DIGITAL

INNOVATIO
N
Presents by Cindy Tsen Pui Yee
G6.6
 SURPRI
SE
ENGLIS
H
A digital innovation of D.I.Y
materials incorporating
digital element

*A proposal for my innovation

 01
BACKGROUN
02
PROBLEMS
D

03
PURPOSES
04
DESCRIPTIONS
OF THE
PRODUCT
 05
TRIALOGICAL
06
SUITABILITY IN
TEACHING AND
LEARNING
LEARNING

07
LITERATURE
08
ESTIMATED
SUPPORT COST
 09 10
SUGGESTIONS TO
CHALLENGES
IMPROVE
BACKGRO
UND
 RAW IDEA…
Writing is one of the fundamental language skills that is used
to express emotions, thoughts, imaginations, and
impressions in accordance with written expression rules
(Turkben, 2019).
However, in today’s primary ESL classrooms most pupils are
found to lack the ability to write creatively. One of the reason
is teacher emphasised the type of writing that is tested in
their examination, Primary School Achievement Test (UPSR).
Therefore, this project intends to help pupils to write
creatively through scaffolding among peers. This support will
gradually reduce to the stage where the pupils can produce
PROBLEMs
 WHAT I HAD ENCOUNTERED IN THE
WRITING LESSON
-narrative writing-

NO
LANGUAGE DEPENDCY
INTEREST
Pupils were having
Pupils did not have Pupils need
difficult time in
the enough guidance to get
creating a creative
language knowledge them to complete
writing – narrative
to write creatively the story
writing
PURPOSE
 With the idea of ….
To scaffold pupils in
narrative writing to 0 0 To instill the joy in
enable them to write 1 3 writing
on their own

The create an
encouraging Helps to improve
environment for 0 0 their writing skills
them to write 2 4 (comprehensibility)
without burden
DESCRIPTION
OF THE
PRODUCT
Explosion box
 11

QR
CODE

12
2
QR QR
CODE CODE
14

QR
CODE
3
13
How does
it help?
SESSION 1
Group
Prompts (visual, phrases)  discuss among members  do it 
feedback
 
SESSION 2
1st group split into 2
Prompts (visual, word)  discuss among partners  do it 
feedback
 
SESSION 3
Individual
Prompt (visual/word only)  do it on their own  feedback
 THE
PROCESS…
TRIALOGICAL
LEARNING
How does the model
helped in coming out
with this innovation
The term describes
all those forms of
learning where
people are
collaboratively
developing and
transforming
Concrete “objects”
In a systematic
fashion
Particularly relevant artefacts for
trialogical learning include: drafts
and sketches project plans,
mindmaps, notes, work processes,
and working practices.
 collaborative work for
developing knowledge
artefacts

transformation of
common processes
and practices support
supporting this work
SUITABILIT
Y
 HOW SUITABLE/CONVENIENCE
IT IS?

Teaching and
Learning Activities Portable
Can be used in the Teacher can modifies Easy to bring to
Teaching and Learning the function of the anywhere and the size
process – inside or even product to of the product can be
outside classroom teach/conduct activity varies according to the
for other skills teacher’s preferences
User friendly, where the parents and the teachers can
use this to work together with the children
LITERATURE
SUPPORT
Creative Writing
Creative Writing aids language
development at all levels: grammar,
vocabulary, phonology and
discourse. It requires learners to
manipulate the language in
interesting and demanding ways in
attempting to express uniquely
personal meanings.
Maley, A. Creative writing for language learners (and teachers).
Retrieved 17 February 2020, from
https://www.teachingenglish.org.uk/article/creative-writing-
language-learners-teachers
Opportunities and
Environment

Before teachers can scaffold

children’s writing, teachers should
offer a variety of writing
opportunities and an
environment rich with print.

Quinn, M. F., Gerde, H. K., & Bingham, G. E. (2016). Help me where

I am: Scaffolding
writing in preschool classrooms. The Reading Teacher, 70(3), 353-
357.
Scaffold in writing

Written expression skills of students

can be improved by approaches that
focus on planning the writing process
and having the learner to follow the
writings with the teacher in the
beginning and then gradually by
himself, and evaluate
TURKBEN, T. (2019). The Effects of Creative Writing Practices on
the Writing Skills of Students Learning Turkish as a Second
Language. Eurasian Journal Of Educational Research, 19(83), 1-26.
doi: 10.14689/ejer.2019.83.9
Scaffold in writing

Practicing writing process practically

with teacher’s scaffold provides
learners with the practice and skills
necessary to write a good piece of
writing accurately, meaningfully and
appropriately.

TURKBEN, T. (2019). The Effects of Creative Writing Practices on

the Writing Skills of Students Learning Turkish as a Second
Language. Eurasian Journal Of Educational Research, 19(83), 1-26.
doi: 10.14689/ejer.2019.83.9
Teacher’s guidance

Guiding means that a teacher directly

supports a child so that he begins to
have autonomy in completing tasks
before the child can independently
complete the task (Kostelnik et al.,
2014).

Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. L.

(2014). Developmentally appropriate curriculum: Best practices in
early childhood education, 6th edition. New York, NY: Pearson.
Freedom in choosing
topic

Bachman asserts, “knowledge of the

world determines one’s
communicative language ability and
that interest is an important aspect
that can drive someone in learning
something”

Laksmi, E. D. 2006. “Scaffolding” Students’ Writing in EFL

Class: Implementing Process Approach. TEFLIN Journal: A
publication on the teaching and learning of English, Vol 17,
No 2.
Visual in promoting
creativity
Students’ creativity and imaginations
in writing should be triggered or
encouraged in order to make them
produce better writing. In a Narrative
Writing class, the help of visual
images – in this case, mystery
pictures and picture series or
sequential pictures in the form of
comic strips, mean a lot for students.
The Use of a Visual Image to Promote Narrative Writing Ability and
Creativity. (2019). Eurasian Journal Of Educational
Research, 19(80), 1-32. doi: 10.14689/ejer.2019.80.10
ESTIMATED
COST
 Materials Ringgit Malaysia
160gsm paper x 13pcs RM2/pcs  RM26
Colour paper x 1 packet RM10

Total RM36
 STRATEGIES IN
PROMOTING THE
PRODUCT
 SOME PRECIOUS THOUGHTS…
HIP
SOCIAL PROGRAM
MEDIA ME FAMILY
Through an
educational page in Getting the pupils
Try the product
the social media from other
among family
class/school to try the
members
Create a Youtube product to see
video
CHALLEN
GES
WHAT MAKES IT DIFFICULT TO IMPLEMENT

Take a longer
Teacher might
There might be time to complete
find difficulty in
problem in the whole cycle
scanning the QR
accessing the -
codes for the
internet. Pupils lost
pupils – limited
attention
smart phone
INTERNET TEACHER TIME
ACCESS
SUGGESTIO
N FOR
IMPROVEM
ENT
 1
Create a
2
Each group
will take
offline QR
turns to
code
scan

3
Set a time
for the
pupils to
complete 1
session
REFERENC
ES
Kostelnik, M. J., Soderman, A. K., Whiren, A. P., & Rupiper, M. L. (2014). Developmentally
appropriate curriculum: Best practices in early childhood education, 6th edition. New York,
NY: Pearson.

Laksmi, E. D. 2006. “Scaffolding” Students’ Writing in EFL Class: Implementing Process

Approach. TEFLIN Journal: A publication on the teaching and learning of English, Vol 17, No
2.

Maley, A. Creative writing for language learners (and teachers). Retrieved 17 February 2020,
from https://www.teachingenglish.org.uk/article/creative-writing-language-learners-
teachers

Quinn, M. F., Gerde, H. K., & Bingham, G. E. (2016). Help me where I am: Scaffolding
writing in preschool classrooms. The Reading Teacher, 70(3), 353-357.

The Use of a Visual Image to Promote Narrative Writing Ability and Creativity. (2019).
Eurasian Journal Of Educational Research, 19(80), 1-32. doi: 10.14689/ejer.2019.80.10

TURKBEN, T. (2019). The Effects of Creative Writing Practices on the Writing Skills of Students
Learning Turkish as a Second Language. Eurasian Journal Of Educational Research, 19(83),
1-26. doi: 10.14689/ejer.2019.83.9
 THANKS!
Q&A SESSION
STARTS NOW
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