PROGRAM LESSON STUDY

PROJEK RINTIS 2011

JABATAN PELAJARAN SELANGOR

Disediakan oleh:

NOR FARIDAH BT A.BAKAR

KPP Bahasa Inggeris

SEKTOR PENGURUSAN AKADEMIK

Latar belakang ProgramObjektif : meningkatkan keberkesanan P & P bagi tajuk-tajuk yang sukar untuk

diajar dan difahami oleh murid.

Kajian: - dilaksanakan oleh Dr Chin Mei Chin, BPK dan 3 guru BI di SK Taman Putra Perdana, Sepang, Selangor

- telah dibentangkan di The APEC-SEAMEO (RELC) International Seminar : Language Applications in Lesson Study Track, SEAMEO Regional Language Centre, Singapore pada 20 April 2010

Tindakan JPN Selangor: (mulai Mac 2011)

- rintis 2011 ( 37 SM, 35 SR) , perluasan 2012

- Taklimat kepada Pegawai PPD bagi pelaksanaan program

- Pegawai PPD memilih sekolah yang terlibat – sekolah yang berada di Band 4,5,6

- pelaksanaan program mulai Mac 2011

- tidak melibatkan pergerakan guru keluar sekolah (GC sebagai pakar rujuk , dirujuk melalui telefon/emel)

- tidak melibatkan kelas peperiksaan

Maklumbalas peserta programKEBAIKAN KELEMAHAN-Percambahan idea yang baik- perancangan guru lebih teliti- Penggunaan teknik yang sesuai bagi tajuk-tajuk tertentu- penyediaan BBM yang sesuai dan lebih efektif serta memenuhi keperluan murid-Mengenalpasti dan membetulkan salah konsep yang terdapat di kalangan murid-Dapat mengaitkan isi pengajaran dengan pengalaman sebenar murid-Memindahkan isi pengajaran kepada persembahan yang berkesan-Menggunakan analogi yang pelbagai

- Kurang kerjasama dari guru dan pentadbir- Menganggap ia satu bebanan/lebih kerja – menyediakan RPH yang komprehensif dan BBM- Tidak mahu berkongsi idea/suka merancang sendirian

Impak Program Meningkatkan kemahiran guru – menggunakan

BBM yang sesuai, teknik/strategi pengajaran yang efektif

Meningkatkan tahap profesionalisme guru Meningkatkan kejelekitan (collegiality) –

motivasi, kerjasama dalam satu pasukan, kemesraan antara guru meningkat

Wujud budaya perkongsian ilmu Murid lebih seronok belajar, penggunaan BBM

yang menarik, penglibatan aktif, aktiviti yg pelbagai

Introduction

• Teaching Comparative Adjectives (English Language)

• Government primary school

3 English language teachers

• Procedures:- Group Discussion – preparing of

Lesson Plan, Teaching and Learning Materials - Classroom Observation

- Document Review /Reflection• Instrument:

- Classroom Observation Form - Reflection Notes Guide

• Sample: Three Year 3 Classes (age 9)- 3 Merak & 3 Merpati: Ms Kwa Jin Nee- 3 Kelicap: Ms Norazian Mat Anuar

2 Mac 2010

- Analysis and discussion of lesson

- Revision of lesson plan and materials

- Write reflection notes

- Use the lesson plan (LP1) for Class 3 Merak

- Observe lesson using a classroom observation form

3 Mac 2010

- Use revised lesson plan (LP2) for Class 3 Merpati

- Observe lesson using revised observation form

- Analysis and discussion of lesson

- Revision of lesson plan and materials

- Write reflection notes

4 Mac 2010

- Use revised lesson plan (LP3) for Class 3 Kelicap

- Observe lesson using revised observation form

- Analysis and discussion of lesson

- Write reflection notes

- Share lesson plan (LP3) with other teachers

Project Experience

Lesson Plan

Improvements

Reflections

Lesson Plan

Lesson PlanYear: 3 [9-year olds]Topic: Sea Creatures [Comparative Adjectives]

Goals: i. to understand and follow simple instructions such as ‘blow’, ‘start’, ‘stop’

ii. to understand the concept of comparative adjectivesiii. to perform a simple chant

LOs: 1.4.2 Listen to and follow simple instructions to do something or make something

2.1.5 Chant rhymes and sing songs pronouncing words clearly

2.4.3 Recite simple poems and sing songs with expression and appropriate gestures

3.2.1 Recognise and read out whole words3.6.4 Pick out words that show comparison

Set InductionGROW!

i. 4 pupils are asked to blow balloons ii. Comment on the activity using

comparative adjectives [e.g. size of the balloons]

Presentation [Activity 1]Vocabulary exercise

i. Some pupils will be given picture cards which they have seen in previous lessons

ii. Each of them will take turns to show their picture cards to their classmates and name the sea creatures on each card

Presentation [Activity 2]I Am…..

i. Narrate a dialogue between two sea creatures using figurines. Pupils listen.

ii. Question and answer session pertaining to comparative phrases.

Presentation [Activity 3] Comparative Adjectives

i. Put up sentence patterns containing comparative adjectives.

ii. Explain concept:- adding ‘-er than’- doubling last letter and adding ‘-er than’

ProductionChant: I Am…..

i. Put up chant. Recite and pupils follow.ii. Divide pupils into two groups. Groups to

chant the dialogue.

ClosureComic Strip: I Am…..

i. Pupils complete the comic strip of the dialogue ‘I Am….’

Improvements

Lesson PlanYear: 3 [9-year olds]Topic: Sea Creatures [Comparative Adjectives]

Goals: i. to understand and follow simple instructions such as ‘blow’, ‘start’, ‘stop’

ii. to understand the concept of comparative adjectivesiii. to perform a simple chant

LOs: 1.4.2 Listen to and follow simple instructions to do something or make something

2.1.5 Chant rhymes and sing songs pronouncing words clearly

2.4.3 Recite simple poems and sing songs with expression and appropriate gestures

3.2.1 Recognise and read out whole words3.6.4 Pick out words that show comparison

Year: 3 [9-year olds]Topic: Sea Creatures [Comparative Adjectives]

Goals: i. to understand and follow simple instructions such as ‘blow’, ‘start’, ‘stop’

ii. to know different forms of comparative adjectivesiii. to perform a simple chant

LOs: 1.4.2 Listen to and follow simple instructions to do something or make something

2.1.5 Chant rhymes and sing songs pronouncing words clearly

2.4.3 Recite simple poems and sing songs with expression and appropriate gestures

3.2.1 Recognise and read out whole words4.3.2 Complete missing words in simple texts such as

instructions, directions, descriptions, rhymes, stories and other texts

[with guidance in the form of words and pictures]

Presentation [Activity 3] Comparative Adjectives

i. Put up sentence patterns containing comparative adjectives.

ii. Explain concept:- adding ‘-er than’- doubling last letter and adding ‘-er than’

Presentation [Activity 3] Comparative Adjectives

i. Put up sentence patterns containing comparative adjectives.

ii. Introduce different forms of comparative adjectives:- adding ‘-er than’- doubling last letter and adding ‘-er than’- replacing last letter ‘y’ with ‘-ier than’

Size of sentence cards used in the

first lesson

Size of improved sentence cards in

subsequent lessons

Sentence Cards

Teaching Material

Reflections

Ms Kwa (conducted LP1 & LP2 and observed LP3) - useful to have input from the observers [my colleagues and the researcher] to better improve my lesson plan. - could save teachers’ time as the prepared teaching aids and worksheet can be shared.

- it gives an opportunity to think deeper about my own teaching strategy and methodology.

- able to come up with ideas to improve on my class instruction, strategy, etc.

- lesson study provides professional upgrading for each individual as we are able to learn from each other informally.

Ms Norazian (conducted LP3 and observed LP1, LP2)

I am very happy and delighted to be involved in this lesson study project. I learnt new teaching strategies and skills during the first and second observations. The group discussions help me to adapt and produce new ideas in teaching to make the lesson more interesting. It is also good input for teachers as they can sit together and discuss better solutions for teaching difficult topics.

Ms Nor Azura (observed LP1, LP2 & LP3)Frankly, I had significant reservations as the process began.  We were three teachers who had never worked together in terms of teaching.  I thought it unlikely that we would be able to create and work effectively toward a common goal.  I also questioned whether we would have enough of a common frame of reference to offer useful feedback to each other. We began with a rather fitful attempt at goal-setting.  At first, this activity felt hopeless but in retrospect, it was in fact the perfect way for us to begin.  As we talked of our dreams for our pupils and the gaps that prevented their fulfillment, we were getting to know each other.  This discussion allowed each of us to share our visions and frustrations, and it became apparent that despite our differences we had a great deal in common.  What seemed like something of an aimless, philosophical discussion actually created the beginnings of the common ground from which we could work together.  We also created a pretty good goal - one that each of us found worthwhile and that we were willing to extend ourselves to achieve. Clearly, the value of lesson study is primarily in the process, the creating, the professional dialogue, and in looking at a broader picture of what we do as teachers.

Reminders

• One standard lesson plan may not be workable for all classes. A teacher would still need to adopt and adapt activities in the lesson to suit the needs of the pupils in the class.

• Lesson Study is a continuous learning process as it gives an opportunity to participating teachers to emulate each other’s strong/good qualities in teaching.

• The Lesson Study method affords flexibility in using the lesson plan.

Thank you