The literacy workforce franchise Coach-a-Coach Club Station

Coach-a-Coach Learning Station FRANCHISE to build a team of literacy workforce as Coaches to assist in schoolplace literacy enhancement and advancement programme, franchised as Coach-a-Coach Club Station operators.

SPAQLE is staff/student proficiency advancement & quality literacy enabler designed for adult literacy and capacity-building [school-leavers/teacher's in-service/workplace training/ undergrads/jobless grads market]. Besides making trainees more employable, learners with potential and aptitude will be selected for Coach-a-Coach Club Station franchise operators training, to be self-employed as literacy workforce team.

The module content is a 2-stage remedial / advancement approach (REFRESHER ENGLISH Practice 50 hours /ENGLISH FOR SPECIFIC PURPOSE Practice 50 hours) enabling learners with Intermediate mastery to advance to TOEFL/MUET/A-Level equivalent modules while earning income as literacy coaches.

For 2012 Coach-a-Coach Learning Station Sdn Bhd plan to operate centres in Shah Alam and Kuala Terengganu to tap the campus undergraduate market and establish first Coach-a-Coach Club franchise in Kota Kinabalu, Kuantan and Dungun.

SPAQLE COMPONENT

REFRESHER ENGLISH Practice 50 hours [remedial/corrective]

ENGLISH FOR SPECIFIC PURPOSE Practice 50 hours [reinforcement/usage practice]

COACH TRAINING Coach-a-Coach Club workshop 18 hours [enrichment/advancement]

Coach-a-Coach Learning Station literacy workforce FRANCHISE

Coach-a-Coach Learning Station

Spaqle for Spik franchise

The First Franchise
SPAQLE for workplace literacy

The Second Franchise Coach-a-Coach Club Station for Spik! schoolplace literacy

SPAQLE to SPiK!

There's a method and content plan in SPAQLE FOR SPik literacy.enhancement.advancement.plan LEAP

the coach the learning station

for lifelong learning

and the habitual reader

THE LEARNING STATIONS - school as workplace

Koperasi I-Leap Spaqle AS coaching station [no need to seek in Aussieland language issues - its the pedagogy,ya efendi*%#$%^&]

WORKPLACE LITERACY WHERE SCHOOL IS THE WORKPLACE, BRINGING HOME THE FACT THAT TEACHER IS BEST PORTAL AS FACILITATOR THUS RETROFITTED IN SPAQLE LIFELONG LEARNING OUTFITTING PLAN via 

AN OUT-OF-THE BOX

  STAFF IN-SERVICE TRAINING AND COACHING SOLUTION,

TO EMPOWER THE TEACHING MIND,NURTURE AND EQUIP TEACHERS (from blur to ENABLER)

• WITH PEDAGOGIC CREATIVITY leading to job satisfaction BY CLOSING THE ACHIEVEMENT GAP BETWEEN ALL TEACHERS,THUS LEVELING THE PLAYING FIELD
• AND BY INSISTING THAT ALL TEACHERS ARE LANGUAGE TEACHERS FIRST, AND FOREMOST; THUS NEED 
• FOR THE BETTERMENT OF FIRST AND SECOND LANGUAGE SKILLS  
• TO BE OF BENEFIT TO NATION'S SCHOOL-GOERS IF TEACHERS ADOPT SPiK CREDO "BY TEACHING READING FIRST I TEACH THINKING FAST"
• JELLING INTO PEER COACHING CLUB 'READING FOR SPECIFIC PURPOSE' ENABLER - TOEFEL, MMUET,READING FOR PLEASURE AND FOREVER READING MODULES
• ENABLERJELLING INTO TEAM-BUILDER FOR LEARNING ASSISTANCE IN COMMUNITY ADULT LITERACY OUTREACH - teacher assistance to parents [Schools teaching parents to help their kids read : Moms and dads learn --better ways to aid children at home /November 22, 1999|By Howard Libit,SUN STAFF]

THE LEARNING STATIONS - example of SUPERMARKET as workplace

Koperasi Literasi Spaqle AS coaching station FOR PRODUCTIVITY & QUALITY LEADING TO THE RETURN CUSTOMER'S CONTINUOUS SATISFACTION

S STAFF UNDERGO REFRESHER TRAINING FOR PRODUCTIVITY & QUALITY
P PROFICIENCY IN ALL COMMUNICATION SKILLS MODULE TARGET
A ADVANCEMENT MEASURABLE AND TO BE COMPETITIVELY SOUGHT
Q QUALITY CULTURE AS CREDO AND GOAL, AND CAMARADERIE
L LITERACY SCREENING THROUGH LANGUAGE PRACTICE and USAGE
E ENABLER IS TEAM-BUILDER TO SCALE AND EMPOWER MINDS  

SPAQLE to IN-SERVICE LITERACY ENHANCEMENT ADVANCEMENT PLAN for Teachers I-Leap

...and the next thousand minutes expanding the educational supplemental Hour and bringing joy to students

CLUBBING THE SCHOOL EFFORT BY EMPLACEMENT OF A MODULAR LOW-COST/HIGH-YIELD  "STAFF PROFICIENCY ADVANCEMENT QUALITY LITERACY ENABLER" (SPAQLE) TRAINING PRODUCT MANAGED BY SCHOOLTEACHERS AS IN-SERVICE LITERACY ENHANCEMENT & ADVANCEMENT PLAN REFER TO 

• DE BONO-ing AN OUT-OF-THE BOX TEACHERS IN-SERVICE TRAINING AND COACHING SOLUTION TO EMPOWER THE TEACHING MIND, NURTURE AND EQUIP TEACHERS 

  • WITH PEDAGOGIC CREATIVITY leading to job satisfaction BY CLOSING THE ACHIEVEMENT GAP BETWEEN ALL TEACHERS,THUS LEVELING THE PLAYING FIELD
  • AND BY INSISTING THAT ALL TEACHERS ARE LANGUAGE TEACHERS FIRST, AND FOREMOST; THUS NEED 
  • FOR THE BETTERMENT OF FIRST AND SECOND LANGUAGE SKILLS  
  • TO BE OF BENEFIT TO NATION'S SCHOOL-GOERS IF TEACHERS ADOPT "BY TEACHING READING FIRST I TEACH THINKING FAST" 
  • Why teach thinking?

    My one ambition is that around the world there should be a few more young people who come to say "I am a thinker". I would be even more pleased if some of them were to go further and say: "I am a thinker and I enjoy thinking." Edward de Bono http://www.edwdebono.com/cort/introduction.htm

    • Why teach READING? 

    • why not if kids love it?

What happens in a staff-run Koperasi I-Leap Spaqle capacity building / literacy enhancement drive 'latihan dalam perkhidmatan -pelan kepemerkasaan guru' is that-

S STAFF UNDERGO IN-SERVICE LITERACY ENHANCEMENT ADVANCEMENT PLAN

P PROFICIENCY IN ALL COMMUNICATION SKILLS LEAP MODULE TARGET
A ADVANCEMENT MEASURABLE AND TO BE GRADED ON EFFORT
Q QUALITY CULTURE AS CREDO AND GOAL, AND CAMARADERIE
L LITERACY SCREENING THROUGH LANGUAGE PRACTICE USAGE MASTERY
E ENABLER BRING LITERACY HOME AND REENGINEER THE TEACHING MIND 


Some examples of expected outcome from Education Office PPD implementing in-house IN-SERVICE LITERACY ENHANCEMENT & ADVANCEMENT PLAN - I-Leap Spaqle provided by Terrabaca.

-ENABLING Koperasi I-Leap Spaqle as kelab guru for a sustainable literacy drive TO REGRADE AND EMPOWER TEACHERS, ESPECIALLY KPLi

-ENABLING LIFELONG LEARNING HABIT FORMATION AND PERSONAL ADVANCEMENT

-ENABLING CHEAPER AND BETTER QUALITY TUITION TO STUDENTS IN COMMUNITY 
-ENABLING TAPPING TO THE FULLEST STAFF POTENTIAL

-ENABLING ACQUISITION OF PEDAGOGIC SKILLS FOR CAREER ADVANCEMENT
-ENABLING GOODWILL - the Glint from practice, from Spaqle to Spik!

• District Education Office PPD implementing in-house training plan via teachers club run as Koperasi I-Leap Spaqle!
• Sponsorship/CSR budget - no cost to school but time and space
• 3000 district teachers as an example
• 1000 earmarked under staff i-LEAP drive
• 100 first cohort of BM teachers to undergo facilitator/coach training 
• 30 to be selected for literacy workforce group manning Koperasi I-Leap Spaqle!
• 30 selected to run 3 day BENGKEL I-Leap Spaqle! for 300 colleagues
  
• 300 coached for 3000 minutes BILAS modules (refresher English)
• 100 coached for 3000 minutes post BILAS modules - Oxford's English for Specific Purpose modules (conversation, email, report writing, presentation, etc)
• school literacy workforce group of 100 facilitator coaches achieved for an on-going in-house coaching after hours activity, cohort by cohort
• literacy workforce group of 100 to partake in school-community outreach programme or Skim Pembacaan Inisiatif Kelab or spik! self-help
• Skim Pembacaan Inisiatif Kelab or spik! self-help community outreach programme Skim Pembacaan Inisiatif Kelab or spik! as ENABLER for school's reading club coaching practice assistance. 
• CLUBBING THE EFFORT - tasked to staff club Koperasi I-Leap Spaqle!

CLUBBING THE EFFORT BY FRANCHISING FOR A Spaqle Coach-a-Coach Club!

What happens in a Kelab Literasi Coach-a-Coach capacity building through literacy enhancement drive is that-

S STAFF UNDERGO REFRESHER TRAINING FOR PRODUCTIVITY & QUALITY
P PROFICIENCY IN ALL COMMUNICATION SKILLS MODULE TARGET
A ADVANCEMENT MEASURABLE AND TO BE COMPETITIVELY SOUGHT
Q QUALITY CULTURE AS CREDO AND GOAL, AND CAMARADERIE
L LITERACY SCREENING THROUGH LANGUAGE PRACTICE and USAGE
E ENABLER IS TEAM-BUILDER TO SCALE AND EMPOWER MINDS 

Some examples of expected outcome from Supermarket HR dept in-house training plan spaqle provided by Terrabaca Management crew.

-ENABLING WORKPLACE KOPERASI LITERASI (as sustainable literacy workforce) TO PROVIDE CHEAP AND QUALITY TUITION TO FAMILY MEMBERS OR COMMUNITY OUTREACH OR RETURN CUSTOMER' LOYALTY DRIVE 
-ENABLING LIFELONG LEARNING HABIT FORMATION

-ENABLING TAPPING TO THE FULLEST STAFF POTENTIAL
-ENABLING GOODWILL - the Glint from practice, from Spaqle to Spik!

• Supermarket HR in-house training plan via staff club run as Koperasi Literasi Spaqle!
• HRDF or CSR budget
• 3000 workforce as an example
• 1000 earmarked under staff retention plan
• 100 first cohort to undergo training 
• 30 selected for literacy workforce group manning Koperasi Literasi Spaqle!
• 30 selected
• 300 coached for 3000 minutes BILAS modules (refresher English)
• 100 coached for 3000 minutes post BILAS modules - Oxford's English for Specific Purpose modules (conversation, email, report writing, presentation, etc)
• literacy workforce group of 100 achieved for an on-going in-house coaching after hours activity
• literacy workforce group of 100 to partake in Supermarket's CSR community outreach programme or staff family self-help
• Supermarket's CSR community outreach programme Skim Pembacaan Inisiatif Kelab or spik! as ENABLER for school's reading club coaching practice assistance. 
• CLUBBING THE EFFORT - tasked to staff club Koperasi Literasi SPAQLE
  
  

FROM WORKFORCE LITERACY TO LITERACY WORKFORCE - MIND MAPPING THE "SKIM PEMBACAAN INISIATIF KEBANGSAAN" AND A SECOND CHANCE FOR INTERMEDIATE MASTERY AFTER SPM

FRANCHISING A MODULAR LOW-COST/HIGH-YIELD WORKPLACE "STAFF PROFICIENCY AND QUALITY LITERACY ENABLER" (SPAQLE) TRAINING AND COACHING BY PRODUCING AN IN-HOUSE LITERACY WORKFORCE BRIGADE 

SPAQLE ALPHANUMERICS

• Supermarket HR training plan
• 3000 workforce
• 1000 earmarked under staff retention plan
• 100 undergo training 
• 30 selected for literacy workforce group
• 300 coached for 3000 minutes BILAS modules (refresher English)
• 100 coached for 3000 minutes post BILAS modules - Oxford's English for Specific Purpose modules (conversation, email, report writing, presentation, etc)
• literacy workforce group of 100 achieved for an on-going in-house coaching after hours activity
• literacy workforce group of 100 to partake in Supermarket's CSR community outreach programme
• Supermarket's CSR community outreach programme Skim Pembacaan Inisiatif Kelab or spik! as off school's reading club.

[coming soon.........]

LITERACY WORKFORCE - MIND MAPPING THE "SKIM PEMBACAAN INISIATIF KEBANGSAAN

[Skim Pembacaan Inisiatif Kelab or spik! as school's reading club co curricular activity].

This initiative is to train and place literacy coaches (literacy workforce franchise) as reading instructors operating in local primary and secondary schools to provide comprehensive reading support to students who are below grade level in reading.

These eligible post-SPM school-leavers or jobless graduates will be coached and be equipped as Brigade members to run SKIM PEMBACAAN INISIATIF KELAB or spik!, which in turn will see a sharp rise in their literacy skills leading to better employment prospects now that they have been forced to ‘find their tongue’. 

The SPIK! programme works in partnership with district education offices to identify primary school students who are in need of extra assistance. Reading support is provided at partner schools during the normal school day as well as during community support after-school programs.

The initiative offers Brigade members the unique opportunity to gain hands-on experience providing a meaningful service to local children and schools while at the same time earning money to support their upward move in workforce literacy. More importantly this second chance at literacy attainment raises self-esteem and effective communication skills in L1 and L2 using modules for Workforce Literacy.  

Positions could then be made available for reading coaches as well as facilitators who qualify to help coordinate the scheme at each partner school or community centre dubbed as coaching stations.

...AND A SECOND CHANCE FOR INTERMEDIATE MASTERY AFTER SPM

Interventionist measures in educational parlance refer to the duty of each teacher to implement special pedagogic fine-tuning to bring EVERYBODY to par. At its most basic, a literacy enhancement drive to speed up skills acquisition AND PROPEL THE LEARNING SPIRIT. Without language skills, without ability to comprehend text, numbed by passive rote memory info drill, and due to the rush by schools to complete the examination curriculum, most students became underachievers before their full potential could be tapped and realised. With too many educators out there on 'waving paper proof of success' mindset to please both parents and Ministry 'bureaucrazy', the purpose of education is missing. 

The purpose FOR education is also missing. This proof of the pudding claim - a dumbed-down education grading system where almost 70 % of those who obtained A's in English UPSR are either false beginners or functional illiterates. Most in this 70% bracket enter universities with Band 2 MUET(Malaysian University English Test) ranking and remain functional illiterates.
 

Interventionist measures in educational parlance means remedial measures to jump-start interest and desire and motivation to excel by 'teaching reading first', via a competitive, structured literacy programme. Meaning you actually teach them how to read by getting them to do it. Strictly method!

WORKFORCE LITERACY

The road to reading fluency and correct grammar could only be paved using correct linguistic rules and practice and the constant brush with the four pillars necessary to language mastery- listening, reading, writing and speech. If school-leavers who choose to either further their studies or enter the job market are to be given a second chance to acquiring language mastery, it is most effective through a 2 component WORKFORCE Refresher English programme.

The first component is Remedial [BILAS - Bahasa Inggeris Latihan & Ajar Semula] and requires the screening for fluency and correct grammar, the grading or fact-finding of actual student competency level. It is language skills acquisition stage requiring a screening of the four skills. Its test is reading fluency and understanding. The practice is structured along remedial-enforcement-enrichment linguistic sequence, as a Refresher course prerequisite to the Workforce Literacy modules.

LITERACY WORKFORCE 

Post-SPM learners having 'repaired and corrected ' these basic skills will have no difficulty in running the School literacy enhancement modules, with the added impetus from income earned as literacy coaches.

These literacy coaches while assisting in the school literacy enhancement drive proceed to completing the second component in the WORKFORCE literacy, on usage and practice. Or learning English for a purpose modules where the practice target is writing and speech, and is aimed at the minimum, Intermediate Mastery.

These literacy coaches while assisting in the school literacy enhancement drive would have attained enough language mastery, be employable and equipped with language learning habits formed from frequent practice.

GRADING THE EFFORT BY ORGANISING GENIUS - HOW TO IMPLEMENT SCHOOL LITERACY ENHANCEMENT ADVANCEMENT PROGRESS TEST

HOW TO IMPLEMENT SCHOOL LITERACY ENHANCEMENT ADVANCEMENT PROGRESS TEST OR GRADING SCHOOL ADVANCEMENT LEAP TEST G-SALT? 

ORGANISING GENIUS - WORKFORCE LITERACY LEARNERS AS COACHES FOR SCHOOL LITERACY ENHANCEMENT ADVANCEMENT PROGRESS TEST CALLED Linus Coach-a-coach Express Games
The road to reading fluency and correct grammar could only be paved using correct linguistic rules and practice and the constant brush with the four pillars necessary to language mastery- listening, reading, writing and speech. If school-leavers who choose to either further their studies or enter the job market are to be given a second chance to acquiring language mastery, it is most effective through a 2 component WORKFORCE Refresher English programme.

The first component is Remedial and requires the screening for fluency and correct grammar, and grading or fact-finding of actual student competency level. It is language skills acquisition stage requiring a screening of the four skills. Its test is reading fluency and understanding. The practice is structured along remedial-enforcement-enrichment linguistic sequence, as a Refresher course prerequisite to the Workforce Literacy modules.

Post-SPM learners having 'repaired and corrected ' these basic skills will have no difficulty in running the School literacy enhancement modules, with the added impetus from income earned as literacy coaches.

These literacy coaches while assisting in the school literacy enhancement drive proceed to completing the second component in the WORKFORCE literacy, on usage and practice. Or learning English for a purpose modules where the practice target is writing and speech, and is aimed at the minimum, Intermediate Mastery.

These literacy coaches while assisting in the school literacy enhancement drive would have attained enough language mastery, be employable and equipped with language learning habits formed from frequent practice.

REGRADING THE GRADING SYSTEM
Regrading the grading* system means the school set a target of raising literacy level 30% above other schools using National Grade Average written examinations results outcome, AND designating another test for outcomes in the form of an ADVANCEMENT TEST  where the grading is outcome of EFFORT, FREQUENCY, FLUENCY, CORRECT GRAMMAR.

The outcome EFFORT is gauged on the hours allotted by schools to the LATIHAN KELAB sessions against the minimum 3000 minutes. So schools set a guarantee the Literacy Enhancement Drive (Skim Pembacaan Inisiatif Kelab SPiK) shall be not less than 3000 practice minutes.

The test is on the schools.

The outcome FREQUENCY is gauged on the hours of students practice time AND the level of achievement as reflected by module level. It shall not be less than 3000 practice minutes, students own time.

The test is on the Facilitator/Coach

The outcome FLUENCY is gauged on Coaching Group level of achievement as reflected by module level AND with peer approved audio-recording as proof.

The test is on the Coaching Group.

The outcome CORRECT GRAMMAR is gauged on each student's level of achievement as reflected by module level AND with peer-marked proof of completion of all written exercises/Grammatical items.

The test is on the student. 

GRADING SCHOOLS
Grading schools refer to the quantification of time and place slotted, or EFFORT in implementing an interventionist measure, plus the final tally for FREQUENCY, FLUENCY, CORRECT GRAMMAR.

The grading is to be done by education ministry inspectorates (Standard Kualiti Pendidikan Malaysia (SKPM)) and school PTA's.

The ADVANCEMENT TEST for schools is to measure progress, practice effort and time set aside to complete programme modules.

The four grief areas for LINUS post practice screening
are Bahasa Melayu Standard Rumi/Jawi, Bahasa Arab, Bahasa Inggeris, Sains & Matematik.

Modules based on learner literature# graded Level books for completion through group practice, conducted by literacy coaches (a.k.a. reading instructors led by school's programme facilitator)shall be the syllabus for the ADVANCEMENT TEST for students.

The ADVANCEMENT TEST are for students to compete for 1st to 10th placing in any of the following categories-

BEST

1. STORYTELLER
2. READER
3. SPELLER
4. MIMIC
5. HANDWRITING
6. NARRATOR
7. AUDIO RECORDING
8. COACH
9. GROUP
10. ACHIEVER

*True grading for streaming purposes; for first language mastery, for reading fluency, for correct grammar, and for group camaraderie. Confucius said many hands make light work (orang tua-tua bilang mau-pakat membawa berkat).

#Learner literature books are grouped as practice module COMPONENTS (listening, reading. writing,speaking skills) used on regular basis in group listening/audio recording, reading and writing sessions.

NOTE:-

Linus Coach-a-coach Express Games as examples of the Lesson Plans as supplement to, and for supporting the National Curriculum.

• KERAP Bahasa Melayu Amali

Kaedah Ekstensif Regu Amalan Pembacaan
[Modul TEBAS - Teknik Expresi Bahasa Amalan Standard]

• CERAP Bahasa Inggeris Amali

Coach-a-Coach Extensive Reading Assistance Plan
[Modul BILAS - Bahasa Inggeris Latihan & Ajar Semula]

• SERAP Sains & Matematik

Science Extensive Reading Assistance Plan [EST- English for Science & Technology]
[Modul SMISTI - Skim Mampan Inggeris Sains,Teknologi & Informasi]

• TERAS Bahasa Arab & Jawi

Tunas Ehsan Rancangan Abjad Sejawi
Modul FAHMA [Fasih Amal Hafal Makhraj Abjad]

Linus Coach-a-coach Express Games Practice Modules and Tasks: generating the First 3000 minutes

Learner literature books are grouped as practice module COMPONENTS (listening, reading. writing,speaking skills) used on regular basis in group listening/audio recording, reading and writing sessions.

True grading for streaming purposes; for first language mastery, for reading fluency, for correct grammar, and for group camaraderie.
 

Linus Coach-a-coach Express Games as examples of the Lesson Plans as supplement to, and for supporting the National Curriculum. 

MANUAL KAEDAH TERRABACA: CERAP BAHASA DAN KERAP BAHASA MELALUI LATIHAN TAMBAHAN 3000 MINIT DEMI SARINGAN “LINUS COACH-A-COACH EXPRESS GAMES” MENYAHUT DASAR MEMERTABAT BM DAN MEMPERKASA BI


1. KERAP - Kaedah Ekstensif Regu Amalan Pembacaan 

• KERAP Bahasa Melayu Amali 3000 minit
• 1500 LATIHAN BERJADUAL
• 1500 LATIHAN KENDIRI PELAJAR 
• Modul TEBAS - Teknik Expresi Bahasa Amalan Standard 
• Modul Pemulihan pemacuan kelajuan membaca menulis dan ekspresi sastera asas
• Saringan kemahiran Bahasa Pertama untuk pemilihan coach menggunakan Himpunan 366 Cerita Rakyat Malaysia terbitan Utusan
• DEMONSTRASI RUKUN PERTANDINGAN
• LATIHAN SARINGAN BAKAL Coach

Aktiviti berkumpulan bagi mengred terlebih dahulu kemahiran dalam bahasa pertama dengan tugasan SALIN, BACA DAN RAKAM

2. CERAP - Coach-a-Coach Extensive Reading Assistance Plan

• CERAP Bahasa Inggeris Amali 3000 minit
• 1500 LATIHAN BERJADUAL
• 1500 LATIHAN MENULIS PELAJAR
• Modul BILAS - Bahasa Inggeris Latihan & Ajar Semula
• Peralihan kefasihan Bahasa Kedua menggunakan 366 Collection of Malaysian Folk Tales
• Pembacaan Meluas membawa kefahaman memuas (extensive reading for pleasure)
• Peralihan ketepatan nahu Bahasa Kedua - Latihan menulis dan Nahu menggunakan Times Educational Primary English for Malaysians 1A – 6 atau Times Tutoring English as Second Language 

Kefasihan- fluency

Aktiviti berkumpulan menggunakan Set bacaan cerita bernombor untuk memulih dan meningkat kemahiran mendengar, ditambah dengan bahan audio, bagi mengasingkan sistem bunyi Bahasa Inggeris yang selama ini sebutannya menumpang sistem bunyi Bahasa Melayu dalam pengajaran bahasa dengan tugasan BACA, TULIS DAN RAKAM

Ketepatan Nahu- correct grammar

Aktiviti kumpulan secara latih tubi membaca dan menulis secara berstruktur semua Unit Items dalam sukatan KBSR. Ia menggunakan set latihan bergred yang memerlukan pelajar mula dari Item 1, dan seterusnya membawa pelajar ke tahap pre-intermediate, dengan tugasan BACA DAN TULIS HABIS

3. Linus Coach-a-Coach Express Games extra 3000 minutes practice

Pertandingan/pemarkahan bagi kejuaraan individu atau kumpulan bagi tempat 1 hingga 10 dari 10 pertandingan di bawah:

BEST/TERBAIK

1. STORYTELLER/PENCERITAAN
2. READER/PEMBACAAN
3. SPELLER/PENGEJAAN
4. MIMIC/RAJA AJUK PENUTUR JATI
5. HANDWRITING/TULISAN PALING CANTIK
6. NARRATOR/PENCERITA
7. AUDIO RECORDING/RAKAMAN AUDIO
8. COACH/JURULATIH
9. GROUP/KUMPULAN
10. ACHIEVER/PENCAPAI PACUAN LAJU

ORGANISING GENIUS AND REGRADING THE GRADING SYSTEM - CALL IT THE OTHER GSAT - GRADING SCHOOL ADVANCEMENT TEST

SCHEDULING THE EVENT FOR TIME COACHES AND PLACE

ORGANISING GENIUS AND REGRADING THE GRADING SYSTEM  (CALL IT THE OTHER GSAT - GRADING SCHOOL ADVANCEMENT TEST) 

ORGANISING GENIUS
Organising Genius refer to the ranking of coaching groups as groups of Teams A, B, C, D in competitive mode an enforced extensive reading programme, first cohort for first 1000 minutes practice to refresh Basic English, to select coaches, to identify non-starters, to match actual Level with literature level, and inculcate the reading habit.

REGRADING THE GRADING SYSTEM
Regrading the grading system means the school set a target of raising literacy level 30% of National Grade Average by designating the test for outcomes in the form of  ADVANCEMENT TEST  where the grading is for EFFORT, FREQUENCY, FLUENCY, CORRECT GRAMMAR.

GRADING SCHOOLS
Grading schools refer to the quantification of time and place slotted, or EFFORT. The final tally, for all.

The ADVANCEMENT TEST will measure progress and practice effort and time to complete module based on learner literature books grade Level, for completion through group practice, conducted by literacy coaches a.k.a. reading instructors led by school's programme facilitator.

The four grief areas targeted by LINUS post practice screening
are Bahasa Melayu Standard Rumi/Jawi, Bahasa Arab, Bahasa Inggeris, Sains & Matematik.

The ADVANCEMENT TEST for the following 1st to 10th placing for-

BEST

1. STORYTELLER
2. READER
3. SPELLER
4. MIMIC
5. HANDWRITING
6. NARRATOR
7. AUDIO RECORDING
8. COACH
9. GROUP
10. ACHIEVER

Learner literature books are grouped as practice module COMPONENTS (listening, reading. writing,speaking skills) used on regular basis in group listening/audio recording, reading and writing sessions.

True grading for streaming purposes; for first language mastery, for reading fluency, for correct grammar, and for group camaraderie. Confucius said many hands make light work / orang tua-tua bilang mau-pakat membawa berkat .
Linus Coach-a-coach Express Games as examples of the Lesson Plans as supplement to, and for supporting the National Curriculum.

• KERAP Bahasa Melayu Amali

Kaedah Ekstensif Regu Amalan Pembacaan
[Modul TEBAS - Teknik Expresi Bahasa Amalan Standard]

• CERAP Bahasa Inggeris Amali

Coach-a-Coach Extensive Reading Assistance Plan
[Modul BILAS - Bahasa Inggeris Latihan & Ajar Semula]

• SERAP Sains & Matematik

Science Extensive Reading Assistance Plan [EST- English for Science & Technology]
[Modul SMISTI - Skim Mampan Inggeris Sains,Teknologi & Informasi]

• TERAS Bahasa Arab & Jawi

Tunas Ehsan Rancangan Abjad Sejawi
Modul FAHMA [Fasih Amal Hafal Makhraj Abjad]

Organising genius and the case for true grading for streaming purposes!

Post facto APCEMAL Addendum

Organising genius and the case for true grading for streaming purposes!

One of the difficulties faced by language teachers is in grading students performance. The false assumptions generated by a dumbed-down official National Grade Average has put language 'educators' in a quandary- whether to trust our nation's Standard 6 UPSR/GSAT (Grade Six Assessment Test) and plod along or to take interventionist measures.

Interventionist measures in educational parlance refer to the duty of each teacher to implement special pedagogic fine-tuning to bring EVERYBODY to par. At its most basic, RUN a literacy enhancement drive to speed up skills acquisition AND PROPEL THE LEARNING SPIRIT. Without language skills, without ability to comprehend text, numbed by passive rote memory info drill, and the rush by schools to complete the examination curriculum, most became underachievers before their full potential could be tapped and realised. With too many educators out there on 'waving paper proof of success' mindset to please both parents and Jabatan, the purpose of education is missing. 

The purpose FOR education is also missing. This proof of the pudding claim - a dumbed-down education grading system where almost 70 % of those who obtained A's in English UPSR are either false beginners or functional illiterates. Most in this 70% bracket enter universities with Band 2 MUET(Malaysian University English Test) ranking and remain functional illiterates.

Interventionist measures is to be taken by the teacher in daily contact with pupils, not by some Jabatan armchair expert miles away from reality, clueless as to the nature of problems on the ground, staring at budget allocation of new Dasar. Interventionist measures in educational parlance means remedial measures to jump-start pupils interest and desire and motivation to excel by 'teaching reading first', via a competitive, structured literacy programme'. Meaning you actually teach them how to read by getting them to do it. Strictly method!

One could not help but notice the paradox of  one such official 'interventionist measure', the PPSMi.which led to the 're-spinning' of the National Grade Average; unfortunately in so doing has slowed the learning process, dampened student interest, and denies the top achievers chance to advance. Net effect whence 'education quality' graded artificially. Student complacency and lack of urgency in knowledge acquisition may also be fashioned after their teachers - teachers with an outlook to learning based on a false sense of comfort and security due to 'paper proof waving' achievement activities. But not fool proof, if one is to add.

School heads are aware of these issues and continue to berate in private Jabatan's 'tikus baiki labu' interventionist measures.

Thus it is time for school heads' own interventionist measures.

ORGANISING GENIUS AND REGRADING THE GRADING SYSTEM - CALL IT THE OTHER GSAT - GRADING SCHOOLS ADVANCEMENT TEST 

[Coming...............]

ORGANISING GENIUS
Organising Genius refer to the ranking of coaching groups as groups of Teams A, B, C, D in competitive mode an enforced extensive reading programme, first cohort for first 1000 minutes practice to refresh Basic English, to select coaches, to identify non-starters, to match actual Level with literature level, and inculcate the reading habit.

REGRADING THE GRADING SYSTEM
Regrading the grading system means the school set a target of raising literacy level 30% of National Grade Average by designating the test for outcomes in the form of  ADVANCEMENT TEST  where the grading is for EFFORT, FREQUENCY, FLUENCY, CORRECT GRAMMAR.

GRADING SCHOOLS
Grading schools refer to the quantification of time and place slotted, or EFFORT. The final tally,

The ADVANCEMENT TEST will measure practice effort and time to complete module based on learner literature books grade Level, for completion through group practice, conducted by literacy coaches a.k.a. reading instructors led by school's programme facilitator.

The four grief areas targeted by LINUS post practice screening
are Bahasa Melayu Standard Rumi/Jawi, Bahasa Arab, Bahasa Inggeris, Sains & Matematik.

The ADVANCEMENT TEST for the following 1st to 10th placing for-

BEST

1. STORYTELLER
2. READER
3. SPELLER
4. MIMIC
5. HANDWRITING
6. NARRATOR
7. AUDIO RECORDING
8. COACH
9. GROUP
10. ACHIEVER

Learner literature books are grouped as practice modules used on regular basis in group listening/audio recording, reading and writing sessions.

True grading for streaming purposes; for first language mastery, for reading fluency, for correct grammar, and for group camaraderie. Confucius said many hands make light work / orang tua-tua bilang mau-pakat membawa berkat.

SCHEDULING THE EVENT

Linus Coach-a-coach Express Games as examples of the Lesson Plans as supplement to, and for supporting the National Curriculum.

• KERAP Bahasa Melayu Amali

Kaedah Ekstensif Regu Amalan Pembacaan
[Modul TEBAS - Teknik Expresi Bahasa Amalan Standard]

• CERAP Bahasa Inggeris Amali

Coach-a-Coach Extensive Reading Assistance Plan
[Modul BILAS - Bahasa Inggeris Latihan & Ajar Semula]

• SERAP Sains & Matematik

Science Extensive Reading Assistance Plan [EST- English for Science & Technology]
[Modul SMISTI - Skim Mampan Inggeris Sains,Teknologi & Informasi]

• TERAS Bahasa Arab & Jawi

Tunas Ehsan Rancangan Abjad Sejawi
Modul FAHMA [Fasih Amal Hafal Makhraj Abjad]