Minggu 5-6

1. Menghuraikan pelan

kerangka satu unit

pengajaran

1. Menunjukkan

kesinambungan

Analisis cara mengajar 1

Kerangka pelan pengajaran

1. Penulisan hasil

pembelajaran

2. Penentuan kaedah

mengajar

3. Penyediaan latihan pelajar

dan pengelompokan

4. Pentaksiran

5. Pemulihan dan

pengukuhan

8 Komponen utama dalam merekabentuk

pengajaran UPSI 2009 (adaptasi Tyler)

1. Kenal pelajar anda,

kesediaan mereka, dan

konteks pembelajaran

5. Pilih kaedah &

teknik pengajaran &

6. Latihan murid

7. Pilih alat bantu p & p

: buku, modul, VCD,

CD dan sebagainya yg

sesuai

3. Objektif (hasil

pembelajaran yang

sesuai

4. Buat susunan unit-unit

p& p secara ‘sequential’-

guna Jadual Penentuan

Kandungan (JPK)

2. Guru kuasai ‘content’

topik: buat analisis

(i) Pengetahuan

(ii) Kemahiran

8. Penilaian ( alat dan

kaedah penilaian yang

sah dan boleh

dipercayai

1. Membuat analisis keperluan dan kesediaan murid dalam konteks pembelajaran yang akan dilaksanakan

2. Membuat analisis kandungan kurikulum : kandungan topik yang hendak di ajar, dari segi ‘pengetahuan’ di dalamnya: fakta, prosedur, klasifikasi, prinsip dan teori, dan ‘kemahiran’ seperti membuat eksperimen, mencari maklumat dalam internet, menulis laporan dan sebagainya.

3. Berdasarkan (1) dan (2) diatas guru menentukan objektif pengajaran iaitu tahap hasil pembelajaran yang realistik yang perlu dicapai oleh murid.

4. Menyusun turutan (sequence) unit-unit pengajaran supaya beransur maju, bersambungan dan berkembang

5. Memilih dan mengguna kombinasi pendekatan, kaedah, dan teknik pengajaran yang sesuai dengan kesediaan murid dan sifat isi kandungan topik berkenaan

6. Membina, memilih dan mengguna alat dan media bantu pengajaran dan pembelajaran yang sesuai untuk memudahkan proses pengajaran pembelajaran

7. Menyedia latihan yang sesuai dan mencukupi untuk semua murid supaya pembelajaran mereka berkesan dan mencapai Masteri

Jadual Penentu Kandungan

Rancangan

Pengajaran

Harian

Aras taksonomi Bloom

Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian

Topik 1 RPH 1 X X

Topik 1 RPH 2 X

Topik 6

Topik 7

RPH 7 X X

Topik 7 RPH 8 X X

Rancangan

Pengajaran

Harian

Aras taksonomi Bloom

Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian

RPH 1 Fotosintesis Mekanisme

Fotosintesis

RPH 2 Meningkatkan

kadar fotosintesi

RPH 7 Punca

Fotosintesi

tidak cekap

RPH 8 Peningkatan kadar

fotosintesis. Pengkomersilan

sistem fotosintesis

Contoh konsep fotosintesis dalam

pelbagai aras

Sebelum tamat pengajaran, murid dapat:

1. Menyatkan fotosintesis? – Apakah yg dimaksudkan

dengan fotosintesis

2. Menerangkan mekanisma fotosintesis.- Terangkan

mekanisma fotosintesis

3. Mengaplikasikan faktor-faktor yang boleh meningkatkan

kadar fotosintesis – (diberi situasi) untuk menangani

pelbagai masalah persekitaran, bagaimanakah

meningkatkan kadar fotosintesis? Prinsip ‘faktor2 yang

mempengaruhi kadar fotosintesis’

Contoh konsep fotosintesis dalam

pelbagai aras

Sebelum tamat pengajaran, murid dapat:

4. Mengenalpasti punca tumbuhan tidak berfotosintesis – ( Diberi

situasi) kenalpasti punca tumbuhan tidak berfotosintesis

dengan cekap.

5. Mencadangkan satu sistem untuk mengatasi masalah cuaca

untuk meningkatkan fotosintesis – cadangkan satu sistem untuk

mengatasi masalah cuaca untuk meningkatkan fotosintesi

6. Menjustifikasi bagaimana sistem cadangan mereka patut

dikomersialkan – Bagi sistem yang anda cadangkan, justifikasi /

terangkan bagaimana kenapa ia patut dikomersialkan

• Bagi satu isi pelajaran tertentu, kenalpasti profil akhir

pelajar (hasil akhir boleh pamerkan) yang menunjukkan

mereka :

1. Kognitif- Berpengetahuan dalam….

2. Psikomotor- Berkemahiran dalam….

3. Afektif- Mempunyai sikap….

Susun atur pelan perancangan hingga ke hasil akhir dalam JPK

dan boleh diuji dengan JPU

Jadual Penentu Ujian

Instructional events

Pengalaman pembelajaran

Aktiviti pembelajaran

Hunter’s Lesson Cycle Design Model (1976)

1. Set induksi (Anticipatory set or Set Introduction)

2. Maklumkan objektif pembelajaran (Standards)

3. Input pengajaran (Input)

4. Permodelan (Modeling)

5. Semak kefahaman murid (Checking for Understanding)

6. Pantau dan ubah suai (Monitoring)

7. Praktis terbimbing (Guided practice)

8. Praktis bertempoh (Independent practice)

9. Penutup (Closure)

Hunter’s Lesson Cycle Design Model (1976)

1. Set

Induksi

Sometimes called a ‘hook’ to grab the student’s attention :

actions and statements by the teacher to relate the experience of

the students to the objectives of the lessons. To put students into

a receptive frame of mind, to focus student attention on the

lesson, to create an organizing famework for the ideas,

principles or information that is follow (c.f, the teaching

strategy called “ advanced organizers”.)

To extend the understanding and the application of abstract

ideas through the use of the example or analogy.. Used any time

a different activity or new concept is to be introduced.

2. Maklumkan

objektif

pembelajaran

Before the lesson is prepared, the teacher should have a clear

idea of what the lesson outcomes are. What specifically, should

the stydent be able to do, understand, care about as a result of

the teaching. Bloom’s Taxonomy of Mager’s Educational

Objectives.

Hunter’s Lesson Cycle Design Model (1976)

3. Input

pengajaran

The teacher provides the information

needed for students to gain the knowledge

or skill through lecture, film, tape, video,

pictures, ect

4. Permodelan The teacher provides the information

needed for students to gain the knowledge

or skill through lecture, film, tape, video,

pictures, ect

5. Semak

kefahaman

murid

Determination of whether students have “ got it” before

proceeding. It is essential that practice doing it right so the

teacher must know that students understand before proceeding

to practice. If there is any doubt that the class has not

understood, the concept / skill should be retaught before

practice begins. Usually through questioning

6. Pantau dan

ubah suai

If required, reteach

7. Praktis

terbimbing

An opportunity for each student to demonstrate grasp of new learning

by working through an activity or exercise under the teacher’s direct

supervision. The teacher moves around the room to determine the level

of mastery and to provide individual remediation as needeed. Guided

practice ( in class “ seat work”). With the teacher circulating (e.g, “

praise, prompt and leave”). Monitor students work, providing corrective

feedback as necessary and assess performance of the group in

determining whether the class is ready for the next instruction.

Additional time for those whose aptitude calls for adorgen learning

period can be provided by giving “extra credit” assigment

supplementary.

Hunter’s Lesson Cycle Design Model (1976)

8. Praktis

bertempoh

Once pupils have mastered the content or skill, it is time to provide

for reinforcement practice. It is provided on a repeating schedule

so that the learning is not forgotten. It may be class formative

testing, homework or individual work in class. It can be utilized as

an element in a subsequent project. It should provide for

decontextualization : enough different contexts so that the skill /

concept may be applied to any relevant situation .. Not only the

context in which it was originally learned. The failure to do this is

responsible for most student failure to be able to apply something

learned. Independent practice ( additional class time or homework)

begins when students have achieved an 85 to 90% accuracy level.

To insure retention and develop fluency, students practice on their

own without assistance and with delayed fluency, students practice

on their without assistance and with delayed feedback (eg,

comments on graded paper). Five or more brief practice activities

distributed over a month or more may be required to “ fix” the new

concept / skill.

Hunter’s Lesson Cycle Design Model (1976)

9. Penutup Penutup – Those actions or statements by a teacher that are

designed to bring a lesson to bring a lesson presentation to an

appropriate conclusion. Used to help students bring things together

in their own minds, to make sense out of what has just been taught.

“ Any questions? No. OK, let’s move on” is not closure. Closure is

used : to cue students to the fact that they have arrived at an

important point in the lesson or the end of a lesson, to help

organize students learning, to help form a coherent picture, to

consolidate, eliminate confusion and frustration, etc,

To reinforce the major points to be learned.. To help establish the

network of thought relationships that provide a number of

possiblities for cues for retrieval. Closure is the act of reviewing

and clarifiying the key points of a lesson, tying them together into

a coherent whole and ensuring their utility in application by

securing them in the student’s conceptual network

Gagne’s Instructional Events Model (1988)

1. Tarik perhatian murid

2. Maklumkan objektif pembelajaran

3. Imbas kembali apa yang telah dipelajari

4. Penyampaian yang jelas

5. Bimbing pembelajaran

6. Dapatkan / galakan respon

7. Beri maklumbalas

8. Tafsir prestasi

9. Susun atur praktis untuk tingkatkan ingat kembali dan

pemindahan ke situasi lain.

Rosenshine & Stevens Intructional Functions

Model (1986)

1. Semak pemahaman murid (semak kerja yang diberi sebelum ini.

Ajar semula jika perlu)

2. Ajar konten baru (beri kerangka, hurai dengan terperinci, kaitkan

konten baru dengan konten yang murid telah pelajari)

3. Praktis murid (murid diberi tugasan untuk praktis, bersoal jawab,

beri maklum balas, pantau praktis, semak pemahaman murid)

4. Maklumbalas / pembetulan ( maklum balas berterusan, perhatikan

ralat-ralat yang kerap dilakukan oleh murid, terangkan semula jika

perlu)

5. Praktis bebas (pantau)

6. Semak semula pemahaman (semak secara berkala-ajar semula jika

perlu)

Prior Knowledge

What’s the big deal?

It’s all about memory files….

Cataloging and retrieving

Way to Gather Prior Knowledge

K-W-L

Brainstorming

Anticipation Guides

Agree/Disagree Statements

Dumping

Mindstorms

Fleksibiliti pengelompokan

Saling berubah-ubah mengikut kesesuaian

Grouping Strategies

Young: student choice, last name, food preferences,

birthday, color of clothes

Older: goals, jobs, location, experience, familiarity

with task

Pengelompokan/grouping

Keseluruhan kelas

Pasukan

Kumpulan kecil

Berdua/bertiga

Individu

Satu mentor satu mentee

Sistem stesyen dengan kumpulan kecil

Flexible Grouping

Homogenous/ Ability Individualized or

- Cluster students of similar Independent Study

abilities, level, learning style, or -Self paced learning

interest. - Teaches time management and

- Usually based on some type of responsibility

pre-assessment - Good for remediation or extensions

Heterogeneous Groups Whole Class

- Different abilities, level or - Efficient way to present new

interest content

- Good for promoting creative -Use for initial instruction

thinking

Differentiation Blends Several Types of

Instruction

Whole-class instruction

Individual instruction

Flexible grouping

Cooperative/ collaborative learning

Pelajar praktis, proses, mengaplikasikan dalam

Kumpulan kecil mengikut keperluan, gaya

Belajar,

The football metaphor comes from the way we think about the

Lesson’s sequence : a narrrow. Whole class experience in the

beginning, then narrowing it back as we re-gather tp process what

we’ve learned

Aras Hasil Pembelajaran Pusat Perkembangan

Kurikulum, Kementerian Pelajaran Malaysia

ARAS 1

Aras 1 adalah aras yang asas dan perlu dikuasai oleh semua

murid. Pada aras ini murid perlu menguasai beberapa konsep

asas.

Ini dapat ditunjukkan melalui objektif perlakuan ternyata murid

seperti mengenal pasti, menyenaraikan, menyatakan,

menamakan dan memadankan.

Aras Hasil Pembelajaran PPK

Aras 2

Aras 2 pula adalah aras yang lebih tinggi daripada Aras 1

dalam urutan pengajaran dan pembelajaran. Pada aras ini murid

boleh menguasai beberapa perlakuan ternyata seperti

menerangkan, menjelaskan, menghuraikan dan

membandingkan.

Aras Hasil Pembelajaran PPK

Aras 3

Aras 3 pula adalah aras yang tertinggi dalam urutan pengajaran

dan pembelajaran. Pada aras ini, murid mampu menguasai

beberapa lagi perlakuan ternyata pada tahap yang lebih tinggi

seperti merumus, membandingkan dan membezakan,

menganalisis dan mencadangkan.

Ada kemungkinan tidak semua murid berkemampuan

menguasai aras 2 dan 3. walau bagaimanapun guru hendaklah

meneruskan proses pengajaran dan pembelajaran hingga ke

aras 3 untuk semua murid.

Tidak semua hasil pembelajaran mengandungi semua aras 1, 2

dan 3. Sebaliknya terdapat juga sebahagian hasil pembelajaran

yang hanya setakat aras 2 sahaja. Ini kerana pada aras 2

tersebut murid telah pun dapat menguasai sepenuhnya objektif

pembelajaran yang hendak disampaikan.

Nilai-nilai murni dan unsur-unsur patriotisme harus diterapkan

dalam proses pengajaran dan pembelajaran.

Kategori objektif

1. Domain Kognitif-aspek pengetahuan.

Berbeza mengikut kompleksnya

2. Domain Afektif- sikap perasaan, emosi.

Berbeza mengikut aras penghayatan

3. Domain Psikomotor-perkembangan kemahiran

motor-berbeza mengikut kepakaran pelaksanaannya.

Taksonomi Pembelajaran

Types (domains) of learning objectives

Cognitive objectives

- Describe the knowledge that learners are to acquire

• Affective objectives

- Describe the attitudes, feeling and dispositions that

learners

are expected to develop

• Psychomotor objectives

- Relate to the manipulative and motor skills that learners

are

to master

Taxonomy / taksonomi

Principles of classification

The study of the rules and practice of classifying

Domain Kognitif (Bloom) 1. Pengetahuan

2. Kefahaman

3. Aplikasi

4. Analisis

5. Sintesis

6. Penilaian

( Moore menggabungkan sintesis dan penilaian menjadi aras crection)

Aras domain kognitif

Reseach over the last 40 years has confirmed the taxonomy as a hierarchy, with the

exercise the last two levels. It is uncertain whether synthesis and evaluation and the

same level of difficulty but use different cognitive processes.

Pemikiran kreatif Pemikiran kritis

Sintesis Penilaian

Analisis

Aplikasi

Kefahaman

Pengetahuan

Original Terms ANDERSON ET AL New Terms

Evaluation •Creating

Synthesis •Evaluating

Analysis •Analysing

Application •

Comprehension • Understanding

Knowledge • Remembering

Aras Huraian deskriptif K/Kerja Hasil

Pembelajaran

Pengetahuan

remember and

recall factual

information

At the knowledge level, the student can

recognizes, defines or recall specific

information. This might include

remembering important names, dates,

capitals or even the equation for a

formula

Definisi,

nyatakan,

senaraikan

Senaraikan aras

domain kognitif

Kefahaman

demonstrate

understanding

of ideas,

concepts

The level targets whether students

understand content. Ways of

demonstrating comprehension include

summarizing, translating or providing

examples of a concept

Huraikan

terangkan

Terangkan tujuan

domain kognitif

Aplikasi

apply

comprehension

to unfamiliar

situations

The application level focuses on

whether students can use information

to solve problems.Eg. Of application-

level- goal include having students

solve maths word and using

pronounciation properly in written

communication

Kira, guna

selesaikan

Tulis hp bagi aras2

domain kognitif

Aras domain kognitif

Aras Huraian deskriptif K/kerja Hasil

Pembelajaran

Analisis

Break down

concepts into

parts

This level involves asking students to

break something down to reveal its

organization and structure. Students

perform analysis whwn they discuss why a

short story works or when they identify the

component parts of science experiment

Bandingkan

hubungkaitkan

Bandingkan

domain kognitif

dan domain

afektif

Sintesis

Transform,

combine ideas

to create

something new

Students employ synthesis when they

create a unique (for them). This might

include writing a poem, painting a picture,

creating a computer program

Reka, susun,

hasilkan

Reka satu hp

yang

menggabungkan

ketiga-tiga

domian

Penilaian

Think critically

about ang

defend a

position

In the highest level of the taxonomy,

students judge the value or worth of

something by comparing it to a pre-

determined criteria.

Nilaikan,

justifikasi

Nilaikan

keberkesanan

penulisan hp

menggunakan

taksonomi

Blooms Taxanomy of Learning

1. Factual Knowledge : remember and recall factual information Define, List,

State, Label, Name, Describe

2. Comprehension : demonstrate understanding of ideas, concepts, Describe,

Explain, Summarize, Interpret, Illuustrate

3. Application : apply comprehension to unfamiliar situations, Apply,

Demonstrate, Use, Compute, Solve, Predict, Construct, Modify

4. Analysis : break down concepts into parts, Compare, Contrast, Categorize,

Distinguish, Identity, Infer

5. Synthesis : transform, combine ideas to create something new, Develop ,

Create, Propose, Formulate, Design, Invent

6. Evaluation: think critically about and defend a position, Judge, Appraise,

Recommend, Justify, Defend, Criticize, Evaluate

These levels expect deeper conceptual understanding

Understanding Levels of Thinking using :

SOLO TAXONOMY (after Biggs and Collis 1982)

SOLO Taxonomy

Structure of the observed learning outcome (Biggs 2003)

1. Prestructural

2. Unistructural

3. Multistructural

4. Relational

5. Extended abstract

1 pre-structural

Here students are simply acquiring bits of

unconnected information, which have no

organisation and make no sense

What does it mean?

Really there’s not much there.

For example:

Prestuctural

2 Unistructural :

Simple and obvious connections are made, but

their significance is not grasped.

What does it mean?

There’s one idea there.

For example :

Define

Identify

Do Simple

Procedure

Unistructural

3 Multistructural

A number of connections may be made, but the

meta-connections between them are missed, as

their significance for the whole.

What does it mean? There are a number of ideas.

For example :

Define

Describe

List

Do algorithm

Combine

Multistructural

4 Relational level

The student is now able to appreciate the

significance of the parts in relation to yhe whole.

What does it mean? Compare/contrast

Explain causes

Sequence There are a number of ideas and links are be made between these ideas

Classify For example :

Part/whole

Relate

Analogy

Apply

Formulate questions

Relational

5 At the extend abstract level, the student is making

connections not only within the given subject area,but

also beyond it, able to generalise and transfer the

prinsiples and ideas underlying the specific instance.

What does it mean? Evaluate

Theorise

Generalise There is a range of ideas which are linked

Predict together plus some knew or extend thinking is added

Create For example :

Hypothesise

Reflect

so, How do they match up?

Aras Domain afektif Aras Huraian deskriptif k/kerja Hasil pemb.

1.Receiving

(menerima)

Sedar akan sesuatu ransangan di

persekitaran

Dengar, hadir Dengar penerangan

berkaitan badminton.

2.Responding

(memberi respon)

Tunjukkan t/t baru akibat

pengalaman yang dilalui

Ikut, akur Secara sukarela,ikut

gantung jaring

badminton

3.Valuing

(menghargai)

Pamerkan tingkahlaku tertentu atau

komitmen

Laksanakan,s

ampaikan

Hadir permainan

badminton tanpa

dipaksa (optional

badminton match)

4.Organization

(organisasi)

Integrasikan nilai baru ke dalam nilai-

nilai sedia ada dalam diri berbanding

lain2 keutamaan

Pilih,

pertimbangka

n

Pilih untuk beli raket

sendiri

5.Characterization

(perwatakan)

Bertindak tekal dengan nilai baru,

dikenali kerana nilai barunya

Menjadi

contoh,

pamerkan

Main badminton secara

tekal 3 kali seminggu

Domain Afektif (Krathwohl) 1. Menerima (Receiving) 2. Memberi respon (Responding) 3. Menghargai (Valuing) 4. Komitmen (commitment)-menggabungkan aras 4 –

organisation dan aras 5-characterization (moore)

Behavioral Domains

The Affective Domain (Bloom, 1964)

Emotions, feelings & values

- Receiving – Willing ti listen or see

- Responding – Active participation

- Valuing – Internalize the worthiness

- Organization – Ability to see the value

- Characterization by a value – Behavior consistent with a

value system

Aras domain Psikomotor

(Horrow)

Aras Huraian deskriptif Eggen&Kauchak (2007). Pg91 The

psychomotor taxonomy ( Harrow, 1972)

1.Reflex movements Behaviors outside the conscious control of the learner

2.Basic fundamental movements Behaviors learned at an early age(eg grasping,walking)

3.Perceptual abilities Coordinations of muscular movements with the

outside world through feedback with sense organ

4.Physical abilities The development of strength, endurance,flexibility

and agility

5.Skilled movements Complex physical skills (eg skipping role, shooting a

basket that use the first four levels

6.Non-discursive communication The use of our body to express feeling ideas

Aras domain Psikomotor

Aras Huraian deskriptif k/kerja Hasil pemb.

1.Perceiving Recognizing movement position

or pattern

Listen

observe

Discover headstand

movement prinsiples

2.Patterning Reproducing movement position

or pattern

Immatate

Practice

Perform headstand

following modeling

3.Accommodating Using or modifying movement

position or pattern

Adjust

Modify

Use headstand in

routine

4. Refining Demonstrating efficient control in

performing pattern

Improve

Master

Perform headstand

with pointed toes

5. Varying Performing movement pattern in

different ways

Design

Develop

Perform headstand in

three positions

6. Improving Originating novel movement or

movement combinations

Contruct

Invent

Combine headstand

with new skill

7.Composing Creating unique movement

pattern

Create

Invent

Create new floor

exercise routine

involving headstand

Behavioral Domains

The Psychomotor Domain

Muscular, motor skills, “hands-on”

Readliness-willingness for an activity

Observation-watches & is interested

Perseption-senses & becomes able

Response-practise a skill

Adaptation-develops and masters a skill

Behavioral Domains

The Affective Domain (Bloom, 1964)

Emotions, feelings & values

- Receiving – Willing ti listen or see

- Responding – Active participation

- Valuing – Internalize the worthiness

- Organization – Ability to see the value

- Characterization by a value – Behavior consistent with a

value system

Behavioral Domains

The Psychomotor Domain

Muscular, motor skills, “hands-on”

Readliness-willingness for an activity

Observation-watches & is interested

Perseption-senses & becomes able

Response-practise a skill

Adaptation-develops and masters a skill

Domain Psikomotor (ringkas)

Imitasi (imitation)

Manipulasi(manipulation)

Ketepatan (precision)

Aras Domain Psikomotor Aras Huraian deskriptif Borich (2007) pg 100-pg 91

Imitation Require learner be exposed to an observable action and them overtly imitate it. Lacks neuramuscular

coordination. Behavior generally is crude and imperfect after being shown a safe method for heating a beaker of

water to boiling temperature, the students will be able ti repeat the actions

After being shown a freehand drawing of a triangle, the will be able to produce the drawing

Manipulation Require the students to perform selected actions from written or verbal directions without the aid of the visual

model or direct observations, as in the previous(immitation) level.students are expected to complete the action

from reading or listening to instructions,although the behavior still may be performed crudely and without

neuromuscular coordination.verbs are used similar to level imitation such as

align,grasp,repeat,balance,hold,rest(on),follow,place,step(here) except they are performed from spoken or

written instructions.

1.Based on the picture provide in the textbook,type s situation to a prospective employer using the format

shown.

2.With the instruction on the handout in front of you,practice focusing your microscope until you can see the

outline of the specimen.

Precision Requires students to perform an action independent of either a visual or a written set of directions. Proficiency

in reproducing the action at this level reaches a higher level of refinement.accuracy,propotion,balance and

exactness in performance accompany the action. Students are expected to produce the action with control and to

reduce errors to a minimum. Expressions that describe outcomes-accurately,independently,with control,with

out error,profidently,with balance

Banyak mana seseorang belajar bergantung kepada

Masa yang diluangkan(time spent)

Masa yang diperlukan(time needed)

Degree of learning = f (time spent)

(time needed)

PEMBELAJARAN MASTERY

Suatu model/sistem untuk merancang dan melaksanakan

pengajaran bagi memastikan semua murid menguasai hasil

pembelajaran yang dihasratkan dalam suatu unit pembelajaran

sebelum berpindah ke unit pembelajaran seterusnya.

Model Pembelajaran Masteri

Ciri-ciri Pembelajaran Masteri

1. Hasil pembelajaran akhir perlu ditentukan.

2. Hasil pembelajaran disusun mengikut hairaki taksonomi

Bloom.

3. Penilaian berasaskan Ujian Rujukan Kriteria/ taksiran

formatif/ diagnostik

4. Murid perlu menguasai 80% aras masteri yang ditetapkan

setiap unit pembelajaran sebelum berpindah ke unit

pembelajaran yang baru

….sambung

5. Latihan pembetulan/ pemulihan dilaksanakan untuk murid yang

belum menguasai aras masteri. Beri masa tambahan.

6. Aktiviti pengayaan diberi untuk murid yang telah mencapai aras

masteri.

7. Bahan p&p yang sesuai dengan objektif pembelajaran.

8. Aktiviti p&p hendaklah bermakna, menarik dan menyeronokkan.

Mengapa perlu Pembelajaran Masteri?

Kerana :

1. Murid mempunyai kebolehan dan keperluan yang berbeza.

2. Murid memerlukan masa dan akedah p&p yang sesuai

dengan mereka untuk mencapai hasil pembelajaran yang

diharapkan.

3. Murid perlu menguasai pengetahuan,kemahiran dan sikap

yang diajarkan.

Susunatur pembelajaran

1. Tujuan pembelajaran yang terakhir sekali dinyatakan secara

spesifik iaitu seorang murid yang kompeten dalam …

2. Tujuan pembelajaran yang terakhir ini dianalisa untuk

mengenal pasti langkah-langkah yang perlu untuk tiba ke tujuan

itu

3. Langkah-langkah disusunatur untuk memudahkan

perkembangan ke arah tujuan pembelajaran itu.

Soalan dalam JPK

Apa yang murid patut belajar dari unit ini?

Apakah yang murid boleh buat dengan apa yang dipelajarinya?

Penulisan hasil pembelajaran

Topic-level learning goals (2-3 per class period)

check-list for creating topic-level learning goals

1. Is goal expressed in terms of what the student will achieve?does it

identify what students will be able to do after the topic is covered?

2. Is the Bloom’s level of the aligned with your expectations for students

learning…is this what students will be able to do if they ‘understand’

the topic at the level you want?

- if you expect reasoning for ‘why’,does it convery that?

- could you expect a higher level goal?

3. Is it well-defined?is it clear how you would test achievement?

4. Do chosen verbs have a clear meaning?

5. Is terminology familiar/common?if not,is the terminology a goal? Not

every goal can achieve the following,but it is better if you can

6. Is it relevant and useful to students?(e.g. connected to their everday

life, or does it represent a useful application of the ideas)

Hasil pembelajaran Sebelum tamat pengajaran,dalam masa 5 minit(c),murid

Tingkatan 2Z(A) dapat menghuraikan (B-aras) 10 (D) sebab

berlakunya….(B-isi pelajaran)

A-Audiens

B-Behavior aras-isi pelajaran

C-condition

D-desired criteria

LATIHAN-tulis satu hasil pembelajaran bagi setiap aras

bagi konsep yang sama

Kesesuaian hasil pembelajaran

1. Adakah ia jelas-memberi satu makna sahaja?

2. Adakah ia boleh dicapai dalam masa yang ada?

3. Adakah keadaan dan kriterianya sesuai?

4. Adakah dalam turutan yang sesuai?

5. Adakah ia selari sengan matlamat/tujuan mata pelajaran

keseluruhannya dan tajuk berkenaan?

6. Adakah selari dengan niat kurikulum?

7. Bolehkah dikenal pasti instrumen taksiran yang sesuai?

(TIDAK LANGSUNG DISEBUT BERKAITAN KAEDAH)

Kaedah Gronlund

Format contoh

Objektif am-memahami dan menghargai kepelbagaian pelajar

yang wujud dalam sistem pendidikan di Malaysia

Hp 1-boleh mendefinisikan kepelbagaian

Hp 2-boleh memberi contoh-contoh bagaimana kepelbagaian

boleh….

Hp 3-boleh menganalisa sejauh mana…

Sebelum tamat pengajaran, pelajar boleh :

1. Menyatakan apakah yang dimaksudkan dengan Teori Pelbagai

Kecerdasan

2. Menghuraikan jenis kecerdasan yang terdapat dalam Teori

Pelbagai Kecerdasan

3. Diberi contoh, pelajar boleh mengenalpasti aktiviti-aktiviti

yang berkaiatan dengan sesuatu kecerdasan

4. Menghubungkait sunbangan aktiviti berteraskan Teori Pelbagai

Kecerdasan yang manakah yang menyebabkan kejayaan proses

pengajaran dan pembelajaran

5. Menghasilkan pelan pengajaran yang menggunakan aktiviti

berasaskan Teori Pelbagai Kecerdasan

6. Menentukan asas pemilihan aktiviti berlandaskan Teori

Kecerdasan Pelbagai bagi mencapai sesuatu hasil pembelajaran

Penulisan hasil pembelajaran

Kaedah Gronlund

Sebelum tamat pengajaran, dapat menghuraikan jenis kecerdasan yang terdapat dalam Teori Pelbagai Kecerdasan

Kaedah Mager

Sebelum tamat pengajaran, dalam masa 15 minit (C) pelajar Tingkatan 4 Waja (A) dapat menghuraikan (B-aras) kesemua tujuh (D) jenis kecerdasan (B-isipelajaran) yang terdapat dalam Teori Pelbagai Kecerdasan.

A – Audien

B – Behavior

C – Condition

D – Desire criteria

perkaitan matlamat hingga hasil pembelajaran

[aim, goals, objective and learning outcomes]

Matlamat/tujuan Am(jangka masa panjang)

Pendidikan

Objektif pengajaran/hasil pembelajaran Spesifik

[ Instruction objectives/learning outcome]

Perbezaan pernyataan tujuan dan

objektif pengajaran/penerangan 1. Matlamat pendidikan : “ pelajar akan menjadi warga negara

yang berpengetahuan”.

2. Tujuan/Objektif “Pelajar akan memadankan industri utama

dengan kawasannya.

3. Hasil pembelajaran [learning outcomes] :

“Dalam masa 5 minit [C] bila diberi senarai kawasan industri

di Malaysia[C], pelajar Ting.4 Wira [A] boleh memadamkan

[B- aras] setiap industri kepada kawasan [B-isipelajaran]

dengan ketepatan 90% [D]”

Cara Matlamat/Tujuan pendidikan Pelajar akan

1. belajar cara membaca

2. menjalani kehidupan sihat

3. menghayati seni dan muzik

4. tahu bagaimana menyelesaikan masalah algebra

5. Berfikir dengan lebih jelas dan rasional

6. Faham kehedak negara

Sifat matlamat/tujuan pendidikan 1. tidak boleh diukur atau dilihat

2. pernyataan kabur walaupun ia memenuhi hala tuju untuk

pengajaran

3. skopnya luas dan jangka masa panjang

BANDINGKAN

faham, tahu, hargai, hayati

DENGAN

menyenarai, menerangkan, memadankan,

menghuraikan

Tidak perlu “SMART” S – specific [well defined]

M- measurable [ supaya boleh dipantau perkembangannya]

A- action oriented

R – realistic [ challenging but doable]

T- time oriented [ include deadlines]

Ramsey, RD [1999]. Lead follow or get out of the way

LB2831.82.R36

Hasil pembelajaran Hasil pembelajaran yang baik mempunyai EMPAT (4) ciri :

1. Berorientasikan murid

2. Menghuraikan hasil pembelajaran

3. Adalah jelas dan boleh difahami

4. Boleh terlihat [observable]

1. Berorientasikan murid

1. Murid boleh menyelesaiakan masalah berkaitan operasi bahagi dengan menggunakan sekurang-kurangnya dua cara

2.Murid boleh menyenaraikan lima peraturan nahu yang dibincangkan dalam Bab 3

3.Bila diberi huraian mengenai bentuk kerajaan, murid boleh mengklasifikasikan bentuk kerajaan itu

1. Berorientasikan murid

A B

Memberi kuliah

berkaitan langkah asa

dalam kaedah saintifik

Menunjukkan kepada

murid cara membaca

pantas sesuatu bahan

bacaan

Melaksanakan

penyiasatan dengan

menggunakan kaedah

saintifik

Menulis satu sajak

berkaitan patriotisma

1. Berorientasikan murid

A- aktiviti guru B – aktiviti murid

Memberi kuliah

berkaitan langkah asas

dalam kaedah saintifik

Menunjukkan kepada

murid membaca pantas

sesuatu bahan bacaan

Melaksanakan

penyiasatan dengan

menggunakan kaedah

saintifik

Menulis satu sajak

berkaitan patriotisma

2. Menghuraikan hasil pembelajaran

Hasil pembelajaran Aktiviti pembelajaran

Diberi rajah bunga yang

tidak berlabel (C), dalam

masa tidak lebih 2minit

(C), murid Tg 1 Biru (A)

dapat melabelkan (B-

aras) sekurang-kurangnya

8(D) bahagian bunga (B-

isipelajaran)

1. Set induksi

2. Baca ms 17-22 buku teks sains

3. Teliti rajah bunga

4. Gunakan rajah bunga yang tidak dilabel, praktis melabel. Semak label yang terdapat dalam buku teks.

5. Kuiz labelkan rajah bunga

6. Taksir- label bahagian bunga.

2. Menghuraikan hasil pembelajaran

Hasil pembelajaran Aktiviti pembelajaran

Dalam masa 5minit (C),

murid Tg 1Z(A)

mengenal pasti (B-aras)

tidak kurang dari 10(D)

contoh komponen ayat

(B-isipelajaran)[iaitu

katanama dan kata

kerja] dalam ayat

majmuk

1. Dengar penerangan guru mengenai katanama dan kata kerja

2. Lengkapkan ms 75-78 buku kerja

3. Main silangkata nahu dengan rakan sebelah

4. Pilih satu perenggan dari buku bacaan. Senaraikan katanama dan katakerja.

5. Semak jawapan bersama pasangan.

2. Menghuraikan hasil pembelajaran

Hasil pembelajaran Aktiviti pembelajaran

1. Menerangkan fungsi

jantung

2. Mengidentifikasi dari peta

topo kawasan yang sesuai

dijadikan penempatan

3. Mengenalpasti instrumen

yang sesuai untuk tugas.

4. Menghuraikan sistem dua

parti

1. Membaca Bab 6

2. Meneliti rajah struktur atom

3. Praktis mendengar perbezaan frekuensi yang berbeza

4. Menonton Star Wars

5. Mengulangkaji nota kuliah semalam

6. Main dadu lagu

7. Melakonkan watak…

Murid Ting 2 Biru [A] KOMPONEN SOALAN CONTOH

Prestasi pelajar/aras-B Buat apa? Tulis-label

Produk prestasi

[isipelajaran]-B

Apa hasilnya? 3 ayat – 10 bahagian bunga

Keadaan/condition-C Apa keadaannya semasa

pelajar menghasilkan

produk

Diberi 3 katanama- diberi

2minit

Kriateria prestasi/desired

criteria-D

Sebaik-sebaik hasil adalah? Tidak lebih dari 1

kesalahan-> 8betul,

mengikut kepuasan hati

guru

Komponen hasil pembelajaran 1. Prestasi [performance]-B

2. Hasil / produk/isispelajaran [product-content]-B

3. Keadaan/syarat[condition]-C

4. Kriteria [criteria]-D

ATAU A- audience[siapa yg diajar] cnth murid tingkatan 4

B-behaviour[tingkahlaku yang diperhatikan],cth

menyenaraikan [prestasi + konten – produk]

C- condition [keadaan dimana behaviour didemostrasikan] cth

dalam masa 10saat, tanpa bantuan alatan, dalam kumpulan

4orang

D- desired criateria [aras prestasi yang diterima] cth 8 dari 10

betul, tiada yang salah, kesemua betul

Komponen pertama hp-[1]Audien 1. Pelajar tingkatan 6 atas

2. Pelajar perempuan

3. Pelajar asrama harian

4. Pelajar bermasalah pembelajaran

5. Kanak pra sekolah

6. Ibu tunggal

7. Belia sukarelawan

Komponen kedua hp-

[2] behaviour aras atau prestasi dgn

produk/isipelajaran

Pelajar dapat

1. Menulis angka hingga 10

2. Menggariskan katanama dalam ayat

3. Menyenaraikan idea utama dalam cerpen

4. Mengkategorikan daun mengikut tekstur daun

5. Menyelesaikan masalah berkaitan pendaraban log

Komponen ketiga hp- [3] condition

[syarat/ keadaan] Batasan masa, bantuan alatan/sumber tenaga

1. Diberi satu senarai yang mengandungi 20 pengarang

2. Setelah membaca Bab 2

3. Dengan menggunakan buku teks

4. Diberi pembaris dan protraktor

5. Tanpa menggunakan sebarang rujukan

6. Dalam masa 10 minit

7. Sebelum minggu ke 10

8. Dalam kumpulan 3 orang

Komponen ke 4 hp- Kriteria 1. Aras minima yang diterima: sekurang-kurangnya 3 sebab,

kesemua 5 langkah

2. Peratus atau kadar yang diterima : 80% tepat, 90%

daripada 20 masalah, 9 dari 10 kes

3. Toleransi keralatan yang diterima : +/- 10%,0.1 terdekat,

peratus terdekat

4. Had batasan masa : dalam 10 minit, kurang dari 5 minit

5. Gabungan: sekurang-kurangnya 2 masalah dalam masa

5minit, dalam masa 20 minit dengan 90% ketepatan

3. Hasil pembelajaran adalah jelas

dan boleh difahami Ia eksplisit

Mempunyai katakerja [clearly stated verb that describe a

define action or behaviour]

Contoh

1. Melabel bahagian jantung

2. Mengukur panjang tali

3. Mengenalpasti unsur dalam sebatian

4. Menyenaraikan komponen surat rasmi

5. Mengucapkan petikan dalam Bahasa Jerman

4. Hasil pembelajaran boleh dilihat

Implisit Eksplisit

Tahu

Faham

Percaya

Hargai

Hayati

Fikir

Suka

Sedar

seronok

Kenalpasti

Senaraikan

Menerangkan

Memilih

Tuliskan

Lukiskan

Menganalisa

Meramal

mengasingkan

Domain Afektif [krathwohl] 1. Menerima [receiving]

2. Memberi respon [responding]

3. Menghargai [valuing]

4. Komitmen [ comitment]- menggabungkan aras 4-

organization dan aras 5-characteriszation

Aras Afektif 1-

Menerima [receiving] Sedar menerima rangsangan

Kata kerja pilih, dengar

Cth

Berada dalam kelas semasa guru mengajar

Aras Afektif 2-

memberi respon [responding] Memberi respon kepada ransangan

melibatkan diri dengan lebih aktif [ pergerakan fizikal]

Secara sukarela memberi respon

Katakerja menjawab, mengucapkan

Cth

Kedudukan murid mengadap guru dengan bahagian atas badan

condong ke depan sains

Aras Afektif 3-

Menghargai [valuing] Secara sukarela menunjukkan penghargaan

Kata kerja bertanya, menyoal, mengajak

Cth

Menbuat catatan, angkat soalan untuk kemukakan soalan

Aras Afektif 4-

komitmen [ commitment] Mempunyai sistem nilai yang tekal dan mengamalkan nilai-

nilai tersebut

Kata kerja mempertahankan, mempengaruhi

Cth

Mengamalkan tingkahlaku tersebut secara tekal

Domain Psikomotor [ringkas] 1. Imitasi [ imitation]

2. Manipulasi [ manipulation]

3. Ketepatan [ precision]

Aras psikomotor 1-

Imitasi [Imitation] Melaksanakan kemahiran asas dengan arahah dan dibawah

penyeliaan

Koordinasi dan pelaksanaan tidak kemas

Kata kerja latih tubi, menggunakan

Cth

Pelajar boleh meniru pergerakan guru menggembur tanah

Aras psikomotor 2-

Manipulasi [manipulation] Melaksanakan sesuatu kemahiran tanpa sebarangan arahan

atau penyeliaan tapi belum menunjukkan kemahiran

Kata kerja mengenakan, mengetatkan, membungkus

Cth

Dapat menggembur tanah secara bersendirian tetapi masih

wujud batas-batas yang padat

Aras psikomotor 3-

ketepatan [precision] Melaksanakan sesuatu kemahiran dengan tepat, cekap dan

secara harmoni

Koordinasi telah sempurna

Kemahiran telah dihayati [ can be performen unconsiously]

Kata kerja mensejajarkan, mengkalibrasi, menipulasi, membina

Cth : murid dapat menggemburkan secara sendirian dan dapat

mengubahsuai kekuatan dan sudut anyunan cangkul untuk

menggembur tanah

IS THIS HOW WE FEEL AFTER A

SEMESTER OF TEACHING?

Aras Pengalaman Pembelajaran 1. Pengalaman lisan

2. Pengalaman visual

3. Pengalaman vikarios

4. Pengalaman simulasi

5. Pengalaman terus

Aras Pengalaman pembelajaran 1. pengalaman lisan

Apa yang dilisankan oleh guru, melibatkan satu pancaindera

sahaja, menggunakan simbol yang abstrak, murid tidak aktif

secara fizikal.

Contoh : bagi tajuk “ bagaimana parlimen menggubal

undang-undang”, murid-murid mendengar ceramah

bagaimana parlimen menggubal undang-undang.

Aras Pengalaman pembelajaran 2. pengalaman visual

Melibatkan gambar pegun, rajah, carta, murid, tidak aktif

secara fizikal.

Contoh : mendengar ceramah bagaimana parlimen

menggubal undang-undang sambil menonton slaid yang

berkaitan.

• 3. Pengalaman vikarios

• Program video / murid secara tidak langsung

melakukannya walaupun mungkin pergerakan fizikal

adalah terbatas.

• Contoh: Melakukan lawatan untuk melihat sendiri

bagaimana parlimen menggubal undang-undang.

Aras Pengalaman Pembelajaran

Aras Pengalaman Pembelajaran

4. Pengalaman Simulasi

Main peranan, melakukan eksperimen, simulasi, melibatkan

sebahagian besar panca indera, aktiviti mengintegrasi pelbagai

disiplin, menghampiri keadaan sebenar.

Contoh: Mensimulasikan proses penggubalan undang-undang

di kelas.

Aras Pengalaman Pembelajaran

5. Pengalaman Terus

Murid sebenarnya melakukan apa yang dipelajarinya, inkuiri

tulen, melibatkan kesemua panca indera, menggabungkan

pelbagai disiplin, perkara yang sebenar.

Contoh: Memilih jawatan kuasa untuk memantau satu

program sekolah. Pemilihan adalah bermodelkan parlimen.

Kaedah pengajaran

berpusatkan guru-berpusatkan murid

Kawalan Guru

Banyak Kuliah, modelling

Sdh Ke Byk Kuliah dengan sj, demonstrasi

Sederhana (Sdh) Sokratik

Sdk Ke Sdh Perbincangan, penemuan, individualised instruction

Sedikit (Sdk) Debat, main peranan, simulasi, permainan, inkuiri,

pembelajaran koperatif, kajian bebas

Pendekatan/ strategi/ kaedah/

model/teknik p&p

Kaedah debat, deduktif, demonstrasi, drama, eksperiman,

induktif, inkuiri, kajian kes,kerja amali, kerja lapangan,

kuliah, main peranan, membuat keputusan, metakognisi,

pembelajaran koperatif, pembentangan, penyelesaian

masalah, perbincangan, permainan, projek, simulasi, soal

jawab, sumbangsaran.

Taksiran formatif

Latihan (praktis terbimbing/ bertempoh) – soalan objektif –

betul salah, aneka pilihan, aneka lengkap, padankan, cloze test

Learning Framework

…but have you answered the questions all learners need to

know?

where do I need to go?

Why should I gi there?

How will I get there?

How will I know when I’ve arrived?

Design of Engaging Work

Clear criteria

Relevant content

Affirmation & Affiliation

Novelty &Variety

Design Elements of Engaging Work Affirmation – Recognition of work and worth

Affiliation – Working with others towards a common goal

Safe – no fault practice

Clear criteria – Clear description of quality

Choice – Sharing decision making (empowerment)

Authenticity – Real life expectations- meaningful, valuable relevant content enduring, necessary for future learning, important in real life

Organization of learning how/ where learning fits

Novelty & variety -Brain is hard- wired to pay attentation to anything new

What does brain research tell us is

necessary of engagement?

Novelty – brains are wired to pay attention to new things

Challenge – proximal zone

Feedback – descriptive, within thirty minutes

Coherence – fits with what is known

Sufficient time – to go deep, construct new knowledge

Design Elements of Engaging Work Affirmation – Recognition of work and worth

Affiliation – Working with others towards a common goal

Safe – No fault practice

Clear criteria –Description of quality

Choice – Sharing decision making (empowerment)

Authenticity – Real life expectations- meaningful, valuable relevant content enduring, necessary for future learning, important in real life

Organization of learning how/ where learning fits

Novelty & variety -Brain is hard- wired to pay attention to anything new

Remember that the person doing

the work is growing the dendrites

Pat Wolfe, 2001

Essentials of Classroom Based

Assessment

Research shows increases in student achievement and

motivation when students

Are involved

Know criteria for success Receive and use descriptive

feedback

Understand learning goals

14 Behaviors Teachers Use that Increase

Student Achievement The teacher….

1. Calls on everyone in the room equitably.

2. Provides individual help.

3. Gives “wait time”.

4. Asks questions to give students a clue to the answer.

5. Ask questions that require more thought.

6. Tells students whether their answers are right or wrong.

7. Gives specific praise.

8. Gives reasons for praise

9. Listens.

10. Accepts feeling of student.

11. Gets within arm’s reach of each student each day.

12. Is courteous to students.

13. Show personal interest in students.

14. Does not call attention to every negative behavior.

Guidelines for Effective Praise

effective

Ineffective Praise

1. Is delivered randomly or

unsystematically.

2. Is restricted to global

positive reactions.

3. Shows a bland uniformity

that suggests a conditional

response made with

minimal attention.

• Effective Praise

1. Is delivered contingently

2. Specifies the particular

accomplishment.

3. Shows spontaneity, variety,

and other signs of

credibility; suggests clear

attention to students

accomplishments.

Guidelines for Effective Praise effective

Ineffective Praise 4. Rewards mere participation,

without consideration of performance, process, or outcomes.

5. Provides no information at all or gives students no information about their status.

6. Orients students toward comparing themselves with others and thinking about competing.

• Effective Praise

4. Rewards attainment of specified

performance criteria.

5. Provides information to students

about their competence or the

value of their accomplishments.

6. Orients students toward better

appreciation of their own task-

related behavior and thinking about

problem solving.

Guidelines for Effective Praise Effective praise

7. Uses students own prior accomplishments as the context for describing present accomplishment.

8. Is given in recognition of noteworthy effort or success at difficult (for this student) tasks.

9. Attributes success to effort and ability, implying that similar successes can be expected in the future.

Ineffective praise

7. Uses accomplishments of peers as context.

8. Is given without regard to effort expended or the meaning of the accomplishment.

9. Attributes success to ability alone or to external factors such as luck or low task difficulty.

Guidelines for Effective Praise

Effective praise

10. Fosters endogenous attributions

(students believe that they expend

effort on a task because they enjoy the

task and/ or want to develop task-

relevant skills.

11. Focuses students attention on their

own task-relevant behavior.

12. Fosters appreciation of, and desirable

attributions about, task-relevant

behavior after the process is completed.

Ineffective praise

10. Foster exogenous attributions

(students believe that they expend

effort on a task for external reasons to

please the teacher, win a competition or

for a reward.

11. Focuses students attention on the

teacher as and external authority that is

manipulating them

12. Intrudes into the ongoing process,

distracting attention from task-relevant

behavior.

Pendekatan/strategi/ kaedah/ model/ teknik

p&p

Kaedah debat, deduktif, demonstrasi, drama, eksperiman,

induktif, inkuiri, kajian kes,kerja amali, kerja lapangan,

kuliah, main peranan, membuat keputusan, metakognisi,

pembelajaran koperatif, pembentangan, penyelesaian

masalah, perbincangan, permainan, projek, simulasi, soal

jawab, sumbangsaran

Thinking About The Sternberg Intelligences

Analytical linear – schoolhouse smart - sequential

Show the parts of _____and how they work.

Explain why __________works the way it does.

Diagram how _______affects___________.

Identify the key parts of______________.

Present a step-by-step approach to_____________.

Practical street smart – contextual – focus on use

Demonstrate how someone uses _________ in their life of work.

Show how we could apply ______to solve this real life problem ________

Based on your own experience, explain how _____ can be used.

Here’s a problem at school, _____. Using your knowledge of _____________, develop a plan to address the problem.

Creative innovator- outside the box – what if - improver

Find a new way to show __________

Use unusual materials to explain __________________

Use humor to show___________________

Explain (show) a new and better way to ____________________

Make connections between ___________and _______to help us understand _______________

Become a __________and use your new perspective to help us think about __________________.

Practical: using this 8 given cities, (or you may choose other

cities after approval by teacher), demonstrate how landforms

and bodies of water contributed to the development and

movement of people to this site over of the period of time. You

may use overlay transparencies or models to show the areas

and growth.

Creative: develop a map of a new world that has at least 8

different types of landforms and /or bodies of water. Using

labels, etc., determine how these sites would grow due to

economic possibilities of these geographical features, and

predict population growth over a period of time.

Analytical : create clues or a set of directions to help us

identify and locate at least 8 landforms on the map (given in

the textbook, or a map provided by the teacher). Clues/

directions should also be based on population and economic

growth and changes.

Learning Style Social Studies Lesson on Landforms

Based on Sternberg’s Intelligence Preference

Know : geographical terms (isthmus, delta, peninsula, river, island)

Understand : landforms and bodies af water effect human

movement and influence the development of cities.

Do : locate and label specific landforms

analyze how landforms produce economic

advantages that establish settlements.

After student have read and taken notes on the chapter, the teacher

reviews with the whole class the basic information on landforms.

Then, students are given a choice of three assignments to be

done individually or in groups of two or three.

Partial List of Learning Modality Tasks/ Skills

Kinesthetic

model demonstrate build

Act out Use tools to dance

produce simulate craft

transform Show in lab make

Oral

Visual

Auditory

diagram overlay Map

Chart Timeline Web

Illustrate Cartoon Model

graph Video Pop-up

recite Broadcast Speech

Discuss Question Interview

Debate Cook/taste Sing

Argue converse perform

radiocast soundscape Music

Preach commercial Chant

Persuade Ad/jingle Rhythm

compose Speech phone

Social Studies Chapter Review: Differentiation by Learning Modality

Students are asked to a read a textbook chapter, using a graphic organizer for note-taking. They

then prepare a review/response using learning modality preferences. They may work in ‘learning

style alike’ partnerships to prepare the response. In class, they will debrief in groups of 4 with

each modality represented in each group.

Kinesthetic

Using your notes, create a set of overhead

transparencies, 1-3 minute simulation,

cardboard puppet theater, or short drama that

helps us link the big ideas, crucial moments,

and important people in this chapter.

Oral

Using your notes, create a set of 5-8 open-

ended questions that are designed to be asked

of the important people in this chapter. The

questions responses should reveal the big ideas,

crucial moments, and other important people.

You will be the responder as someone else

reads at least two of the interview questions.

Visual

Using your notes, create a power point (4-5

slides), timeline, or concept map that helps us

understand the main ideas, crucial decisions,

and important people in this chapter.

Auditory

Using your notes, create a 1-3 minute news

item that summarizes the essential ideas,

crucial decisions, and people. You may tape or

videotape this, using your voice and others.

Differentiation by Learning Modality Preference

Sewing Project Choices in Consumer Education Class

students will all create a small, original product using skills of: sewing, design & layout,

fabric selection, color choice, embellishment choices

Kinesthetic

Create a cloth book or baby blanket made of

varying textures of fabric that would allow a

child to feel rough, smooth, thick, thin, soft,

hard, etc. be prepared to justify your choices.

Oral

Create a quilt square or small wall- hanging

that tells a story or responds to a question. For

example, “when I am joyful, I …..”be prepared

to justify you choices

Visual

Create a fabric illustration, college, or pillow

that sets a strong, visible mood. Be prepared to

justify your choices.

Auditory

Create a fabric collage or pillow using a

particular piece of music as inspiration for

fabric and color selections. Be prepared to

justify your choices.

Primary Transportation by learning modality continued

Kinesthetic

•Construct/build a vehicle using

classroom materials

•Demonstrate how it goes, use

vocab words to describe.

Oral

•Identify a vehicle and its parts as

you tell a story

•Describe what makes it move

and how it goes;use vocab

Visual

•Draw a picture of a vehicle and

label it’s parts

•Show how you made your

vehicle and how it goes by

making a poster

Auditory

•Identify a vehicle through the

sound that it makes using sound

effects tape; use vocab

•Use a sound or song with a

vehicle to show how it moves and

goes

Possible formats to use with RAFTS

Written Visual Oral Kinesthetic

•Diary entry Cartoon/comic song model

Bulleted list Crossword puzzle Set of discussion? cheer

obituary map conversation mime

Invitation Scale plan or drawing monologue reenactment

Product guide Graphic org. sermon Wax museum

Game rules Concept web radiocast Demonstration

Recipe illustration Museum guide Sales pitch with demo

elements

Movie critic Print ad commercial Physical analogies

Freq Ask Ques photograph Readers theater Taste tests

Editorial Power point interview ‘how to’ video

Character monologue ‘how to’ diagram Tasting game

Job application Fashion design political speech Sew, cook,build

Gossip column Puppet show Design a….

Mag. article Story tell

Three Common Types of Problems Well- structured problems

- Clearly formulated, solved by specific procedure, solution evaluated against agreed – upon standard

III- structured problems

- Complex, few clues to solution procedures, less- definite criteria for measuring solution

Issues

- III- structured problems that arouse strong feelings

Five Step Approach to Problem Solving

Realize that a problem exists.

Understand the nature of the problem.

Compile relevant information.

Formulate and carry out a solution.

Evaluate the solution.

Heuristics

Study worked examples.

Work on a simpler version of the problem.

Break the problem into parts.

Work backward.

Solve an analogous problem.

Create an external representation of the problem.

Systematic Framework for

Evaluation

Ask and answer a set of basic questions (who, what, where,

when, how).

Identify imperfections and complications.

Anticipate possible negative reactions from other people.

Devise improvements.

What is transfer of learning?

Transfer of learning is…..

- students independently apply knowledge and skills to similar

but new information.

Types of Transfer Positive transfer

- A situation in which prior learning aids subsequent learning.

Negative transfer

- A situation in which prior learning interferes with subsequent learning.

Zero transfer

- A situation in which prior learning has no effect on new learning.

Types of Transfer

Specific transfer

- Situation in which prior learning aids subsequent learning

because of specific similarities between two tasks.

General transfer

- Situation in which prior learning aids subsequent learning

due to the use of similar cognitive strategies.

Type of Transfer

Near transfer

- knowledge domains are highly similar, the settings in

which the original learning and transfer tasks occur are

basically the same, and the elapsed time between the

two tasks is relatively short.

Far transfer

- knowledge domains and settings are judged to be dissimilar

and the time between the original learning and transfer

tasks is relatively long.

Types of Transfer

Low-road transfer

- situation in which a previously learned skill or idea is

almost autimatically retrieved from memory and

applied to a highly similar current task.

High-road transfer

- situation involving the conscious, controlled,

somewhat effortful formulation on an “abstaction” that

allows a connection to be made between two tasks.

Teaching for Low-Road and

High-Road Transfer

Provide students with multiple opportunities for varied

practice to help them develop a rich web of

interrelatead concepts.

Give students opportunities to solve problems that are

similar to those they will eventually have to solve

Teach students how to formulate for a variety of tasks

general rules, stratrategies, or schemes that can be used

in the future with a variety of similar of problems.

Teaching for Low-Road and

High-Road Transfer

Give students cues that will allows to retrieve

from memory earlier-learned information that can

be used to make current learning easier.

Teach student to focus on the beneficial effects of

creating and using rules and strategies to solve

particular kinds of problems.

Technology Tools for Knowledge

Construction and Problem Solving

Multimedia simulation

Computer-supported intentional learning

environments.

Learning through collaborative visualization

Jasper Woodbury and anchored instruction

Constructivist-oriented web sites

Curriculum Enrichment Techniques

Type I enrichment

- involvels exploratory activities that are designed to

exposed student to topics not ordinarily covered in the

regular curiculum

Type II enrichment

- involves instuctional methods and materials aimed at the

development of thinking and feeling processes.

Type III enrichment

- consists of activities in which students investigate and

collect data about a real topic or problem.

THE NATURAL LEARNING STAGES

(COMPRSSED IN 4 STAGES OR EXPANDED IN 6 STAGES)

STAGE 1: Motivation/watch, have to, shown,interest

STAGE 2: Start to practice/practise,trial, & errors, ask ?’s

STAGE 3: Advanced Practice/practice, lessons, read,

confidence

STAGE 4: Skillfulness/some success, enjoyment, sharing

STAGE 5: Refinement/improvement, natural, pleasure,

creative

STAGE 6: Mastery/teach, recognition, higher challenges