komponen P/P -Perancangan -Pelaksanaan -Penilaian

35 46 55

-Amalan Refleksi -Rancang Semula
12 7 13 26 18 16

28

Web CD Rom Cellular

PC

VCR

TV MicroWave Telephone Electricity Gas Auto

PM.Dr.Hanipah Hussin.Kursus Asas Metadologi FKEKK/FKE,Allson Kelana.BBNilai.NS.17-19.02.05

Source :

National Center for Policy Analysis Newsweek, April 13, 1998

PROSES PENGAJARAN DAN PEMBELAJARAN RANCANG SEMULA P/P

MERANCANG MELAKSANA

REFLEKSI

MENILAI

MEMERHATI MEMANTAU

*KOMPONEN ASAS DLM PERANCANGAN BERKESAN

*KEMAHIRAN MENGAJAR PENSYARAH
DIAGNOSIS/BANTU MEMAHAMI ISU PENGAJARAN, MENYEDARI STRATEGI, BANTU MERANCANG DAN MEMBUAT PERSEDIAAN

RANCANG SEMULA P/P

MERANCANG

DIAGNOSIS/BANTU: MEMBIMBING MEMBERI GALAKAN + SOKONGAN

MELAKSANA / MENGAJAR

REFLEKSI/
MAKLUM BALAS
DIAGNOSIS/BANTU MEMANTAU MENGAITKAN TINDAKAN DGN. RANCANGAN/OBJEKTIF P-P

MENILAI
MENGUKUR PENCAPAIAN PELAJAR KNOWLEDGE/KEMAHIR AN/PROJECT/SAHSIAH/

MEMERHATI /MEMANTAU
DIAGNOSIS/BANTU/MEMANTAU HASIL P-P DAN PROSES P-P YG. CUBA DILAKUKAN

News group Chat / e-Mail Learning support services

Jelas-3 ciri -boleh diukur -Rasional -Gabungan –kfa -membena kreatif a. Objektif / out put

Web & FAQ Unstructured Learning resources

Tutor & students

Kemahiran generic b.Isi pelajaran

Learner

Digital libraries & other web sources Database -deduktif / induktif -TPE / TLE syllabus -kuasai konsep/term -susun ikut kebolehan p

Q. Bank Database

Assessment services

Strategy P/P PAO

Office testing Online testing Tutor Students Advisory

Certification

2

KUTKM Strategies Of Teaching and Learning
1 2 Innovative and creative T&L strategies :strong knowledge with emphasis on practical applications Use of effective teaching and learning techniques:
a b c d e f g h I Computer - based learning Problem based learning Experiential Learning Action - based learning experiment and practical sessions Simulation Industrial application software Industrial exposure(Seminars, visit, trainings lecturers, symposiums Projects

3

Teaching Factory

Bengkel Penyediaan Pengajaran dan Pembelajaran
Kerja berpasukan (3 orang) Soalan -Berdasarkan borang ‘Penilaian Amalan Instruksional Peserta Oleh Pembimbing Di Fakulti’ sediakan satu rancangan pengajaran dan pembelajaran bagi salah satu sub topic di bidang anda. -Kenal pasti strategy/methodology/technique p/p yang digunakan.

The inflection point of learning, creativity & productivity

When learning and working are a synchronous activity

a.Permulaan – Advance organizer jelas, minat, cungkil ilmu, objective jelas

b. Pengembangan – contoh, abm, level IQ, PAO, student oriented( 80/20), pindahkan konsep/prinsip situasi baru, teknik menyoal yang berkesan (texanomy Bloom) uhaasj

c.Pengurusan p/pkawalan bilik kuliah, tulisan terang, susun kemas, suasana kondusif, kebolehlaksanaan, idea relevan/menarik,

d. Komunikasisuara jelas,interpesonal, dua hala, gesture badan.

e.Penutupberi tugas relevan, tajuk berikutnya di gambarkan, penilaian formatic, tests, kuiz.

f.Hasil Pembelajaranterminologi, kaitan isi dan isu sebenar, bina intelektual, aktiviti susulan.

Kajian: Bagaimana Pembelajaran dapat dikekalkan (retain)
komunikasi aplikasi abstrak piktorial konkrit intuitif 90% usaha ajar orang lain

80% pengalaman/perlakuan

40% perbincangan

20% lihat dan dengar

15% penglihatan

10% pendengaran

PENILAIAN DALAM P/P
Formatifdilaksanakan semasa sesi p/p, hujung sesi p/p, project

Sumatifdilaksanakan di akhir p/p, mid term, final exam

REFLEKSI / MAKLUM BALAS P/P
-Pemikiran Refleksi –
Pemikiran Refleksi adalah aktiviti kognitif (proses berfikir), Ia memberi peluang kepada pengamal supaya memberi ‘reason’ secara logikal, rasional 1980’s - Reflective is used as dan membuat analisis yang aktif terhadap

approach to help teachers combine -apa yang telah dilaksanakan semasa p/p inquisitive effort in teaching and learning in-masalah yang timbul semasa aktiviti p/p the classroom in -justifikasi seseorang dalam tindakannya. Australia, Europe and America, -cadangan untuk perbaiki masalah Europe and Australia
-tindakan yang akan dilaksanakan segera -ia tidak impulsif dan tidak bersifat intuisi.
Hanipah 1999.

2

PENULISAN REFLEKSI DALAM PORTFOLIO PENSYARAH
Tulis satu sahaja masalah/ kekurangan yang anda alami semasa P/P Jelaskan punca mengapa masalah itu timbul semasa p/p dan kaitannya dengan sub-topic yang diajar Tuliskan dua kesedaran anda terhadap masalah/isu dan kesannya ke atas kualiti kerja/falsafah diri anda sebagai seorang pensyarah Beri tiga cadangan cara bagaimana anda sendiri boleh perbaiki kelemahan anda itu Tuliskan satu tindakan segera yang anda akan ambil

New Lecturer
RECIEVE KNOWLEDGE

GOAL

CONCEPTUAL SCHEMATA MENTAL CONSTRUCTS

PROFESSIONAL REFLECTIVE PRACTICE REFLECTIVE CYCLES DEVELOPMENT

EXPERIENTIAL KNOWLEDGE

PRACTICE OUTPUT

INPUT
(J. 1990) (J.Wallace 1990)

2.

Literature Review of Reflective Practitioner
1953, Kurt Lewin, Colombia University, 1976, John Elliot, in Europe, 1980, New York- Reflective Journal as a research approach in empirical and systematic tool to increase the faculty performance.

1980 (Kemmis and Mc Taggart) (1988) -improve work performance in his -department- University of Deakin, Australia.
.

1990’s, Kim Paik Lah --- used journal of reflection in her Action Research project to increase the professionalism level of lecturer in USM Malaysia. (1998) Syarifah Bee Abu Bakar BPG- affirmed that reflection as a tool to develop professional teachers. (1999) Hanipah Hussin- used varieties of format for reflective writing among lecturer in Teacher’s Training College in Malaysia.

TEACHING KNOWLEDDGE BASE
1 2 3 4 5 6 7 8 SELF KNOWLEDGE AS TEACHERKNOWLEDGE OF STUDENT KNOWLEDGE OF EDUCATION KNOWLEDGE OF GENERAL PEDAGOGYKNOWLEDGE OF PEDAGOGY’S CONTENTKNOWLEDGE OF THE CURRICULUMKNOWLEDGE OF EDUCATIONAL ENDS KNOWLEDGE OF CONTENT PER SE-

e-Learning Architecture
Forum Chat Database Opinions e-Mail Personal Website

Collaborative Activity

Tutorial

Individual Learning Flow of Instruction Interactive Interface Assessment Modular approach Basic-Advance

Quiz Objective Cloze test Matching Asignment

Assessment Activity

Linkages

Internet [Web Site] Slide (Power point ) Notes Hot Spot Download & Run

Dynamics Adjustment Change Exploration Innovation

KUTKM
Growth

Uncertainty

Organizations of the Future

Deploy yourself Strike hard Try everything Warren Bennis

Objectives Students will: 1 learn the basic types……………………. 2 know how …………………………………. 3 build a ……………………………………… 4 solve a problem ………………………….. 5 participate in a cooperative learning activity, using cooperative skills of negotiation, problem solving asking for and receiving help. 6 demonstrate a model of…………………..

Methodology
The 16 cycles implimented during intervention session project through action research

Phase 1

1
Introductory

2 3 4 Action Research 8 7

1
Advance

2 3 Phase 2

8 coaching 7 6 5

Coaching 4 6 5

Cycle 1 shown researcher’s spiral in introductory coaching. 8 small cycle shown, spiral done by cohort student teachers in Cycle1

Cycle 2 shown researcher’s spiral in advance coaching 8 small cycle shown ,spiral done by cohort student teachers in Cycle2

Gelongan 1, 2, 3, …..
Group Memilih topik yang pertama untuk diperbaiki & tindakan coaching Peer Coaching Refleksi dan tindakan Memilih topik yang kedua untuk diperbaiki & tindakan

New understanding
1 2 3

Model Reflective Coach
1.Pengkaji memodelkan kemahirkan kpd. Partisipan Pengkaji sebagai jurulatih membuat intervensi yg. terancang & sistematik ke atas P/P/Pengurusan/Pemantauan membolehkan mereka bertindak berpandukan pengajaran reflektif (lihat rajah berikut) MULA Taksiran keperluan Merancang Bertindak

Mengenal pasti fokus

Refleksi

Menilai

*PUSARAN KEMAHIRAN MENGAJAR
DIAGNOSIS/BANTU MEMAHAMI ISU PENGAJARAN, MENYEDARI STRATEGI, BANTU MERANCANG DAN MEMBUAT PERSEDIAAN DIAGNOSIS/BANTU: MEMBIMBING MEMBERI GALAKAN + SOKONGAN

RANCANG SEMULA

MERANCANG

MENGAJAR

MAKLUM BALAS
DIAGNOSIS/BANTU MEMANTAU MENGAITKAN TINDAKAN DGN. RANCANGAN/OBJEKTIF P-P

PMERHATIAN
DIAGNOSIS/BANTU/MEMANTAU HASIL P-P DAN PROSES P-P YG. CUBA DILAKUKAN

Diagram 2: Reflection on Data Analysis in Action Research Data Collection Reflection 1
Chronological exploration of the role of teacher in classroom Researcher Journal

Data Analysis
ANALYSIS 1 participant’s journal entry (week 1) -Transcription and coding -White sports/unclear passages -Tentative interpretations

Reflection 2
Respondent Specific Part Respondent unspecific Respondent Specific Question

ANALYSIS 2

Table 2 : Triangulation process by the researcher
Feedback from cooperating teacher , peers and lecturer

Planning

Teaching Reflective

Reflective by trainees Feedback

Reflective by researcher

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