1. C HILD C ENTERED L EARNING W ORKSHOP

2. ‘C HILD -C ENTERED L EARNING ’ W ORKSHOP 2.30 - Registration / refreshments / team discussion 3.00 - Progress report & En@M teaching methodology 3.30 - Group photo 3.40 Primary and Secondary workshops  ‘Child Centered Learning’  Methodology in remaining classes  Q & A o 4.45 - Refreshments - suggestions Box

3. P ROGRESS R EPORT

4. M EASURE O F S UCCESS : Q UANITATIVE ATTENDANCE – 25 PRIMARY – 20 SECONDARY

6. M EASURE OF S UCCESS : Q UALITATIVE PUPILS SPEAKING ENGLISH WITH GREATER CONFIDENCE

8. E NGLISH @ M OSQUE – FORMATIVE ASSESSMENT C RITERIA FOR O RAL A SSESSMENT G RAMMAR AND V OCABULARY P RONUNCIATION AND I NTONATION F LUENCY AND R HYTHM E THICS AND M ANNERISM NAME MASJID MAHMUDI, BACHOK 1. SITI NOR AISYAH BT ROSLAN 2. NORHASNITA BT ZABIR 3. SITI NOR ANTASYA BT MUHAMAD SAAIL 4. NURUL IZZATI BT IBRAHIM 5. NURNAZIRA BT ZAKARIA 6. ZURI FAKIMI BT DORI 7. MOHD AMIR AMINUDDIN BT MOHAMMAD 8. MOHAMAD FAIZ HAKIM ISHAK 9. SITI NORLIAY BT KAMARUDDIN 10. FATIN NURAMIRAH BT ZURAIMI 11. MANARISHA EZZYANIE IBRAHIM

9. M EASURES T AKEN TO I MPROVE P ROGRAMME Classroom layout to facilitate group activities Regular ‘Whats App’ contact with teaching staff Mosques organize voluntary primary teaching facilitators Fix mixed ability student groups based on school data Teacher training workshop on ‘Child Centered Learning’…

10. C HILD C ENTERED L EARNING

11. M ETHODOLOGY : ‘C HILD C ENTERED L EARNING The activities in En@M are underpinned by methodology The lessons should be enjoyable for student (and teacher) This is the best way for students to learn Why En@M takes this approach? This programme is an opportunity to experiment

12. Vygotsky

13. V YGOTSKY

16. A N APPROACH WHICH SHIFTS LEARNING FROM TEACHER TO STUDENT

17. ‘C HILD C ENTERED L EARNING ’ RECOGNIZES THE ROLE OF THE STUDENT IN CONSTRUCTING MEANING AND UNDERSTANDING

18. Howard Gardner

20. Activities must recognise the students interests… and their different learning styles addressed…

21. T HE APPLICATION OF 'C HILD C ENTERED ’ L EARNING IN THE CLASSROOM

22. Learning through group activities

23. E MPHASIS ON SPEAKING IN LEARNING LANGUAGES

24. S TUDENTS LEARN FROM A RANGE OF ACTIVITIES

25. T EACHER AS FACILITATOR

26. T HE STUDENTS MUST LEARN IN A SAFE ENVIRONMENT WHERE MISTAKES CAN BE MADE

27.  O BJECTIVE A N APPROACH WHICH SHIFTS LEARNING FROM THE TEACHER TO THE STUDENT R ECOGNIZES THE ROLE OF THE STUDENT IN CONSTRUCTING MEANING AND UNDERSTANDING A CTIVITIES MUST RECOGNIZE THE STUDENTS INTERESTS T HE DIFFERENT LEARNING STYLES OF STUDENTS MUST BE RECOGNISED A PPROACH L EARNING THROUGH GROUP ACTIVITIES E MPHASIS ON SPEAKING IN LEARNING LANGUAGES R ANGE OF APPROACHES AND ACTIVITIES T EACHER AS FACILITATOR S TUDENTS CHOOSE THEIR LEARNING FROM A RANGE OF ACTIVITIES T HE STUDENTS MUST LEARN IN A SAFE ENVIRONMENT WHERE MISTAKES CAN BE MADE Summary: ‘Child-Centered Learning’