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ALAT PEMIKIRAN

DALAM

PENDIDIKAN MORAL

KU.VELUSAMY

BAHAGIAN PEMBANGUNAN KURIKULUM KEMENTERIAN PELAJARAN MALAYSIA

Apa itu Alat pemikiran?…

Apa dia?

  • Mengapa ia perlu?

Bagaimana cara menggunakannya?

Apa itu Alat pemikiran ?…  Apa dia?  Mengapa ia perlu?  Bagaimana cara menggunakannya

Thinking Tools…

Alat pemikiran merupakan

instrumen yang boleh

membantu kita menggunakan

minda kita secara sistematik

dan berkesan.

Thinking Tools… Alat pemikiran merupakan instrumen yang boleh membantu kita menggunakan minda kita secara sistematik dan
Alat Pemikiran… Guru perlukan ilmu pengetahuan tentang alat pemikiran bagi mengatur strategi terbaik untuk menjalakankan p&p

Alat Pemikiran…

Alat Pemikiran… Guru perlukan ilmu pengetahuan tentang alat pemikiran bagi mengatur strategi terbaik untuk menjalakankan p&p

Guru perlukan ilmu pengetahuan tentang alat pemikiran bagi mengatur

strategi terbaik untuk

menjalakankan p&p yang berkesan.

Alat Pemikiran/Thinking Tools

  • Taxanomy Bloom

  • Thinking maps

  • 6 thinking hats

  • Thinkers keys

  • Mind maps

  • Multiple intelligences

  • Venn diagram

  • SWOT

  • Cort1

  • PMI (plus,minus, interesting chart)

  • Scamper

  • Question matrix

  • KWHL

  • T-chart

  • Y-chart

  • Graphic organisers

  • Lotus diagram

  • Flow chart

  • Bone diagram

  • Fishbone diagram

I THINK
I THINK
I THINK
I THINK
APA ITU I THINK?
APA ITU I THINK?

Lapan peta pemikiran (Proses pemikiran) adalah alat berfikir visual yang memudahkan murid-murid dalam memahami konsep, menganalisis masalah dan mencari penyelesaian.

PETA MINDA I THINK
PETA MINDA I THINK

Peta minda mengandungi 8 proses pemikiran, setiap satu diwakili oleh satu alat pembelajaran visual-verbal dan kedua-duanya bergabung sebagai satu set alatan yang menunjukkan hubungan.

I THINK
I THINK
I THINK • 8 Proses minda
• 8 Proses minda
• 8 Proses
minda
• 8 Peta pemikiran
• 8 Peta
pemikiran
Brace map Multi flow map (peta dakap) double bubble map (peta (peta pelbagai alir) bubble map
Brace map
Multi flow map
(peta dakap)
double bubble
map (peta
(peta pelbagai
alir)
bubble map
(peta buih)
Flow map
(peta alir)
buih
berganda)
circle map
(peta bulatan)
Tree map
(peta pokok)
Bridge map
(peta titi)

8 KUNCI KEMAHIRAN/PROSES

PEMIKIRAN:

Sumbang saran / mendefinisi

  • Menerangkan

  • membanding beza

  • membuat pengelasan

  • Hubungan seluruh-bahagian

  • Urutan

  • Sebab dan akibat

  • Analogi (hubungan yang sama)

Mendefinisi mengikut konteks

PETA BULATAN

Membantu aktiviti sumbang saran dan menyenaraikan semua yang diketahui tentang

perkara atau idea tertentu

supaya perkara tersebut boleh

diteroka.

Peta Bulatan Circle Map

Peta Bulatan Circle Map

Adapted from “Thinking Maps® - Tools for Learning” © 1995

mendefinisi mengikut konteks Peta Bulatan

anda tahu Konsep yang Topik utama Proses sumbang saran Sempadan
anda tahu
Konsep yang
Topik
utama
Proses sumbang saran
Sempadan

Adapted from “Thinking Maps® - Tools for Learning” © 1995

l Dokumen Standard P Moral Peta Bulatan Toleransi Kerjasama Keadilan Kepercayaan kepada Tuhan bertanggungjawab Universa 14
l
Dokumen Standard P Moral
Peta Bulatan
Toleransi
Kerjasama
Keadilan
Kepercayaan kepada Tuhan
bertanggungjawab
Universa
14 Nilai
hormat
Kasih sayang
Hemah tinggi
Kerajinan
Kejujuran
Kederhanaan
Baik hati
Berterima kasih
Keberanian

mendefinisi mengikut konteks

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Menerangkan

PETA BUIH:

Membantu menerangkan sesuatu perkara atau idea dengan menyenaraikan kata adjektif supaya boleh menerang dan memahami

sesuatu dengan lebih baik.

PETA BUIH

BUBBLE MAP

BUBBLE MAP
BUBBLE MAP

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Untuk menerangkan (adjektif)

Peta Buih
Peta Buih
1 2 4 3 6 5 utama Konsep Adjektif Adjektif Adjektif Adjektif Adjektif
1
2
4
3
6
5
utama
Konsep
Adjektif
Adjektif
Adjektif
Adjektif
Adjektif
Adjektif
Adjektif

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Peta Buih

Untuk menerangkan, guna adjektif

budi Krishnan rajin bahasa baik hati jujur
budi
Krishnan
rajin
bahasa
baik
hati
jujur
ikhlas
ikhlas
Amanah
Amanah
Peta Buih Untuk menerangkan, guna adjektif budi Krishnan rajin bahasa baik hati jujur ikhlas Amanah Adapted

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Membanding beza

PETA BUIH BERGANDA:

Membantu menyenaraikan persamaan dan perbezaan

antara dua perkara atau idea

supaya dapat membezakan

kedua-duanya dengan

membanding & membeza

PETA BUIH BERGANDA

DOUBLE BUBBLE MAP
DOUBLE BUBBLE MAP
DOUBLE BUBBLE MAP
PETA BUIH BERGANDA DOUBLE BUBBLE MAP Adapted from “Thinking Maps® - Tools for Learning” © 1995

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Untuk banding beza

PETA BUIH BERGANDA
PETA BUIH BERGANDA

beza

beza

sama

 

konsep

sama

1

beza

 

sama

beza

konsep

2

beza
beza

beza

Untuk banding beza PETA BUIH BERGANDA beza beza sama konsep sama 1 beza sama beza konsep

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Untuk banding beza

PETA BUIH BERGANDA
PETA BUIH BERGANDA

Cina

SAINS

SOSIAL

India

Buddha

THAN

Thn Baru

Cina

BPK

VELU

UPM

Hindu
Hindu

Deepavali

Untuk banding beza PETA BUIH BERGANDA Cina SAINS SOSIAL India Buddha THAN Thn Baru Cina BPK

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Membuat Pengelasan

PETA POKOK:

Membantu menyusun maklumat supaya berada dalam kumpulan yang berbeza agar boleh memahami

maklumat tersebut dalam

gambaran besar secara

menyeluruh.

Membuat Pengelasan PETA POKOK
Membuat Pengelasan
PETA POKOK

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Fokus Membuat Pengelasan Tema Nilai Diri Saya Saya & Jiran Perlakuan Pendidikan Moral PETA POKOK Reading
Fokus
Membuat Pengelasan
Tema
Nilai
Diri Saya
Saya & Jiran
Perlakuan
Pendidikan Moral
PETA POKOK
Reading Skills: Main Ideas & Details; Taxonomy
Psikomotor
Kognitif

Penaakulan

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Hubungan Seluruh- bahagian

PETA DAKAP:

Membantu memecahkan sesuatu kepada ciri-ciri selanjutnya supaya dapat

memahami cara sesuatu

benda berfungsi.

PETA DAKAP BRACE MAP
PETA DAKAP
BRACE MAP

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Hubungan seluruh & bahagian PETA DAKAP mental menaakul Penaakulan perlakuan baik/jahat salah/benar Fokus PM Perasaan Sek
Hubungan seluruh & bahagian
PETA DAKAP
mental menaakul
Penaakulan
perlakuan baik/jahat
salah/benar
Fokus PM
Perasaan
Sek Ren
Tindakan
Perlakuan
tanggungjawab
akauntabiliti

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Urutan

PETA ALIR:

Membantu menyenaraikan langkah-langkah yang terlibat dalam sesuatu proses supaya

dapat memahami apa yang

perlu dilakukan untuk mencapai sesuatu.

PETA ALIR FLOW MAP
PETA ALIR
FLOW MAP

Adapted from “Thinking Maps® - Tools for Learning” © 1995

URUTAN PETA ALIR Langkah 1 Langkah 2 Langkah 3 Langkah 1a Langkah 1b Langkah 2b Langkah
URUTAN
PETA ALIR
Langkah 1
Langkah 2
Langkah 3
Langkah 1a
Langkah 1b
Langkah 2b
Langkah 3a
Langkah 3b
Langkah 2a

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Urutan PETA ALIR Membersihkan bilik darjah Pengajaran & Pembelajaran Aktiviti ko-kurikulum Unit Sapu Buang Pendidikan Pendidikan
Urutan
PETA ALIR
Membersihkan
bilik darjah
Pengajaran &
Pembelajaran
Aktiviti
ko-kurikulum
Unit
Sapu
Buang
Pendidikan
Pendidikan
Kelab &
Ber-
lantai
sampah
Moral
Islam
persatuan
uniform

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Sebab dan Akibat

PETA PELBAGAI ALIR:

Membantu melakarkan sebab dan akibat sesuatu peristiwa agar boleh memahami akibat tindakan- tindakan yang diambil dan cara untuk mengubahnya.

PETA PELBAGAI ALIR

MULTI FLOW MAP
MULTI FLOW MAP
PETA PELBAGAI ALIR MULTI FLOW MAP
PETA PELBAGAI ALIR MULTI FLOW MAP
PETA PELBAGAI ALIR MULTI FLOW MAP
PETA PELBAGAI ALIR MULTI FLOW MAP
PETA PELBAGAI ALIR MULTI FLOW MAP
PETA PELBAGAI ALIR MULTI FLOW MAP
PETA PELBAGAI ALIR MULTI FLOW MAP

Adapted from “Thinking Maps® - Tools for Learning” © 1995

PETA PELBAGAI ALIR
PETA PELBAGAI ALIR

Sebab 1

Akibat 1

PETA PELBAGAI ALIR Sebab 1 Akibat 1 Masalah/ isu Sebab 2 Akibat 2
PETA PELBAGAI ALIR Sebab 1 Akibat 1 Masalah/ isu Sebab 2 Akibat 2

Masalah/

isu

Sebab 2

Akibat 2

Sebab dan akibat

Adapted from “Thinking Maps® - Tools for Learning” © 1995

SEBAB

AKIBAT

suka bantu keluarga

Rajin belajar

Suka tolong kawan

SEBAB AKIBAT suka bantu keluarga Rajin belajar Suka tolon g kawan Disayangi keluarga Hock Seng pelajaran
SEBAB AKIBAT suka bantu keluarga Rajin belajar Suka tolon g kawan Disayangi keluarga Hock Seng pelajaran

Disayangi

keluarga

Hock Seng

pelajaran dalam
pelajaran
dalam

Cemerlang

SEBAB AKIBAT suka bantu keluarga Rajin belajar Suka tolon g kawan Disayangi keluarga Hock Seng pelajaran

Disayangi

rakan-rakan

Analogi (hubungan yang sama,

mencari faktor penghubungan)

PETA TITI:

Membantu menyenaraikan

beberapa pasangan butiran yang

berkaitan antara satu sama lain

supaya dapat memahami perkara-perkara di dunia yang mempunyai hubungan yang serupa (analogi).

PETA TITI BRIDGE MAP Sama seperti
PETA TITI
BRIDGE MAP
Sama
seperti

Adapted from “Thinking Maps® - Tools for Learning” © 1995

Analogi PETA TITI Sama seperti Adapted from “Thinking Maps® - Tools for Learning” © 1995
Analogi
PETA TITI
Sama
seperti
Adapted from “Thinking Maps® - Tools for Learning” © 1995
tokong kuil gereja vihara Taoist as Hindu as Kristian as Buddhist Faktor Penghubungan: tempat ibadat dengan
tokong
kuil
gereja
vihara
Taoist
as
Hindu
as
Kristian
as
Buddhist
Faktor Penghubungan: tempat ibadat dengan penganutnya
Tambah, Tolak, (Plus, Minus, Interesting/ PMI
Tambah, Tolak,
(Plus, Minus,
Interesting/
PMI
THINKING TOOL
THINKING TOOL

Menarik)

HOTEL, SG.PETANI PARK AVENUE KURSUS JU DI MENGHADIRI
HOTEL, SG.PETANI
PARK AVENUE
KURSUS JU DI
MENGHADIRI
LATIHAN
LATIHAN

TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU

PLUS (+ve)

MINUS (-ve)

Interesting

Tambah ilmu Makan percuma Ramai kawan baru Tingggal di hotel Membeli belah

Tekanan/pening Berat badan bertambah Kerja di sekolah tertangguh Jauh dari keluarga Duit habis

Terdahulu mendapat maklumat tentang KSSR Menikmati pelbagai jenis makanan Berkongsi idea dari pelbagai negeri Kepuasan

Dapat berjumpa dgn Penulis buku

Makanan tak sedap Tak ada wi-fi

Ramai kawan Ada kolam renang

Menambah ilmu

Mabuk lift

Berdekatan dgn

Berkongsi ilmu Penceramah yang peramah

Lift jammed Letih Jadual padat Tak dapat mandi di

pusat membeli belah Pemandangan yg

30/3/2014

kolam

cantik

53

TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU

PLUS (+ve)

MINUS (-ve)

Interesting

Dapat tambah pengetahuan baru Tambah kenalan Pengalaman baru sbg JU Kongsi idea dan pngalaman

Pertambahan tugasan Gangguan pdp Matlamat MMI terjejas Tugasan sekolah tertunggak Wifi berbayar

Peluang melancong Seronok bersama kawan Penceramah yg hebat Makanan yang sedap

Banyak pengalamn Kawan baru

Jauh dari keluarga Keluar kos

Dapat rasai tempat baru

Kongsi idea

Pdp tertangguh

Dapat beli belah

Dapat maklumat

Tambah

Dapat duduk hotel

awal

tanggungjawab

Makanan percuma

30/3/2014

54

TAJUK PERBINCANGAN : MENGHADIRI KURSUS JU

PLUS (+ve)

MINUS (-ve)

Interesting

Dapat memahami bidaya pelbagai bangsa

Bilik hotel kurang selesa bilik perbincangan tidak

Di tengah pusat Bandar Eratkan perpaduan

Mendapat motivasi dan

kondusif

Bercukup rehat

latihan sebagai JU

Tekanan

Masa terlalu suntuk

Benda baru kenalan dgn

Kursus sampai malam

pakar bidang

Hujan tak henti-henti, tak boleh shopping

Ketahui pedagogi terkini HOTS

OverTime

Merapatkan hubungan sesama peserta tanpa

mengira kaum

Interaksi yang berkesan antara kawan-kawan Budaya 1 malaysia diwujudkan

Penceramah yang

30/3/2014

55

berkaliber dan peramah

6 THINKING HATS
6 THINKING HATS
THINKING TOOL
THINKING TOOL
6 THINKING HATS THINKING TOOL

six thinking hats

Six hats Six colors Six types of thinking The hats are directions, not descriptions of thinkers
Six hats
Six colors
Six types of thinking
The hats are directions,
not descriptions of
thinkers
Each thinker should be
able to
use all of the hats

Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group

The Six Thinking Hats® Tool Kit

The Six Thinking Hats® Tool Kit Blue Hat Thinking- Process  Thinking about thinking  What

Blue Hat Thinking- Process

Thinking about thinking

What thinking is needed?

Organizing the thinking

Planning for action

The Six Thinking Hats® Tool Kit Blue Hat Thinking- Process  Thinking about thinking  What

White Hat Thinking- Facts

Information and data

Neutral and objective

What do I know?

What do I need to find out?

How will I get the information I need?

The Six Thinking Hats® Tool Kit Blue Hat Thinking- Process  Thinking about thinking  What

Green Hat Thinking - Creativity

Ideas, alternative, possibilities

Provocation - "PO"

Solutions to black hat problems

Yellow Hat Thinking- Benefits  Positives, plus points  Logical reasons are given.  Why an

Yellow Hat Thinking- Benefits

Positives, plus points

Logical reasons are given.

Why an idea is useful

Yellow Hat Thinking- Benefits  Positives, plus points  Logical reasons are given.  Why an

Black Hat Thinking - Cautions

Difficulties, weaknesses, dangers

Logical reasons are given.

Spotting the risks

Yellow Hat Thinking- Benefits  Positives, plus points  Logical reasons are given.  Why an

Red Hat Thinking - Feelings

Intuition, hunches, gut

instinct

My feelings right now.

Feelings can change.

No reasons are given.

six thinking hats

Ways to Use the Hats

Individually (i.e., thinking alone)

In conversation

In meetings

Reports and presentations

Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group

six thinking hats

white hat What information is available? What information do we need? How are we going to
white hat
What information is available?
What information do we need?
How are we going to get the missing
information?

Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group

six thinking hats

red hat What are my feelings right now? What does my intuition tell me? What is
red hat
What are my feelings right now?
What does my intuition tell me?
What is my gut reaction?

Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group

six thinking hats

black hat What are some possible problems? What difficulties could we encounter? What are points for
black hat
What are some possible problems?
What difficulties could we encounter?
What are points for caution?
What are the risks?

Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group

six thinking hats

yellow hat What are the benefits? What are the positives? What are the values? Can this
yellow hat
What are the benefits?
What are the positives?
What are the values?
Can this be made to work?

Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group

six thinking hats

green hat What creative ideas do we have? What are the alternatives? How can we overcome
green hat
What creative ideas do we have?
What are the alternatives?
How can we overcome the black hat
difficulties?

Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group

six thinking hats

blue hat Where should we start? What is the agenda? What are the objectives? Which hats
blue hat
Where should we start?
What is the agenda?
What are the objectives?
Which hats should we use?
How can we summarize?
What should we do next?

Published by Advanced Practical Thinking Training, Inc.® ©1998 The McQuaig Group

THINKING HATS

WHITE

RED

YELLOW

BLUE

BLACK

GREEN

HAT

HAT

HAT

HAT

HAT

HAT

Identify the fact

Looks at a topic

Focuses on the

Focuses on

Examines the

Requires

and details of a

from the point of

positive

reflection,

problems

creativeness,

topic

view of

aspects of a

metacognition

associated with

imagination

emotions and

topic

(thinking about

a topic

and lateral

feelings

thinking that is required) and

thinking about a topic

the need to understand the big picture

           
           
           
BLOOM-REVISED VERSION
BLOOM-REVISED
VERSION
THINKING TOOL
THINKING TOOL
Bloom’s Taxonomy F T O H U I N N D K A T I I
Bloom’s
Taxonomy
F
T
O
H
U
I
N
N
D
K
A
T
I
I
N
O
G
N
Bloom’s Taxonomy F T O H U I N N D K A T I I
Bloom’s Taxonomy H I T G H H I E N R K I O N
Bloom’s
Taxonomy
H
I
T
G
H
H
I
E
N
R
K
I
O
N
R
G
D
E
R

Taxonomy = Klasifikasi

mengkelaskan aras pemikiran

Taxonomy = Klasifikasi mengkelaskan aras pemikiran 6 aras pemikiran kognitif

6 aras pemikiran kognitif

Mengapa Taksonomi Bloom

perlu?

Merangka dan mengkaji objektif pembelajaran

Membina kurikulum

Mengenali kemahiran mudah dan kemahiran sukar

Menyepadukan objektif pembelajaran dengan teknik penilaian secara efektif

Mencipta Menilai
Mencipta
Menilai

Memahami

Mengetahui

Menganalisis

mengaplikasi

Mencipta Murid dapat mencipta produk baru Thomas @ idea baru A.Edison Menilai Murid dapat mencari rasional
Mencipta
Murid dapat mencipta produk baru
Thomas
@ idea baru
A.Edison
Menilai
Murid dapat mencari rasional @
justifikasi ke atas sesuatu
pandangan/pegangan atau
keputusan.
Hakim
Menganalisis
Murid dapat membanding bezakan
bahagian-bahagian yang berlainan
Bahagian kereta
Mengaplikasi
Murid dapat menggunakan
pengetahuannya.
Menggunakan
manual
pengguna
Memahami
Murid dapat menerangkan
idea@konsep
Kamus
Mengetahui
Murid dapat mengingati sesuatu
Ensaiklopedia
informasi

Questioning

. .

.

Higher level questions require complex application, analysis, evaluation or creation skills

Higher level questions

Encourage students to think more deeply and critically

Facilitate problem solving Encourage discussions

Stimulate students to seek information on their own

Handout #

University of Illinois (2006)

Mengetahui

Murid dapat mengingati & menyatakan apa yang telah

dipelajari

Describing Finding Identifying Listing

Mengetahui Murid dapat mengingati & menyatakan apa yang telah – Describing – Finding – Identifying –

Retrieving Naming Locating Recognizing

Can students recall information?

“Remembering” stems

What happened after

...

?

How many

...

?

What is

?

... Who was it that

...

?

Name ...

Find the definition of… Describe what happened after…

Who spoke to

...

?

Which is true or false

...

?

(Pohl, 2000)

Memahami

Murid dapat menginterpretasi maksud /apa

yang telah dipelajari

Memahami Murid dapat menginterpretasi maksud /apa yang telah dipelajari – Classifying – Comparing – Exemplifying –

Classifying Comparing Exemplifying Explaining

Inferring

Interpreting

Paraphrasing

Summarizing

Can students explain ideas or concepts?

“Understanding” stems

Explain why… Write in your own words… How would you explain…?

Write a brief outline ...

What do you think could have happened next

...

?

Who do you think

?

... What was the main idea

...

?

Clarify…

Illustrate…

(Pohl, 2000)

Mengaplikasi

Murid dapat menggunakan informasi yang dipelajari dalam satu konteks yang berlainan

daripada yang dipelajari.

Implementing Carrying out

c
c

=

Mengaplikasi Murid dapat menggunakan informasi yang dipelajari dalam satu konteks yang berlainan daripada yang dipelajari. –

Using Executing

Can students use the information in

another familiar situation?

“Applying” stems

Explain another instance where…

Group by characteristics such as…

Which factors would you change if…?

What questions would you ask of…?

From the information given, develop a set of

instructions about…

(Pohl, 2000)

Menganalisis

Murid dapat menghuraikan/

menganalisis maklumat yang dipelajari

untuk memahaminya dengan lebih detail.

Menganalisis Murid dapat menghuraikan/ menganalisis maklumat yang dipelajari untuk memahaminya dengan lebih detail. – Attributing –

Attributing Comparing Deconstructing Finding

Integrating Organizing Outlining Structuring

Can students break information into parts to explore understandings and relationships?

“Analyzing” stems

Which events could not have happened?

happened,

what might the ending have been? to

?

..

How is

similar

... What do you see as other possible outcomes?

...

Why did

...

changes

occur?

Explain what must have happened when ...

What are some or the problems of Distinguish between ...

...

?

What were some of the motives behind ? ..

What was the turning point?

What was the problem with

...

?

(Pohl, 2000)

  • Verbs

    • Distinguish

    • Question

    • Appraise

    • Experiment

    • Inspect

    • Examine

    • Probe

    • Separate

    • Inquire

    • Arrange

    • Investigate

    • Sift

    • Research

    • Calculate

    • Criticize

    • Discriminate

Analyzing

  • Compare

  • Contrast

  • Survey

  • Detect

  • Group

  • Order

  • Sequence

  • Test

  • Debate

  • Analyze

  • Diagram

  • Relate

  • Dissect

  • Categorize

    • Products

      • Questionnaire

      • Database

      • Abstract

      • Report

      • Graph

      • Spreadsheet

      • Checklist

      • Chart

      • Outline

      • Comparison

      • Graphic organizer

(Tarlinton, 2003)

  • Project Ideas

Analyzing

  • Use a Venn Diagram to show how two topics are the same and different

  • Design a questionnaire to gather information and analyze the results

  • Make a flow chart to show the critical stages of an event or story plot

  • Classify the actions of the characters in the book

  • Construct a graph to illustrate selected information

  • Make a family tree showing relationships

  • Conduct an investigation to produce information to support a point of view

  • Review a work of art in terms of form, color and texture

  • Create a Decision Making Matrix to help you decide which breakfast cereal to purchase

(Tarlinton, 2003)

86

86

Menilai

Murid dapat membuat keputusan berdasarkan kritikan/ penilaian/rekfleksi yang mendalam

Menilai Murid dapat membuat keputusan berdasarkan kritikan/ penilaian/rekfleksi yang mendalam – Checking – Critiquing – Detecting

Checking Critiquing Detecting Experimenting

Hypothesising

Judging

Monitoring Testing

Can students justify a decision or a course of action?

“Evaluating” stems

Judge the value of

What do you think about

... Defend your position about ...

...

?

Do you think

...

is

a good or bad thing?

How would you have handled

...

?

What changes to… would you recommend?

Do you believe How effective are

...

?

How would you feel if ?

...

...

?

What are the consequences

What influence will

have

?

... on our lives?

What are the pros and cons of

....

?

Why is

of

value?

What are the alternatives?

Who will gain & who will loose?

(Pohl, 2000)

  • Verbs

    • Judge

    • Rate

    • Validate

    • Predict

    • Assess

    • Score

    • Revise

    • Infer

    • Determine

    • Prioritize

    • Tell why

    • Compare

    • Evaluate

    • Defend

    • Select

    • Measure

Evaluating

  • Products

  • Choose

  • Conclude

  • Deduce

  • Debate

  • Justify

  • Recommend

  • Discriminate

  • Appraise

  • Value

  • Probe

  • Argue

  • Decide

  • Criticize

  • Rank

  • Reject

  • Debate

  • Panel

  • Report

  • Evaluation

  • Investigation

  • Verdict

  • Conclusion

  • Persuasive speech

(Tarlinton, 2003)

  • Project Ideas

Evaluating

  • Persuasive presentation for a new school rule/suggesting changes needed

  • Prepare and conduct a debate

  • Prepare a list of criteria to judge

  • Presentation about five rules you see as important and convinces others of their importance

  • Write a half-yearly report evaluating personal progress

  • Evaluate the character’s actions in the story

(Tarlinton, 2003)

  • Questions

Evaluating

  • Is there a better solution to ?

...

  • Judge the value of

...

What do you think about

  • Can you defend your position about ?

...

  • Do you think

...

is

a good or bad thing?

  • How would you have handled ?

...

  • What changes to

..

would you recommend?

  • Do you believe

...

?

How would you feel

if.

..

?

  • How effective

?

  • What are the consequences ? ..

 
  • What influence will

have

on our lives?

  • What are the pros and cons of

....

?

  • Why is ....

of value?

  • What are the alternatives?

  • Who will gain & who will loose?

... ?
...
?

Mencipta

Murid mencipta idea baru atau maklumat dengan menggunakan apa

yang telah dipelajari

Constructing Designing Devising Inventing

Mencipta Murid mencipta idea baru atau maklumat dengan menggunakan apa yang telah dipelajari – Constructing –

-Making

Planning

Producing

Can students generate new products, ideas, or ways of viewing things?

“Creating” stems

Design a

...

to

...

Devise a possible solution to…

If you had access to all resources, how would you

deal with

...

?

Devise your own way to ...

What would happen if

?

... How many ways can you

...

?

Create new and unusual uses for ...

Develop a proposal which would ...

(Pohl, 2000)

  • Questions

Creating

  • Can you design a

...

to

...

?

  • Can you see a possible solution to ?

...

  • If you had access to all resources, how would you deal with

...

?

  • Why don't you devise your own way to ? ...

  • What would happen if

?

  • How many ways can you

...

?

  • Can you create new and unusual uses for ?

...

  • Can you develop a proposal which would ?

...

(Pohl, Learning to Think, Thinking to Learn, p. 14)

Creating

  • Verbs

    • Compose

    • Assemble

    • Organize

    • Invent

    • Compile

    • Forecast

    • Devise

    • Propose

    • Construct

    • Plan

    • Prepare

    • Develop

    • Originate

    • Formulate

    • Improve

    • Act

    • Predict

    • Produce

    • Blend

    • Set up

    • Devise

    • Concoct

    • Compile

    • Imagine

    • Generate

      • Products

        • Debate

        • Panel

        • Report

        • Evaluation

        • Investigation

        • Verdict

        • Conclusion

        • Persuasive speech

(Tarlinton, 2003)

  • Project Ideas

Creating

  • Invent a machine to do a specific task

  • Design a robot to do your homework

  • Create a new product. Give it a name and plan a marketing campaign.

  • Write about your feelings in relation to ...

  • Write a TV show play, puppet show, role play, song or pantomime about ..

  • Design a new monetary system

  • Develop a menu for a new restaurant using a variety of healthy

foods

  • Design a record, book or magazine cover for ...

  • Sell an idea

  • Devise a way to ...

  • Make up a new language and use it in an example

  • Write a jingle to advertise a new product

(Tarlinton, 2003)

The New Bloom’s

DILEMA HEIZ- GUBAH
DILEMA HEIZ- GUBAH
VERSI BARU BLOOM
VERSI BARU BLOOM
LATIHAN
LATIHAN

SOALAN BERDASARKAN

"Di Eropah, seorang wanita sedang menghadapi maut kerana

satu ubat sahaja yang dapat menyembuhkan penyakitnya itu.

lelaki tersebut menjual hanya sedikit sahaja ubat itu dengan

harga $2 000 Heinz, suami wanita yang sakit itu cuba meminjam

meminjam wang. Tetapi, beliau hanya dapat setengah daripada

yang membuat ubat itu dan mengatakan bahawa isterinya

sedang sakit tenat lalu meminta supaya ubat itu dijual dengan

harga murah sedikit ataupun membenarkannya membayar harga

ubat itu kemudian. Tetapi lelaki tersebut mengatakan tidak, saya

lelaki tersebut dan mencuri ubat itu". (Sumber: Atkinson et. al.,

1983, hlm 81)

sakit tenat. Para doktor mengesahkan bahawa hanya terdapat

Ubat itu ditemui oleh seorang lelaki yang tinggal dalam bandar

yang sama. Kos untuk membuat ubat tersebut ialah $200 tetapi

wang yang secukupnya untuk membeli ubat berkenaan. Beliau

berjumpa dengan semua orang yang dikenalinya untuk

jumlah yang diperlukan. Beliau kemudian berjumpa dengan lelaki

telah membuat ubat ini dan saya akan mendapatkan wang

daripadanya. Oleh itu, Heinz memecah masuk ke dalam kedai

HEINZ
HEINZ
• Isteri sakit tenat • Ubat mahal • • Pinjam duit tapi xcukup duit 10 kali
• Isteri sakit tenat
• Ubat mahal
• Pinjam duit tapi
xcukup duit
10 kali ganda kos
asal
Rayu pada
sipenjual
• Heinz tak mampu
• Curi ubat untuk mengubati isterinya • Heinz terdesak • Pecah masuk kedai • Sipenjual tidak
• Curi ubat untuk
mengubati
isterinya
• Heinz terdesak
• Pecah masuk
kedai
• Sipenjual tidak
berganjak
SWOT ANALYSIS
SWOT ANALYSIS
THINKING TOOL
THINKING TOOL
SWOT ANALYSIS THINKING TOOL
30/3/2014 104
30/3/2014 104
30/3/2014 104
30/3/2014 105
30/3/2014
105
PENDIDIKAN MORAL JURULATIH UTAMA BAHAGIAN / MENJADI DAERAH
PENDIDIKAN MORAL
JURULATIH UTAMA
BAHAGIAN /
MENJADI
DAERAH
LATIHAN
LATIHAN
FISH BONE
FISH BONE
THINKING TOOL
THINKING TOOL
FISH BONE THINKING TOOL
30/3/2014 112
30/3/2014 113
Sekian
Sekian
Sekian TERIMA KASIH NANDRI XIE XIE
TERIMA KASIH
TERIMA KASIH
NANDRI XIE XIE
NANDRI
XIE XIE