Minggu 3 - 4

1. menerangkan prosesepistemologi

2. Menghuraikan struktur ilmu(Bloom)

3. Menghuraikan jenis – jeniskemahiran dalam sesuatumata pelajaran / topik(Bloom/ Gagne)

4. Menyusun isi kandungan(Tylet/ Bruner) sepertikurikulum spiral dalam JPK

Analisis isi kandungan –pengetahuan dan kemahiran

Pengetahuan Struktur ilmu( konsep, istilah,

teori, prosedur dsb)

Kemahiran Jenis – jenis kemahiran ( proses)

contoh menulis, bereksperimen, menganggar

Urutan isi kandungan(pengetahuan dankemahiran )

Jadual penentu kandungan

What should our curriculum be?

Should he attempt to improve the society in which he lives?

or

Should the educated man adjust to society?

Should he accept the social order as it is?

Pengisian kurikulum bergantungkepada kehendak masyarakat

Jika kekal seperti sedia adamatlamatnya1. Menekankan patuh

kepada pihak berkuasa2. Taat kepada tradisi3. Kemahiran meneruskan

cara hidup semasa

Soalan penting bagi seorang guru adalah bagaimanakahkurikulum ini boleh dioperasikan dalam rancangan p & p

tahunan, mingguan dan harian dinilai kejayaanya!!!!

Jika ingin mengubahmasyarakatMatlamatnya :1. Analisa kritikal2. Berdikari3. Arah kendiri4. Disiplin kendiri

Tujuan persekolahan

Bukan untuk mencapai kejayaan dalam pepi eriksaan tetapi untuk menggunakan pengetahuan yang diperolehi dari alam persekolahan supaya berkualiti kehidupan insan boleh dipertingkatkan. Peperiksaan penting setakat mengesan sejauh mana tujuan persekolah telah dicapai tetapi ia bukan matlamat akhir.

Selaraskan tujuan mengajar dengan matlamat sukatan pelajaran kementerian pelajaran malaysia, contoh bagi Kimia dan Ekonomi

MATLAMAT DARI PPK ( Kimia)

Kurikulum kimia(SPM) bertujuan untuk melahirkan murid yang mempunyai pengetahuan dan kemahiran dalam bidang kimia dan mampu mengaplikasikan pengetahuan dan kemahiran ini berlandaskan sikap saintifik dan nilai murni untuk membuat keputusan dan menyelesaikan masalah dalam kehidupan harian. Justeru, murid mempunyai landasan kimia untuk melanjutkan pelajaran di samping mengamalkan budaya sains dan teknologi ke arah pembentukan masyarakat bersifat ikram, dinamik, progresif, bertanggungjawab terhadap alam sekeliling dan mengagumi penciptaan alam.

Matlamat dari PPK(Ekonomi Asas)

Ekonomi asas (SPM) bertujuan untuk membekalkan pelajar dengan pengetahuan dan kemahiran asas ekonomi serta memupuk nilai – nilai murni. Dengan demikian pelajar dapat menyedari dan memahami masalah ekonomi, menghargai sumbangan daripada segala kegiatan ekonomi serta menyelesaikan masalah seharian dengan berkesan dan bertanggungjawab.

Formal education as used here is, of course, the highly institutionalized, chronologically graded and hierarchically structured ‘education system’ spanning lower primary school and the upper reaches of the university (coombs and Ahmed 1974 : 8)

Non – formal education (bukan formal)…is any organized, systematic, educational activity carried on outside the framework of the formal system to provide selected types of learning to particular subgroups in the population, adults as well as children (coombs and Ahmed 1974 : 8)

Informal education (informal) as used here is the lifelong process by which every person acquires and accumulates knowledges, skills, attitudes and insights from daily experiences and expoosure to the enviroment – at home, at work, at play, from the example and attitudes of family and friends; from travel, reading newspaper and books; or by listening to the radio or viewing films or television. Generally, infoemal education is unorganized and often unsystematic; yet it accounts for the great bulk of any person’s total lifetime learning – including that of even a highly ‘schooled’ person (coombs and Ahmed 1974 : 8)

Pengetahuan berkaitan :1. Fakta spesifik ( knowledge of specific facts)2. Istilah : (knowledges of terminology)3. Cara atau kaedah membuat sesuatu (knowledge of ways and

means of dealing with specifics)4. Kelaziman atau adat ( conventions)5. Trend dan turutan ( knowledge of trends and sequences)6. Klasifikasi dan kategori ( knowledge of classification and

categories)7. Kriteria8. Kaedah penyelidikan ( methodology)9. Generalisasi dan prinsip dalam sesuatu bidang10. Teori dan struktur pengetahuan

Categories of knowledge Facts : a specific detail, verifiable information Concepts : a general idea or understanding, especially a

generalized idea of a thing or class of things; a category or classification

Principles : fundamental truths, laws, doctrines, or rules, thaht explains the relationnship between two or more concepts

Generalizations : a generalization is a principle or concept that can be applied acrosstopics or disciples

Skills : profiency, ability, or technique, strategy, method or tool

Attitudes : self – knowledges of appreciations, values, and actions related to a topic that are affective in nature

Types of knowledge – Gagne 1. Declarative knowledges – knowledge about

something2. Procedural knowledge – knowledge about how to

do something3. Factual knowledge – knowledge about the basic

elements of a topic4. Conceptual knowledges – knowledge about the

relationships among elements5. Metacognitive knowledge – knowledge of

cognition in general as awareness of one’s own cognitive process

Types of knowledges - Arends

1. Factual knowledge – knowledge about the basic elements of topic

2. Conceptual knowledge – knowledge about the relationships among elements

3. Procedural knowledge – knowledge about how to do something

4. Metacognitive knowledge – knowledge of cognition process – knowledge when to use particular knowledge

Types of knowledge - Arends1. Factual knowledge – peraturan permainan, definisi

segitiga, istilah – istilah supply, demand2. Conceptual knowledge – gaya belajar/ kognitif,

perhubungan diantara ‘supply and demand’.3. Procedural knowledge – bermain bola, menulis

surat, merumus semasa membaca4. Metacognitive knowledge – tahu bila perlu

merumus semasa membaca sesuatu teks, bila perlu memberi pandangan – bila perlu diam regulasi kendiri – bila perlu beralih ke kerja/kaedah lain.

Struktur kemahiran1. Kemahiran kognitif, yang banyak melibatkan penggunaan

minda seperti kemahiran berfikir (seperti kemahiran berfikirsecara kritis dan kreatif, dan kemahiran berfikir secaralateral) dan kemahiran proses sains (seperti membuathipotesis, membuat inferens, mengawal pemboleh ubah, menaakul, dan sebagainya)

2. Kemahiran psikomotor, banyak yang melibatkanpenggunaan pergerakan otot (seperti kemahiranmanipulatif, menari, berbasikal, melukis rajah, dansebagainya.

3. Kemahiran sosial atau insaniah, yang banyak melibatkanperhubungan dengan pihak lain( seperti kemahiranberkomunikasi, interpersonal, bekerja dalam pasukan dansebagainya)

Critical Thinking Skills Attributing Comparing and constasting Grouping and classifing Sequencing Prioriting Analysing Detecting Bias Evaluating Making conclusions

Mencirikan Membandingkan dan

membezakan Mengumpulkan dan

mengelaskan Membuat urutan Menyusun mengikut

keutamaan Menganalisi Mengesan kecondongan Menilai Membuat kesimpulan

Creative thinking skills Generating ideas Relating Making Making inferences Predicting Making generalisations Visualising Synthesising Making hypotheses Making analogies Inventing

Menjanakan idea Membuat inferens Menghubungkaitkan Meramal Membuat hipotesis Mensintesiskan Mengitlak Menganalogikan Membuat gambaran mental Mereka cipta

Pusat perkembangan kurikulum (PPK) telah memperakui 16 nilai – nilaimurni : -1. Baik hati

2. Berdikari

3. Hemah tinggi

4. Hormat menghormati

5. Kasih sayang

6. Keadilan

7. Kebebasan

8. keberanian

9. Kebersihan fizikal dan mental

10. Kejujuran

11. Kerajinan

12. Kerjasama

13. Kesedaran

14. Kesyukuran

15. Rasional

16. Semangat bermasyarakat

Social skill curriculumEg Problems – curriculum needed

1. Teams are 1. Too noisy – inner voices2. Off – task – task mastering3. Bogged down – energizing2. Students 1. don’s listen to other – listening skills2. Don’s respect opinion – paraphasing3. One student4. 1. is hostile – conflict resolution skills2. is too shy – encouracing / praising

Kemahiran sosial1. Controling anger2. Ignoring distraction3. Negotiating4. Accepting differences5. Being assertive in acceptable

ways6. Listening actively7. Being a good sport8. Resolving conflicts9. Reaching agreement / consensus10. Brainstorming11. Elaborating12. Using quiet voice

13. Acknowledge worth of others

14. Following through

15.Asking directions16. Asking questions

17. Summarizing

18. Paraphrasing19. Managing material

20. Expressing non – verbal support

21. Celebrating success 22. Sitting in the gp

23. Staying with the gp

24. Clarifying ideas25. Contributing ideas

26. Describes feelings

27. Energing the gp

KEMAHIRAN SOSIAL (SAMB)

28. Taking turns 40. Checking for understanding29. Sharing materials 41. Asking for justification30. Asking for help 42. Using names31. Asking for clarification 43. Encouraging32. Praising 44. Probing questions33. Integrating ideas 45. Saying please/thank you34. Moving quietly into gps35. Expressing support36. Disagreeing without criticizing

people37. Disagreeing in “non-hurtful

ways38. Critisizing ideas, not people39. Saying kind things

Contoh kemahiran sosial

1. Bila seseorang bercakap, kita dengar2. Kita jelaskan pandangan kita tanpa memperkecilkan /

memperlekehkan orang lain3. Kita beri cadangan membina terhadap idea orang lain4. Kita bertanggungjawab terhadap tingkahlaku kita5. Kita berkongsi beban tugas dengan adil6. Kita selesaikan masalah secara demokratik7. Kita cuba fahami perspektif orang lain berkaitan sesuatu isu

Steps in teaching (acquiring) a cooperative skill – using quiet / inner voice

1. Help students understand why the skill is impt – play audio of quiet vs loud voices. Compare and discuss advantages and disadvantages

2. Ensure that students understand what the skill is by using T-chart

3. Provide practice4. Ensure students evaluate their use of the skill

T-ChartSkill : Using quiet voice

What students can do 1. Whisper2. Sit close together3. Lean into gp4. Put finger-to-lip to indicate

“quiter please”

What students can say1. “Let remember to speak

softly”2. “Let’s turn down the

volume”3. “We’re doing a good job

discussing quietly”

3. Provide practice

• Arrange cooperative activities that require the use of the skill – “using quiet voice”

Eg:1. Brainstorming ideas for team and logo2. Reaching consensus on a set of problems or

questions3. Drilling each other on a set of spelling words or

matchs fact

4. Ensure students evaluate their use of the skill by…

• Discussing how effectively they used the skill and ways to improve using the skill

• Having team mates complete an evaluation sheet

Eg :1. How well did you use your quiet voices?

Mostly quiet/ medium/ loud2. What could you do to improve? List one

Kurikulum : Definisi

Kurikulum sebagai pelan tindakan atau rancangan:-

Kurikulum adalah segala rancangan pendidikan yang dikendalikan sekolah atau institusi pelajaran untuk mencapai matlamat pendidikan (Laporan JK Kabinet Mengkaji Pelaksanaan Dasar pelajaran, 1980)

Kurikulum ialah pelan atau rancangan untuk sesuatu tindakan, atau dokumen bertulis yang mengandungi strategi bagi mencapai matlamat yang dihajati (Ornstein & Hunkins, 1993)

Model Tyler

1. Apakah tujuan dari aspek pendidikan yang ingin dicapai?

2. Apakah pengalaman pendidikan yang boleh membantu mencapai tujuan tersebut?

3. Bagaimanakah pengalaman pendidikan ini boleh disusunatur dengan berkesan?

4. Bagaimanakah boleh kita tentukan samada tujuan itu telah tercapai?

Konsep-konsep dalam Model Tayler

Untuk mengurus pengalaman pembelajaran

1. KONTINUITIKurikulum mengandungi pengulangan vertikal (mengufuk) iaitu peluangberterusan untuk praktis kemahiran

2. TURUTANKurikulum mengandungi perkembangan progresif sesuatu pemahamaniaitu sesuatu pengalaman yang baru terbina diatas pengalaman yang sebelumnya (lebih luas dan lebih mendalam)

3. INTEGRASIKurikulum mengandungi perkaitan antara subjek / tajuk setiap isipelajaran. Subjek tidak diajar secara terasing – not compartmentalised

8 Komponen utama dalam merekabentuk pengajaran UPSI 2009 (adaptasiTyler)

1. Kenal pelajar anda, kesediaan mereka, dankonteks pembelajaran

5. Pilih kaedah & teknik pengajaran &6. Latihan murid

7. Pilih alat bantu p & p : buku, modul, VCD, CD dan sebagainya ygsesuai

3. Objektif (hasilpembelajaran yang sesuai

4. Buat susunan unit-unit p& p secara ‘sequential’-guna Jadual PenentuanKandungan (JPK)

2. Guru kuasai ‘content’ topik: buat analisis(i) Pengetahuan(ii) Kemahiran

8. Penilaian ( alat dankaedah penilaian yang sah dan bolehdipercayai

1. Membuat analisis keperluan dan kesediaan murid dalam kontekspembelajaran 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’ sepertimembuat eksperimen, mencari maklumat dalam internet, menulislaporan dan sebagainya.

3. Berdasarkan (1) dan (2) diatas guru menentukan objektifpengajaran iaitu tahap hasil pembelajaran yang realistik yang perludicapai oleh murid.

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

5. Memilih dan mengguna kombinasi pendekatan, kaedah, dan teknikpengajaran yang sesuai dengan kesediaan murid dan sifat isikandungan topik berkenaan

6. Membina, memilih dan mengguna alat dan media bantu pengajarandan pembelajaran yang sesuai untuk memudahkan prosespengajaran pembelajaran

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

Jadual Penentu Kandungan

RancanganPengajaranHarian

Aras taksonomi Bloom

Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian

Topik 1 RPH 1 X X

Topik 1 RPH 2 X

Topik 6Topik 7

RPH 7 X X

Topik 7 RPH 8 X X

RancanganPengajaranHarian

Aras taksonomi Bloom

Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian

RPH 1 Fotosintesis MekanismeFotosintesis

RPH 2 Meningkatkankadar fotosintesi

RPH 7 PuncaFotosintesitidak cekap

RPH 8 Peningkatan kadarfotosintesis. Pengkomersilansistem fotosintesis

Contoh konsep fotosintesis dalampelbagai aras

Sebelum tamat pengajaran, murid dapat:

1. Menyatkan fotosintesis? – Apakah yg dimaksudkandengan fotosintesis

2. Menerangkan mekanisma fotosintesis.- Terangkanmekanisma fotosintesis

3. Mengaplikasikan faktor-faktor yang boleh meningkatkankadar fotosintesis – (diberi situasi) untuk menanganipelbagai masalah persekitaran, bagaimanakahmeningkatkan kadar fotosintesis? Prinsip ‘faktor2 yang mempengaruhi kadar fotosintesis’

Contoh konsep fotosintesis dalampelbagai aras

Sebelum tamat pengajaran, murid dapat:

4. Mengenalpasti punca tumbuhan tidak berfotosintesis – ( Diberisituasi) kenalpasti punca tumbuhan tidak berfotosintesisdengan cekap.

5. Mencadangkan satu sistem untuk mengatasi masalah cuacauntuk meningkatkan fotosintesis – cadangkan satu sistem untukmengatasi masalah cuaca untuk meningkatkan fotosintesi

6. Menjustifikasi bagaimana sistem cadangan mereka patutdikomersialkan – 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 UjianTopik Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian

1. Topik 1

2. Topik 2

3. Topik 3

4. Topik 4

5.Topik 5

6.Topik 6

7. Topik 7

Instructional events

Pengalaman pembelajaranAktiviti Pembelajaran

Hunter’s Lesson Cycle DesignModel (1976)

1. Set induksi2. Maklumkan objektif pembelajaran3. Input pengajaran4. Permodelan5. Semak kefahaman murid6. Pantau dan ubah suai7. Praktis terbimbing8. Praktis bertempoh9. Penutup

Hunter’s Lesson Cycle Design Model (1976)

1. Set induksi Sometimes called a ‘hook’to grab the student’s attentionaction and statements by the teacher to relate the experience of the students to the objectives of the lesson. To put students into a receptive frame of mind, to focus student attention on the lesson, to create an organizing framework for the ideas, principles, or information that is to follow (c.f, the teaching strategy called ‘advance organizers’)To extend the understanding and the application of abstract ideas through the use of example or analogy.. Used any time a different activity or new concept is to be introduced.

2. Maklumkan ObjektifPembelajaran

Before the lesson is prepared, the teacher should have a clear idea of what the lesson outcomes are. What , specifically, should the students 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, etc

4. Permodelan The teacher provides the information needed for students to gain the knowledge or skill through lecture, film, tape, video, pictures, etc

5. Semak kefahamanmurid

Determination of whether students have ‘got it’ before proceeding it is essential that students practice doing it right so the teacher must know that studentsunderstand 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 questionning.

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” assigmentsupplementary.

Hunter’s Lesson Cycle Design Model (1976)

8. Praktisbertempoh

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 murid2. Maklumkan objektif pembelajaran3. Imbas kembali apa yang telah dipelajari4. Penyampaian yang jelas5. Bimbing pembelajaran6. Dapatkan / galakan respon7. Beri maklumbalas8. Tafsir prestasi9. 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)

Fleksibiliti pengelompokan

Saling berubah-ubah mengikut kesesuaian

Pengelompokan/grouping

Keseluruhan kelas Pasukan Kumpulan kecil Berdua/bertiga Individu Satu mentor satu mentee Sistem stesyen dengan kumpulan kecil

Pelajar praktis, proses, mengaplikasikan dalamKumpulan 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 whatwe’ve learned