KURIKULUM

Minggu 3 - 41. Menerangkan proses

epistemologi

2. Menghuraikan struktur ilmu (Bloom)

3. Menghuraikan jenis-jenis kemahiran dalam sesuatu matapelajaran/ topik (Bloom/ Gagne)

4. Menyusun isi kandungan (Tyler/ Bruner) seperti kurikulum 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

dan kemahiran)• Jadual Penentu Kandungan

1KPD4033 JPP - FPPM Feb 2012

What should our curriculum be?

Should the educated man adjust to society?

Should he accept the social order as it is?

Should he attempt to improve the society

in which he lives?

OR


Pengisian kurikulum bergantung kpd kehendak masyarakat

• Jika kekal seperti sedia adaMatlamatnya1. Menekankan patuh

kepada pihak berkuasa2. Taat kepada tradisi3. Kemahiran meneruskan

cara hidup semasa

• Jika ingin mengubah masyarakat

Matlamatnya:1. Analisa kritikal2. Berdikari 3. Arah kendiri4. Disiplin kendiri

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

tahunan, mingguan dan harian dan dinilai kejayaannya!!!3KPD4033 JPP - FPPM Feb 2012

Tujuan persekolahan• Bukan untuk mencapai kejayaan dalam peperiksaan

tetapi untuk menggunakan pengetahuan yang diperolehi dari alam persekolahan supaya kualiti kehidupan insan boleh dipertingkatkan. Peperiksaan penting setakat mengesan sejauh mana tujuan persekolahan telah dicapai tetapi ia bukan matlamat akhir.

• Selaraskan tujuan mengajar dengan matlamat sukatan pelajaran Kementerian Pelajaran Malaysia, contoh bagi Kimia dan Ekonomi


Contoh 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.


Contoh 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.


The three types of education• 1.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).

• 2.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).

• 3.Informal education (informal) as used here is the lifelong process by which every person acquires and accumulates knowledge, skills, attitudes and insights from daily experiences and exposure to the environment - at home, at work, at play; from the example and attitudes of family and friends; from travel, reading newspapers and books; or by listening to the radio or viewing films or television. Generally, informal 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: (knowledge 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 classifications and

categories)7. Kriteria8. Kaedah penyelidikan (methodology). 9. Generalisasi dan prinsip dalam sesuatu bidang.10. Teori dan struktur pengetahuan


Categories of KnowledgeCategories 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, that explains the relationship between two or more concepts

•Generalizations: A generalization is a principle or concept that can be applied across topics or disciples

•Skills: Proficiency, ability, or technique, strategy, method or tool

•Attitudes Self-knowledge of appreciations, values,and actions related to a topic that are affective in nature


Types of knowledge - Gagne1. Declarative knowledge – knowledge about

something2. Procedural knowledge – knowledge about how to

do something3. Factual knowledge – knowledge about the basic

elements of a topic4. Conceptual knowledge – knowledge about the

relationships among elements5. Metacognitive knowledge – knowledge of cognition

in general as awareness of one’s own cognitive process


Types of knowledge - Arends1. Factual knowledge – knowledge about the basic

elements of a topic 2. Conceptual knowledge – knowledge about the

relationships among elements3. Procedural knowledge – knowledge about how to

do something4. Metacognitive knowledge – knowledge of cognition

in general as awareness of one’s own cognitive 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/ gaya kognitif,

perhubungan diantara ‘supply and demand” dlm “law of supply and demand”,

3. Procedural knowledge – bermain bola, menulis surat, merumus semasa membaca

4. 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 berfikir secara kritis dan kreatif, dan kemahiran berfikir secara lateral) dan kemahiran proses sains (seperti membuat hipotesis, membuat inferens, mengawal pemboleh ubah, menaakul, dan sebagainya)

2. Kemahiran psikomotor, yang banyak melibatkan penggunaan pergerakan otot (seperti kemahiran manipulatif, menari, berbasikal, melukis rajah, dan sebagainya)

3. Kemahiran sosial atau insaniah, yang banyak melibatkan perhubungan dengan pihak lain (seperti kemahiran berkomunikasi, interpersonal, bekerja dalam pasukan, dan sebagainya)


Critical Thinking Skills

• Attributing • Comparing and

Contrasting • Grouping and

Classifying • Sequencing.• Prioritising • Analysing.• Detecting Bias.• Evaluating • Making Conclusions

• Mencirikan• Membandingkan dan

membezakan• Mengumpulkan dan

mengelaskan• Membuat urutan• Menyusun mengikut

keutamaan• Menganalisis• Mengesan kecondongan• Menilai• Membuat kesimpulan


Creative Thinking Skills

• Generating Ideas • Relating • 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-nilai murni:-

1.Baik Hati2.Berdikari3.Hemah Tinggi4.Hormat Menghormati5.Kasih sayang6.Keadilan7.Kebebasan8.Keberanian

9.Kebersihan fizikal dan mental

10. Kejujuran11.Kerajinan12.Kerjasama13.Kesedaran14.Kesyukuran15.Rasional16.Semangat Bermasyarakat


Social skill curriculumEg Problems – curriculum needed

1. Teams are 1. Too noisy – inner voices2. Off-task – task mastering3. Bogged down – energizing

2. Students 1. Don’t’ listen to others – listening skills2. Don’ t respect opinion – paraphrasing

3. One student1. Is hostile – conflict resolution skills2. Is too shy – encouraging/ praising


Kemahiran sosial1. Controlling anger2. Ignoring distraction3. Negotiating4. Being responsible5. Accepting differences6. Being assertive in acceptable ways7. Listening actively8. Being a good sport9. Resolving conflicts10. Reaching agreement/ consensus11. Brainstorming12. Elaborating13. Using quiet voice

13. Acknowledge worth of others14. Following through15. Following directions16. Asking questions17. Summarizing18. Paraphrasing19. Managing material20. Expressing non-verbal support21. Celebrating success22. Sitting in the group23. Staying with the group24. Clarifying ideas25. Contributing ideas26. Describing feelings27. Energizing the group


Kemahiran sosial (samb)28. Taking turns29. Sharing materials30. Asking for help31. Asking for clarification32. Praising33. Integrating ideas 34. Moving quietly into gps35. Expressing support36. Disagreeing without criticizing

people37. Disagreeing in “non-hurtful ways”38. Criticizing ideas, not people39. Saying kind things

40. Checking for understanding41. Asking for justification42. Using names43. Encouraging44. Probing questions45. Saying please/ thank you


Cth kemahiran sosial 1. Bila seseorang bercakap, kita dengar.2. Kita jelaskan pandangan kita tanpa

memperkecilkan/ perlekehkan orang lain.3. Kita beri cadangan membina terhadap idea orang

lain.4. Kita bertanggungjawab terhadap tingkahlaku kita.5. Kita berkongsi beban tugas dgn adil.6. Kita selesaikan masalah secara demokratik7. Kita cuba fahami perspektif orang lain berkaitan

sesuatu isu.


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

voice1. 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 practice.4. Ensure students evaluate their use of the skill.


T-ChartSkill: Using quiet voice

What students can do1. Whisper2. Sit close together3. Lean into gp4. Put finger-to-lip toindicate “quieter 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 voices”

Eg1. Brainstorming ideas for team and logo.2. Reaching consensus on a set of problems or

questions.3. Drilling each other on a set of spelling words

or mathematics 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• How well did you use your quiet voices?

Mostly quiet/ medium/ loud• 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 pengalaman2 pendidikan ini boleh disusunatur dengan berkesan?

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


Konsep-konsep dlm Model Tyler

Untuk mengurus pengalaman pembelajaran1. KONTINUITIKurikulum mengandungi pengulangan vertikal [mengufuk]

iaitu peluang berterusan untuk praktis kemahiran2. TURUTANKurikulum mengandungi perkembangan progresif sesuatu

pemahaman iaitu sesuatu pengalaman yang baru terbina diatas pengalaman yang sebelumnya [lebih luas dan lebih mendalam]

3. INTEGRASIKurikulum mengandungi perkaitan antara subjek/ tajukSetiap isipelajaran. subjek tidak diajar secara terasing – not

compartmentalised




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 6Topik 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

fotosintesis

RPH 7 Punca fotosisntesis tidak cekap

RPH 8 Peningkatan kadar fotosintesis

Pengkomersilan sistem fotosintesis


Contoh konsep fotosintesis dalam pelbagai aras

Sebelum tamat pengajaran, murid dapat:1. menyatakan fotosintesis? - Apakah yg dimaksudkan

dgn fotosintesis?2. menerangkan mekanisma fotosintesis. - Terangkan

mekanisma fotosintesis?3. mengaplikasikan faktor-faktor yg boleh

meningkatkan kadar fotosintesis – (Diberi situasi) Untuk menangani pelbagai masalah persekitaran, bagaimanakah meningkatkan kadar fotosintesis? Prinsip “faktor2 yg mempengaruhi kadar fotosintesis”


contoh Konsep fotosintesisSebelum tamat pengajaran, murid dapat:

4. mengenalpasti punca tumbuhan tidak berfotosintesis – (Diberi situasi) Kenalpasti punca tumbuhan tidak berfotosintesis dgn cekap?

5. mencadangkan satu sistem untuk mengatasi masalah cuaca untuk meningkatkan fotosintesis - Cadangkan satu sistem untuk mengatasi masalah cuaca untuk meningkatkan fotosintesis

6. menjustifikasi bagaimana sistem cadangan mereka patut dikomersilkan. - Bagi sistem yg anda cadangkan, justifikasi/ terangkan bagaimana kenapa ia patut dikomersilkan


• Bagi satu isipelajaran 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 UjianJadual Penentu Ujian:

Topik Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian1. Topik 1 3

2. Topik 23 (Q1-Q3) 6 9

3. Topik 3 3 (Q4-Q6) 5 8

4. Topik 4 6 4 4 14

5. Topik 5 5(Q7-Q11) 5 6 9 25

6. Topik 6 3 6 4 9 22

7. Topik 7 4 4 5 6 19

0

0

0

0

17 16 10 13 16 28 100

10043% 57%

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Instructional eventsPengalaman pembelajaran

Aktiviti pembelajaran


Hunter’s Lesson Cycle Design Model [1976]

1. Set induksi2. Maklumkan objektif pembelajaran3. Input pengajaran4. Permodelan5. Semak kefahaman murid6. Pantau dan ubah suai7. Praktis terbimbing (guided practice)8. Praktis bertempoh (independent practice)9. Penutup



Fasa Huraian peristiwa (yg berlaku dalam fasa (Description of events)1. Set induksi sometimes called a "hook" to grab the student's attention: actions

and statements by the teacher to relate the experiences 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 objektif pembelajaran

Before the lesson is prepared, the teacher should have a clear idea of what the lesson outcomes are. What, specifically, should the student be able to do, understand, care about as a result of the teaching - Bloom's Taxonomy ofMager’s Educational Objectives.



Fasa Huraian peristiwa yg berlaku dalam fasa (Description of events)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 Once the material has been presented, the teacher uses it to show students examples of what is expected as an end product of their work. The critical aspects are explained through labeling, categorizing, comparing, etc. As much as possible, students are taken to the application level (problem-solving, comparison, summarizing, etc.)

5. Semak kefahaman murid

Determination of whether students have "got it" before proceeding. It is essential that students 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 re-taught before practice begins. Usually through questioning


Fasa Huraian peristiwa yg berlaku dalam fasa (Description of events)

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 needed.. 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 a longer learning period can be provided by giving "extra credit" assignments, supplementary activities, etc.



Fasa Huraian peristiwa yg berlaku dalam fasa (Description of events)

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 in class formative testing, home work 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 feedback [e.g., comments on graded papers]. Five or more brief practice activities distributed over a month or more may be required to "fix" the new concept/skill



Fasa Huraian peristiwa yg berlaku dalam fasa (Description of events)9. Penutup Penutup - Those actions or statements by a teacher that are

designed 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 student 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 possibilities for cues for retrieval. Closure is the act of reviewing and clarifying 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 42KPD4033 JPP - FPPM Feb 2012

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/ galakkan respon7. Beri maklumbalas8. Taksir prestasi9. Susun atur praktis untuk tingkatkan ingat

kembali dan pemindahan ke situasi lain43KPD4033 JPP - FPPM Feb 2012

Rosenshine & Stevens Instructional Functions Model [1986]

1. Semak pemahaman murid [semak kerja yang diberi sebelum ini. Ajar semula jika perlu]

2. Ajar konten baru [beri kerangka, hurai dgn terperinci, kaitkan konten baru dgn 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

Individu Individu

Kumpulan kecil kumpulan kecil

Keseluruhan kelas

Saling berubah-ubah mengikut kesesuaian


Pengelompokan/ groupings

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


Pengajaran secara am – semua pelajar buat perkara yang sama

Pelajar praktis, proses, mengaplikasikan dalam kumpulan kecil mengikut keperluan, gaya belajar, kecerdasan, kelajuan dsbnya

Pelajar kembali semula bersama dan merumuskan apa yang dipelajari

The football metaphor comes from the way we think about the lesson’s sequence: a narrow, whole class experience in the beginning, a wider expansion of the topic as multiple groups learn at the own pace or in their own ways, then

narrowing it back as we re-gather to process what we’ve learned47KPD4033 JPP - FPPM Feb 2012