3rd entry

It was the third week of the class. The lesson was getting challenging and exciting week in week out. Pn.Foziah had introduced us two books for this particular subject,and she distributed the books to everyone of us. From one of the resources book, we were told to check on the first chapter and look for information about the topic. The task was assigned as group work, with a group of six. My group was assigned to look at 1.3 Children's capacity for Indirect Learning. Well, it sounded abstract and difficult of the terms "Children's capacity for Indirect Learning" meant. I was chosen as the team leader of the group and we were asked to read through the description of 1.3 Children's capacity for Indirect Learning. Then , we needed to filter the important points and organize the key ideas. At the final stage, we have to deliver a presentation based on our findings and understanding of the topic.
The process of doing the task was comfortable and positive. All my group members were busy looking for ideas from internet, brainstorming, exchanging ideas with friends, and the design of the power point presentation. I was glad that everyone were contributing at their own best to the work and really relishing the fun and challenge.
Basically, indirect learning means that children acquire knowledge or language without conscious. All children have the sense of acquiring new things that makes them capable to cope with the challenge in their surroundings. In this process, guessing and facilitating play an important role in shaping the children to achieve indirect learning. Through guessing, they are dare to make mistakes and trial an error. From the mistakes, they will learn in depth and try not to commit the same mistake again. At this point, the elders, parents, and teachers have become the vital facilitator in helping them.
Some activities that can trigger children's indirect learning are scrabbles, word game, whispering game, hangman, etc.....