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PROGRAM PEMBANGUNAN PROFESIONALISME GURU MRSM
KEMAHIRAN GURU DI ABAD 21 YANG MESTI DIKUASAI
KINRARA RESORT, PUCHONG6 MEI 2015
OLEH:DR. MOHAMAD NOR BIN MOHAMAD TAIBPENGARAHINSTITUT PENDIDIKAN GURU KAMPUS TEKNIK, ENSTEK, NEGERI SEMBILAN
‘LEVEL OF PLAYING FIELD’ SAMA ‘TOV’ PELAJAR TINGGI PRESTASI AKADEMIK TINGGI OBJEKTIF MEMPERKASA PENDIDIKAN DAN
MENYEDIAKAN PROFESIONAL BUMIPUTERA PRASARANA YANG BAIK‘EXCELLENCE: GOOD IS NOT ENOUGH IF
BETTER IS EXPECTED AND BEST IS POSSIBLE’
ASAS PERBINCANGAN:
A Nation At Risk: Improving the quality of teacher education is a central goal of the educational reform movement (USA, National Commission On Educational Excellence, 1983)
We must develop teachers who are able to undertake greater responsibilities as they are at the forefront of educating our youth (NIE, Singapore, 2008)
The goal of the 1995 Education Reform was to train excellent teachers who could meet the challenges of increasing assertive students, the information age, globalization, and the changing field itself.
TEACHER AS A PARAMOUNT FACTOR
“The quality of an education system cannot exceed the quality of its teacher”(Barber & Mourshed, 2007)
“If a teacher graduates today and teaches for 30 years, and their students live for 70 years, teacher education programs are actually preparing teachers for 22nd century learners” (Crag Kissock, Education Week, March 2014)
“Guru perlu membentuk pelajar yang mampu berfikir secara tajam, mendalam dan kreatif bagi menghadapi apa saja kemungkinan” (12 Julai 2012)
“ … sudah tiba masanya guru benar-benar menjadi pencetus kreativiti dan penjana inovasi dalam mendidik murid … menghadapi persaingan global … sistem pendidikan amat penting’ (Hari Guru,16 Mei 2014)
“It is important to make teaching profession that is vibrant, self-sustaining, and rewarding, so that it will attract and retain the very best talent that Malaysia has to offer”Malaysia Education Blueprint, 2013-2025
Kualiti guru merupakan penentu utama pencapaian murid di sekolah. Kajian di Tennessee USA (1990an) menunjukkan secara relatif guru berprestasi tinggi dapat meningkatkan pencapaian murid sebanyak 50% dalam tempoh 3 tahun berbanding guru yang berprestasi rendah. PPPM (2013-2025)
HIGH PROFILE MATKETING
KUALITI GURU
20TH CENTURY•LEAD BY TEACHER •DIRECT INSTRUCTION•KNOWLEDGE•CONTENT•LOW ORDER THINKING SKILLS•THEORY•CURRICULUM•INDIVIDUAL•CLASS ROOM•SUMMATIVE ASSESSMENT•LEARN FOR FORMAL SCHOOLING
21ST CENTURY•STUDENT CENTERED•COLLABORATIVE LEARNING•SKILLS•PROCESS•HIGHER ORDER THINKING SKILLS•PRACTICAL•LIVING SKILLS•TEAM •COMMUNITY•FORMATIVE ASSESSMENT•LEARN FOR LIVING
21ST CENTURY•STUDENT CENTERED•COLLABORATIVE LEARNING•SKILLS•PROCESS•HIGHER ORDER THINKING SKILLS•PRACTICAL•LIVING SKILLS•TEAM •COMMUNITY•FORMATIVE ASSESSMENT•LEARN FOR LIVING
STRENGTHENING THE 21ST CENTURY LEARNING SKILLS· Greater Need for Education in Society and Economy· Higher Standards for Teaching & Learning· More Diverse Students with Greater Educational Needs· Greater Expectations of Schools for Ensuring Success
INFORMATION TECHNOLOGY
SKILLS, COMMUNICATION & MEDIA
• Information literacy
• Media literacy• Information &
communication technology literacy
• Using technology to access, manage, integrate and evaluate new information and communicate with others
• Adaptability & flexible
• Self initiative &direction
• Inter cultural social skills
• Productivity, accountability & adaptability
• Responsibility & leadership
• Multiple capabilities• Reflection &
improvement
• Creativity, innovation & discovery enthusiasm
• Critical thinking & problem solving
• Communication & collaboration• To analyze & to conceptualize• Life long learning
LEARNING SKILLS & INNOVATION
LIVING SKILLS & CAREER
• Global awareness• Financial literacy, economic,
trade & entrepreneurship• Civic literacy• Environmental awareness• Awareness of health &
wellness
CORE SUBJECTS & 21ST CENTURY
THEME
STUDENTS’ OUTCOME FOR 21ST CENTURY
‘… anyone who is teacher has to be a researcher in the sense that he/she has a hunch, collect data, and analyses what is there in order to improve what he/she is doing. To some degree, then, reflective teachers are all researchers’ (King and Wahistorm, 1993: 25)
‘It is difficult to see how teaching can be improved or how curricular proposals can be evaluated without self-monitoring on the part of teachers. A research tradition which is accessible to teachers and which feeds teaching must be created if education is to be significantly improved’ (Stenhouse, 1975: 165)
GURU SEBAGAI PENYELIDIK
‘Teacher researchers can be characterized as those practitioners who attempt to better understand their practice, and its impact on their students by researching the relationship between teaching and learning in their world of work’ (John Loughran, 2002)
MODEL CRASP
• Lebih kritikal terhadap isu• Menilai keberkesanan program
• Memperbaiki proses P&P• Mendorong perubahan kreatif & inovatif
• Sediakan input untuk dasar/polisi• Perkukuhkan justifikasi sesuatu program
• Meningkatkan keyakinan dan imej diri
• Kenalpasti antara polisi & amalan; retorik & amalan• Anjur perbincangan isu pendidikan• Tingkatkan skil mengutip data, analisis, penilaian, pemantauan pencapaian pelajar• Dapatan kajian sebagai sumber rujukan INSET• Sertai forum/seminar• Jadikan IPGK sebagai organisasi pembelajaran
PROFESIONALISME
CRITICAL ATTITUDE
REFLECTIVE PRACTITIONERACCOUNTABILITY
SELF-EVALUATION
GURU SEBAGAI PENYELIDIK, KREATIF DAN INOVATIF
TECHNOLOGICAL PEDAGOGICAL & CONTENT KNOWLEDGE (TPACK)
4E LEARNING• CONSTRUCTIVE LEARNING; • STUDENT-CENTRED
LEARNING; • COLLABORATIVE
LEARNING; • COOPERATIVE LEARNING, • AUTHENTIC LEARNING; • PROBLEM-SOLVING
LEARNING; • INTERACTIVE MULTIMEDIA
LEARNING; • PROJECT-BASED
LEARNING.
LEARNING OUTCOME
DOMAIN (LOD)
PROBLEM SOLVING %
SCIENTIFIC SKILLS
INFORMATION MANAGEMENT &
LIFELONG LEARNING SKILLS
KNOWLEDGE
PRACTICAL KILLS
SOCIAL SKILLS & RESPONSIBILITIES
VALUES, ATTITUDE & PROFESIONALISME
CUMMUNICATION, LEADERSHIP &
TEAM SKILLS
MANAGERIAL & ENTREPRENEURIAL
SKILLS
APTITUDE
ABILITY
PRESERVERANCE
OPPORTUNITY
QUALITY
APPROPRIATENESS
INCENTIVE
TIME
TEACHING
LEARNING
TEACHING + LEARNING + 4E (ENGAGING, ENHANCING, EMPOWERING, ENJOYING) = ENCOURAGING LEARNING OUTCOME
1. What are the trends of SPM/Mathematics achievement in 2013 in terms of quantity and quality?2. What are the subjects/topics that contribute to the declining of SPM/Mathematics performance?3. What are the factors (IPO) that lead to this decline?4. What are the steps to be taken to improve the performance of SPM/Mathematics?
EFFECTIVE PRINCIPALS
• A COMMUNICATOR• AN EDUCATOR• AN ENVISIONER• A FACILITATOR• A CHANGE MASTER• A CULTURE
BUILDER• AN ACTIVATOR• A PRODUCER• A CHARACTER
BUILDER• A CONTRIBUTOR
EFFECTIVETEACHING
FACTORS:• QUALITY• APPROPRIATENESS• INCENTIVE• TIME
WAYS / HOW:• ENGAGING• ENHANCING• EMPOWERING• ENJOYING
FACTORS INFLUENCING STUDENTS’ PERFORMANCE
SCHOOL CULTURE(MOVING, CRUISING,
STROLLING, STRUGGLING,SINKING)
PASTS DATA PERFORMANCE
CURRICULUM ASSESSMENT &
EXAMINATION T & L MATERIALS
EFFECTIVE LEARNING:
FACTORS• APTITUDE• ABILITY TO UNDERSTAND• PRESERVERANCE• OPPORTUNITY
WAYS / HOW:• CONSTRUCTIVE • STUDENT-CENTERED • COLLABORATIVE • COOPERATIVE • AUTHENTIC • PROBLEM SOLVING• PROJECT BASED• INTERACTIVE MULTIMEDIA
PERFORMANCE SPM/
MATHEMATICS
SAMPEL (PRINCIPALS, TEACHERS, STUDENTS, PARENTS), DATA (INTERVIEW, OBSERVATION, DOCUMENT, QUESTIONNAIRE)
The quality of an education system cannot exceed the quality of its teacher (Barber & Mourshed, 2007)
A nation at risk: improving the quality teacher education is a central goal of the educational reform movement (USA, National Commission on Educational Excellence, 1983)
INPUT PROCESS OUTPUT OUTCOME
I have never seen any good schools being led by weak principals or any weak schools being led by good principals. In reality, up or down of any particular schools is just because of their principals (F. Hechinger, 1989)
The focus of educational effectiveness is on outcome. A teacher is effective if he/she can accomplish the planned goal and assigned tasks in accordance with school goal (Campbell et.al. 2004)
Remembering
Understanding
Applying
Analyzing
Evaluating
Creating
Pri
Sec
Remembering
Understanding
Applying
Analyzing
Evaluating
CreatingKnowledge Creation
Knowledge Deepening
Knowledge Acquisition
LOTSLower Order Thinking Skills
HOTSHigher Order Thinking Skills
Primary
Secondary
PARADIGM OF THINKING LEVEL
(LEARNING PYRAMID & RETENTION RATE)
Lecture, 5%
Reading, 10%
Audio-Visual, 20%
Demonstration, 30%
Discussion Group, 50%
Practice by Doing, 75%
Teach Others/ Immediate Use, 90%
KRITIS KREATIF INOVATIF
PERBEZAAN ANTARA KBAR DENGAN KBAT
ASPEK KBAR KBAT
JENIS MASALAH TERTUTUP TERBUKA
JENIS KEADAAN MUDAH & JELAS KABUR & RUMIT
KEBOLEHUBAHAN MASALAH SATU PEMBOLEHUBAH BERANEKA PEMBOLEHUBAH
PUNCA MASALAH PUNCA TUNGGAL PELBAGAI PUNCA
KAEDAH PENYELESAIAN MASALAH
KAEDAH YANG DIKENALPASTI
UJIKAJI & KESILAPAN
PENGETAHUAN DOMAIN SATU DOMAIN MULTI DISIPLIN
JALAN PENYELESAIAN SATU PENYELESAIAN PELBAGAI PENYELESAIAN
CONTOH SOALAN APAKAH DIA ... SEJAUHMANAKAH ...
ARAS PENGUKURAN NOMINAL RATIO
ELEMEN UTAMA
PEDAGOGI
KURIKULUM
PENTAKSIRAN
ELEMEN SOKONGAN
BINA UPAYA
KOKURIKULUMSOKONGAN KOMUNITI &
SWASTA
SUMBER
ELEMEN UNTUK MELAKSANAKAN
KBAT
METHODS TO GENERATE HIGHER ORDER THINKING SKILLS
I-THINK
Defining in context
Describing qualities
Sequencing
Part-whole relationships
Classifying
Comparing & Contrasting
Cause & Effect
Seeing analogies
1. ELEMEN PENEGASAN
3. ELEMEN KEJELASAN
2. ELEMEN PERHUBUNGAN
MIND MAPPING
Delete
Increase
Reduce Create
BOS
BRAINSTORMING
I = IDENTIFY D = DESCRIBEE = EVALUATEA = ACTL = LEARN
Per
sona
lisat
ion
of L
earn
ing
Teacher Directedness
High
Low High
Assessment OF Learning
Assessment FOR
Learning
Assessment AS Learning
Assessment IN Learning
Student at the centre of learning
Student monitors, assesses, reflects on learning
Student initiates demonstrations of learning
(to self and others)
Teacher as coach and mentor
NEW APPROACH OF ASSESSMENT (TEACHER: STUDENT RELATIONSHIP) TO GENERATE HOTS
Prof Tony Townsend, 2010
