tag:blogger.com,1999:blog-12548295498274970152024-02-06T18:20:29.780-08:00LSP 4023: KAEDAH PENGAJARAN SEJARAHCITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.comBlogger56125tag:blogger.com,1999:blog-1254829549827497015.post-3678120162825563532010-05-21T19:12:00.000-07:002010-05-21T19:29:48.835-07:00CIRI CIRI-CIRI AM PENDIDIKAN<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3kADrUSFc6XRB3RQWbFcBKaor6o4jwc-z_m8iEwXZtrEjJAZNuZuhxT5QD32PN8s_rUvYQz_KgRxKVIX0tUktoo3oD3Jd_5CbhAm6FAJil4fLgq7yYBPCcyEiUDdcBJEK1XVpjPBUiSQh/s1600/REJHECAIJUY3LCAXI2GGOCA6H61VVCA4CJ36SCAKPO7SYCAI84BDVCA9VT3RSCA0MEAFECAUK6CB9CA9WNW4CCAHCHE4JCAVVZVGJCA04TWSSCA80QXVLCAZ30395CA105OFHCAL0LXL0CAL5FI2PCA2KMS0ACA69MW8PCA2JUQ7G.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 119px; height: 135px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg3kADrUSFc6XRB3RQWbFcBKaor6o4jwc-z_m8iEwXZtrEjJAZNuZuhxT5QD32PN8s_rUvYQz_KgRxKVIX0tUktoo3oD3Jd_5CbhAm6FAJil4fLgq7yYBPCcyEiUDdcBJEK1XVpjPBUiSQh/s320/REJHECAIJUY3LCAXI2GGOCA6H61VVCA4CJ36SCAKPO7SYCAI84BDVCA9VT3RSCA0MEAFECAUK6CB9CA9WNW4CCAHCHE4JCAVVZVGJCA04TWSSCA80QXVLCAZ30395CA105OFHCAL0LXL0CAL5FI2PCA2KMS0ACA69MW8PCA2JUQ7G.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5473915624845580738" /></a><br /><br />OBJEKTIF DASAR PENDIDIKAN KEBANGSAAN<br /><br />DINYATAKAN DALAM PENDAHULUAN AKTA PELAJARAN 1961:<br />“BAHAWASANYA dasarpelajaransepertiyang diistiharkandalamOrdinanpelajaran, 1957 ialah untuk menubuhkan satu sistem pendidikan yang akan dapat memenuhi keperluan negara dan menggalakkan perkembangan kebudayaan, sosial, ekonomidanpolitiknya...”<br /><br />DASAR PENDIDIKAN KEBANGSAAN<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFV5kaNdkQyvbo3quwBIllRFZQNYhPAGt2ii-VqMgBG7jeIvx6ObGoMNNPYHFmWrLQvCnXLl7SQvyS5m5i49WR9G-lUJ4iMWFLMqa-B3YiKXCKtrjFnWtPy6wVpprhut2lfIpBFxtML-OC/s1600/belajar.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 190px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiFV5kaNdkQyvbo3quwBIllRFZQNYhPAGt2ii-VqMgBG7jeIvx6ObGoMNNPYHFmWrLQvCnXLl7SQvyS5m5i49WR9G-lUJ4iMWFLMqa-B3YiKXCKtrjFnWtPy6wVpprhut2lfIpBFxtML-OC/s320/belajar.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5473915716293419250" /></a><br /><br />MATLAMAT: PERPADUAN NEGARA<br /><br />UNTUK MENCAPAI MATLAMAT TERSEBUT, PENYATA RAZAK (1956) DAN LAPORAN RAHMAN TALIB (1965) TELAH MENGARISKAN TIGA ASAS UTAMA SEPERTI BERIKUT:<br /><br />1.SISTEM PERSEKOLAHAN YANG SAMA BAGI SEMUA.<br />2.BAHASA MALAYSIA SEBAGAI BAHASA PENGANTAR UTAMA DI SEMUA PERINGKAT PERSEKOLAHAN; DAN<br />3.KURIKULUM DAN PEPERIKSAAN SEKOLAH YANG SAMA KANDUNGAN DAN BERCORAK KEBANGSAAN.<br /><br />FALSAFAH PENDIDIKAN NEGARA<br /><br />PENDIDIKAN DI MALAYSIA ADALAH SATU USAHA BERTERUSAN KE ARAH PERKEMBANGAN POTENSI INDIVIDU SECARA MENYELURUH DAN BERSEPADU UNTUK MEWUJUDKAN INSAN YANG SEIMBANG DAN HARMONIS DARIPADA SEGI INTELEK, ROHANI, EMOSI DAN JASMANI BERDASARKAN KEPERCAYAAN DAN KEPATUHAN KEPADA TUHAN. USAHA INI ADALAH BAGI MELAHIRKAN RAKYAT MALAYSIA YANG BERILMU PENGETAHUAN, BERKETERAMPILAN, BERAKHLAK MULIA, BERTANGGUNGJAWAB DAN BERKEUPAYAAN MENCAPAI KESEJAHTERAAN DIRI SERTA MEMBERI SUMBANGAN TERHADAP KEHARMONIAN DAN KEMAKMURAN MASYARAKAT DAN NEGARA.<br /><br />STRATEGI PELAKSANAAN<br /><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiykLcp4ukFgcuYxLsqDw44Dp9sEmOxmV19klwK3P1yxoKa5qx5PmhwlTgEnVNGPVF55BEcVdffYha78tekYM4uucUKSA7UkRVFLIrCp7DwJy51sBN1wpE7ttGYeH0Bz2nSFfII2uR9QwIA/s1600/p8200134.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 220px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiykLcp4ukFgcuYxLsqDw44Dp9sEmOxmV19klwK3P1yxoKa5qx5PmhwlTgEnVNGPVF55BEcVdffYha78tekYM4uucUKSA7UkRVFLIrCp7DwJy51sBN1wpE7ttGYeH0Bz2nSFfII2uR9QwIA/s320/p8200134.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5473915914420483634" /></a><br /><br />1.Menjadikan Bahasakebangsaan sebagai bahasa pengantar yang utama.<br />2.Mengadakan kurikulum yang sama dan berorientasikan Malaysia bagisemujenissekolah.<br />3.Mewujudkan sistem peperiksaan yang samabagisemua.<br />4.Melicinkan tatacara pengurusan pendidikan.<br />5.Meningkatkan mutu pendidikan keseluruhannya dengan menyediakan pendidikan yang menyeluruh,seimbangdanbersepadu.<br />6.Mengadakan peluang pendidikan asas selama sembilan tahun.<br />7.Mendemokrasikan pendidikan dari segi peluang dan mutu dengan mengagihkan peruntukan secara adil dan memberi perhatian khas kepada kumpulan yang kurang bernasib baik dan kawasan luar bandar atau pendalaman.<br />8.Menyediakan pendidikan rendah mengikut Kurikulum Baru Sekolah Rendah(KBSR) yang berasaskan3M. Matlamat untuk melahirkan individu yang seimbang dari segi ilmu pengetahuan dan kemahiran sesuai dan mempunyai moral serta nilai etika yang kukuh.<br />9.Memperluas pendidikan vokasional dan teknik melalui penyusunan semula kurikulum Sekolah Vokasional pada tahun 1978.<br />10.Mempelbagai dan memperbanyakkan kemudahan pendidikan diperingkat Universiti terutama dalam bidang sastera gunaan dan sains gunaan.<br />11.Mempertingkatkan pendidikan kerohanian, moral dandisiplin.<br />12.Menjadikan Bahasa Kebangsaan dan Bahasa Inggeris sebagai matapelajaran yang wajib diajar di sekolah-sekolah da nmemberi peluang yang sempurna bagi pembelajaran bahasa lain seperti Bahasa Cina dan BahasaTamil.<br />13.Menggalakkan aktiviti ko-kurikulumyang memupuk disiplin seperti kadet tentera, kadet polis, pengakap, puteri islam dan lain-lainCITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-71163545193209515852009-07-30T00:50:00.000-07:002009-07-30T01:00:53.734-07:00Mastery Learning<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOPzeZG_UqCGQaPQo1s7IbTJQnyNADKjkLM6JzWupjbNQaE9kz8RYNO6HezAqXOOYjbsiDJnrPkBwtknBbzIMaLqEKFraAAQOqR7osS9CDymk2yjJvT6xqFHGfu3FGgYMcAdMPi2isApMN/s1600-h/450px-Blooms_rose.svg.png"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 291px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOPzeZG_UqCGQaPQo1s7IbTJQnyNADKjkLM6JzWupjbNQaE9kz8RYNO6HezAqXOOYjbsiDJnrPkBwtknBbzIMaLqEKFraAAQOqR7osS9CDymk2yjJvT6xqFHGfu3FGgYMcAdMPi2isApMN/s320/450px-Blooms_rose.svg.png" border="0" alt=""id="BLOGGER_PHOTO_ID_5364157962979999074" /></a><br /><br />Mastery Learning is an instructional method that presumes all children can learn if they are provided with the appropriate learning conditions. Specifically, mastery learning is a method whereby students are not advanced to a subsequent learning objective until they demonstrate proficiency with the current one.<br />Mastery Learning is an instructional method that presumes all children can learn if they are provided with the appropriate learning conditions. Specifically, mastery learning is a method whereby students are not advanced to a subsequent learning objective until they demonstrate proficiency with the current one.<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNzwlAW3dtmnIDjCfMqiG2XnsdunmazJyDL8lq2k4VA8pK5dhGgYiKkW0Q5lLlKgCoLLhWg2lRz9cI9qStRMWGldKK5TEN4QMTYsz2cLHQlthtK7C7NmW3bO2ZOAMxUBk1za3qyXHJPdkf/s1600-h/boy-writing-clip-art1.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNzwlAW3dtmnIDjCfMqiG2XnsdunmazJyDL8lq2k4VA8pK5dhGgYiKkW0Q5lLlKgCoLLhWg2lRz9cI9qStRMWGldKK5TEN4QMTYsz2cLHQlthtK7C7NmW3bO2ZOAMxUBk1za3qyXHJPdkf/s320/boy-writing-clip-art1.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5364159170881789010" /></a><br /><br />Mastery learning curricula generally consist of discrete topics which all students begin together. Students who do not satisfactorily complete a topic are given additional instruction until they succeed. Students who master the topic early engage in enrichment activities until the entire class can progress together. Mastery learning includes many elements of successful tutoring and the independent functionality seen in high-end students. In a mastery learning environment, the teacher directs a variety of group-based instructional techniques, with frequent and specific feedback by using diagnostic, formative tests, as well as regularly correcting mistakes students make along their learning path.<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHahX43tc2KGnYdSs5-5Wu5_aGmcbLLSGNI921Pvv9jQ9gX7oDXjnvx7PWPPxa5gvpkj3oIoL1jwb1bJyDJeyi-WA3zhE4n_rNqDXALN8ayS3vLjCQYOWD4hZhG1_Zr718EbHqvxbWHf8d/s1600-h/862_man_learning_computer_programming_and_reading_a_dummies_book_while_sitting_at_a_computer.jpg.png"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 317px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhHahX43tc2KGnYdSs5-5Wu5_aGmcbLLSGNI921Pvv9jQ9gX7oDXjnvx7PWPPxa5gvpkj3oIoL1jwb1bJyDJeyi-WA3zhE4n_rNqDXALN8ayS3vLjCQYOWD4hZhG1_Zr718EbHqvxbWHf8d/s320/862_man_learning_computer_programming_and_reading_a_dummies_book_while_sitting_at_a_computer.jpg.png" border="0" alt=""id="BLOGGER_PHOTO_ID_5364159621400826610" /></a><br /><br />Teachers evaluate students with criterion-referenced tests rather than norm-referenced tests.<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0SHzkgc879a8i0p4KNdqobIU3dsLD8uJz3wHDbNaVmhFV_kWByYtX3LP7BFY_lO9ZBSwAJAtCD40uNhxz7k5-j2X4z-MjlJcAoffD2xRmNvDwnmH-3cC5MteCnugfSVlDYnE5nTeeiqp-/s1600-h/ClipArtSPORTS.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 282px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg0SHzkgc879a8i0p4KNdqobIU3dsLD8uJz3wHDbNaVmhFV_kWByYtX3LP7BFY_lO9ZBSwAJAtCD40uNhxz7k5-j2X4z-MjlJcAoffD2xRmNvDwnmH-3cC5MteCnugfSVlDYnE5nTeeiqp-/s320/ClipArtSPORTS.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5364160001135521106" /></a><br /><br />Mastery learning has nothing to do with content, merely on the process of mastering it, and is based on Benjamin Bloom's Learning for Mastery model, with refinements made by Block. Mastery learning may be implemented as teacher-paced group instruction, one-to-one tutoring, or self-paced learning with programmed materials. It may involve direct teacher instruction, cooperation with classmates, or independent learning. It requires well-defined learning objectives organized into smaller, sequentially organized units. Individualized instruction, has some elements in common with mastery learning, although it dispenses with group activities, in favor of allowing more able or more motivated students to progress ahead of others and maximizing teacher interaction with those students who need the most assistance.<br />Mastery learning curricula generally consist of discrete topics which all students begin together. Students who do not satisfactorily complete a topic are given additional instruction until they succeed. Students who master the topic early engage in enrichment activities until the entire class can progress together. Mastery learning includes many elements of successful tutoring and the independent functionality seen in high-end students. In a mastery learning environment, the teacher directs a variety of group-based instructional techniques, with frequent and specific feedback by using diagnostic, formative tests, as well as regularly correcting mistakes students make along their learning path.<br /><br />Teachers evaluate students with criterion-referenced tests rather than norm-referenced tests.<br /><br />Mastery learning has nothing to do with content, merely on the process of mastering it, and is based on Benjamin Bloom's Learning for Mastery model, with refinements made by Block. Mastery learning may be implemented as teacher-paced group instruction, one-to-one tutoring, or self-paced learning with programmed materials. It may involve direct teacher instruction, cooperation with classmates, or independent learning. It requires well-defined learning objectives organized into smaller, sequentially organized units. Individualized instruction, has some elements in common with mastery learning, although it dispenses with group activities, in favor of allowing more able or more motivated students to progress ahead of others and maximizing teacher interaction with those students who need the most assistance.<br /><br />How to instruct for mastery:<br /><br />1. Major objectives representing the purposes of the course or unit define mastery of the subject. 2. The substance is divided into relatively small learning units, each with their own objectives and assessment. 3. Learning materials and instructional strategies are identified; teaching, modeling, practice, formative evaluation, reteaching, and reinforcement, etc., and summative evaluation are included. 4. Each unit is preceded by brief diagnostic tests. 5. The results of diagnostic tests are used to provide supplementary instruction to help student(s) overcome problems.CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-62328058135786612672009-06-12T01:18:00.000-07:002009-06-12T01:34:21.247-07:00Maxis Cyberkids Camp 2009 for Selangor and Pahang<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn109cGUdR2OSWFiCQ__5r_MwAcf4kRcAHKVOiPNEDU7GForlnUfLIEnLEksxSfC58G0A2F-62ApbV_Wv8S2tSsmvf93kFByM2rUbkU91INsceEvwHWCAB5PBxnyDyO3w0Ff1kQ13aus7t/s1600-h/DSC00059.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjn109cGUdR2OSWFiCQ__5r_MwAcf4kRcAHKVOiPNEDU7GForlnUfLIEnLEksxSfC58G0A2F-62ApbV_Wv8S2tSsmvf93kFByM2rUbkU91INsceEvwHWCAB5PBxnyDyO3w0Ff1kQ13aus7t/s320/DSC00059.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5346353330860000898" /></a><br />Maxis Cyberkids Camp Selangor and Pahang<br />Urusetia, 28/05/2009 4:16pm<br /><br /><br />Maxis Cyberkids Camp 2009 for Selangor and Pahang<br /><br />Date : 09/06/09 - 13/06/09<br />Venue : Sheraton Subang Hotel and Towers<br />Address : Jln SS/1, Subang Jaya, 47500, Selangor<br /><br /> Registration Date : 08/06/09 (8.00 am - 10.00 am)<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmqg7msot5eX1zhpklcTti6y7kImrNyjq0oviFObWeXZ14f76A7_uEJKLH-CJONjG6XdNywJCz7D7zekdMR6CxFfTsma6ZexIsuhB2e-reCVZBHZiNzlCTeVyjJwy6MWbPb61HWCchnAad/s1600-h/DSC00032.JPG"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgmqg7msot5eX1zhpklcTti6y7kImrNyjq0oviFObWeXZ14f76A7_uEJKLH-CJONjG6XdNywJCz7D7zekdMR6CxFfTsma6ZexIsuhB2e-reCVZBHZiNzlCTeVyjJwy6MWbPb61HWCchnAad/s320/DSC00032.JPG" border="0" alt=""id="BLOGGER_PHOTO_ID_5346353537762419474" /></a><br /><br />Tahniah kepada peserta yang telah terpilih mewakili sekolah masing-masing.<br />Pendedahan oleh Maxis ini merupakan satu usaha murni untuk merialisasikan masarakat berpengetahuan dan celik IT...CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-75760453559929012942009-06-06T06:44:00.000-07:002009-06-06T06:59:13.145-07:00Cooperative Learning<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4LRP7pfoMUPS7MV7R101Lo-AT83Httch0kIxWn_NaGDx5e3PxB1jcwib04mPw9TvvSIprdNRlVTDtfwcsoj5IpIlWVrUaXhE_YwNKYcHgrl-7DgXOeK_8BSPwMTkiqE9zXmP7mKQ_KW-N/s1600-h/bigbook.gif"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 292px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEh4LRP7pfoMUPS7MV7R101Lo-AT83Httch0kIxWn_NaGDx5e3PxB1jcwib04mPw9TvvSIprdNRlVTDtfwcsoj5IpIlWVrUaXhE_YwNKYcHgrl-7DgXOeK_8BSPwMTkiqE9zXmP7mKQ_KW-N/s320/bigbook.gif" border="0" alt=""id="BLOGGER_PHOTO_ID_5344212534204819730" /></a><br /><br /><br />Why Cooperative Learning?<br /><br />Kajian telah menunjukkan bahawa pembelajaran cara ini telah berjaya meningkatkan persahabatan dan penghormatan antara satu sama lain. Didapati juga berlangsung dengan itu, self-esteem pelajar dinaikan dan pencapaian akademik turut meningkat.<br /><br />Cooperative learning is where <br /><br />Student work together on common tasks or learning activities that are best handled through group work. <br />Students work together in small groups containing two to four members. <br />Students use cooperative, pro-social behaviour to accomplish their common tasks or learning activities. <br />Students are positively interdependent. Activities are structured so that students need each other to accomplish their common tasks or learning activities. <br />Students are individually accountable or responsible for their work or learning<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgZEjpZJu-G5Q3fNoTs_IS46mZoTdDmbyMeWIhlb6H7XUd0RtgkXWU7MEKhJVyrDTOe-SJ6bhGbnddPNN1e14bRE1m15gOgv7RokTZ8Hay8oOnPWkvftZYgUd6uAGJQxQj08H2wdFWQkYU/s1600-h/MissionStateClipArt.gif"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 192px; height: 192px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgZEjpZJu-G5Q3fNoTs_IS46mZoTdDmbyMeWIhlb6H7XUd0RtgkXWU7MEKhJVyrDTOe-SJ6bhGbnddPNN1e14bRE1m15gOgv7RokTZ8Hay8oOnPWkvftZYgUd6uAGJQxQj08H2wdFWQkYU/s320/MissionStateClipArt.gif" border="0" alt=""id="BLOGGER_PHOTO_ID_5344212314779616290" /></a><br /><br />Elements of Cooperative Groups<br /><br />P = positive interdependence <br /> * is my gain your gain? * I can't do it without you! * We work with a partner or as a team. * I need your help and you need my help. <br /><br />I = individual accountability * am i doing my part? * Are you doing your part? * I'm going to have to demonstrate what i know! <br /><br />E = equal participation * everyone gets a turn! * We take turns being "smart." * We are all an important part of the activity. <br /><br />S = simultaneous interaction * we are all participating * some are listening; some are speaking * some get to recite; others get to coach * sometimes we all are doing part of an activity at the same time! <br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwfGG9ip_C2s7CiZotfgDdFKKTFMr3iPUCF51IZH5kgDVVNDCbjGaKDAJb73WwjU1JB0rIT6c28q_SC8tHdE08GrT0s5uU5zemNeOBmUs3673GPx-H1QmqS-6PKCdTaZERGCTh9kqJW7D-/s1600-h/People+around+lightbulb+from+clipart+j0433057.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 257px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgwfGG9ip_C2s7CiZotfgDdFKKTFMr3iPUCF51IZH5kgDVVNDCbjGaKDAJb73WwjU1JB0rIT6c28q_SC8tHdE08GrT0s5uU5zemNeOBmUs3673GPx-H1QmqS-6PKCdTaZERGCTh9kqJW7D-/s320/People+around+lightbulb+from+clipart+j0433057.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5344213698338201410" /></a><br /><br />Why Cooperative Learning? <br /><br />Cooperative Learning enhances student learning by: <br />providing a shared cognitive set of information between students, <br />motivating students to learn the material, ensuring that students construct their own knowledge, providing formative feedback, developing social and group skills necessary for success outside the classroom, and promoting positive interaction between members of different cultural and socio-economic groups. <br /><br />it mirrors real-world collaboration <br /><br />it gives students an opportunity to work in a non-threatening atmosphere where they don't have to carry the burden of all the learning students benefit from working with others by sharing ideas and information research has consistently supports cooperative learning as a strategy that improves student learning <br />it can be used to build community in the classroom <br /><br />After 2 weeks, we remember: <br /><br />10%of what we read reading the text <br /><br />20% of what we hear listening to a lecture <br /><br />30% of what we see looking at pictures and diagrams <br /><br />50% of what we hear and see watching a movie, looking at an exhibit, watching a demonstration, seeing it done on location <br /><br />70% of what we say participating in a discussion, giving a talk, explaining to someone else <br /><br />90% of what we say and do doing a dramatic presentation, simulating the real thing, doing the real thing.CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-86281731274790714842009-05-16T02:30:00.000-07:002009-05-16T02:54:18.501-07:00BILA SUKO MENULISKerjaya yang ku jalani sudah menjangkau usia 19 tahun 1 bulan dan 15 hari. Pelbagai pengalaman dan perjalanan sudah terasa takala menjejakkan kaki sebagai pelajar diploma pendidikan pada januari 1990. Itulah titik permulaan menjadikan aku seorang guru. Menjangkakan apa yang dipelajari pada ketika itu dengan segala ilmu pendidikan seperti pedagogi,sosiologi,falsafah,kaedah pengajaran dan pembelajaran sepertipenilaian sudah mencukupi untuk menjadi seorang guru. Jelas dalam benak minda ku semua itu bukan mudah seperti yang di sangka. Dulu guru ku mengajar mengeja,membaca dan mengira. Guru yang mencorakkan intipati peribadi seorang manusia yang bernama insan. Gerak gerinya, tutur katanya, pakaiannya dan apa sahaja tentangnya tetap menjadi ikutan dan tersemat dalam ingatan. Itulah guru dari kaca mata seorang pelajar seperti diriku. <br /><br /> Kini bila aku memegang jenama keramat ini baru ku sedar , Belajar tu mudah tetapi membentuk,mengasuh dan mengajar seseorang pelajar agar memiliki bekalan yang bermakna untuk kehidupan seterusnya adalah sesuatu perkara yang luar biasa. Di luar batasan keupayaan untuk diukur dalam nilaian emas,permata meskipun wang. Apa yang boleh disimpulkan sebab pandai sahaja tidak mencukupi untuk menjadi seorang guru yang baik. Garang juga tidak cukup memungkinkan kita melahirkan insan yang berdisiplin. Lembut dan penyayang juga tidak semestinya kita disayangi dan disukai. Itulah guru, bukan satu kerjaya yang mudah,apatah lagi dalam suasana milinium ini. Kalau dulu zaman 90an dulu kerjaya guru bukanlah satu kerjaya yang popular atau antara 10 pilihan terbaik tetapi kini sebaliknya. Adakah kerana gaji dan insentif yang diberikan atau kerana memikirkan masa depan anak bangsa kini 1 malaysia. Kekangan dan tuntutan hidup jelas meruntun ganjaran sebagai asas pilihan kerjaya kerana guru juga manusia biasa. mari kita sama-sama memikirkannyan. Selamat Hari Guru untuk semua terutama insan mulia yang menjadikan aku seperti hari ini. Jasa mu hanya Allah SWT yang membalasnya. Terima Kasih cikgu.......CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-40901781214113673842009-05-10T19:37:00.000-07:002009-05-10T19:43:50.842-07:00KEMAHIRAN GENERIK ATAU KEMAHIRAN INSANIAH<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrQCUk10L07E0C7q6btmTuepVXBzM5aZIKrCgcrBRzS3exa-rFO1_TLefbdyXrriiOnCseIrs3hOd75QePM5ChAO1V5NuXx_o9-1Sou8xKEitP7h7BD3HIAMrkp7wr4p-HHzFRIlG3Bl3A/s1600-h/kartunrun.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 193px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgrQCUk10L07E0C7q6btmTuepVXBzM5aZIKrCgcrBRzS3exa-rFO1_TLefbdyXrriiOnCseIrs3hOd75QePM5ChAO1V5NuXx_o9-1Sou8xKEitP7h7BD3HIAMrkp7wr4p-HHzFRIlG3Bl3A/s320/kartunrun.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5334391578860094930" /></a><br />Kemahiran generik atau sekarang ini lebih popular dikenali dengan nama kemahiran insaniah telah lama diperkatakan dan dibincangkan oleh para ilmuan dan penyelidik di serata dunia. Kemahiran generik merupakan kemahiran yang perlu ada pada seseorang untuk berfungsi dengan berkesan pada kadar minima sewaktu melakukan pekerjaan mengikut kemahiran-kemahiran khusus yang dimiliki. Kemahiran generik berkembang melalui proses semulajadi seperti tumbesaran, kematangan dan penuaan.<br /><br />Kemahiran generik ini telah turut dibincangkan di semua peringkat sama ada di peringkat rendah, menengah mahupun institusi pendidikan tinggi. Menurut Lukman (2005), IPTA yang berkualiti mampu melahirkan graduan yang berkualiti bukan sahaja dalam bidang akademuik tetapi juga dari segi kemahiran-kemahiran lain termasuk kepimpinan, kemahiran komuniksi , nilai murni dan sebagainya.<br /><br />Menurut Sharifah Hapsah (2005), jaminan kualiti di IPT adalah untuk memastikan graduan yang dilahirkan mempunyai kemahiran teknikal dan praktikal, profesional, kemahiran pengurusan pemikiran teknikal, kemahiran komunikasi dan kemahiran pengurusan maklumat serta pembelajaran sepanjang hayat. Jabatan Pendidikan Tinggi (2003) pula meletak standard bagi semua kurikulum dalam pendidikan tinggi di Malaysia harus mempunyai rekabentuk yang menerapkan kemahiran generik yang meliputi <br />• kemahiran berfikir, bertindak, mengadaptasi, menyelesai masalah dan membuat keputusan <br />• kemahiran interpersonal dan berkomunikasi <br />• kemahiran ICT, multimedia dan kemahiran pengurusan maklumat<br />• kemahiran kepimpinan, <br />• lemahiran keusahawanan<br /><br />Kemahiran generik yang disebutkan juga termasuklah kepada bakal para guru yang akan menjadi agen sosialisasi dalam masyarakat. Guru seharusnya mempunyai segala kemahiran generik yang bersesuaian dengan keperluan pendidikan masa kini di samping ilmu pengetahuan berkaitan matapelajaran yang diajar. Menurut Mok Soog Sang (2003), penggunaan dan penerapan kemahiran generik secara berkesan dalam pengajaran dan pembelajaran amat bergantung kepada penguasaan kemahiran pengintergrasiannya dengan kemahiran–kemahiran yang lain seperti kemahiran berfikir, kemahiran pemudahcaraan, kemahiran belajar, kemahiran menilai dan menaksir dalam pengajaran, dan tidak kurang pentingnya kemahiran teknologi maklumat dan komunikasi.<br /><br />Ahmad (2005) dalam perutusan sempena Hari Guru 2005 menyatakan, perkembangan dan kemajuan dalam pendidikan tanah air mendesak guru menguasai pelbagai kemahiran generik, seperti, kemahiran berfikir, kemahiran mengguna dan mengintegrasikan ICT dalam pengajaran dan pembelajaran, kemahiran belajar, dan kebolehan menguasai bahasa kedua dengan baik. <br /><br /> Universiti Teknologi Malaysia (2007), juga telah mengariskan beberapa kemahiran asas yang perlu diterapkan atau diajarkan kepada para pelajarnya termasuklah pelajar-pelajar Fakulti Pendidikan yang bakal menjadi guru apabila tamat pengajian mereka. Antara kemahiran tersebut adalah;<br />- Kemahiran Berkomunikasi<br />- Pemikiran Kritis dan Kemahiran Menyelesaikan Masala<br />- Kemahiran Kerja Berpasukan<br />- Pembelajaran Berterusan dan Pengurusan Maklumat<br />- Etika dan Moral Profesional<br />- Kemahiran Kepimpinan<br /><br />Kemahiran dan pengetahuan yang wujud pada guru menjadikan mereka guru yang berkualiti. Guru yang berkualiti sangat penting dalam memastikan agenda kerajaan untuk menjadi negara maju menjelang tahun 2020 tercapai. Penegasan ini dapat dilihat dalam Pelan Induk Pendidikan 2006-2010 (2006) yang menyatakan peranan pendidikan sangat penting dalam usaha membangunkan modal insan yang mempunyai jati diri yang kukuh, berketerampilan, berkeperibadian mulia, berpengetahuan dan berkemahiran tinggi bagi mengisi keperluan negara maju 2020. Modal insan yang ingin dihasilkan perlu mampu untuk berfikir secara kritis dan kreatif, berkemahiran menyelesaikan masalah, berkeupayaan mencipta peluang-peluang baru, mempunyai ketahanan serta kebolehan untuk berhadapan dengan persekitaran dunia global yang sering berubah-ubah.<br /><br /><br />PETIKAN DRP Megat Aman Zahiri Megat Zakaria,Baharudin Aris,Jamaluddin Harun DAN <br />Mohd Zolkifli bin Abd Hamid, Fakulti Pendidikan, Universiti Teknologi Malaysia<br />81310 Skudai Johor,Email : megataman@utm.my. Tel : 07-5534363CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-4205996900216724552009-05-08T22:40:00.000-07:002009-05-08T22:48:47.479-07:00SISTEM PENDIDIKAN DI MALAYSIA<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTr0vOud7J2gnjHdThmA0hELu-C0VQKruKP4vGEEgKOZehmZsvyqdApsXe5CvkwmqJkeG6zsrA3jqY5U9M6NbS_6Ul-HADmFpJmQpl9fjAxHiFEBKe24L8uIPFWDIkXSNUyjjxBSIQp8vB/s1600-h/school-girls.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 288px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgTr0vOud7J2gnjHdThmA0hELu-C0VQKruKP4vGEEgKOZehmZsvyqdApsXe5CvkwmqJkeG6zsrA3jqY5U9M6NbS_6Ul-HADmFpJmQpl9fjAxHiFEBKe24L8uIPFWDIkXSNUyjjxBSIQp8vB/s320/school-girls.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5333695763692043522" /></a><br /><br />SISTEM PENDIDIKAN TERDAHULU<br /><br />1. Pendidikan secara tidak rasmi<br />2. Pendidikan rasmi contoh : pondok<br />3. Pendidikan Vernakular berasaskan kaum<br />4. Pendidikan Vernakular Barat<br />5. Pendidikan Zaman Jepun<br /><br />Matlamatnya<br /><br />1. Meneruskan warisan tradisi<br />2. Tenaga kerja rendah<br />3. Keperluan akhirat<br />4. Berorientasikan negara masing-masing<br />5. Sekadar menguasai asas 3M<br />6. Tiada perpaduan<br />7. Tidak berbentuk kebangsaan<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjB0L8-fc7UPooW5qOK1AshvBD_NfN31rfpQ6jkcKpY-Z8Rae1EwXZK0_4oxJqv53LXcj2RAybYSb17zZ4FfP4grB14uIgdr4r0Osm4xdCLUYp6QjUqRfq1fIQIxZp7yY6Hjld523zTjnLS/s1600-h/Malchart+1.gif"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 298px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjB0L8-fc7UPooW5qOK1AshvBD_NfN31rfpQ6jkcKpY-Z8Rae1EwXZK0_4oxJqv53LXcj2RAybYSb17zZ4FfP4grB14uIgdr4r0Osm4xdCLUYp6QjUqRfq1fIQIxZp7yY6Hjld523zTjnLS/s320/Malchart+1.gif" border="0" alt=""id="BLOGGER_PHOTO_ID_5333695288676902674" /></a><br /><br /><br />KEMUNCULAN FALSAFAH PENDIDIKAN NEGARA DAN FALSAFAH PENDIDIKAN KEBANGSAAN<br /><br />Keperluan untuk menyatakan FPN secara tersurat telah lama disedari. Oleh itu langkah untuk menggubal FPN yang menjadi cermin dan cita-cita serta idealisme yang hendak diperjuangkan oleh rakyat negara ini melalui sistem pendidikan memang dinanti-nantikan. Dalam penggubalannya pertimbangan yang teliti perlu dihalusi dengan merujuk kepada perkara-perkara berikut :<br />1. Penyata Razak 1956<br />2. Laporan Rahman Talib 1960<br />3. Akta Pelajaran 1961<br />4. Laporan JK Kabinet 1974<br />5. Laporan JK Kabinet 1979<br />6. Rukunegara<br />7. Prinsip-prinsip pendidikan<br />8. Matlamat pendidikan<br />9. Dasar Pendidikan Kebangsaan<br /><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYMUPduu3DrtLTgOUxVhgy8we_pYN2VtBSBv99MI6hEO_mi5gbda5_6hh7PwANbaRC2O6fTF8FBtOlV9qfCRlYDvb9ak8eJb8UEf-We55uFLbrmgX25GSgKYB_31ZFfkGCpm0f6AMy795v/s1600-h/TunRazak2nd.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 178px; height: 257px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiYMUPduu3DrtLTgOUxVhgy8we_pYN2VtBSBv99MI6hEO_mi5gbda5_6hh7PwANbaRC2O6fTF8FBtOlV9qfCRlYDvb9ak8eJb8UEf-We55uFLbrmgX25GSgKYB_31ZFfkGCpm0f6AMy795v/s320/TunRazak2nd.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5333696190618099810" /></a><br /><br />Perakuan 191, Laporan Jawatankuasa Kabinet, 1979. Perakuan 191 menegaskan :<br /><br />“ Pendidikan di negara ini adalah untuk mencapai perkembangan murid yang menyeluruh, iaitu perkembangan yang meliputi aspek kognitif atau intelek, jasmani, sosial, emosi, sikap dan nilai-nilai etika pada murid-murid dan generasi akan datang. “<br /><br />Laporan Jawatankuasa Kabinet, 1979, dibentuk adalah hasil daripada maklum balas dan laporan daripada Jawatankuasa Kabinet tahun 1974.<br /><br /> Pembentukan Jawatankuasa Kabinet tahun 1974, adalah kerana berlakunya peristiwa rusuhan kaum 13 Mei 1969, pembentukan Rukunegara, 1970 dan pelancaran Dasar Ekonomi Baru, 1970. Peristiwa-peristiwa tersebut, telah mendorong kerajaan mengkaji semula dasar pendidikan kebangsaan sebelum ini yang kurang menitikberatkan perpaduan negara dan memajukan aspek sosial, ekonomi dan politik untuk membangunkan bangsa dan negara. <br /><br />Laporan Jawatankuasa Kabinet, 1979, yang menitikberatkan aspek nilai hanya diistiharkan pada tahun 1998 dan dijelmakan secara rasmi melalui Falsafah Pendidikan Negara pada tahun 1988. <br /><br />Menurut Akta Pendidikan tahun 1996, Falsafah Pendidikan Negara tahun 1988, telah digantikan dengan Falsafah Pendidikan Kebangsaan pada tahun 1996 (Kementerian Pendidikan, 1999).<br />Falsafah Pendidikan Kebangsaan, 1996, berbunyi :<br /> “ Pendidikan di Malaysia ialah satu usaha berterusan ke arah lebih memperkembangkan lagi potensi individu secara menyeluruhdan bersepadu untuk melahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepada kepercayaan dan kepatuhan kepada tuhan. Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu pengetahuan, berketrampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara. “<br /><br />Selain itu, Laporan Jawatankuasa Kabinet, 1979 juga, telah menetapkan secara tersurat dan tersirat penentuan wajah dan jenis warganegara Malaysia yang perlu dibentuk melalui sistem pendidikan di Malaysia. Keperihatinan dan hasrat Jawatankuasa tersebut dirakamkan seperti berikut :<br /> “ Mereka bukan sahaja perlu cekap bahkan perlu boleh berfikir dan bertindak dengan baik sama ada secara sendiri mahu pun secara beramai-ramai dengan berpandukan punca-punca akhlak yang mulia. Tegasnya individu yang lahir dari sistem persekolahan negara perlu selaras dengan tujuan pembangunan kemanusiaan. “<br /> <br />Ringkasnya, berdasarkan Laporan Jawatankuasa Kabinet, 1979, peranan pendidikan tidak lagi hanya ditumpukan kepada perpaduan negara dan pengeluaran sumber tenaga manusia, tetapi pendidikan turut ditumpukan kepada pembentukan keperibadian insan selaras dengan pembangunan kemanusiaan. <br /><br />Falsafah Pendidikan Kebangsaan, 1996, telah menetapkan matlamat pendidikan negara dengan jelas, iaitu pendidikan ke arah melahirkan insan, masyarakat dan warganegara yang baik. Pada asasnya, insan baik yang hendak dilahirkan itu perlu memiliki yang ciri-ciri berikut :<br /><br />1. Percaya dan patuh kepada tuhan.<br />2. Berilmu pengetahuan dan berketrampilan.<br />3. Berakhlak mulia.<br />4. Bertanggung jawab kepada diri, masyarakat, agama, bangsa dan negara. <br />5. Berbakti dan bersedia memberi sumbangan kepada masyarakat, agama, bangsa dan negara.<br /><br /> Dalam usaha mencapai hasrat Falsafah Pendidikan Kebangsaan, 1996 dan matlamat pendidikan negara, nilai-nilai murni tidak dapat dilakukan tanpa mengasas, membina dan mengembangkannya melalui sistem pendidikan. Oleh yang demikian tindakan pada peringkat pelaksanaan, hendaklah ditegaskan. Dalam konteks sistem pendidikan kita, nilai-nilai yang dimaksudkan ialah nilai-nilai yang luhur dan murni. Unsur-unsur nilai murni yang dimaksudkan itu ialah nilai-nilai murni yang bersifat tetap dan kudus yang diamalkan oleh semua agama dan bersifat sarwajagat (universal). Nilai-nilai murni tersebut adalah berasaskan pandangan dan maklum balas yang diperolehi dan diputuskan oleh Jawatankuasa Pendidikan Akhlak tahun 1976, yang dianggotai oleh wakil pelbagai agama. <br /><br />Nilai-nilai murni tersebut ialah :<br /><br />1. Baik hati.<br />2. Berdikari.<br />3. Hemah Tinggi.<br />4. Hormat Menghormati.<br />5. Kasih Sayang.<br />6. Keadilan.<br />7. Kebebasan.<br />8. Keberanian.<br />9. Kebersihan Fizikal dan Mental.<br />10. Kejujuran.<br />11. Kerajinan.<br />12. Kerjasama.<br />13. Kesederhanaan.<br />14. Kesyukuran.<br />15. Rasional.<br />16. Semangat Bermasyarakat.<br /><br /> Penerapan nilai-nilai murni dalam pengajaran disokong oleh R. W. Taylor yang menurutnya, nilai murni ini tidak dapat dipisahkan melalui pendidikan. (Dr. Wan Mohd Zaid bin Wan Mohd Noordin, 1993, dalam Wawasan Pendidikan). Taylor berpendapat :<br /><br /> “ Education is an arena which all realms of values may be concern “<br /><br />Bersabit dengan pendidikan dan nilai-nilai murni, Dr. Wan Mohd Zaid bin Wan Mohd Noordin, 1988, ketika menjadi Ketua Pengarah Pendidikan Malaysia, semasa membentangkan kertas kerjanya yang bertajuk Ke arah Perlaksanaan Nilai-nilai Murni Di Dalam KBSM : Falsafah Pendidikan Negara, pada Seminar Nilai-nilai Murni Merentas Kurikulum, Dalam Kurikulum Bersepadu Sekolah Menengah (KBSM) , di Fakulti Pendidikan, Universiti Kebangsaan Malaysia, tahun 1988, telah mengambil pandangan E.F Schumacer yang menjelaskan tentang nilai (dalam, Small is beautiful, hal. 83) iaitu :<br /><br /> “ The essence of education … is the transmission of values, but values do not help us to pick our way through life unless they have became our own, a part so to say, of our mental wake up. “<br /><br />Manakala Hanna Holborn Gray, Universiti Chicago (PPK, Fail Reformasi, 1990, hal. 10) menyokong bahawa nilai murni sangat penting diterapkan melalui pendidikan untuk menghasilkan manusia yang baik dan mulia. Beliau menyatakan :<br />“ To think about the aims of education is to think of what kind of person, what kind of human competence, what kind of goals might be most desirable for the sosial order and the quality of civilized existence. “<br /><br /> Oleh itu, hubungan nilai dan sistem pendidikan adalah sangat rapat. Selaras dengan hasrat Laporan Jawatankuasa Kabinet, 1979, dan Falsafah Pendidikan Kebangsaan, 1996, semua guru di sekolah rendah dan sekolah menengah diminta mengajar, menyisip atau memasukkan nilai-nilai murni melalui Pendidikan Islam untuk pelajar-pelajar Islam dan Pendidikan Moral untuk pelajar-pelajar bukan Islam. Langkah ini telah dilaksanakan di peringkat rendah melalui Kurikulum Bersepadu Sekolah Rendah (KBSR) tahun 1982, di sekolah percubaan dan tahun 1983 di semua sekolah rendah di Malaysia. Di peringkat sekolah menengah, penerapan nilai-nilai murni telah dilaksanakan ketika penggubalan Kurikulum Bersepadu Sekolah Menengah (KBSM) pada tahun 1988, di sekolah percubaan dan sepenuhnya pada tahun 1989 di seluruh Malaysia, yang pada waktu itu persoalan penerapan nilai-nilai murni lebih menonjol dan ketara. Untuk menjayakan cita-cita ini, Kementerian Pendidikan memutuskan untuk melaksanakan penerapan nilai-nilai murni secara komprehensif. Strategi yang diambil ialah dengan cara menerapkan nilai-nilai murni merentasi kurikulum. Dalam kata lain, nilai-nilai murni disisip melalui semua mata pelajaran yang diajar dan diamalkan melalui kegiatan kokurikulum di sekolah.<br /><br /> Kementerian Pendidikan juga memutuskan untuk menggunakan strategi bersepadu di peringkat sekolah menengah dengan memastikan supaya semua mata pelajaran yang diajar tidak terpisah antara satu sama lain. Unsur utama yang digunakan untuk kesepaduan ini ialah melalui penerapan unsur nilai-nilai murni. Ini bermakna semua guru dikehendaki menyemai dan membangunkan kesedaran terhadap nilai-nilai murni dalam setiap mata pelajaran yang diajar, bermula tahun 1989 apabila KBSM diperkenalkan.<br /><br /><br /><br /> Situasi kemerosotan dan keruntuhan moral dan sahsiah pelajar-pelajar di sekolah amat membimbangkan, kerana ada pihak yang berpendapat masalah disiplin dan keruntuhan moral pelajar-pelajar sebahagiannya dipertanggungjawabkan di bahu guru-guru. Sekolah dianggap bukan sahaja tempat pelajar memperolehi ilmu secara rasmi, tetapi juga sebagai tempat untuk membentuk disiplin dan sahsiah pelajar-pelajar. Memang tidak dinafikan terdapat banyak cara untuk membentuk disiplin dan sahsiah pelajar-pelajar. Oleh sebab sinonimnya sekolah yang diterjemahkan sebagai satu institusi yang mencurahkan ilmu secara berkesan dan berterusan, maka disiplin dan sahsiah pelajar-pelajar juga diharap dapat dibentuk melalui proses pengajaran guru-guru di dalam kelas. Dalam kata lain, sekolah, pihak pentadbir, dan guru-guru harus lebih bertenaga dan bersedia untuk memenuhi tuntutan-tuntutan semasa dan cabaran masa hadapan ke arah menjayakan reformasi dan Falsafah Pendidikan Negara. (PPK, Fail Reformasi, 25.6.1990). <br /><br />Satu aspek yang amat menarik di sini ialah, bagaimana disiplin dan sahsiah pelajar dapat dibentuk melalui pengajaran dan penerapan nilai-nilai murni di sekolah. Pengajaran dan penerapan nilai-nilai murni ini sebenarnya merupakan aspek yang terdapat dalam Falsafah Pendidikan Kebangsaan, 1996, malah ia perlu diajar, diterap dan disisipkan dalam pengajaran semua mata pelajaran melalui kurikulum bersepadu KBSR yang diperkenalkan secara menyeluruh pada tahun 1983 dan KBSM pada tahun 1989. Namun demikian, melihatkan aliran pendidikan sekarang yang lebih mementingkan kualiti dan kuantiti pencapaian peperiksaan dan lebih menjurus kepada peperiksaan, maka sudah pasti andaian dapat dibuat bahawa penekanan terhadap nilai-nilai murni ini mungkin dikesampingkan. Jika perkara ini benar-benar berlaku maka guru-guru gagal memenuhi hasrat dan cita-cita besar Falsafah Pendidikan Kebangsaan, 1996 dan pelajar-pelajar hanya sekadar ke sekolah untuk lulus peperiksaan. Malahan guru-guru juga gagal memenuhi peranan pendidikan yang sepatutnya ditumpukan kepada pembentukan keperibadian insan, selaras dengan pembangunan kemanusiaan.<br /><br />Oleh itu, perhatian yang wajar perlu diberikan dalam proses pengajaran guru-guru kerana keberkesanan organisasi sekolah secara amnya, dan guru-guru secara khususnya, dalam melaksanakan program penerapan nilai-nilai murni dalam proses pengajaran dan pembelajaran di dalam bilik darjah boleh membantu meningkatkan sahsiah dan disiplin serta jati diri demi kejayaan pelajar-pelajar yang menjadi harapan negara pada masa hadapan. Keberkesanan dan kejayaan tersebut berkait rapat dengan matlamat dan objektif organisasi sekolah dan guru-guru yang terlibat dalam melaksanakan penerapan nilai-nilai murni sesuai dengan hasrat Falsafah Pendidikan Kebangsaan, 1996, (Kementerian Pendidikan, 1999).<br /><br /> Disebabkan oleh perkara-perkara yang melibatkan pengabaian unsur-unsur nilai begitu serius, kajian ini cuba melihat pelaksanaan penerapan nilai-nilai murni dalam pengajaran guru di bilik darjah secara dekat. Penerapan nilai-nilai murni tersebut akan dilihat dalam proses pengajaran mata pelajaran Sejarah di dalam bilik darjah. Sementara pelaksanaan dan penilaian terhadap nilai-nilai murni tersebut pula adalah lebih berhubung kait dengan kejayaan pengajaran guru-guru dalam menerapkan nilai-nilai murni semasa proses pengajaran dan pembelajaran dilakukan. Pengajaran guru memberi kesan kepada pencapaian dan matlamat Kementerian Pendidikan yang menegaskan agar nilai-nilai murni dapat diterapkan kepada pelajar untuk memenuhi hasrat Falsafah Pendidikan Kebangsaan, 1996, yang bertujuan untuk melahirkan insan, masyarakat dan warganegara yang baik (Laporan Jawatankuasa Kabinet, 1979).CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-24302531191056520332009-04-14T03:06:00.000-07:002009-04-14T03:24:06.702-07:00PENGULUNGAN UNTUK KURSUS LSP4023 2009<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZxuFbrqjQjrLEOhljGpAiBInKyZ5DbjMy7lRZ2Bq4WASnwZYuFJa74ULmAV2M5OpQGss60NoGL2ulQZbwhQo4Y4KTCCHZIS1lSGkYwCB9CrWTBgVXyiw2Pzz72vm7V7KlO2PfzcMLJE7a/s1600-h/logo.gif"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 216px; height: 216px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgZxuFbrqjQjrLEOhljGpAiBInKyZ5DbjMy7lRZ2Bq4WASnwZYuFJa74ULmAV2M5OpQGss60NoGL2ulQZbwhQo4Y4KTCCHZIS1lSGkYwCB9CrWTBgVXyiw2Pzz72vm7V7KlO2PfzcMLJE7a/s320/logo.gif" border="0" alt=""id="BLOGGER_PHOTO_ID_5324490760083935138" /></a><br /> Menjadi seorang guru bukannya mudah dari erti kata yang sebenar. Mudah dari segi perjawatannya tetapi agar sukar dari segi tanggungjawab dan persediaan untuk menjadi seorang guru sejarah yang berkesan dan efektif.<br /><br /> Kursus ini dengan harapan mampu menyediakan bakal guru kepada medan pendidikan yang lebih luas sebagai satu usaha mematangkan bakal guru secepat yang boleh , bersedia, tidak gentar dan berani menghadapi pelbagai bentuk pelanggan yankni pelajar yang penuh potensi tak kira di luar bandar mahu pun bandar.<br /><br /> Seorang guru sejarah yang berkesan bermula dengan kefahamannya tentang apakah persediaan yang perlu dilalui. Apakah tujuan kita mengajar sejarah di sekolah? Sejarah adalah mata pelajaran teras di peringkat sekolah menengah dan di ajar dari tingkatan 1 hingga tingkatan 5.<br /><br /> Guru perlu membuat perancangan tahunan dan harian sebagai satu bentuk panduan kursus yang mesti diselesaikan seperti mana ditetapkan dalam kurikulum sejarah yang menterjermahkan Falsafah Pendidikan Kebangsaan melalui bantuan sukatan pelajaran,huraian sukatan pelajaran dan rancangan harian. Semua ini merupakan aspek penting dalam perangan guru sebelum,semasa dan selepas proses pengajaran dan pembelajaran berlaku.<br /><br /> Proses pengajaran dan pembelajaran ini didedahkan dalam kursus ini semasa anda membuat pengajaran mikro sebagai salah satu syarat kursus yang wajib dilalui oleh semua pelajar yang menduduki kursus LSP4023. <br /><br /> Sebelum proses P&P guru perlu memikirkan apa yang akan di ajar, kelas mana, apakah kaedah yang hendak digunakan. apakah aktiviti yang sesuai untuk memudahkan hasil pembelajaran dicapai. bagaimanakan bentuk penilaian yang akan diguna pakai dan sebagainya.<br /><br /> Semasa proses P&P pula lain hal pula berlaku, bagaimana guru mengorganisasi isi p&Pnya adakah berlaku kesinambungan isi,disampaikan mengikut urutan,digabung jalinkan secara berkesan. Bagaimanakah persediaan guru dari segi penguasaan konsep,fakta, aktiviti P&P , bahan bantu mengajar yang akan digunakan , bentuk pengukuhan atau pemulihan yang diperlukan. semua ini perlu diambil kira termasuklah perkara diluar jangka khusus kawalan kelas dan disiplin pelajar<br /><br />Gambatte dan selamat menghadapi peperiksaan .. ja neCITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com1tag:blogger.com,1999:blog-1254829549827497015.post-20896486594978632652009-04-07T17:46:00.000-07:002009-04-07T17:57:04.465-07:00CONTOH BENTUK PENILAIAN YANG BOLEH DIGUNAKAN<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNGhp7o-dmKIWkb9t1Vjkm8xfk9tvT92ri8-lpK0XVpXHo66EE7-qLNtwnEI1S6Hs3CtoxMI-nF2ZQrEVPQGZpJTFCpJTAnO4B7jUugVg9KPJgOol4MHSf1iWpO6zGAL4s2xX8gjH1QjXd/s1600-h/360_assessment_image.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 208px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiNGhp7o-dmKIWkb9t1Vjkm8xfk9tvT92ri8-lpK0XVpXHo66EE7-qLNtwnEI1S6Hs3CtoxMI-nF2ZQrEVPQGZpJTFCpJTAnO4B7jUugVg9KPJgOol4MHSf1iWpO6zGAL4s2xX8gjH1QjXd/s320/360_assessment_image.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5322118248830901250" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbcZ0Dhe-_s7UDcsQ0g9icLucU275X82K34j5lqfuNzEgtqKXXL25Uz7XWPparq-zs92U8lDzAOX0rq8Fg-oZrt9o75D53XEnByTi9rb_5KNPS26iPvrZBR_8ZHYz_gkUpZobEllsaM2AC/s1600-h/Picture10.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 230px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgbcZ0Dhe-_s7UDcsQ0g9icLucU275X82K34j5lqfuNzEgtqKXXL25Uz7XWPparq-zs92U8lDzAOX0rq8Fg-oZrt9o75D53XEnByTi9rb_5KNPS26iPvrZBR_8ZHYz_gkUpZobEllsaM2AC/s320/Picture10.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5322117566853824658" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1qb2BIwv46B2WrsKyhK1r-SjMTnvRh3WwVogamZMtNi3Ilz5CHcDclIpmSOUsbowneu3bdmsnDphhJaBLAsdQl2zXKj_02uMLRIZGgpCMvH5uQv9i4pJOrxQILEF6QozcZmCHZ8-qvUyU/s1600-h/Picture9.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 257px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1qb2BIwv46B2WrsKyhK1r-SjMTnvRh3WwVogamZMtNi3Ilz5CHcDclIpmSOUsbowneu3bdmsnDphhJaBLAsdQl2zXKj_02uMLRIZGgpCMvH5uQv9i4pJOrxQILEF6QozcZmCHZ8-qvUyU/s320/Picture9.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5322117491120810738" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhz76KdPtP-IQS3GOcFoh8auh3aoJqVZwNSuM09uFLxfFuZhe1w7ezQh6Ned0bCbvUa-1wLa_xmtKPmN9qAKe-j1wVUdYQWrCH62KxIbMriqlSo7I_OBEaD9C7gZ3HTWTI8dS7qLVVuiGpY/s1600-h/Picture8.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 198px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhz76KdPtP-IQS3GOcFoh8auh3aoJqVZwNSuM09uFLxfFuZhe1w7ezQh6Ned0bCbvUa-1wLa_xmtKPmN9qAKe-j1wVUdYQWrCH62KxIbMriqlSo7I_OBEaD9C7gZ3HTWTI8dS7qLVVuiGpY/s320/Picture8.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5322117420293413746" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7WDNWJdEOiIKu0FGGxF3azJnkEeYR9CJKRAmUe8ornsA0s1oIkQ0m6MpR2f714RQG85cSzGhardzYAIb4qWNIc13jXLP7P8G6r8xChyvqM0N1PA05Ruknuyd6gPLw4K_4tVcEiHXWlXoO/s1600-h/Picture7.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 153px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg7WDNWJdEOiIKu0FGGxF3azJnkEeYR9CJKRAmUe8ornsA0s1oIkQ0m6MpR2f714RQG85cSzGhardzYAIb4qWNIc13jXLP7P8G6r8xChyvqM0N1PA05Ruknuyd6gPLw4K_4tVcEiHXWlXoO/s320/Picture7.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5322117328651338578" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJeQ3qOnvuLDEsj5y7UVp2b0PdPNMuQ2QJXDydRhZrdEq3x41Nka2q-IuIR2tqmaQpbFVGXk7NtYlMU55dzR47lD025IR0xy33OjU8Iwh2bjofEvkAHa1XM8ypI3twJysX9frNnnkZORcC/s1600-h/Picture6.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 244px; height: 302px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhJeQ3qOnvuLDEsj5y7UVp2b0PdPNMuQ2QJXDydRhZrdEq3x41Nka2q-IuIR2tqmaQpbFVGXk7NtYlMU55dzR47lD025IR0xy33OjU8Iwh2bjofEvkAHa1XM8ypI3twJysX9frNnnkZORcC/s320/Picture6.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5322117257471483906" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhONaebOIDmbjSkcbkNRamkCKCrIML65ANsn34b5w5aOSBET_hma9BOmKCuXXvnmOMvLfrjtkBaSrOemOguo6x9dDC2czNIxR4z0sLsNmuUEdFMy6SqqW2CgXVj6z-sLtKqfwYE410zIPE-/s1600-h/Picture4.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 133px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhONaebOIDmbjSkcbkNRamkCKCrIML65ANsn34b5w5aOSBET_hma9BOmKCuXXvnmOMvLfrjtkBaSrOemOguo6x9dDC2czNIxR4z0sLsNmuUEdFMy6SqqW2CgXVj6z-sLtKqfwYE410zIPE-/s320/Picture4.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5322117182487357570" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzWV4rG9YAmoFe7VC90z0pbUqkPUrThb9OXkV3NTAJKl6CqSeDFgu3FSh0C__s2DhbHpoqAn3P7zU5mxONworsppo1GKvN4k9hhXTV979VEMvx-ShRsZFys3gXWDxz_KYn9_gzX2muT8EB/s1600-h/Picture1.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 138px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjzWV4rG9YAmoFe7VC90z0pbUqkPUrThb9OXkV3NTAJKl6CqSeDFgu3FSh0C__s2DhbHpoqAn3P7zU5mxONworsppo1GKvN4k9hhXTV979VEMvx-ShRsZFys3gXWDxz_KYn9_gzX2muT8EB/s320/Picture1.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5322117080620903954" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM9SJ3TWhbhwJ6VFFkDOBJeII5QWuO-tTZvyjkFwB8yc78mLHdkmUhTK-1KVSw5TpCzjrFt2JbqFkwxJQ0NOePmX6xssR3p_5qxMkOOq1e5mppGqowegnj0o7IjbN5xTxQopB941erWG-0/s1600-h/Picture3.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 259px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhM9SJ3TWhbhwJ6VFFkDOBJeII5QWuO-tTZvyjkFwB8yc78mLHdkmUhTK-1KVSw5TpCzjrFt2JbqFkwxJQ0NOePmX6xssR3p_5qxMkOOq1e5mppGqowegnj0o7IjbN5xTxQopB941erWG-0/s320/Picture3.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5322116998467107362" /></a><br /><strong>Kreativiti guru menjadikan pengajaran dan pembelajaran sejarah itu lebih bermakna dan menyeronokan.<br />Guru sejarah boleh menggunakan contoh-contoh bahan di atas sebagai bentuk penilaian dalam bilik darjah sebagai satu aktiviti yang menarik dan mencabar minda pelajar.</strong>CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-44536423721006062692009-04-07T17:29:00.000-07:002009-04-07T17:46:06.277-07:00MERANCANGPEMBINAAN INSTRUMEN PENILAIAN<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQnhqm_HKtFypK3E-dlKT8FbOrWfsHfe4RMV-S-1JWNTpA1nbnffmWhaYhEOlMXJugYUEsywyIF4Y9IQgUHoV6kfmooC7yfbpTZlLx-JYoR4kwqiS3Wwwt46HSVo3M4liHOHhfWDKWnaFj/s1600-h/Assessment.gif"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 290px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiQnhqm_HKtFypK3E-dlKT8FbOrWfsHfe4RMV-S-1JWNTpA1nbnffmWhaYhEOlMXJugYUEsywyIF4Y9IQgUHoV6kfmooC7yfbpTZlLx-JYoR4kwqiS3Wwwt46HSVo3M4liHOHhfWDKWnaFj/s320/Assessment.gif" border="0" alt=""id="BLOGGER_PHOTO_ID_5322115393763003394" /></a><br /><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1foeeMp65HyrWIZmqSYzsRw49o7iYG7pWsdgzJ47LgXEsKFVd2JIv7Kh0OT04qyfmUxt-7M3IyGfqqZMo4r5s7s5FC87xPxaLYubf0OWg4z1188KrjGVBnSkIvtmhMnvB8WMgXrspGtzX/s1600-h/assessment.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 261px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEg1foeeMp65HyrWIZmqSYzsRw49o7iYG7pWsdgzJ47LgXEsKFVd2JIv7Kh0OT04qyfmUxt-7M3IyGfqqZMo4r5s7s5FC87xPxaLYubf0OWg4z1188KrjGVBnSkIvtmhMnvB8WMgXrspGtzX/s320/assessment.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5322115013051968850" /></a><br />1.Menentukan hasil pembelajaran yang hendak dinilai, kaedah penilaian dan instrumen penilaian<br />2.Penggunaan Jadual Penentuan Ujian (JPU) boleh membantu membina soalan mengikut hasil pembelajaran yang ditentukan.<br />3.JPU - dapat merangkakan: <br />i.tajuk/kemahiran yang hendak diuji dan peringkatnya dalam taksonomi kognitif Bloom. <br />ii.bilangan serta peratus soalan untuk setiap peringkat kognitif juga ditunjukkan<br />iii. untuk sesuatu tajuk dan peringkat taksonomi,hasil pembelajaran dicatatkan secara spesifik.<br /><br />Penentuan hasil pembelajaran ataupun aras-aras kemahiran bergantung kepada:<br />mata pelajaran<br /><br />1. tajuk-tajuk yang dinilai<br />2. peringkat kebolehan murid yang dinilai<br />3. wajaran aras kesukaran<br />4. mudah, sederhana, sukar<br /><br />LANGKAH-LANGKAH MENYEDIA JPU<br /><br />1.Pilih tajuk yang hendak dinilai.<br />2.Tentukan Hasil Pembelajaran.<br />3.Tentukan bilangan soalan mengikut aras.<br />4.Tulis bilangan soalan dalam petak berkenaan.<br />5.Semak jumlah dan peratus semua soalan dalam lajur menegak dan mendatar.<br /><br />KAEDAH PENILAIAN<br /><br />1.lisan<br />2.penulisan<br />3.pemerhatian<br /><br />Ketiga-tiga kaedah ini boleh digunakan untuk :<br /><br />1.Mengesan serta-merta<br />- mengesan penguasaan hasil pembelajaran dengan serta-merta dalam pengajaran harian<br />- tidak memerlukan instrumen yang khusus<br /><br />2.Mengesan kemajuan<br />- mengesan kekuatan dan kelemahan selepas beberapa pembelajaran<br />- perlu dirancang secara individu atau kumpulan<br />- menggunakan instrumen tertentu seperti senarai semak, lembaran kerja, ujian bertulis<br /><br />3.Mengesan pencapaian<br />- mengesan pencapaian selepas beberapa pembelajaran atau pada akhir program<br />- perlu dirancang secara individu<br />- dijalankan dengan menggunakan senarai semak, skala kadar, ujian bertulis dan ujian lisan<br /><br />APA GUNA PEMERHATIAN?<br /><br />Digunakan untuk menilai<br />- sikap<br />- perlakuan/amalan<br />- amali<br />- kemahiran manipulatif<br />- kemahiran bersosial<br />- kemahiran belajar<br />- kemahiran kinestetik<br />- kemahiran literasi komputer<br />- kemahiran mereka cipta<br /><br />Perlaksanaan Pemerhatian<br /><br />1.Pemerhatian proses dan hasil kerja seperti lukisan,buku skrap, kraf tangan dan kerja kursus membolehkan pengajar menilai sikap serta penguasaan sesuatu <br />kemahiran.<br /><br />2.Maklumat daripada pemerhatian boleh membantu pendidik melengkapkan gambaran mengenai keputusan penilaian yang diperoleh melalui kaedah lisan dan penulisan.<br /><br />3.Instrumen penilaian pemerhatian meliputi senarai semak dan skala kadar/marking scheme.<br /><br />PENILAIAN SECARA LISAN<br /><br />APAKAH GUNA?<br />Untuk mendapat maklumat hasil interaksi:<br />- pelajar dengan pendidik<br />- pelajar dengan pelajar<br />- pelajar dengan bahan pembelajaran<br /><br />Apa aspek yang boleh dinilai secara lisan?<br /><br />- kefahaman konsep<br />- pengetahuan fakta<br />- pemikiran peringkat tinggi<br />- kecekapan mendengar<br />- penggunaan bahasa yang tepat<br />- kecekapan metematik<br />- gaya persembahan/ kelancaran berbahasa<br />- pertuturan dan sikap<br /><br />PENILAIAN PENULISAN<br /><br />Bagaimana ia dilakukan?<br /><br />- karangan<br />- laporan projek/kerja kursus/folio<br />- latihan dan ujian bertulis<br />- huraian atau tafsiran data/jadual, graf atau carta.<br /><br />Apa kemahiran yang diukur?<br /><br />- kemahiran menulis<br />- menyusun idea<br />- perbendaharaan kata<br />- mengaplikasi<br />- mentafsir<br />- menilai<br />- mempertahan/menyokong hujah <br />- menyebar idea/ buat rumusan/cadanganCITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-72946582425408080892009-04-07T01:54:00.000-07:002009-04-07T02:05:47.162-07:00KULIAH 13: PENILAIAN DALAM PENDIDIKAN SEJARAH<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNVP6pMluN4iXUPjMTixl3D0I7s3Uzo6pov7ISaashOpFNyHF0agXO84u6Qvt4C3FXbbb1aJKIGLJVeruH4N7XfHPlnV2RJSQD8uhed2vOCj04iZaE0lfIhJIjHeB6kG8C_kUQg1rB2RmC/s1600-h/performapp.gif"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 289px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgNVP6pMluN4iXUPjMTixl3D0I7s3Uzo6pov7ISaashOpFNyHF0agXO84u6Qvt4C3FXbbb1aJKIGLJVeruH4N7XfHPlnV2RJSQD8uhed2vOCj04iZaE0lfIhJIjHeB6kG8C_kUQg1rB2RmC/s320/performapp.gif" border="0" alt=""id="BLOGGER_PHOTO_ID_5321873102874557218" /></a><br />Konsep<br /><br />I.Mengesan perkembangan, kebolehan, kemajuan dan pencapaian pelajar<br /><br />II.menentukan hasil pembelajaran yang hendak dinilai, merancang dan membina instrumenpenilaian, <br /><br />III.melaksanakan penilaian, merekod hasil penilaian, menganalisis maklumat penilaian, melapor dan membuat tindakan susulan. <br /><br />IV.dapat memastikan perkembangan potensi individu secara menyeluruh dan bersepadu dari aspek intelek, rohani, emosi dan jasmani<br /><br />ivV.selaras dengan Falsafah Pendidikan Kebangsaan (FPK).<br /><br />VI.penilaian berterusan terhadap perkembangan bagi kesemua aspek<br /><br />Penilaian Berterusan (PB)-continuous assessment<br /><br />bersifat formatif <br />i.mengutamakan kemajuan setiap pelajar dari satu peringkat ke satu peringkat<br />ii.dapat membuat diagnostik bagi mengesan perkembangan pelajar dari semasa ke semasa. <br />iii.memberi peluang kepada guru untuk membetulkan kesilapan dan memperbaiki kelemahan pelajar serta-merta supaya kelemahan tersebut tidak terhimpun<br />iv.dapat mengenal pasti kelemahan <br />v.memperkembangkan lagi kekuatan serta potensi murid.<br /><br />A.Penilaian formatif<br /><br />Penilaian dijalankan secara berterusan dalam proses pengajaran dan pembelajaran. Maklumat yang diperoleh dapat memberi maklum balas tentang sejauh mana sesuatu hasil pembelajaran telah dikuasai<br /><br />dapat mengetahui tentang kelemahan dan kekuatan serta potensi seseorang murid dan mengambil tindakan susulan yang sewajarnya.<br /><br />B.Penilaian sumatif<br /><br />Penilaian sumatif dikaitkan dengan penilaian pada akhir semester atau tahun. Penilaian ini memberikan nilai yang membezakan pencapaian seorang p dengan p lain dan seringkali digunakan untuk membuat pemilihan/ pengredan.<br /><br />Dikendalikan oleh pengajar<br />• menilai pelajarnya sendiri<br /><br />Berasaskan Kriteria<br />• menilai penguasaan p berdasarkan hasil<br />pembelajaran yang telah ditentukan<br /><br />Formatif<br />• dijalankan berterusan mengesan perkembangan,<br />kemajuan dan pencapaian murid<br /><br />Mengesan Perkembangan Pembelajaran Secara Menyeluruh <br />(JERI)<br /><br />Ciri2 Penilain Kendalian Kendiri<br /><br />Bersistem<br /><br />• merancang<br />• menentukan instrumen<br />• melaksana<br />• menganalisis<br />• merekod<br />• melapor<br />• tindakan susulan<br /><br />CIRI-CIRI PENILAIAN KENDALIAN KENDIRI<br /><br />1.Pelbagai kaedah<br />• pemerhatian• lisan• penulisan <br /><br />2.Menekankan Perkembangan Individu<br />• berdasarkan kemampuan individu dan bukan untuk perbandingan antara individu<br /><br />3.Menggalakkan Penilaian Kendiri<br />• melatih p menilai kemajuan sendiri secara berterusan<br />• pengajar mendapat maklumat tambahan<br /><br />4.Membolehkan Tindakan Susulan<br />• mengatasi kelemahan pembelajaran<br />• mempertingkatkan kekuatan pembelajaranCITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-22376621539753992722009-04-07T01:51:00.000-07:002009-04-07T01:53:45.484-07:00GAYA PEMBELAJARAN<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0ElhVUb8bQIZRsmX7pUF893Uu7ZkW80JaSZYM-OGmFUoNtU7u1rnl3RoqzSPFRspw_My-FZnGmlJ_MkNwHrSOPa_91q3-YqZV3qwj7GPevMTLl1tYwezncPckIB3NtIz-fBipgwxm77Ll/s1600-h/learningstylemodel.gif"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 242px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEi0ElhVUb8bQIZRsmX7pUF893Uu7ZkW80JaSZYM-OGmFUoNtU7u1rnl3RoqzSPFRspw_My-FZnGmlJ_MkNwHrSOPa_91q3-YqZV3qwj7GPevMTLl1tYwezncPckIB3NtIz-fBipgwxm77Ll/s320/learningstylemodel.gif" border="0" alt=""id="BLOGGER_PHOTO_ID_5321869980925194882" /></a><br />The Visual/ Verbal Learning Style<br />You learn best when information is presented visually and in a written language format. In a classroom setting, you benefit from instructors who use the blackboard (or overhead projector) to list the essential points of a lecture, or who provide you with an outline to follow along with during lecture. You benefit from information obtained from textbooks and class notes. You tend to like to study by yourself in a quiet room. You often see information "in your mind's eye" when you are trying to remember som ething.<br /><br />Learning Strategies for the Visual/ Verbal Learner:<br />To aid recall, make use of "color coding" when studying new information in your textbook or notes. Using highlighter pens, highlight different kinds of information in contrasting colors.<br /><br />Write out sentences and phrases that summarize key information obtained from your textbook and lecture.<br /><br />Make flashcards of vocabulary words and concepts that need to be memorized. Use highlighter pens to emphasize key points on the cards. Limit the amount of information per card so your mind can take a mental "picture" of the information.<br /><br />When learning information presented in diagrams or illustrations, write out explanations for the information.<br /><br />When learning mathematical or technical information, write out in sentences and key phrases your understanding of the material. When a problem involves a sequence of steps, write out in detail how to do each step.<br /><br />Make use of computer word processing. Copy key information from your notes and textbook into a computer. Use the print-outs for visual review.<br /><br />Before an exam, make yourself visual reminders of information that must be memorized. Make "stick it" notes containing key words and concepts and place them in highly visible places --on your mirror, notebook, car dashboard, etc..<br /><br /> <br />The Visual/ Nonverbal Learning Style<br />You learn best when information is presented visually and in a picture or design format. In a classroom setting, you benefit from instructors who use visual aids such as film, video, maps and charts. You benefit from information obtained from the pictures and diagrams in textbooks. You tend to like to work in a quiet room and may not like to work in study groups. When trying to remember something, you can often visualize a picture of it in your mind. You may have an artistic side that enjoys activities ha ving to do with visual art and design.<br /><br />Learning Strategies for the Visual/ Nonverbal Learner:<br />Make flashcards of key information that needs to be memorized. Draw symbols and pictures on the cards to facilitate recall. Use highlighter pens to highlight key words and pictures on the flashcards. Limit the amount of information per card, so your mind can take a mental "picture' of the information.<br /><br />Mark up the margins of your textbook with key words, symbols, and diagrams that help you remember the text. Use highlighter pens of contrasting colors to "color code" the information.<br /><br />When learning mathematical or technical information, make charts to organize the information. When a mathematical problem involves a sequence of steps, draw a series of boxes, each containing the appropriate bit of information in sequence.<br /><br />Use large square graph paper to assist in creating charts and diagrams that illustrate key concepts.<br /><br />Use the computer to assist in organizing material that needs to be memorized. Using word processing, create tables and charts with graphics that help you to understand and retain course material. Use spreadsheet and database software to further organize m aterial that needs to be learned.<br /><br />As much as possible, translate words and ideas into symbols, pictures, and diagrams.<br /><br /> The Tactile/ Kinesthetic Learning Style<br />You learn best when physically engaged in a "hands on" activity. In the classroom, you benefit from a lab setting where you can man ipulate materials to learn new information. You learn best when you can be physically active in the learning environment. You benefit from instructors who encourage in-class demonstrations, "hands on" student learning experiences, and field work outside t he classroom.<br /><br />Strategies for the Tactile/ Kinesthetic Learner:<br />To help you stay focused on class lecture, sit near the front of the room and take notes throughout the class period. Don't worry about correct spelling or writing in complete sentences. Jot down key words and draw pictures or make charts to help you reme mber the information you are hearing.<br /><br />When studying, walk back and forth with textbook, notes, or flashcards in hand and read the information out loud.<br /><br />Think of ways to make your learning tangible, i.e. something you can put your hands on. For example, make a model that illustrates a key concept. Spend extra time in a lab setting to learn an important procedure. Spend time in the field (e.g. a museum, hi storical site, or job site) to gain first-hand experience of your subject matter.<br /><br />To learn a sequence of steps, make 3'x 5' flashcards for each step. Arrange the cards on a table top to represent the correct sequence. Put words, symbols, or pictures on your flashcards -- anything that helps you remember the information. Use highlighter pens in contrasting colors to emphasize important points. Limit the amount of information per card to aid recall. Practice putting the cards in order until the sequence becomes automatic.<br /><br />When reviewing new information, copy key points onto a chalkboard, easel board, or other large writing surface.<br /><br />Make use of the computer to reinforce learning through the sense of touch. Using word processing software, copy essential information from your notes and textbook. Use graphics, tables, and spreadsheets to further organize material that must be learned.<br /><br />Listen to audio tapes on a Walkman tape player while exercising. Make your own tapes containing important course information.<br /><br /> The Auditory/ Verbal Learning Style<br />You learn best when information is presented auditory in an oral language format. In a classroom setting, you benefit from listening to lecture and participating in group discussions. You also benefit from obtaining information from audio tape. When trying to remember something, you can often "hear" the way someone told you the information, or the way you previously repeated it out loud. You learn best when interacting with others in a listening/speaking exchange .<br /><br />Strategies for the Auditory/ Verbal Learner:<br />Join a study group to assist you in learning course material. Or, work with a "study buddy" on an ongoing basis to review key information and prepare for exams.<br /><br />When studying by yourself, talk out loud to aid recall. Get yourself in a room where you won't be bothering anyone and read your notes and textbook out loud.<br /><br />Tape record your lectures. Use the 'pause' button to avoid taping irrelevant information. Use a tape recorder equipped with a 3-digit counter. At the beginning of each lecture, set your counter to '000.' If a concept discussed during lecture seems particu larly confusing, glance at the counter number and jot it down in your notes. Later, you can fast forward to that number to review the material that confused you during lecture. Making use of a counter and pause button while tape recording allows you to av oid the tedious task of having to listen to hours and hours of lecture tape.<br /><br />Use audio tapes such as commercial books on tape to aid recall. Or, create your own audio tapes by reading notes and textbook information into a tape recorder. When preparing for an exam, review the tapes on your car tape player or on a "Walkman" player w henever you can.<br /><br />When learning mathematical or technical information, "talk your way" through the new information. State the problem in your own words. Reason through solutions to problems by talking out loud to yourself or with a study partner. To learn a sequence of ste ps, write them out in sentence form and read them out loud.CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com1tag:blogger.com,1999:blog-1254829549827497015.post-25998319920750839012009-04-07T00:50:00.000-07:002009-04-07T01:10:07.010-07:00PENGGUNAAN BUKU TEKS SECARA BERKESAN DALAM PENGAJARAN DAN PEMBELAJARAN SEJARAH<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHiPll7aS4hzEYCMaBuCb4j4bYvhXYQPoGyC8R5tuMaevh2_Skb3AgWDLDdWq40HiCzNvaZUisakWVGQYU4fiy_HxibstihaYjCm86NveoC7rycMxg49pw-69sGc14iNo6C-dOnR1XLrEw/s1600-h/buku+teks+t5.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 264px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEiHiPll7aS4hzEYCMaBuCb4j4bYvhXYQPoGyC8R5tuMaevh2_Skb3AgWDLDdWq40HiCzNvaZUisakWVGQYU4fiy_HxibstihaYjCm86NveoC7rycMxg49pw-69sGc14iNo6C-dOnR1XLrEw/s320/buku+teks+t5.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5321858727957146146" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglXH1G51dsfsxX6-_WxVPNqkLTfN4pj9EfHivQrqYkBgKu8T7Aravpl3rGooRp8YuR6Kh3WlDGya08C6LP_qeoJNJLTuayJDgHxmzZonR84mJiJrp2H6lQfcNEyNlRA5P9lSEt07bonKRB/s1600-h/Picture1.jpg"><img style="display:block; margin:0px auto 10px; text-align:center;cursor:pointer; cursor:hand;width: 320px; height: 288px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEglXH1G51dsfsxX6-_WxVPNqkLTfN4pj9EfHivQrqYkBgKu8T7Aravpl3rGooRp8YuR6Kh3WlDGya08C6LP_qeoJNJLTuayJDgHxmzZonR84mJiJrp2H6lQfcNEyNlRA5P9lSEt07bonKRB/s320/Picture1.jpg" border="0" alt=""id="BLOGGER_PHOTO_ID_5321857790108975874" /></a><br />Buku teks Sejarah dalam konteks ini merupakan salah satu media cetak yang terpenting. Buku teks Sejarah juga digunakan sebagai bahan <br />pembelajaran murid di sekolah menengah atas (SMA) iaitu murid Tingkatan IV dan Tingkatan V <br /><br />Buku teks ditulis berdasarkan Huraian Sukatan Pelajaran Sejarah KBSM yang baru dan diluluskan oleh Kementerian Pendidikan Malaysia. <br />Buku teks Sejarah mengekalkan Kesepaduan unsur pengetahuan sejarah, <br />pemupukan nilai-nilai murni, patriotisme dan kemahiran belajar. <br /><br />2.1. Buku teks Sejarah Tingkatan 4 mengandungi 10 bab seperti berikut:- Tema 7 (Tamadun Awal Manusia) <br />Tema 8 (Tamadun Islam dan Perkembangannya) <br />Tema 9 (Perkembangan Di Eropah dan Kesannya Terhadap Ekonomi Negara) <br /><br />2.2. Buku teks Sejarah Tingkatan 5 mengandungi 9 bab seperti berikut:- Tema 10 (Kemunculan dan Perkembangan Nasionalisme Sehingga <br />Perang Dunia Kedua). Tema 11 (Pembinaan Negara dan Bangsa Ke Arah Kemunculan Negara Malaysia Berdaulat)<br />Tema 12 (Malaysia dan Kerjasama Masyarakat Antarabangsa). <br /><br />3. Kelebihan Buku Teks Sejarah <br />Buku teks mempunyai peta konsep sebagai garis kasar isi pelajaran yang boleh digunakan oleh guru dalam perancangan pelajaran, <br />contoh seperti buku teks Ting.5, m.s. 2. <br /><br />I.Terdapat ringkasan dan rumusan sejumlah maklumat penting yang berkaitan dengan sesuatu bidang. Memudahkankan murid memperoleh bahan khusus dalam bentuk yang telah disatukan. <br /><br />II.Menyediakan sumber maklumat yang seragam untuk semua murid. Memberi idea kepada guru tentang organisasi maklumat dan aktiviti yang dapat dilaksanakan dalam pengajaran dan pembelajaran.<br /><br />III.terdapat gambar, graf, peta dan bahan-bahan ilustrasi yang memudahkan pemahaman murid, contoh buku teks Ting. 5,m.s.4. <br /><br />IV. Terdapat lain-lain bahan pengajaran seperti ringkasan, latihan dan soalan terancang, contoh buku teks Ting.5, m.s. 7. <br /><br />Penggunaan Buku Teks Dalam Pengajaran dan Pembelajaran<br /><br />Satu aspek yang dipertimbangkan dalam penggunaan buku teks ialah <br />1.kesukaran murid memahami istilah yang sukar, abstrak dan di luar pengalaman mereka. <br />Guru Sejarah harus membantu murid merujuk buku teks secara berkesan khususnya di kalangan murid yang berprestasi rendah. <br /><br />I.Guru Sejarah terlebih dahulu perlu merangka soalan-soalan berdasarkan tajuk yang akan diajar.Seterusnya membantu murid memilih isi-isi penting dengan menggunakan kata kunci atau kad bertema yang tercatat isinya.<br /> <br />II.Guru Sejarah perlu mendidik murid menyusun maklumat yang diperolihi dan berfikir secara sistematis dalam mengisi petak lembaran kerja yang disediakan sebagai latihan. <br />Cara terbaik memudahkan murid mengingat maklumat adalah melalui pembinaan peta minda yang menggambarkan perkembangan dan perkaitan isi penting. <br /><br />III.Buku teks Sejarah boleh digunakan sepanjang proses pengajaran dan pembelajaran sama ada permulaan, pertengahan atau pada akhir pembelajaran.CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-44671623335556452802009-03-31T20:17:00.000-07:002009-03-31T20:31:09.804-07:00PEMBELAJARAN BERPUSATKAN PELAJAR<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnpszXteMsLt9dp0AmvCvbQ9MgaewMv7La9du5AofshMUEX6W5Fa5I-asVEqdlS8BEl4T2BZsuQEohW67j_WCQ5h4r8KTfMast84JyOlriNhNcWZHKjUMYHAmxtPZZO-JQ7albM4_q1ZAL/s1600-h/4caaf122ccef31ee.jpg"><img id="BLOGGER_PHOTO_ID_5319559878503741410" style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 165px; CURSOR: hand; HEIGHT: 165px; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgnpszXteMsLt9dp0AmvCvbQ9MgaewMv7La9du5AofshMUEX6W5Fa5I-asVEqdlS8BEl4T2BZsuQEohW67j_WCQ5h4r8KTfMast84JyOlriNhNcWZHKjUMYHAmxtPZZO-JQ7albM4_q1ZAL/s320/4caaf122ccef31ee.jpg" border="0" /></a><br /><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcLoQOObLVjJDUgZlPya7cXAv_l28e3_bR_4xodo6v7naHGJjXp3xWy45nCjF-1xYaCLpF9Zr-7CKycgq6IoKGQyGYXUTvORpPdVFDn7E-aFVrGPa40jBpoiXgaINIqjiCknfMo7_7ij9_/s1600-h/Picture1.jpg"><img id="BLOGGER_PHOTO_ID_5319559764937206578" style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 320px; CURSOR: hand; HEIGHT: 187px; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgcLoQOObLVjJDUgZlPya7cXAv_l28e3_bR_4xodo6v7naHGJjXp3xWy45nCjF-1xYaCLpF9Zr-7CKycgq6IoKGQyGYXUTvORpPdVFDn7E-aFVrGPa40jBpoiXgaINIqjiCknfMo7_7ij9_/s320/Picture1.jpg" border="0" /></a> "interaction of a team of students that experience creative learning to be used in the real world ……. students are essential to the classroom, just like a team member is essential to a game" (Thornburg, 1995)<br /><br />"the goals of a system (school) should meet the goals of the students (Harmon, & Hirumi, 1996).<br />nthe learner has some control in the type of instruction that is given. The control factors can range from "procedures" to "time restraints" to "evaluation"<br /><br /><div>DEFINASI</div><div></div><br /><div>Tumpuan kepada perkembangan pembelajaran (pelajar sebagai individu), memberi pilihan kepada pelajar (jenis pengetahuan dan apa yang ingin dipelajari), mewujudkan kolaborasi (membina pengetahuan dan persekitaran positif), terlibat dalam penilaian berterusan; sikap guru yang mendengar pandangan pelajar dan melibatkan pelajar untuk merancang. </div><br /><div></div><div>Pelajar bertanggungjawab atas pembelajarannya, melibatkan pelajar secara terus dalam menemui pengetahuan; menggunakan bahan yang mencabar pengetahuan sedia ada dan pemahaman konsep baru yang mendalam; pembelajaran yang melibatkan interaksi sosial; menggunakan sekolah, pekerjaan, rumah dan komuniti sebagai resos; menggunakan aktiviti luar untuk meningkatkan pemnbelajaran. </div><div></div><br /><div>1. PRINSIP PEMBELAJARAN BERPUSATKAN PELAJAR</div><div></div><br /><div>I.Daya berfikir, minat dan perbezaan individu pelajar merupakan pertimbangan utama dalam proses pengajaran dan pembelajaran.<br /></div><br /><div>II.Aktiviti-aktiviti pengajaran dan pembelajaran dirancang untuk melibatkan pelajar secara aktif, dimana guru hanya sebagai fasilitator.<br /></div><br /><div>III.Pembelajaran terarah kendiri dan akses kendiri diberi keutamaan.<br /></div><br /><div>IV.Penekanan diberikan terhadap penilaian kendiri.<br /><br />2. STRATEGI PEMBELAJARAN BERPUSATKAN PELAJAR</div><br /><div>•mewujudkan pengalaman pembelajaran yang dapat menarik minat pelajar serta menggalakkan penglibatan mereka dalam proses pengajaran dan pembelajaran.<br />•memberikan peluang kepada pelajar untuk belajar secara individu, kumpulan dan kelas.<br />•melibatkan pelajar dalam membentuk proses pembelajaran melalui rundingan berasaskan kekuatan dan kelemahan pelajar.<br />•memberi pelajar kebebasan membuat pilihan tentang bahan sumber dan aktiviti pembelajaran.<br />•mewujudkan prosedur pemantauan agar pelajar bertanggungjawab ke atas apa yang dipelajari oleh mereka<br />•merancang penilaian berterusan secara kolaboratif. </div><br /><div></div><div>SITUASI PEMBELAJARAN</div><br /><div>"teachers are part of the definition of student-centered learning, but they are not the main attraction"</div><div><br />"the teacher is the one who can assist among small groups of students"</div><br /><div>"the students can "access, interpret, organize, apply, and transfer information to solve problems“<br /></div><div>"size of a groups for student-centered learning can be five to six heterogeneous (academic ability, gender, etc.) students "(Harmon, & Hirumi 1996). </div><div></div><br /><div>3.Learning Cycle approach<br /><br />I. "exploration, concept introduction and concept application".<br /></div><br /><div>II. During these three phases the students worked together in-groups while discussing their ideas and using manipulatives to act out the concepts.<br /></div><br /><div>III.the teacher would act as a facilitator, while the students discussed their ideas, and created more ideas and situations to figure out<br /></div><br /><div>IV.During the lessons, the students were in active control and they could lead the lesson with their ideas and conclusions.<br /><br />V.tailors all aspects of service delivery and support to the needs of students<br /></div><br /><div>VI.services that students will recognize as efficient, empathetic, responsive, and ultimately exceeding their expectations </div></div>CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-70629075459937373432009-03-31T19:28:00.000-07:002009-03-31T19:39:32.326-07:00PENGUMUMAN PENTING<img id="BLOGGER_PHOTO_ID_5319546608556260322" style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 158px; CURSOR: hand; HEIGHT: 145px; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhhyqPmK2eO-1w5h0Y-EsVUW28vao-XG7xvND4DQ2luceRC4fFHjqkxkZwECdG4XYy_tym84p4FTRpJ31sfdFG2b4oe98v7U9Jx6hLmjTSKJBKeGtI0mEa-dra4XKLxdFlUWHFE37oJwl6q/s320/cbc86abe58354c18.jpg" border="0" /><br /><div>PERHATIAN KEPADA SEMUA PELAJAR LSP 4023</div><br /><div></div><br /><div>TUGASAN </div><br /><div></div><br /><div>1. TUGASAN MICRO TEACHING MESTI DIHANTAR PADA 7 APRIL 2009 SELEPAS </div><br /><div>KULIAH TERMASUK YANG BELUM MEMBUAT PEMBENTANGAN.</div><br /><div></div><br /><div>2. TUGASAN KUMPULAN TARIKH AKHIR HANTAR JUGA PADA 7 APRIL 2009</div><br /><div>SELEPAS KULIAH.</div><br /><div></div><br /><div>SEBARANG KELEWATAN TIDAK AKAN DILAYAN.</div><br /><div>HARAP MAKLUM DAN TERIMA KASIH</div><br /><div></div><br /><div>GAMBATTE NE.</div>CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-82996139259159615042009-03-31T01:11:00.000-07:002009-03-31T01:19:17.140-07:00PEMUPUKAN PATRIOTISME DIKALANGAN PELAJAR MELALUI KULIAH 12: PENGAJARAN DAN PEMBELAJARAN SEJARAH<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgzPcflCzI9AlxFpUnjx9HjPK_lLHhh8cND3vr5VXLA-2UYS3l8jd1TVO3ZTNOWtjr0nUxoVjfkLRv2LmyH7z8RgwFGJdUb69KS_rgGLMt0SUSbjbiV8LCxMdo-VbpH07ak56t_3ndA4Qa/s1600-h/PEMUPUKAN+PATRIOTISME+PELAJAR.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhgzPcflCzI9AlxFpUnjx9HjPK_lLHhh8cND3vr5VXLA-2UYS3l8jd1TVO3ZTNOWtjr0nUxoVjfkLRv2LmyH7z8RgwFGJdUb69KS_rgGLMt0SUSbjbiV8LCxMdo-VbpH07ak56t_3ndA4Qa/s320/PEMUPUKAN+PATRIOTISME+PELAJAR.jpg" alt="" id="BLOGGER_PHOTO_ID_5319262363654154674" border="0" /></a><br /><p:colorscheme colors="#ffffff,#000000,#ffb800,#ff0000,#ffef66,#000000,#00b200,#703dff"> </p:colorscheme><div shape="_x0000_s1026" class="O"><p:colorscheme colors="#ffffff,#000000,#ffb800,#ff0000,#ffef66,#000000,#00b200,#703dff"> </p:colorscheme><div shape="_x0000_s1026" class="O"> <div style="text-align: justify;"><span style=";font-family:";font-size:133;" ><span style="position: absolute; left: -4.1%; text-align: left;">•</span></span><span style=";font-family:";font-size:24;" >P<span style="font-size:85%;">atriotisme adalah perasaan cinta yang kuat terhadap tanahair. Perasaan cinta yang kuat terhadap tanahair ini sudah pasti wujud dihati setiap individu warganegara Malaysia yang berdaulat dan merdeka dalam usaha mencapai matlamat dan aspirasi negara.<span style=""> </span>Dalam negara seperti Malaysia yang<span style=""> </span>terdiri daripada rakyat berbilang kaum sudah pasti semangat patriotsme akan dapat membentuk sebuah negara Malaysia<span style=""> </span>yang bersatupadu dan harmonis. Patriotisme juga diserapkan dalam semua matapelajaran secara merentas kurikulum .<br /><br /></span> </span></div> </div> <p:colorscheme colors="#ffffff,#000000,#ffb800,#ff0000,#ffef66,#000000,#00b200,#703dff"> </p:colorscheme><div shape="_x0000_s1026" class="O"> <div style="text-align: justify;"><span style=";font-family:";font-size:133;" ><span style="position: absolute; left: -4.1%; text-align: left;">•</span></span><span style=";font-family:";font-size:24;" ><span style="font-size:85%;">Patriotisme adalah perasaan yang kuat terhadap tanah air . Perasaan ini perlu wujud di hati setiap individu rakyat Malaysia yang berbilang kaum. Sehubungan itu , semangat patriotik dapat membentuk rakyat Malaysia yang bersatu padu dan harmoni. Justeru , berdasarkan pengetahuan dan pemahaman aspek-aspek sejarah negara, murid dibimbing untuk menganalisis dan menilai fakta-fakta sejarah secara rasional. Natijah daripada pemahaman dan penghayatan sejarah negara , para pelajar dapat membina kekuatan semangat cinta akan negara. ( PPK , 2000 , 4 )<br /><br /></span></span><p:colorscheme colors="#ffffff,#000000,#ffb800,#ff0000,#ffef66,#000000,#00b200,#703dff"> </p:colorscheme><div shape="_x0000_s1026" class="O"> <div style="text-align: justify;"><span style="font-size:85%;"><span style="font-family: "Comic Sans MS"; font-size: 133%;"><span style="position: absolute; left: -4.1%; text-align: left;">•</span></span></span><span style="font-size:85%;"><span style="font-family: "Comic Sans MS"; font-size: 24pt;"></span></span></div><br /></div> <br /><span style=";font-family:";font-size:24;" ><span style="font-size:85%;"><br /></span></span><p:colorscheme colors="#ffffff,#000000,#ffb800,#ff0000,#ffef66,#000000,#00b200,#703dff"> </p:colorscheme><div shape="_x0000_s1026" class="O"> <div style="text-align: justify;"><span style=";font-family:";font-size:78%;" ><span style="position: absolute; left: -4.1%; text-align: left;">•</span></span><span style="font-size:85%;"><span style=";font-family:";font-size:14;" ></span></span></div></div></div></div><br /><span style=";font-family:";font-size:28;color:red;" ></span></div>CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-13102043567796031522009-03-28T00:38:00.000-07:002009-03-28T00:43:50.404-07:00FALSAFAH PENDIDIKAN NEGARA DAN FALSAFAH PENDIDIKAN KEBANGSAAN<a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtbl6cSsg-tZDaXWTEJveNc53ICKE2ogLajm94lQbjxO_2iEHWZTqzjWGbqeZ5H4D6mHkKj3DUMftege1WJHtNPDjPInjCHBWwDrjYRdzODUEsQ6GPNtmSoQNuFrrvnmaeOoH-jm2XtO_I/s1600-h/windowslivewriterironiharipendidikannasionalindonesia-7317sekolah-2.jpg"><img id="BLOGGER_PHOTO_ID_5318141030760423250" style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 320px; CURSOR: hand; HEIGHT: 235px; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgtbl6cSsg-tZDaXWTEJveNc53ICKE2ogLajm94lQbjxO_2iEHWZTqzjWGbqeZ5H4D6mHkKj3DUMftege1WJHtNPDjPInjCHBWwDrjYRdzODUEsQ6GPNtmSoQNuFrrvnmaeOoH-jm2XtO_I/s320/windowslivewriterironiharipendidikannasionalindonesia-7317sekolah-2.jpg" border="0" /></a><br /><div><a href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOP03dvwmrqmlPp_3hL9cZLj3eY0f9qd0IOHA77VpOhPJVtIgIqF7dpLUpYGmbhL2eP_10U2Tskv7MBontSvTq9kWgfAlsW_ivrneBe_eFzDQO0Jb3JrYfdujiIuys1mSBWCwKiEF00a9m/s1600-h/falsafah-pendidikan-negara.jpg"><img id="BLOGGER_PHOTO_ID_5318140432671977410" style="DISPLAY: block; MARGIN: 0px auto 10px; WIDTH: 320px; CURSOR: hand; HEIGHT: 210px; TEXT-ALIGN: center" alt="" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgOP03dvwmrqmlPp_3hL9cZLj3eY0f9qd0IOHA77VpOhPJVtIgIqF7dpLUpYGmbhL2eP_10U2Tskv7MBontSvTq9kWgfAlsW_ivrneBe_eFzDQO0Jb3JrYfdujiIuys1mSBWCwKiEF00a9m/s320/falsafah-pendidikan-negara.jpg" border="0" /></a>KEMUNCULAN FALSAFAH PENDIDIKAN NEGARA DAN FALSAFAH PENDIDIKAN KEBANGSAAN<br /><br />Keperluan untuk menyatakan FPN secara tersurat telah lama disedari. Oleh itu langkah untuk menggubal FPN yang menjadi cermin dan cita-cita serta idealisme yang hendak diperjuangkan oleh rakyat negara ini melalui sistem pendidikan memang dinanti-nantikan. Dalam penggubalannya pertimbangan yang teliti perlu dihalusi dengan merujuk kepada perkara-perkara berikut :<br /><div><br />1. Penyata Razak 1956<br />2. Laporan Rahman Talib 1960<br />3. Akta Pelajaran 1961<br />4. Laporan JK Kabinet 1974<br />5. Laporan JK Kabinet 1979<br />6. Rukunegara<br />7. Prinsip-prinsip pendidikan<br />8. Matlamat pendidikan<br />9. Dasar Pendidikan Kebangsaan<br /><br />Perakuan 191, Laporan Jawatankuasa Kabinet, 1979. Perakuan 191 menegaskan :<br /><br />“ Pendidikan di negara ini adalah untuk mencapai perkembangan murid yang menyeluruh, iaitu perkembangan yang meliputi aspek kognitif atau intelek, jasmani, sosial, emosi, sikap dan nilai-nilai etika pada murid-murid dan generasi akan datang. “<br /><br />Laporan Jawatankuasa Kabinet, 1979, dibentuk adalah hasil daripada maklum balas dan laporan daripada Jawatankuasa Kabinet tahun 1974.<br /><br />Pembentukan Jawatankuasa Kabinet tahun 1974, adalah kerana berlakunya peristiwa rusuhan kaum 13 Mei 1969, pembentukan Rukunegara, 1970 dan pelancaran Dasar Ekonomi Baru, 1970. Peristiwa-peristiwa tersebut, telah mendorong kerajaan mengkaji semula dasar pendidikan kebangsaan sebelum ini yang kurang menitikberatkan perpaduan negara dan memajukan aspek sosial, ekonomi dan politik untuk membangunkan bangsa dan negara.<br /><br />Laporan Jawatankuasa Kabinet, 1979, yang menitikberatkan aspek nilai hanya diistiharkan pada tahun 1998 dan dijelmakan secara rasmi melalui Falsafah Pendidikan Negara pada tahun 1988.<br /><br />Menurut Akta Pendidikan tahun 1996, Falsafah Pendidikan Negara tahun 1988, telah digantikan dengan Falsafah Pendidikan Kebangsaan pada tahun 1996 (Kementerian Pendidikan, 1999).<br />Falsafah Pendidikan Kebangsaan, 1996, berbunyi :<br />“ Pendidikan di Malaysia ialah satu usaha berterusan ke arah lebih memperkembangkan lagi potensi individu secara menyeluruhdan bersepadu untuk melahirkan insan yang seimbang dan harmonis dari segi intelek, rohani, emosi dan jasmani berdasarkan kepada kepercayaan dan kepatuhan kepada tuhan. Usaha ini adalah bagi melahirkan rakyat Malaysia yang berilmu pengetahuan, berketrampilan, berakhlak mulia, bertanggungjawab dan berkeupayaan mencapai kesejahteraan diri serta memberi sumbangan terhadap keharmonian dan kemakmuran keluarga, masyarakat dan negara. “<br /><br />Selain itu, Laporan Jawatankuasa Kabinet, 1979 juga, telah menetapkan secara tersurat dan tersirat penentuan wajah dan jenis warganegara Malaysia yang perlu dibentuk melalui sistem pendidikan di Malaysia. Keperihatinan dan hasrat Jawatankuasa tersebut dirakamkan seperti berikut :<br />“ Mereka bukan sahaja perlu cekap bahkan perlu boleh berfikir dan bertindak dengan baik sama ada secara sendiri mahu pun secara beramai-ramai dengan berpandukan punca-punca akhlak yang mulia. Tegasnya individu yang lahir dari sistem persekolahan negara perlu selaras dengan tujuan pembangunan kemanusiaan. “<br /><br />Ringkasnya, berdasarkan Laporan Jawatankuasa Kabinet, 1979, peranan pendidikan tidak lagi hanya ditumpukan kepada perpaduan negara dan pengeluaran sumber tenaga manusia, tetapi pendidikan turut ditumpukan kepada pembentukan keperibadian insan selaras dengan pembangunan kemanusiaan.<br /><br />Falsafah Pendidikan Kebangsaan, 1996, telah menetapkan matlamat pendidikan negara dengan jelas, iaitu pendidikan ke arah melahirkan insan, masyarakat dan warganegara yang baik. Pada asasnya, insan baik yang hendak dilahirkan itu perlu memiliki yang ciri-ciri berikut :<br /><br />1. Percaya dan patuh kepada tuhan.<br />2. Berilmu pengetahuan dan berketrampilan.<br />3. Berakhlak mulia.<br />4. Bertanggung jawab kepada diri, masyarakat, agama, bangsa dan negara.<br />5. Berbakti dan bersedia memberi sumbangan kepada masyarakat, agama, bangsa dan negara.<br /><br />Dalam usaha mencapai hasrat Falsafah Pendidikan Kebangsaan, 1996 dan matlamat pendidikan negara, nilai-nilai murni tidak dapat dilakukan tanpa mengasas, membina dan mengembangkannya melalui sistem pendidikan. Oleh yang demikian tindakan pada peringkat pelaksanaan, hendaklah ditegaskan. Dalam konteks sistem pendidikan kita, nilai-nilai yang dimaksudkan ialah nilai-nilai yang luhur dan murni. Unsur-unsur nilai murni yang dimaksudkan itu ialah nilai-nilai murni yang bersifat tetap dan kudus yang diamalkan oleh semua agama dan bersifat sarwajagat (universal). Nilai-nilai murni tersebut adalah berasaskan pandangan dan maklum balas yang diperolehi dan diputuskan oleh Jawatankuasa Pendidikan Akhlak tahun 1976, yang dianggotai oleh wakil pelbagai agama.<br /><br />Nilai-nilai murni tersebut ialah :<br /><br />1. Baik hati.<br />2. Berdikari.<br />3. Hemah Tinggi.<br />4. Hormat Menghormati.<br />5. Kasih Sayang.<br />6. Keadilan.<br />7. Kebebasan.<br />8. Keberanian.<br />9. Kebersihan Fizikal dan Mental.<br />10. Kejujuran.<br />11. Kerajinan.<br />12. Kerjasama.<br />13. Kesederhanaan.<br />14. Kesyukuran.<br />15. Rasional.<br />16. Semangat Bermasyarakat.<br /><br />Penerapan nilai-nilai murni dalam pengajaran disokong oleh R. W. Taylor yang menurutnya, nilai murni ini tidak dapat dipisahkan melalui pendidikan. (Dr. Wan Mohd Zaid bin Wan Mohd Noordin, 1993, dalam Wawasan Pendidikan). Taylor berpendapat :<br /><br />“ Education is an arena which all realms of values may be concern “<br /><br />Bersabit dengan pendidikan dan nilai-nilai murni, Dr. Wan Mohd Zaid bin Wan Mohd Noordin, 1988, ketika menjadi Ketua Pengarah Pendidikan Malaysia, semasa membentangkan kertas kerjanya yang bertajuk Ke arah Perlaksanaan Nilai-nilai Murni Di Dalam KBSM : Falsafah Pendidikan Negara, pada Seminar Nilai-nilai Murni Merentas Kurikulum, Dalam Kurikulum Bersepadu Sekolah Menengah (KBSM) , di Fakulti Pendidikan, Universiti Kebangsaan Malaysia, tahun 1988, telah mengambil pandangan E.F Schumacer yang menjelaskan tentang nilai (dalam, Small is beautiful, hal. 83) iaitu :<br /><br />“ The essence of education … is the transmission of values, but values do not help us to pick our way through life unless they have became our own, a part so to say, of our mental wake up. “<br /><br />Manakala Hanna Holborn Gray, Universiti Chicago (PPK, Fail Reformasi, 1990, hal. 10) menyokong bahawa nilai murni sangat penting diterapkan melalui pendidikan untuk menghasilkan manusia yang baik dan mulia. Beliau menyatakan :<br />“ To think about the aims of education is to think of what kind of person, what kind of human competence, what kind of goals might be most desirable for the sosial order and the quality of civilized existence. “<br /><br />Oleh itu, hubungan nilai dan sistem pendidikan adalah sangat rapat. Selaras dengan hasrat Laporan Jawatankuasa Kabinet, 1979, dan Falsafah Pendidikan Kebangsaan, 1996, semua guru di sekolah rendah dan sekolah menengah diminta mengajar, menyisip atau memasukkan nilai-nilai murni melalui Pendidikan Islam untuk pelajar-pelajar Islam dan Pendidikan Moral untuk pelajar-pelajar bukan Islam. Langkah ini telah dilaksanakan di peringkat rendah melalui Kurikulum Bersepadu Sekolah Rendah (KBSR) tahun 1982, di sekolah percubaan dan tahun 1983 di semua sekolah rendah di Malaysia. Di peringkat sekolah menengah, penerapan nilai-nilai murni telah dilaksanakan ketika penggubalan Kurikulum Bersepadu Sekolah Menengah (KBSM) pada tahun 1988, di sekolah percubaan dan sepenuhnya pada tahun 1989 di seluruh Malaysia, yang pada waktu itu persoalan penerapan nilai-nilai murni lebih menonjol dan ketara. Untuk menjayakan cita-cita ini, Kementerian Pendidikan memutuskan untuk melaksanakan penerapan nilai-nilai murni secara komprehensif. Strategi yang diambil ialah dengan cara menerapkan nilai-nilai murni merentasi kurikulum. Dalam kata lain, nilai-nilai murni disisip melalui semua mata pelajaran yang diajar dan diamalkan melalui kegiatan kokurikulum di sekolah.<br /><br />Kementerian Pendidikan juga memutuskan untuk menggunakan strategi bersepadu di peringkat sekolah menengah dengan memastikan supaya semua mata pelajaran yang diajar tidak terpisah antara satu sama lain. Unsur utama yang digunakan untuk kesepaduan ini ialah melalui penerapan unsur nilai-nilai murni. Ini bermakna semua guru dikehendaki menyemai dan membangunkan kesedaran terhadap nilai-nilai murni dalam setiap mata pelajaran yang diajar, bermula tahun 1989 apabila KBSM diperkenalkan.</div></div>CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-54341922932785296222009-03-27T01:16:00.000-07:002009-03-27T01:17:52.709-07:00Simulations<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgz1OIzD59N5hJb1hlIt0sn1lLV2vVwJv2ihqLoNdkgTe_SKgWhYX-Il0_U6ltotrxhzUHzPgs3Cb7sJwJMkO3CspZl1YkXTMT84Ab4uw1CxHfchBmu-Hpn6HooYrxZPY_K5GpTGBvHpyiL/s1600-h/ai20041202d1.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 320px; height: 234px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgz1OIzD59N5hJb1hlIt0sn1lLV2vVwJv2ihqLoNdkgTe_SKgWhYX-Il0_U6ltotrxhzUHzPgs3Cb7sJwJMkO3CspZl1YkXTMT84Ab4uw1CxHfchBmu-Hpn6HooYrxZPY_K5GpTGBvHpyiL/s320/ai20041202d1.jpg" alt="" id="BLOGGER_PHOTO_ID_5317778818786025762" border="0" /></a><br /><p style="line-height: 150%;" align="left"><span style="font-family:Times New Roman, Times, serif;">Simulations are a useful teaching strategy for illustrating a complex and changing situation. Simulations are (necessarily) less complex than the situations they represent.</span></p> <p class="MsoBodyTextIndent" style="line-height: 150%;" align="left"><span style="font-family:Times New Roman, Times, serif;">In a simulation, the learner acts, the simulation reacts, the learner learns from this feedback. Examples of simulations: car and flight simulators, SIM City, Monopoly, mock elections, model UN. Note that in each of these cases, the “game” involves rules, and the students must make decisions. Each decision a student makes affects the outcome of the game.</span></p> <p style="line-height: 150%;" align="left"><span style="font-family:Times New Roman, Times, serif;">For the students to learn what you intend for them to learn from the simulation, you must hold a discussion during and/or after the game. This is integral to the students' learning. There is so much we could have learned from playing Monopoly that went right through our heads because there was no discussion about what it all meant. (Not that there isn't time to play without focusing on learning. But that kind of play takes place outside of classrooms, not in them.)</span></p> <h3 style="line-height: 150%;" align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB">Practicalities</span></span></h3> <h3 style="line-height: 150%;" align="left"><span style="font-family:Times New Roman, Times, serif;">Phase One: Orientation</span></h3> <p align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span></span>Explain to your students what simulations are about and for. (If you mention some common games they play which are simulations, they might start thinking about what real life complex situations the games model, and might learn something about them.)</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span>Describe the particular simulation.</span></span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span>Ensure the students understand the purpose of the simulation.</span></span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span></span>Outline the rules for the students. I put the rules on an overhead, and leave the overhead on during the simulation. You could also write the rules on bristle board, and hang this in a conspicuous place during the activity.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span>Assign roles to the students.</span></span></p> <h3 style="line-height: 150%;" align="left"><span style="font-family:Times New Roman, Times, serif;">Phase Two: The Simulation</span></h3> <p align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span></span>The students participate in the game, playing their roles as assigned. You, are the coach and referee. You should stay uninvolved, except when you notice that you can facilitate the educational opportunities the simulation presents.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span>While your students are playing, you could make anecdotal records, or fill in checklists.</span></span></p> <h3 align="left"><span style="font-family:Times New Roman, Times, serif;">Phase Three: Debrief</span></h3> <p class="MsoBodyText2" align="left"><span style="font-family:Times New Roman, Times, serif;">For every teaching strategy involving a debrief, I will suggest a different method. There are a number of ways in which debriefs can be done. Please mix and match the different forms of debriefs you use.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span>Put the students into small groups.</span></span></p> <p class="MsoBodyText2" align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB">-<span style=";font-family:";font-size:7;" > </span></span>Choose three or four learning objectives for the simulation. Write up these learning objectives as questions for discussion. One question should be about how the students think the simulation is like the real thing and how it is not like the real thing. <span lang="EN-GB">Give each small group of students one question to discuss.</span></span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span>Tell the students how much time they have to discuss the questions.</span></span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span></span>Five minutes before the time is up, visit each group with a card which has written on it: Five minutes until presentation. “Choose a speaker and write a summary of your discussion for the speaker to present to the class.”</span></p> <p class="Level1" align="left"><span style="font-family:Times New Roman, Times, serif;">-<span style=";font-family:";font-size:7;" > </span>An alternative to the above method would be to put groups who have discussed different question together to discuss their different questions and answers. This way, each group has an opportunity to discuss at least two of the questions.</span></p> <p class="Level1" align="left"><span style="font-family:Times New Roman, Times, serif;">-<span style=";font-family:";font-size:7;" > </span>If you use this second method, you could have students write answers to the questions in a learning log instead of having them present to the class.</span></p> <h3 align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB" style="font-size:14;">Examples of Simulations</span><span lang="EN-GB" style="font-size:12;">:</span></span></h3> <p class="MsoBodyText2" align="left"><span style="font-family:Times New Roman, Times, serif;"><span lang="EN-GB">To illustrate the complexity of scientists at work constructing knowledge, have small groups of students assemble different parts of a jig saw puzzle.</span></span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;">To illustrate the variety of factors involved in animal survival, there are many simulations available in the Project Wild Activity Book. For example, one involves bears preparing for winter. The teacher drops a number of food cards around the area where the students will be playing. Some bears are given handicaps. For example, one bear is blind, so is blindfolded. One is lame, so must never run - only walk. Some bears have young, so must collect twice as much food as others. At the end of the game, tally up how many food points each bear has collected. The blind, and lame bears are unlikely to have as many points as the healthy ones, but they might. Etc.</span></p>CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-64620048121169939462009-03-27T01:02:00.000-07:002009-03-27T01:04:13.691-07:00Inquiry<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpIMXKyCt61G9-KXQAffz89Zu90fS3vJGhbFp6NVh_EhtfYdZJcAsYFmdwIeSTAeiuvuQMlzUKITtl22UPNWBpQ4YnHXrov0q-zgZVQ3Oj3rj2PW582gmpd3xtLJwRTWWMETu6mYueA1Q7/s1600-h/figure10.gif"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 221px; height: 320px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjpIMXKyCt61G9-KXQAffz89Zu90fS3vJGhbFp6NVh_EhtfYdZJcAsYFmdwIeSTAeiuvuQMlzUKITtl22UPNWBpQ4YnHXrov0q-zgZVQ3Oj3rj2PW582gmpd3xtLJwRTWWMETu6mYueA1Q7/s320/figure10.gif" alt="" id="BLOGGER_PHOTO_ID_5317775235421336930" border="0" /></a><br /><p align="left"><span style="font-family:Times New Roman, Times, serif;">Inquiry can be considered a philosophical approach to teaching teaching any number of subjects, not just science or can be considered a mere method. In the background here, I will discuss the philosophy of inquiry, and in the method, show one step-by-step process for helping you to start your students carrying out their own inquiry activities. </span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;">Note the words I have avoided. I have not used the word “experiment”, or the word “laboratory”. A laboratory is a place where an experiment is carried out. A laboratory report is the record of that experiment. An experiment is a contrived situation in which one variable is tested against another. Although much of science research is carried out using experiments, other inquiries are not experiments.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> As a philosophy, a teacher who believes in inquiry believes that knowledge is a tentative and a social construction. As such, that teacher will want students to be actively engaged in their own learning, and will have the students carrying out investigations to construct their understandings. In science, knowledge is constructed with information from the natural world. Thus, the collection of empirical evidence will always be important to the construction of science knowledge. The teacher will also have the students discussing their findings with the teacher and with their peers, and checking what they have learned with what scientists believe. This is because science knowledge is communally constructed. The teacher will use as little direct instruction as possible.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> Direct instruction comprises a number of different methods; what all direct instruction methods have in common is that the teacher has nearly complete control of what and how a topic is learned. When I first learned about inquiry, it was as a method where the teacher designed a recipe for students to follow to affirm a concept presented in class. Thus, the inquiry method I learned was a modification of direct instruction. As a student, when I carried out these activities, I wondered why the teacher would tell me that my answer which I had found by actually testing the world was wrong! Surely my answer was as good as his/hers, or as good as the scientists’. This problem is partially circumvented by using only “experiments” that are simple, that students are unlikely to mess up. Unfortunately, this leads to a misunderstanding of the limits of science. </span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;">The questions that scientists ask and the ways in which they interpret and analyze the data all come from the scientists’ “principles of enquiry” (Schwab, 1960). Kuhn (1960/1973) would say that questions, methods and interpretive framework come from the scientists’ paradigm, which is the overarching explanatory principle accepted by that particular community of scientists. This means that science knowledge always comes from a point of view. Scientists seek to affirm their point of view. They are watchful of affirmation to the point sometimes of attempting to disprove their point of view. Nonetheless, they only ask questions from within their point of view. Lewontin (1991) described the search for the cause and then the cure for tuberculosis. Scientists sought a parasitic cause, and found the bacterium which must be present for a person to have tuberculosis. When antibiotics were invented, the cure became available. If scientists had been working with a different principle of inquiry, they might have noticed that most victims of tuberculosis were poor, and lived in crowded conditions, and had poor diets. If the focus of science at the time had been on housing, or healthy diets, the cause of tuberculosis might well have been determined to be these factors. Tuberculosis in England was in decline before the invention of antibiotics; this was because there were less poor people in England, and living conditions were better.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> If you are a teacher who has inquiry as a philosophy, you will value the different perspectives that your students bring to a question. You might set out a topic worthy of exploration, but you will leave much else up to your students. You can even leave the topic open if you encourage your students to do independent research projects beyond the curricular material being covered in class.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> <b>Inquiry: The Teaching Method</b></span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> Inquiry as a teaching method was invented by social studies teachers. Students were given data from different countries, and asked to analyze the data to make generalizations and predictions about the people of the countries. Inquiry is a term used broadly to refer to everything from pseudo-experiments where the teacher has the students reify already taught concepts to one in which students have virtually total control. </span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;">The parts of a lesson should match the different components of a “laboratory report”. Usually, the first part written (or discussed in class) is the problem or question. Often, the problem or question is such that a hypothesis can be written. ENSURE THAT YOUR STUDENTS JUSTIFY THEIR HYPOTHESES. If your students are making random guesses for their hypotheses, they are demonstrating the activity will be meaningless to them. They won’t know why they are going through the steps of the procedure. Hypotheses are written as the effect of one variable on another. For example, what is the sunlight on the height of a plant? There are particular materials that are used, there is a method (or procedure) designed for answering the question (or testing the hypothesis), there are data collected or observations made, the data are analyzed or the observations discussed, and there is a conclusion.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;">Which of these components of the experiment will you control? Which will you leave to your students?</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> Before deciding how much control to give to your students, consider the pedagogical purpose for doing the experiment, the nature of the materials they will be using, the size of the space they have to work in, the nature of the students you are working with.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> <b>Pedagogical purpose of the experiment:</b></span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> if you have just explained a concept to the students, and want them to see the concept at work, you will not use an experiment; rather you use what could more accurately be called a pseudo-experiment. You will choose an activity that is unlikely to go wrong; the students will follow a procedure in recipe-like fashion, all doing the same thing. These kinds of activities are unlikely to change students’ preconceptions. Students know the activities are contrived, and they know that they are expected to come up with a particular right answer. There are no surprises for them or for you. Pseudo-experiments are like demonstrations, but the students carry them out themselves. It is certainly better for the students to carry out these pseudo-experiments than to observe a demonstration, and it is better to observe a demonstration than just to hear a lecture.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> If however, there are many possible answers to the problem, or if the particular answers do not matter, then you will give more control to your students. If you want your students to learn that there are different explanations for the same problem, or if the problem is complex, you will give more control to your students.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"><b>Safety:</b> This is the single most important reason for giving guidance to students. I try to use materials which are as safe as possible, because even in a recipe situation, students will not read the instructions, or will slip while walking past boiling water, or something … Every year, someone somewhere will lean too close to the Bunsen burner, or will add the wrong chemical to a mix. When there is a safety issue, I describe the particular problem to begin with. For example, when I demonstrate dipping money in rubbing alcohol and then lighting it on fire, I show that I hold the bill with forceps and that my hand is not above or below the bill. I do not want the flames burning up on to my hand, nor do I want the rubbing alcohol dripping down onto my hand. (This particular experiment, I have students try out only under close supervision. One group tries it at a time, explaining to the class what their hypothesis is and why their method will test the hypothesis.) I always have hair elastics in my desk drawer, so that a student with long hair can tie it back before working with the Bunsen burner. Etc.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> The major hint about safety writing the safety considerations into a procedure does not mean that students will read, believe, remember. You really have to demonstrate what they have to pay attention to. And even then, you need to have them tell you what they plan to do.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> <b>Space:</b> The smaller the space, the less you want your students moving around. Thus, if you have 30 students in a regular sized classroom, you can have them planning much of what they do. But if you have more students, or a smaller classroom, you will want tighter control over what they do so they are not banging into one another. You can still have them carrying out their own activities; you just have to be more organized and ensure that the materials they need are at their station.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> <b>Nature of your students: </b>I leave this to you decide. However, I would like to point out that sometimes students act inappropriately because they want more control over their learning. Thus, it is sometimes the students you would least trust to plan their own experiments who will most benefit from it. Try it with some relatively safe activities to see how they do, before making up your mind about whether they can or cannot be trusted out of their desks.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> <b>Steps of Inquiry Lessons: </b></span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;">Some teachers like to give their students data sheets, with room for hypotheses, and data tables ready to fill in, and questions to be answered. There is a sample of this kind of lesson the tracking lesson. Other kinds of inquiry are much more open-ended.</span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> The steps of inquiry lessons are: </span></p> <ul><li> <div align="left"><span style="font-family:Times New Roman, Times, serif;">Purpose: The teacher tells the students what they will be learning about and tells them of the interesting implications of the lesson. For example, for tracking, a good tracker can tell the approximate size and weight of an animal s/he tracks from the tracks. The tracker has greater difficulty telling the age of the tracks, but there are clues to this as well. The students will learn, in this lesson, how to estimate size of an animal, and perhaps even speed. Then they will try finding some animal tracks. For this lesson, there is no hypothesis for the students to come up with. (In some cases, the teacher will want the students to decide what they want to study. But there will still be a pedagogical purpose for the teacher to explain to the students.) </span></div> </li></ul> <div align="center"> <p align="left"><span style="font-family:Times New Roman, Times, serif;">In a different case, for example testing the growth of a bean plant according to different variables, the students can hypothesize. The teacher would introduce the purpose of the activity as: to study the effect of light and gravity of the growth of a bean seed. The students would be asked to hypothesize about what effect gravity would have on a young bean plant? Do they think the plant would grow towards or away from the centre of the earth? What effect might light have on the growth of the bean plant? </span></p> </div> <ul><li> <div align="left"><span style="font-family:Times New Roman, Times, serif;">Hypothesis: In those activities where there will be a hypothesis, the students should always be expected to make their own hypotheses. This should be done in small groups (pairs), then in whole class discussion. Students should state their hypotheses in terms of the effect of one variable on another, and you must encourage them to justify their hypotheses. </span></div> </li><li> <div align="left"><span style="font-family:Times New Roman, Times, serif;">Procedure: Once students have a clear idea of the purpose of the experiment or study, they should have some idea of how to find the answer. Often, the discussion of different hypotheses will give them ideas for how to test their own hypothesis. Just because they have shown that their hypothesis might be true does not mean they have proved it! The alternative might still be a possibility. They have to rule on the other hypothesis as well as showing that their hypothesis works.</span></div> </li></ul> <div align="center"> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> For example, there is a well-known activity, where a match is dropped into a bottle, and a peeled hard-boiled egg is placed on the spout of the bottle. When the match goes out, the egg pops into the bottle. This was explained to me as the result of oxygen being consumed by the flame. An alternative is that the match heated (causing expansion of) the air, which was able to escape past the egg out of the bottle. When the match went out, the air contracted again, and the egg was drawn into the bottle. A student’s procedure must test expansion and contraction without any oxygen being consumed, or test the consumption of oxygen without any expansion or contraction. </span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> Materials: Once students know what they plan to do, they can make a list of the materials they will need. Sometimes it helps to tell them what materials are available before they design their procedure (one small way you can retain control!) However, often the materials they need can be brought from home. If students are testing different kinds of food for starch and fat, you would encourage them to bring some from home. </span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;">Encourage your students to write what they plan to do and to write a list of what materials they need. For those who prefer to draw, encourage them to do both. </span></p> </div> <ul><li> <div align="left"><span style="font-family:Times New Roman, Times, serif;">Data: Before students begin the experiment, remind them of all safety precautions. If they are working with chemicals, they should be wearing safety glasses. If they are working with Bunsen burners, they should have their hair tied back. Etc. Then they are to carry out their experiment. Since they designed the procedure, they should know what data to collect. They should have a plan to record their data.</span></div> </li><li> <div align="left"><span style="font-family:Times New Roman, Times, serif;"> Analysis: Again, students should know what they are trying to find. They might need assistance in steering away from their affirmation bias, however. </span></div> </li></ul> <div align="center"> <p align="left"><span style="font-family:Times New Roman, Times, serif;">I have seen many students test one bean against another, with bean A watered with vinegar (to simulate acid rain) and bean B watered with pure distilled water. When bean A thrives and bean B dies, the student will start another bean B and another, until one does well. This is not a fair test. The students need to be reminded that they should start with more than one of each bean plant, just in case one of them is a dud. And, it might turn out that vinegar is good for germination of bean seeds. </span></p> </div> <ul><li> <div align="left"><span style="font-family:Times New Roman, Times, serif;"> Conclusion: When your students have finished their study or experiment, they must discuss their results with one another. They must find out who had the same results, who had different results, why the results might have been different. They must interpret the results according to their original question. What do the results mean? The results will almost certainly lead to another question, and the process begins again.</span></div> </li></ul> <p align="left"><span style="font-family:Times New Roman, Times, serif;"> Notice that the class discussion of the conclusion is the debrief of the lesson. This is when the meaning of the lesson can be put into the context of the unit as a whole. </span></p> <p align="left"><span style="font-family:Times New Roman, Times, serif;">A big advantage of inquiry where students have most of the control over the activity is that students of different cultural backgrounds have different principles of inquiry. Western science has answered many questions, but has always answered questions of interest to Western males. The methods of science looking for evidence in the empirical world to answer our questions can be used by different cultures. If you have a class with students of different cultures, encourage the students to talk about questions of interest to them. You must listen carefully, and be watchful. Often, minority students are quiet in class. When do you notice that they are paying close attention to you? Is it because of what you are talking about or how you are acting that is of interest to them? </span></p>CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-31223435444555243592009-03-27T00:50:00.001-07:002009-03-27T01:01:27.793-07:00MAIN PERANAN : ROLE PLAY<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkqTcC4xNwW2O4y0nSU47rNOA2F79wukFXGfgfnOsoOzA8G7WSc9Wz_dk29io1WVFJqlOydTQtlLtlnGWSokJMDfzcjgoQH4SZnySCUP0R7NUvIo8bqBUKmZUc7Ru_sN4bSwX79mokK9jk/s1600-h/planning.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 320px; height: 272px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgkqTcC4xNwW2O4y0nSU47rNOA2F79wukFXGfgfnOsoOzA8G7WSc9Wz_dk29io1WVFJqlOydTQtlLtlnGWSokJMDfzcjgoQH4SZnySCUP0R7NUvIo8bqBUKmZUc7Ru_sN4bSwX79mokK9jk/s320/planning.jpg" alt="" id="BLOGGER_PHOTO_ID_5317774586277010178" border="0" /></a><br /><span style="font-family:Times New Roman,Times,serif;">There are two different kinds of role play. One kind involves having students act as if they were components of a physical or biological system. For example, you might have three students act as Oxygen and Magnesium. First, two students hold hands. They are an oxygen molecule. Then a spark comes along, to ignite the student who is acting as magnesium. Magnesium then takes one of the oxygen atoms, and the other oxygen atom is alone. You have had your students demonstrate a chemical reaction. A biology example would be to have some students act as blood cells, and to move to different locations in the classroom, where students acting as different body organs give or take from the blood. The blood would attach to oxygen in the lungs, attach to food in the intestines (etc.) and trade oxygen for carbon dioxide at the cells, etc. I hope from this simple description, you can invent your own situations of when and how to use this kind of role play.</span> <p style="line-height: 150%;" align="left"><span style="font-family:Times New Roman,Times,serif;">The other kind of role play involves an ethical issue. Students act as humans in a situation where a decision must be made. Different students are given brief descriptions of who they are and maybe a description of their feelings about the issue. Then the students act out their roles and make a decision about the issue. This kind of role play is the one I will describe in great detail below. Remember that a Science-Technology-Society-Environment approach to science teaching should involve the students in discussing the impact of science and technology on society and the environment, and the impact of society and the environment on science and technology. Thus, there are many, many issues you can create role plays for.</span></p> <p style="line-height: 150%;" align="left"><span style="font-family:Times New Roman,Times,serif;">This second kind of role play is designed to foster the analysis of personal values. It should help students to develop strategies for solving personal and interpersonal problems. Hopefully, the students will also develop some empathy for others. Students should become more comfortable with expressing their opinions. You want to watch to ensure that other students do not judge the players harshly. The students are, after all, playing roles. Every role should be sympathetically presented, but we might not like what the particular character stands for.</span></p> <p style="line-height: 150%;" align="left"><span style="font-family:Times New Roman,Times,serif;">You would choose role plays to help your students engage with STSE issues. Although you will have a limited number of students performing in each role play, the most effective role plays are ones in which all students are involved in some way. I will suggest two ways in which you can get all students involved. You can probably think of other ways. Whatever way you choose to have all the students involved at the end, you should inform the whole class in the beginning of how they will all be involved.</span></p> <p style="line-height: 150%;" align="left"><span style="font-family:Times New Roman,Times,serif;">The role play should be pertinent to the unit your students are studying. The role play should not feel like something you have added on, just to address STSE issues. These lessons can specifically target STSE, but your other lessons in the unit should also address STSE issues.</span></p> <h3 style="line-height: 150%;" align="center"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB">Practicalities</span></span></h3> <p style="line-height: 150%;" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB" style="font-size:12;"><b>Creating the role play:</b></span></span></p> <div align="center"> <div align="left"> </div> </div> <ul><li> <div align="center"> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;">Brainstorm for yourself several issues to do with the unit. Choose one which you think would make an effective role play. Then choose six to eight roles for students to act out. These roles should be of people who will have different interests in the result of the discussion. For example, if the role play is to discuss whether the local chemical plant should clean up its land, then there will probably be people who will lose their jobs if the plant is forced to spend all its money on clean up, and there will probably be local business people who rely on the plant workers for income, and there might be neighbours of the chemical plant who will be, or have been, affected adversely by the plant, etc.</span></div> </div> <div align="center"> </div> </li><li> <div align="center"> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;">Each role should be described clearly and succinctly. Your students should be able to read over the character descriptions in a few minutes</span></div> </div> <div align="center"> </div> </li><li> <div align="center"> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;">Choose a line of action for these role players to take. The line of action might be having a town council meeting to decide if the chemical plant should clean up its dump site now. Simplicity is the key. If your students need background information to be able to carry out the role play, this should already have been addressed in class.</span></div> </div> </li></ul> <div align="center"> <div class="Section1" align="left"> <p> </p> </div> </div> <div align="center"> <div class="Section1" align="left"> <p style="line-height: 150%;" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB" style="font-size:12;"><b>Preparing the students for roles</b></span><b><span lang="EN-GB" style="font-size:12;">:</span></b> </span></p> </div> </div> <div align="center"> </div> <ul><li> <div align="center"> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB" style="font-size:12;">There are two ways for preparing the students.</span></span></div> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB">-<span style=";font-family:";font-size:7;" > </span></span>One way is to give the students a week or so to prepare themselves for the role. This can be very effective, especially if you have a motivated and inspired class. You will be pleasantly surprised, usually, about the amount of preparation some of your students do for their roles. This gives students who are not strong in science a chance to be good in a different aspect of science. Not all your students will take on the opportunity, but, as I mentioned, you will probably be surprised by which students do.</span></div> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span></span>Another way is to give the selected students five minutes before the performance to read over their roles, and discuss their roles with the other members of the role play. While these students are discussing their roles (usually they will do this in the hall), you work with the rest of the class. Perhaps the rest of the class will set the stage. Perhaps the rest of the class will be learning some background information.</span></div> </div> </li></ul> <div align="center"> </div> <ul><li> <div align="center"> <div align="left"><span style="font-family:Times New Roman,Times,serif;">Regardless of which way you prepare your students for their roles, you should pick who will perform which role. There are two reasons for you choosing.</span></div> </div> <div align="center"> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span></span>One reason is that you will have pedagogical reasons for choosing certain students. You might want to choose a child who likes to be in charge to be the chairperson of a meeting. You might want to choose a child who is antagonistic to another child to act as that child<span style=";font-family:";font-size:12;" lang="EN-GB" >=</span>s friend. You might want to choose a child who is struggling with a particular concept to act a role where the student must research that concept to prepare for the role.</span></div> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span></span>The other reason for you choosing is that you will have many different role plays throughout the term. You will want to balance the groups who act so that every student has a chance to act. The first role play will involve one or two of the more extroverted students, so that the more shy students will see how easy role plays are before they are forced to act.</span></div> </div> </li></ul> <div align="center"> <div class="Section1" align="left"> <p style="line-height: 150%;" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB" style="font-size:12;"><b>The action</b></span><b><span lang="EN-GB" style="font-size:12;">:</span></b></span></p> </div> </div> <blockquote> <div align="center"> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB">-<span style=";font-family:";font-size:7;" > </span></span>Just before the role play begins, you will introduce the role play. You will explain what role playing is about (for the first role play the students engage in. This will be less important as your students become familiar with how role plays work.) </span></div> </div> <div align="center"> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span></span>You will make the problem explicit to your class. Whatever the line of action is, the actors must make a decision about an issue. The issue will be one where the right choice is not clear cut. In other words, your students should be facing a dilemma.</span></div> </div> <div align="center"> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span></span>You might or might not set a time limit for the action. If you are going to set a time limit, you will notify your students of the time limit in advance, and you will also remind them at the point where they must stop action and make their decision.</span></div> </div> <div align="center"> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span></span>You now step back and let the actors take over. Ideally, there would be one student who will be the chair of the role play - either officially (the chairperson of the town council meeting, or the person who must make the final decision, etc.) If you want one student to act as the chair of the role play as well as the playing a role, you will have to tell that student that this is part of his/her role. This student will then take charge of advising the players that they must stop action and make a decision.</span></div> </div> <div align="center"> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB" style="font-size:12;">-<span style=";font-family:";font-size:7;" > </span></span><span lang="EN-GB" style="font-size:12;">While your students act, you will make anecdotal records, or fill in checklists, or enjoy the role play.</span></span></div> </div> </blockquote> <div align="center"> <div class="Section1" align="left"> <p style="line-height: 150%;" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB" style="font-size:12;"><b>Whole class involvement:</b></span></span></p> <p class="MsoBodyText2" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB">As I mentioned, I know of two ways in which the whole class can be involved.</span></span></p> </div> </div> <blockquote> <div align="center"> <div class="Section1" align="left"><span style="font-family:Times New Roman,Times,serif;"><span lang="EN-GB">-<span style=";font-family:";font-size:7;" > </span></span>If the role play involves a town council meeting, you can have the whole class get involved in the discussion after the players have had their say. Then the whole class can cast their votes, as well as the role players. If you are going to conduct the role play so that all students can be involved in the discussion at the end, you will have to inform the whole class at the beginning that they will all be involved. Even if the role play is not a town council meeting, you might have the whole class involved at the end. For example, if a family had to make a decision on something, students could be asked to act as neighbours and to make suggestions to different family members. Then the family would make their decision.</span></div> </div> </blockquote> <div class="Section1" align="left"> <p align="left"><span style="font-family:Times New Roman,Times,serif;">A very different way of getting the whole class involved is to have the players make their decision. Then the whole class discusses whether they think the actor played the role as the particular character would have played it. For example, in the case of the chemical plant clean-up, is an employee of the plant, one who has just purchased a house, likely to vote that the plant will just have to clean up, even if it goes bankrupt? Students in the audience consider whether the character would have been likely to make that decision. Then those students who think an actor should have played the role differently will have an opportunity to act as that player, to see how things might have played out differently.</span></p> </div>CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-23104635388549156782009-03-25T03:44:00.000-07:002009-03-25T03:47:25.563-07:00KULIAH 11: PEMBINAAN SOALAN / ITEM<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgasmaq3DZUffW2HGhOQSPNwvA7EByV5TTSp7tNbUdpco4fsYYt6d-djwBfUsBQekFPX8rUWzNiqI3MbJZqDTeoj-Y3UuLAZw8gADJgIy79pVFXI-ge1p2aHTy-2EZLW9AOpwkPHPRRL3SE/s1600-h/teacher.gif"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 320px; height: 250px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgasmaq3DZUffW2HGhOQSPNwvA7EByV5TTSp7tNbUdpco4fsYYt6d-djwBfUsBQekFPX8rUWzNiqI3MbJZqDTeoj-Y3UuLAZw8gADJgIy79pVFXI-ge1p2aHTy-2EZLW9AOpwkPHPRRL3SE/s320/teacher.gif" alt="" id="BLOGGER_PHOTO_ID_5317074868112983042" border="0" /></a><br /><b>Item ialah perkara atau alat yang digunakan untuk mendapatkan respons yang merupakan evidens yang boleh </b><b>dipertimbangkan dalam pentaksiran/pengukuran sesuatu konstruk.<br /><br />Perkara-perkara yang misti ada di dalam sesuatu soalan atau item<br /></b> <b>1.Stimulus</b><b> </b> <b>Stem<br />2.pilihan jawapan<br />3.Jawapan<br />4.Distrakto</b><b>r<br /><br />1. Stimulus ialah Suatu maklumat yang autentik berbentuk teks atau grafik yang menjadi fokus kepada situasi tugasan<br />2. Stem ialah pernyataan maklumat yang diperlukan untuk menjawab item dan pernyataan tugasan yang dinyatakan dalam bentuk soalan lengkap atau tidak lengkap.<br />3.pilihan jawapan ialah senarai cadangan jawapan atau penyelesaian<br />4. Jawapan ialah pilahan jawapan yang betul atau terbaik<br />5. Distraktor ialah pilihan jawapan yang bukan jawapan,berfungsi menarik perhatian calun yang tidak menguasai sesuatu bidang atau konsep,merupakan pernyataan yang memang salah,sebahagian salah atau betul tetapi tidak menepati kehendak soalan</b><b><br /></b>CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-45147982068705104552009-03-17T19:34:00.000-07:002009-03-17T19:47:20.517-07:00STRATEGI MENGGUNAKAN 1 KOMPUTER UNTUK PELAJAR 25 ORANG ATAU LEBIH<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLFL7AuMWp5aKmegc4MQQs8qfMcOQzDfn8rLqKSeRcpZCeYXVFr-N8AMR5aeCh32OrXSd-1vaH4eoG4VTlyxS6_UXLRz2-J7q8jQUi-blxNHm8s8Wsj3EFTgMncD0RCpdcnQ02U2TngCdU/s1600-h/classroom.jpg"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 320px; height: 240px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjLFL7AuMWp5aKmegc4MQQs8qfMcOQzDfn8rLqKSeRcpZCeYXVFr-N8AMR5aeCh32OrXSd-1vaH4eoG4VTlyxS6_UXLRz2-J7q8jQUi-blxNHm8s8Wsj3EFTgMncD0RCpdcnQ02U2TngCdU/s320/classroom.jpg" alt="" id="BLOGGER_PHOTO_ID_5314352013401812402" border="0" /></a>
<br /><meta name="ProgId" content="Word.Document"><meta name="Generator" content="Microsoft Word 11"><meta name="Originator" content="Microsoft Word 11"><link rel="File-List" href="file:///C:%5CDOCUME%7E1%5CMAINSE%7E1%5CLOCALS%7E1%5CTemp%5Cmsohtml1%5C01%5Cclip_filelist.xml"><o:smarttagtype namespaceuri="urn:schemas-microsoft-com:office:smarttags" name="PlaceType"></o:smarttagtype><o:smarttagtype namespaceuri="urn:schemas-microsoft-com:office:smarttags" name="PlaceName"></o:smarttagtype><o:smarttagtype namespaceuri="urn:schemas-microsoft-com:office:smarttags" name="place"></o:smarttagtype><!--[if gte mso 9]><xml> <w:worddocument> <w:view>Normal</w:View> <w:zoom>0</w:Zoom> <w:punctuationkerning/> <w:validateagainstschemas/> <w:saveifxmlinvalid>false</w:SaveIfXMLInvalid> <w:ignoremixedcontent>false</w:IgnoreMixedContent> <w:alwaysshowplaceholdertext>false</w:AlwaysShowPlaceholderText> <w:compatibility> <w:breakwrappedtables/> <w:snaptogridincell/> <w:wraptextwithpunct/> <w:useasianbreakrules/> <w:dontgrowautofit/> </w:Compatibility> <w:browserlevel>MicrosoftInternetExplorer4</w:BrowserLevel> </w:WordDocument> </xml><![endif]--><!--[if gte mso 9]><xml> <w:latentstyles deflockedstate="false" latentstylecount="156"> </w:LatentStyles> </xml><![endif]--><!--[if !mso]><object classid="clsid:38481807-CA0E-42D2-BF39-B33AF135CC4D" id="ieooui"></object> <style> st1\:*{behavior:url(#ieooui) } </style> <![endif]--><style> <!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0in; margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman";} @page Section1 {size:8.5in 11.0in; margin:1.0in 1.25in 1.0in 1.25in; mso-header-margin:.5in; mso-footer-margin:.5in; mso-paper-source:0;} div.Section1 {page:Section1;} --> </style><!--[if gte mso 10]> <style> /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman"; mso-ansi-language:#0400; mso-fareast-language:#0400; mso-bidi-language:#0400;} </style> <![endif]--> <p class="MsoNormal">1. Gunakan komputer untuk diri sendiri
<br />A. Peralatan untuk memudahkan P&P </p> <p class="MsoNormal">B. Menggunakan word untuk menyediakan soalan ujian dll </p> <p class="MsoNormal">C. Menggunakan excell untuk lembaran kerja, markah pelajar dll</p> <p class="MsoNormal">D. Mencari bahan seperti rancangan pelajaran daripada internet.
<br />E. Gunakan laman web untuk perbincangan dan soal jawab dengan lain-lain guru
<br />
<br />2. Presentation Tool
<br />A.Gunakan perisian untuk membuat persembahan seperti Powerpoint,HyperStudio,flash,open office impress,Photoshop,Applekeynote<b> ,NXPowerLite,</b> PowerPlugs Charts</p> <p class="MsoNormal">B.Persembahan dalam bentuk visual membantu kefahaman pelajar terhadap konsep dan isi yang hendak di sampaikan
<br />C.Students can also use presentation software to support their presentations.
<br /></p><p class="MsoNormal">D.http://mr_sedivy.tripod.com/med_hist.html
<br />
<br />3.Demonstration
<br />A.PERISTIWA PERJUMPAAN DI ANTARA WAKIL KERAJAAN PERSEKUTUAN DENGAN PKM B.ROMBONGAN KEMERDEKAAN KE LONDON</p><p class="MsoNormal"> C.http://www.efieldtrips.org/
<br /></p><p class="MsoNormal">D.http://ethicalego.com/Relations/blog4.php/2008/12/10/slavery-lesson
<br />
<br /><st1:place st="on"><st1:placename st="on">4.Learning</st1:placename> <st1:placetype st="on">Center</st1:placetype></st1:place>
<br />A.you can use: </p> <p class="MsoNormal">B.content-specific software for simulations, </p> <p class="MsoNormal">C.tutorials</p> <p class="MsoNormal">D.drill-and-practice;</p> <p class="MsoNormal">E.CD-ROMs or the Internet for research;a spreadsheet for calculations; word processor for preparing reports</p> <p class="MsoNormal">F.you can create computer-based learning modules, using HyperStudio, PowerPoint or an Internet browser. </p> <p class="MsoNormal">G. http://www.education.umd.edu/blt/hyperstudio/
<br />
<br />5. Simulation
<br />A.you can use simulation software with the whole class, so that the group makes all the decisions. </p> <p class="MsoNormal">B.Use any of the simulation software intended for one user, like <i>SimCity</i> or <i>SimEarth</i>, or software which includes groupactivities, like the <i>Decisions, Decisions</i> series from Tom Snyder. </p> <p class="MsoNormal">C.Assign different roles to students: one could be the note taker, another the keyboarder, another a reference checker, another an observer. </p> <p class="MsoNormal">D.http://www.activehistory.co.uk/
<br />
<br />6. Bring an Expert to your Class
<br />A.Use the computer as a mailbox for email projects.</p> <p class="MsoNormal">B.Kita boleh perolehi maklum balas/respone yang cepat tanpa sempadan dengan gunakan email</p> <p class="MsoNormal">
<br />7.Collaboration
<br />A.Set up a database (you can use a spreadsheet program) that students collect information for, and enter whenever they have time. Spt excell,lotus 1,2,3,open office org etc </p> <p class="MsoNormal">B.This could be as simple as a database of students, or a compilation of observations on the weather.</p> <p class="MsoNormal">C.When you use the data later, the students have some ownership. As an example, have students put information about the weather (precipitation, barometric pressure, wind speed) into a spreadsheet, and then graph the data to look for correlations, or use database tools to explore the relationships of different elements.Have students keep a class journal on the computer. Students who are absent can check the next day to see what they missed.
<br />
<br />8. Seft-Directed Work
<br />A.You can schedule each student for 20 or 30 minutes each week, then let each student decide how to use the time.</p> <p class="MsoNormal">B.Students could use the computer to research a current project, prepare a report, or do another activity tied to your curriculum. </p> <p class="MsoNormal">C .To ensure students are using the time well, create a computer journal, and have each student fill out a journal entry each time she or he uses a computer. </p> <p class="MsoNormal">D.http://www.internet4classrooms.com/assistance.htm</p> CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-5172824584866007022009-03-17T07:35:00.000-07:002009-03-17T07:51:29.150-07:00simulation activity<iframe allowfullscreen='allowfullscreen' webkitallowfullscreen='webkitallowfullscreen' mozallowfullscreen='mozallowfullscreen' width='320' height='266' src='https://www.blogger.com/video.g?token=AD6v5dxAx9VBuoG801znngCMvd7-Fl7p9HrSYW81QZejWz-3wYp8C_A6yRWHLOXzch68WmuDBcwKe8S23vXlu3SnGQ' class='b-hbp-video b-uploaded' frameborder='0'></iframe>CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-73235462386871494452009-03-17T02:41:00.001-07:002009-03-17T02:55:57.246-07:00simulation activity example<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaLxIm-QKweSvmxg9THgtBpJcigwM2uPVNv8NgIa61fbHJ8_7466H8MdwUjffML0D9YiQ6PRlM-YKrd2yX80HYqktw1YJRoiKj5N1g6IHbpV775LyBEaRrmz5J0QiftMBx7Vg_X0rWn72B/s1600-h/yr10_hitler.gif"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 320px; height: 266px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEjaLxIm-QKweSvmxg9THgtBpJcigwM2uPVNv8NgIa61fbHJ8_7466H8MdwUjffML0D9YiQ6PRlM-YKrd2yX80HYqktw1YJRoiKj5N1g6IHbpV775LyBEaRrmz5J0QiftMBx7Vg_X0rWn72B/s320/yr10_hitler.gif" alt="" id="BLOGGER_PHOTO_ID_5314090139590681522" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3kaZqcnNB8SJgM2oscBUKdQf20HoBdYeX0MyGwG25kZbJllepEWJBkcRn3AY7q3XRydp4mw4x28-Tmdy-QOObocQEk0lXhZvzxm3sbodYtx-ea2TkrjfZZzXXgnp08bGb1L0aW6GY1jvR/s1600-h/yr08_hviii.gif"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 320px; height: 266px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEj3kaZqcnNB8SJgM2oscBUKdQf20HoBdYeX0MyGwG25kZbJllepEWJBkcRn3AY7q3XRydp4mw4x28-Tmdy-QOObocQEk0lXhZvzxm3sbodYtx-ea2TkrjfZZzXXgnp08bGb1L0aW6GY1jvR/s320/yr08_hviii.gif" alt="" id="BLOGGER_PHOTO_ID_5314089714121744018" border="0" /></a><br /><img src="file:///C:/DOCUME%7E1/SUKOSE%7E1/LOCALS%7E1/Temp/moz-screenshot.jpg" alt="" />CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0tag:blogger.com,1999:blog-1254829549827497015.post-23808093210432071572009-03-15T03:03:00.000-07:002009-03-15T03:16:19.050-07:00KULIAH 10 : Pengintegrasian Teknologi Maklumat<a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb92R9AKr2G0DnhfDxPtau_zF9IS99NgIUQvLk8oFs_bRAv0L-_Q2Vv76whcPUWIuaEcKddWua_u96-5X_OJnctcTmC-aKXVMhoP1YhBGF6qB9Gz1tKVF9ii-ADsKw41W8FNubIH4Px6G_/s1600-h/Japan.gif"><img style="margin: 0pt 10px 10px 0pt; float: left; cursor: pointer; width: 143px; height: 72px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEgb92R9AKr2G0DnhfDxPtau_zF9IS99NgIUQvLk8oFs_bRAv0L-_Q2Vv76whcPUWIuaEcKddWua_u96-5X_OJnctcTmC-aKXVMhoP1YhBGF6qB9Gz1tKVF9ii-ADsKw41W8FNubIH4Px6G_/s320/Japan.gif" alt="" id="BLOGGER_PHOTO_ID_5313356211998235650" border="0" /></a><br /><a onblur="try {parent.deselectBloggerImageGracefully();} catch(e) {}" href="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFDMDZfXUXYOht0H_3ugLUdJIpUfxl0yp4o2K_vi8gH-RAxt82KZ8G7XHq5Z0cUxfXBE-GHKhADWSX9cNf5jg3hSnX2TR_CvugrIqv8ZcMCAAUqUJIbYoNTZs4VE5LVkHQrZPX-jkz4v_c/s1600-h/WWW.gif"><img style="margin: 0px auto 10px; display: block; text-align: center; cursor: pointer; width: 100px; height: 100px;" src="https://blogger.googleusercontent.com/img/b/R29vZ2xl/AVvXsEhFDMDZfXUXYOht0H_3ugLUdJIpUfxl0yp4o2K_vi8gH-RAxt82KZ8G7XHq5Z0cUxfXBE-GHKhADWSX9cNf5jg3hSnX2TR_CvugrIqv8ZcMCAAUqUJIbYoNTZs4VE5LVkHQrZPX-jkz4v_c/s320/WWW.gif" alt="" id="BLOGGER_PHOTO_ID_5313355190343455522" border="0" /></a><br /><br /><br /><p class="MsoNormal"><span style="" lang="SV">Teknologi maklumat digunakan dalam pendidikan sebagai satu alat untuk membantu dan meningkatkan keberkesanan pembelajaran. Persekitaran multimedia di bilik darjah dapat diwujudkan apabila guru dan pelajar menggunakan buku teks, bahan manipulatif, <i style="">overhead projector</i>, peralatan muzik, televisyen, dan komputer. Antara pelbagai alat multimedia tersebut, komputer merupakan teknologi yang paling sesuai untuk membantu pelajar mencapai matlamat pembelajaran kerana ia dapat mengintegrasikan audio, teks, video dan grafik dengan berkesan. Komputer boleh digunakan untuk mengoptimumkan proses melalui pelbagai mod. Antara mod tersebut termasuklah:<o:p></o:p></span></p> <p class="MsoNormal" style="margin-left: 0.5in; text-indent: -0.5in;"><!--[if !supportLists]--><span style=""><o:p> </o:p><span style="">(a)<span style=""> </span></span></span><!--[endif]--><u><span style="">Mod Sokongan (The Support)</span></u><span style=""><o:p></o:p></span></p> <p class="MsoNormal"><span style=""><o:p></o:p>Dalam mod sokongan, pelajar mengguna komputer untuk meningkatkan mutu hasil kerja dan bahan persembahan yang berkesan. Antara pelbagai perlatan yang boleh digunakan ialah pemprosesan perkataan (Word, Amipro, WordPerfect atau Wordstar), hamparan elektronik (Excel, Lotus 1,2,3 etc) dan persembahan grafik (Paint, PrintShop, Photoshop etc). PowerPoint dan Freelance Graphics boleh juga diambil kira sebagai perisian untuk mod sokongan ini.</span></p><p class="MsoNormal"> </p> <p class="MsoNormal"><!--[if !supportLists]--><span style=""><o:p> </o:p><span style="">(a)<span style=""> </span></span></span><!--[endif]--><u><span style="">Mod Penemuan dan Kawalan (The Exploration & Control Mode)</span></u><span style=""><o:p><br /></o:p></span></p> <p class="MsoNormal"><span style="">Dalam mod ini, pelajarn dapat meneliti dan meneroka sesuatu situasi secara simulasi. Misalnya, pelajar boleh meneroka sesuatu peristiwa sejarah dan kajian luar mengikut sesuatu masa dan tempat yang disimulasikan oleh perisian interaktif seperti Encarta, Expert Builder, Model Builder, Hypercard dan Intellecta. Kebanyak perisian terbuka seperti The Animals, Al-Quran, Encyclopedia Science, dsb<span style=""> </span>boleh juga dikategorikan dalam mod ini.<o:p></o:p></span></p> <p class="MsoBodyText"> </p><p class="MsoNormal"><!--[if !supportLists]--><span style=""><o:p> </o:p><span style="">(a)<span style=""> </span></span></span><!--[endif]--><u><span style="">Mod Tutorial (The Tutorial Mode)</span></u><br /><span style=""><o:p> </o:p></span><br />Dalam mod ini, pelajar diperkenalkan pengetahuan dan kemahiran secara berperingkat yang bersesuaian dengan kebolehan pelajar. Pembelajaran berlaku mengikut kemampuan sendiri dan pelajar mendapat motivasi untuk terus belajar kerana pencapaian dan kemajuan boleh didapati secara serta merta. Perisian seperti KBSM Sains, Maths Blaster, Essential Maths, Essential Science dsb boleh digulungkan di dalam kategori ini.<span style=""><o:p><br /></o:p></span></p> <p class="MsoNormal"><!--[if !supportLists]--><span style=""><span style="">(a)<span style=""> </span></span></span><!--[endif]--><u><span style="">Mod Resos (The Resource Mode)<o:p><span style="text-decoration: none;"><br /></span></o:p></span></u></p> <p class="MsoNormal"> </p> <p class="MsoNormal"><span style="">Dalam mod ini, komputer digunakan untuk mengakses maklumat dan sumber pengajaran dan pembelajaran memalui internet. Pelajar boleh mengakses <i style="">World Wide Web</i> (WWW) untuk mendapatkan maklumat tentang kajian luar maya, projek, format penyelidikan dan kaedah terkini.<o:p><br /></o:p></span></p> <p class="MsoNormal"><!--[if !supportLists]--><span style=""><span style="">(a)<span style=""> </span></span></span><!--[endif]--><u><span style="">Mod Perhubungan (The Link Mode)</span></u><span style=""><o:p><br /></o:p></span></p> <p class="MsoNormal"><span style="" lang="SV">Dalam mod ini, komputer digunakan untuk berkomunikasi di antara individu. Pelajar boleh menggunakan e-mail dan fax untuk berkomunikasi dan menghantar teks dan mesej serta mengalami pembelajaran jarak jauh melalui persidangan video.<o:p></o:p></span></p> <p class="MsoNormal"><span style=""><o:p> </o:p></span></p>CITY CYBERhttp://www.blogger.com/profile/18099065021839409148noreply@blogger.com0