Teacher Resource
Di mana cicak?

• Explain to students that when using this learning object, they will be problem-solving and improving their Indonesian reading and listening skills. You may wish to give students copies of the assessing rubrics. Allow students to use dictionaries or other language support if needed, and ask them to think about the strategies they use to solve the puzzles.
• Open the first level 1 game and go through the scenario with students - and introduce some new vocabulary: 'jajaran' (row) and 'gayung' (dipper). Write up the first clue and decode it with students, showing them how to break up the text into meaningful chunks. Work through a few clues, placing the geckos on the chosen tiles. Some examples of decoding are in the  Introductory activity (in Word or PDF) used earlier.
• Explain to students that:
  • there are three levels of difficulty, with 6 games at each level. Explain that level 2 is more difficult than level 1, and that level 3 games may not be quite so difficult - but clues are spoken only (no text to read!)
  • it would be possible for them to use the 'guess and check' method to solve the puzzle, but that reading the clues carefully would allow them to use other logical thinking strategies
  • there is a special award that students will be able to print out whenever they can place the geckos correctly to solve a puzzle first time. Decide with students whether these awards translate into any other kind of incentive eg 5 awards = special prize. Giving students incentive to solve the puzzles first time will greatly increase the intellectual effort they put into the task
  • as they work on the puzzles they should talk about the clues and think about how they are working out where to put the geckos
  • whenever they solve a puzzle they will find out another fact about geckos - you may want them to add any new fact to the class chart - from the game or other research of their own.

• Students should work collaboratively if possible.
• Students should listen to the clues if possible, but this can mean a problem with lots of gecko clues all happening at once! It is possible to use headphones to reduce sound for others, but still have two students working together at each computer by using small, inexpensive stereo splitters.
• It is sensible, but not essential, for students to start with the easier levels and work up.

This assessment task can be done online using the learning object 'Teka-teki cicak' or offline using the printed geckos from the gecko collections in Resources. Instructions for the online version are given with that learning object. The offline task is described here.

*Before beginning the task:

• Tell students that they are going to create their own puzzles for other students to solve, and that they will be assessed on their Indonesian and the accuracy of their puzzle.
   
• Work with students to develop a list of the criteria that would define an excellent puzzle. These should include:
  • the accuracy of the Indonesian (spelling of words, word order, correctly matching the words to the characteristics and position of the geckos),
  • modelling a range of language forms (eg both berwarna and warnanya)
  • using a range of clues (positional and descriptive language)
  • designing the puzzle so that:
    • there is one, and only one, correct answer
    • the puzzle is challenging, with some clues dependent on other clues
    • the level of difficulty is accurate (eg if they are designing an easy puzzle, it is easy).
       
• Explain to the students that they will assess their own, and other students', puzzles using a rubric based on those criteria. You may choose to use the rubric provided (in Word or PDF) or have students help to prepare or adapt one.

*Doing the offline assessment task - Creating a gecko puzzle
 

• Print the gecko collections from the Resources section in colour. Each pair of students will need a range of geckos. These could be cut up and laminated for re-use.
   
• Print the offline game board (in Word or PDF). The instructions for creating gecko puzzles are on the game.
   
• Remind students to consider the criteria for success (on the rubric) so that their puzzle is as good as possible. As students finish their puzzles, have them assess their own work using the rubric and including some personal reflection.
   
• Develop a class collection of puzzles that are checked and ready to play. You may wish to number the puzzles (or identify the authors of each puzzle) and collect the solutions so that the accuracy of design can be checked, and authors of particularly challenging puzzles can be congratulated!
   
• As students try to solve each other's puzzles, have them provide feedback / assessment for at least one puzzle - again using the rubric and a general statement about the level of difficulty and accuracy of the puzzle if appropriate.