(Milotarikais - Blogspot) Model RBP & RB Mesej

6/24/2012
EDU 3105
Teknologi dalam Pengajaran dan Pembelajaran
EDU 3105
MODEL ADDIE MODEL REKABENTUK PENGAJARAN
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Ahmad Azam Bin Hasmawi_JTP IPSAH
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EDU 3105
EDU 3105
ANALYSIS STAGE
Front-end analysis or instructional needs assessment. Clarifying instructional needs and setting goals (attainment targets). Analysis of learner characteristics and entry behaviours (prior knowledge, attitudes, experience, and skills).
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DESIGN STAGE
Conducting an instructional task analysis (steps to achieve instructional goals activity plan) Writing specific instructional or performance objectives. Determine content to be taught. Designing instructional strategies (introduction, review of previous learning, presentation of new information, practice and feedback activities, self-testing, summary, and follow-on activities). Developing assessment instruments (criterion vs norm referenced tests).
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EDU 3105
DEVELOPMENT STAGE
Selecting and integrating appropriate media and technologies. Producing new materials or adapting conventional materials. Formatively evaluating samples of materials developed (rapid prototyping).
IMPLEMENTATION STAGE
Revising and producing final materials (just-in-time production) Delivering final materials to learners.
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EDU 3105
EDU 3105
EVALUATION STAGE
Conducting summative evaluation (determine value of instructional materials in practice. Based on evaluation review, retain, reject, or revise materials).
Model ASSURE
A Analyze learner (analisis pelajar) S State objective (nyatakan objektif) S Select method, media and materials (pilih kaedah, media & bahan U Utilize media and materials (gunakan media dan bahan) R Require learner participation (dorong penglibatan pelajar) E - Evaluate and revise (nilai dan semak)
(From Instructional Media and Technologies for Learning by Heinich, Molenda, Russell, Smaldino, 1999)
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EDU 3105
EDU 3105
Analyze learners
Know your target audience (your students) : General characteristics - grade, age, ethnic group, sex, mental, emotional, physical, or social problems, socioeconomic level, and so on. Specific entry competencies - prior knowledge, skills, and attitudes. Learning styles - verbal, logical, visual, musical, structured, and so on.
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ASSURE : Analisis Pelajar

Analisis Pelajar
Ciri-ciri Umum Kelayakan Spesifik
Gaya Belajar
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EDU 3105
EDU 3105
State objectives
Objectives are the learning outcomes, that is, what will the student get out of the lesson The ABCD's of writing objectives are: Audience (who are your students?) Behavior to be demonstrated Conditions under which the behavior will be observed Degree to which the learned skills are to be mastered. Example: Fifth grade social studies students (Audience) will be able to name at least 90% (Degree) of the state capitols (Behavior) when given a list of states (Condition).
ASSURE : Nyatakan Objektif

OBJEKTIF
Pengetahuan, kemahiran atau sikap yang perlu dikuasai pelajar selepas sesuatu pengajaran dijalankan
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EDU 3105
Select instructional methods, media, and materials

When students have a clear idea of what they should get out of the lesson, then select the: Instructional method that you feel is most appropriate to meet the objectives for these particular students. Media that would be best suited to work with your instructional method, the objectives, and your students. Materials that provide your students with the help they need in mastering the objectives.
ASSURE : Pilih Kaedah, Media dan Bahan

Pilih, ubahsuai, reka bentuk bahan-bahan
Pilih format media
Kaedah
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EDU 3105
EDU 3105
Utilize media and materials

Do your lesson and use the media and materials that you have selected. Always preview the materials before using them in a class Use the equipment in advance to be sure it works and you know how to use it. Make sure that your instructional materials are suitable and working the best you can and then use it in the classroom.
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ASSURE : Guna Media dan bahan

Pratonton (preview) bahan/media Sediakan bahan/media Sediakan sekitaran sesuai Sediakan pelajar Bekalkan pengalaman pelajaran
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EDU 3105
EDU 3105
Require learner participation

Students learn best when they are actively involved in the learning.
Incorporate questions and answers, discussions, group work, hands-on activities, and other ways of getting students actively involved
ASSURE : Libatkan Pelajar

Behaviorisma ransangan gerak balas pengukuhan Kognitivisma Konstruktivisma manipulasi maklumat secara aktif (Gagne) pembinaan ilmu
Make sure that all students have opportunities to participate in the learning activities Avoid lecturing for an entire hour. Listen to your students and allow them to become aware of the content.
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EDU 3105
EDU 3105
Evaluate and revise

Often neglected but it is the most important one Good teachers must reflect upon the lesson, the stated objectives, the instructional strategy, and the instructional materials Expectations might be too high or too low The materials used might not have been appropriate for the grade level or the material might not be very motivating. The instructional strategy might not have got students interesting in participation or the strategy might have been difficult The assessment you used might have shown that students didn't learn what you tested for. The lesson did not permit enough time for the students to master the objectives.
ASSURE : NILAI dan KAJI SEMULA
Pencapaian Pelajar
PENILAIAN
Media & Kaedah
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EDU 3105
EDU 3105
Model Pengajaran ASSURE

You are not a bad teacher if a lesson does not work. You are a bad teacher if you don't reflect upon your lessons and work on revising elements of the lesson until your students become successful learners.
A Analyze learner (analisis pelajar) S State objective (nyatakan objektif) S Select method, media and materials (pilih kaedah, media & bahan U Utilize media and materials (guna media dan bahan) R Require learner participation (libatkan pelajar) E - Evaluate and revise (nilai dan kaji semula)
Menekankan penggunaan media
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EDU 3105
EDU 3105
Domain Teknologi Pengajaran

Reka bentuk
REKA BENTUK MESEJ

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Penilaian TEORI DAN AMALAN Pengurusan
Pengembangan
Penggunaan
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EDU 3105
Rekabentuk
Reka bentuk
Reka Bentuk Mesej

Perancangan untuk memanipulasi bentuk fizikal mesej (Grabowski, 1991) Merangkumi prinsip-prinsip perhatian, pengamatan dan ingatan Cara dan format paling berkesan untuk menyampaikan mesej kepada pelajar
RB sistem pengajaran TEORI DAN AMALAN RB mesej RB strategi pengajaran Ciri-ciri pelajar
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EDU 3105
EDU 3105
Reka Bentuk Mesej

Memberi tumpuan kepada perkaraperkara kecil seperti :
Visual Urutan pelajaran Halaman Reka bentuk skrin
Reka Bentuk Mesej

Bergantung kepada jenis medium
Statik Dinamik Kombinasi
Bergantung kepada tugasan pembelajaran yang ingin dicapai

Kemahiran Penyelesaian masalah Pembentukan konsep
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(Milotarikais - Blogspot) Model RBP & RB Mesej

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6/24/2012

MODEL ADDIE MODEL REKABENTUK PENGAJARAN

Ahmad Azam Bin Hasmawi_JTP IPSAH

Ahmad Azam Bin Hasmawi_JTP IPSAH

Ahmad Azam Bin Hasmawi_JTP IPSAH

Ahmad Azam Bin Hasmawi_JTP IPSAH

Ahmad Azam Bin Hasmawi_JTP IPSAH

Ahmad Azam Bin Hasmawi_JTP IPSAH

ASSURE : Analisis Pelajar

Ciri-ciri Umum Kelayakan Spesifik

Ahmad Azam Bin Hasmawi_JTP IPSAH

ASSURE : Nyatakan Objektif

Ahmad Azam Bin Hasmawi_JTP IPSAH

Select instructional methods, media, and materials

ASSURE : Pilih Kaedah, Media dan Bahan

Pilih format media

Ahmad Azam Bin Hasmawi_JTP IPSAH

Ahmad Azam Bin Hasmawi_JTP IPSAH

Utilize media and materials

ASSURE : Guna Media dan bahan

Ahmad Azam Bin Hasmawi_JTP IPSAH

Require learner participation

ASSURE : Libatkan Pelajar

Ahmad Azam Bin Hasmawi_JTP IPSAH

Evaluate and revise

ASSURE : NILAI dan KAJI SEMULA

Media & Kaedah

Ahmad Azam Bin Hasmawi_JTP IPSAH

Ahmad Azam Bin Hasmawi_JTP IPSAH

Model Pengajaran ASSURE

Ahmad Azam Bin Hasmawi_JTP IPSAH

Domain Teknologi Pengajaran

REKA BENTUK MESEJ

Penilaian TEORI DAN AMALAN Pengurusan

Ahmad Azam Bin Hasmawi_JTP IPSAH

Reka Bentuk Mesej

Ahmad Azam Bin Hasmawi_JTP IPSAH

Ahmad Azam Bin Hasmawi_JTP IPSAH

Reka Bentuk Mesej

Reka Bentuk Mesej

Bergantung kepada tugasan pembelajaran yang ingin dicapai

Ahmad Azam Bin Hasmawi_JTP IPSAH

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