Hasil Pembelajaran
Unit 1: Membezakan antara pendidikan, instruksi, dan pengajaran Menghuraikan hubungan antara pengajaran, teknologi, penaksiran, dan pembelajaran Unit 2: Menghuraikan beberapa pendekatan atau model pengajaran Unit 3: Menghuraikan matlamat dan objektif pengajaran Menjana objektif pembelajaran mengikut domain
EDU3046 Pengajaran, Teknologi, dan Penaksiran I
laku Hasil pembelajaran ditentukan dengan jelas pada awal proses pengajaran Pembelajaran boleh dipengaruhi dengan memanipulasi persekitaran Maklum balas segera dan kadar pembelajaran mengikut kebolehan pelajar ditekankan
EDU3046 Pengajaran, Teknologi, dan Penaksiran I
hasil pembelajaran yang diingini Rancang aktiviti P&P berdasarkan setiap hasil pembelajaran Taksir sama ada pelajar mencapai hasil pembelajaran Berikan pengukuhan atau maklum balas dengan segera
Model Pengajaran Am
Model Tyler Model Masteri Model ASSURE Model Inquiri
Unit 3:
Menghuraikan matlamat dan objektif pengajaran Menjana objektif pembelajaran mengikut domain
Differentiating between teaching goals and objectives is the first step to planning a successful teaching plan that is also stress-free Apakah perbezaan antara matlamat dan objektif?
EDU3046 Pengajaran, Teknologi, dan Penaksiran I
Matlamat pengajaran
Berikut merupakan beberapa matlamat pengajaran Mengajar pelajar fakta dan prinsip kandungan pelajaran Menjadi model peranan (role model) bagi pelajar Membantu pelajar membina kemahiran berfikir aras tinggi Menyediakan pelajar menghadapi alam pekerjaan Merangsang pembangunan peribadi pelajar Membantu pelajar membina kemahiran asas belajar
EDU3046 Pengajaran, Teknologi, dan Penaksiran I
Objektif Pengajaran
Berikut merupakan beberapa contoh objektif pengajaran Merancang pengajaran yang mengambil kira kepelbagaian gaya pembelajaran pelajar Menaksir kefahaman pelajar terhadap isi kandungan pelajaran Merancang pengajaran yang memberi peluang pelajar berinteraksi antara satu sama Menerang fakta dan prinsip kandungan pelajaran
Kurang berstruktur Tidak begitu jelas bagaimana mengetahui matlamat telah dicapai (sukar untuk diukur)
Frasa merujuk kepada kumpulan sasaran Kata kerja aktif Objek bagi kata kerja Konteks/keadaan Standard/kriteria
Contoh:
Mendefinisi,
4. Konteks/keadaan
Menyatakan dalam konteks apa atau keadaan yang bagaimana tindakan yang diinginkan itu perlu dilakukan Contoh: Construct a true statement using the quantifier all or some, given an object and a property.
Mengukur
5. Standard/Kriteria
Tahap kualiti yang diinginkan atau yang patut dicapai, termasuk julat jawapan yang boleh diterima Contoh: Perform operations of addition, subtraction, multiplication and division, involving a few numbers and state the answer in specific significant figures.
Biasanya tidak ditulis secara eksplisit apabila kriteria yang diingini mudah dibayangkan
EDU3046 Pengajaran, Teknologi, dan Penaksiran I
BEHAVIOURAL OBJECTIVES
Cognitive domain Affective domain Psychomotor domain
Cognitive domain
Deals with intellectual results, knowledge, concepts and understanding. Often classified into 3 sub-categories : knowledge and skill, concept and application. student will be ale to find the length of the other two sides without using calculator, given the length of a side of a triangle whose angles are 30, 60 and 90.
Examples:
KNOWLEDGE & SKILL student will be able to find the length of the other two sides without using calculator, given the length of a side of a triangle whose angles are 30, 60 and 90. CONCEPT
student will be able to determine whether mode, median or mean is the appropriate measure of central tendency for that set of data
APPLICATION
student will be able to determine the surface area and volume object, given some objects like a cylindrical box or container, a ruler and calculator.
Affective domain
Includes feeling, interests, attitudes, and appreciation that might result from instruction. Examples: - students will appreciate the history of Pascals Triangle. - students will demonstrate confidence in using technology to solve mathematics problems.
Psychomotor domain
Stresses on motor development, muscular coordination and physical skills. Often associated with the physical education curriculum.
Condition:
Action verb:
to give
Content:
Criteria:
at least two
Condition:
Action verb:
to define
Content:
Criteria:
Condition:
Action verb:
to write
Content:
Relationship between the type of polygons and the sum of the interior angles.
Criteria:
BLOOM TAXONOMY
Benjamin Bloom (1956) Six levels within the cognitive domain. Taxonomy provides a useful structure to categorize test questions. 1. Knowledge
COMPREHENSION:
Understand the meaning, translation, interpolation, and problems. State a problem in one s own words. Examples: Translate, interpretation, extrapolation
APPLICATION:
Use a concept in a new situation or unprompted use of an abstraction. Applies what was learned in the classroom into novel situations in the workplace. Examples: application of theories, principles. laws, concepts, etc.
SYNTHESIS
Build a structures or pattern from diverse elements. Put parts together to form a whole, with emphasis on creating a new meaning or structure. Examples: production of a unique communication, production of a plan or proposal set operation, Derivation of a set of abstract relations.
Refleksi/Penutup
Nyatakan perbezaan antara pendidikan dan pengajaran Nyatakan perbezaan antara matlamat dan objektif Apakah yang dimaksudkan dengan hasil pembelajaran dan apakah domain serta komponennya? Huraikan secara ringkas prinsip pembelajaran mengikut teori pembelajaran yang telah anda peroleh. Apakah langkah-langkah utama model pengajaran berasaskan teori yang anda peroleh?