PDF formAnswers to text book exercisesSuggested learning ideasQuestion BankTeaching and Learning materials Internet browsePupils’ record and achievementsE-Journal for teacher
Computer Configuration
• Operates through:
Windows System Operated
Macintosh System Operated
Open Source
Internet Browse
List of MyCD for KBSR
• Included in text book as a package
Bahasa Melayu
English
Mathematic
Science
or
?
TEACHER’S VOICE
Ambigapathy Pandian , Revathi Ramiah Universiti Sains Malaysia
Teachers and students who have been teaching and learning in Bahasa Melayu are now expected to perform effectively in English, to teach and acquire subject specific knowledge
we have teachers, who themselves have proficiency problems with the new medium of instruction.
we have students who must learn mathematics and science content while they are still learning English
(McKeon, 1994)
“My students cannot understand me when I explain concepts. I need to use Bahasa Melayu.”
Subjects such as mathematics and science
use academic language, which has its own
register, syntax, semantic properties and discourse
features.
Interviews with the respondents revealed that these teachers are not clear about the linguistic features of their content subject.
•“I know I have to help them with the language, but I do not know how to do this, we were not taught how in maktab (college)”
85.2% - had problems explaining concepts in English and 81.8% admitted to using Bahasa Melayu (L1) to give explanations
“What am I to do? I have to use BM, if not, how am I to finish the syllabus”
Therefore, these teachers are unable to help their students to cope with
academic language.
MATHEMATICS AND SCIENCE IN ENGLISH: TEACHER VOICE
Ambigapathy Pandian , Revathi Ramiah Universiti Sains Malaysia
http://pkgsungaibalang.blogspot.com
The Smart School Roadmapwww.msc.com.my/smartschool/downloads/
roadmap.pdf
A class or lesson carried out in order to introduce and teach the teachers about e-bahan
Teachers who are new and do not have much knowledge about e-bahan, were expected to teach and carry out lesson, using those method.
• Lack of shared vision towards ICT implementation.
• Application / used widely only in Smart School
MATHEMATICS AND SCIENCE IN ENGLISH: TEACHER VOICE
Ambigapathy Pandian , Revathi Ramiah Universiti Sains Malaysia
The multimedia courseware was also said to be unsuitable for LEP students, as they were not able to understand the language used to deliver the content.
“The CDs are good but my students don’t understand so I have to stop and translate for them”.
It was found that 87.5% of the respondents felt that the multimedia courseware supplied by the Ministry to teach science and mathematics is well planned and effective in terms of content.
However, respondents who were interviewed claimed that these materials were more suitable for proficient students. Most respondents maintained that LEP students had trouble following the content presented because of language difficulties.
Thank You
by
Eureka!
