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Oleh: Pn Halimatussaadiah binti Salleh BISA IPG KPM 21 Jun 2012
AGENSI INOVASI MALAYSIA
(aim act 2010)
STRATEGI INOVASI KEBANGSAAN (NOV 2011)BUILDING FUTURE SKILLS TODAY(PEMBINAAN KEMAHIRAN MASA HADAPAN HARI INI)
OBJEKTIF PROGRAM
Mempertingkat dan membudayakan kemahiran berfikir dalam kalangan guru dan murid
Menghasilkan murid berfikiran kritis dan kreatif
Melalui modul yang dibangunkan oleh AIM
STRATEGI PELAKSANAAN PROGRAM I-THINK DI SEKOLAH-SEKOLAH DI MALAYSIATAHAP FASA 1 FASA 2 TAHUN 2012 2012 AKTIVITI Rintis di 10 buah sekolah iaitu 4 buah sekolah menengah dan 6 buah sekolah rendah Pelaksanaan di 280 buah sekolah dan 3 buah IPGK ( 1 sekolah menengah dan 1 sekolah rendah) di setiap PPD dan 1 IPGK di zon sabah sarawak, 1 IPG di zon utara dan 1 IPG di zon selatan) Pelaksanaan di 1000 Buah sekolah Pelaksanaan di ?... Buah sekolah Di semua sekolah
FASA 3 FASA 4 FASA 5
2013 2014 2015
PROJEK RINTIS PROGRAM I-THINK DI SEKOLAH-SEKOLAH DI MALAYSIABIL 1 2 NEGERI MELAKA SEKOLAH RENDAH SJKC WEN HUA BT BERENDAM SMK CONVENT MUAR SEKOLAH MENENGAH
I-THINK PILOT PROJECT JOHORN SEMBILANWILAYAH PERSEKUTUAN PAHANG KELANTAN TERENGGANU
34 5 6 7
SJKT PORT DICKSONSK KIARA MAS SK PAYA PULAI SMK GAAL SK PUSAT BKT BESAR
89 10
PULAU PINANGSABAH SERAWAK SK TAN SRI HJ MOHAMMED
SMK TUN HUSSEIN ONNSMK KOTA MARUDU
What are
Thinking Maps is a language of eight visual patterns each based on a fundamental thinking process.
When implemented on a whole school basis, Thinking Maps provide a consistent and brain compatible way for teachers to present information, and for students to learn and retain it.
What is the Difference?
Critical ThinkingHow can you get your students to THINK about their THINKING?
Got Metacognition?
Frame of Reference The Frame of Reference will be present on ALL
Thinking Maps. The Frame of Reference (F.O.R.) asks the students
to Think about their THINKING. It encourages Reflective/Critical Thinking and
Metacognition.
Frame of Reference Why is this information important? Where did you find this information? What is influencing the information on the map? How do you know what you know? How does this information relate to the standard or
help us meet our objective? How does this information relate to the previous lesson? What is the most relevant and irrelevant information on your map? Would the information change if told from a different perspective? How will you use this information to further your knowledge of the content?
For defining in context
Science kit
Circle MapHelp plants Lives in soil Tube shaped body
Internet By Alex and Michel
slimyNeed moisture
Enemies are birds
earthworms
2,700 kind
No feet have hair
Lay eggsVibrations Teacher
Nocturnal
Books
Notemaking Guide for Learning Thinking MapsCircle MapLOOKS LIKE:
NOTES: Topic Everything I know How or where did I learn this?
Can be used for:Brainstorming Diagnosing prior knowledge Closure/review
THINKING PROCESS:
Defining in Context or Brainstorming
My frame of reference
Language for Learning pages 24-29
Mathematics
happy Good at sports generally friendly Not really religious competitiv e
Like readingI can be cheeky to some teachers
loud musical
Bharti
Can be argumentative to my parents
Going out with my mates
Sympathetic to my friends A good listener Academically bright
Fun to be with
School keeper
Who measures things? chair table door Our bags
Mum and dad
whiteboardfloor
Table leg
Height of coat hook
pencilsarms radiator workman
What can We Measure?
ourselves feet head
books
desk
teacher
For describing things
Notemaking Guide for Learning Thinking MapsBubble MapLOOKS LIKE:
NOTES: Adjective, phrase, character trait
Attributes: Maths Properties: Science
Thing you are describingTHINKING PROCESS:
Describing (adjectives or adj. phrases only)
Adjectives Only!
Language for Learning pages 30-35
Science
How would my mother see me?tempestuous untidy
lazyBharti loud
reliable caring loving
Ralphlogical pragmatic
insensitive tremulous Ralph dismissive leader insightful
For comparing & contrasting
Notemaking Guide for Learning Thinking MapsDouble Bubble MapLOOKS LIKE:
NOTES:
Unique: CommonAlike: Different
Differences
Related to the Venn DiagramTHINKING PROCESS:
Compare/contrast, similar /different
Similarities
Colour Code
Language for Learning pages 36-41
Mice
Step daughter
gooseStep Daughter Younger
Step Daughters Older
Mean Step sisters
CinderellaFairy God Mother
Prince has party
Mei Ping and The Silver Shoe
Old lady
Lost shoe Magic WandPrince Went house to house
Magic Goose Feathers
Married prince
Shoe In hut
By Marisa
Biology
For classifying things
Notemaking Guide for Learning Thinking MapsTree MapLOOKS LIKE:
NOTES: Title, topic or category Categories or groups Details, examples
Types of... Kinds of... Inductive/ Deductive
THINKING PROCESS:
Classify/Group/Sort
Language for Learning pages 42-47
Classification of objects in our classroom LengthLonger than 1 metre
Between 1 metre and metre
Less than metre
NARRATIVE WRITING
SCORING CRITERIAMain IdeaThe writer must clearly establish a focus as it fulfills the assignment of the prompt.
Supporting DetailsThe writer provides sufficient elaboration to present events clearly. Details must be related to the subject matter and what happens in the narrative. The effective use of concrete, specific details strengthens the power of the response.
OrganisationA clear sequence of events is essential for a successful narrative.
CoherenceThe sentences are logically connected. The writer establishes relationships between and among the ideas, causes, and/or statements in the composition. The writer may use common devices to achieve coherence: pronouns, synonyms, connectives, transitional words.
He/She must stick to the subject matter presented in the prompt in order to strengthen the main idea.
The narrative must advance step by step through time.The writer establishes a sense of beginning, development, and ending in the composition.
A good story
LanguageAdjectives Verbs Adverbs
Characters
SequencingThe beginning makes you want to hear or read moreIt is not confusing We dont always know what is coming next The ending is surprising
Characters need to have conflict Some characters will be more important than others Characters can think differently from what they say Characters have different personalities
Direct speechLanguage which describes a specific character
Words in the story that make it interestingAction: Verbs Flew Blew Swim Rescue Cried Laughed Changed Turned Sighed Opened yelled Phrases/ short sentences Look out! Trouble Oh no! Kiss the frog Laughed til she split her trousers
Describing: Adjectives Windy Wind tossed
HugeFat Smart Fair Golden Handsome melted
Stop thatWhoosh Changed back
For seeing parts of a whole
Notemaking Guide for Learning Thinking MapsBrace MapLOOKS LIKE:
NOTES: Whole Sub-parts Parts
Parts of Physical, tangible objects
THINKING PROCESS:
Part/whole relationships, structure
Language for Learning pages 48-53
By Brett
Craniumskull Facial bones Back bone ribs Hip bone femur lower bodytibia
skeleton
torso
fibula
Science
Technology
For seeing events in sequence
Notemaking Guide for Learning Thinking MapsFlow MapLOOKS LIKE:
NOTES: Major Stage
Plots, Processes, Chronology Can go in any direction
SubstagesTHINKING PROCESS:
Sequence, Order, Cycles, etc.
Language for Learning pages 54-59
Yates Mills Elementary School Raleigh, NC
Flow ChartMy mum asked me To wash up because we were going to visit my gran. I refused because it wasnt my turn. My mum accused me of being selfish
I said she always gave in to my brother
My brother made a sexist remark
My mum didnt criticise him
I flew into a temper and stormed out
My mum came after me
I got grounded for a week
For understanding cause & effect
Notemaking Guide for Learning Thinking MapsMulti-Flow MapLOOKS LIKE:
NOTES: Causes Event
Causal Explanation Projecting Consequences Analyzing Effectsif-then when then
THINKING PROCESS:
Effects, Outcome
Cause & Effect Reasoning, Prediction
Can be one-sided
Language for Learning pages 60-65
Behaviour ReflectionsReasons for my behaviour
Name ________ Date _________
Consequences of my behaviour
Description of my behaviour
Plan for improvement ___________________________ ___________________________ ___________________________Pupil _________________ Teacher ______________ Parent _______________
Mum forgot who had washed up last
Both very angry
Girl flew off handle
Mum feels she is always in middle and always seen as wrong
Mum tried to assert her authority
Argument between mum and girl
Girl is grounded
Mum didnt bring brother in to discussion
Bad blood between brother and sister
Neither mum nor girl listened to each other
Girl feels let down
I put too much water in
I did not measure my flour accurately My cake sunk in the middle I opened the oven door too soon
I put too much water in
I was upset
I did not measure my flour accurately My cake sunk in the middle I opened the oven door too soon
Mum made another cake
It cost more money
For seeing analogies
Notemaking Guide for Learning Thinking MapsBridge MapLOOKS LIKE:
NOTES:Similar relationships
RF: __________Seeing Analogies, Transferring Similar RelationshipsTHINKING PROCESS:
Relating or Common Factor
How are they related?
Language for Learning pages 66-71
Analogies
Eyes
toes
Fingers
knee
head
foot
hand
?
Relating factor: is/are a smaller part of the