Pedagogi Abad ke 21

Apakah kemahiran Pengajaran dan Pembelajaran yang ada dalam Kemahiran Abad ke21?
Kemahiran pembelajaran dan inovasi (Learning and innovation skills)
Kemahiran maklumat, media dan teknologi (Information, media and technology skills)
Kemahiran hidup dan kerjaya (Life and career skills)
Apakah elemen-elemen yang terkandung dalam Kemahiran Abad Ke- 21?
Kreativiti dan Inovasi (Creativity and Innovation)
Pemikiran kritis dan Penyelesaian Masalah (Critical Thinking and Problem Solving)
Komunikasi dan Kolaborasi (Communication and Collaboration)
Literasi Maklumat (Information Literacy)
Literasi Media (Media Literacy)
Literasi Teknologi, Maklumat dan Komunikasi (TMK) (ICT (Information, Communications
and Technology) Literacy)
Fleksibiliti dan mempunyai keupayaan menyesuaikan diri (Flexibility and Adaptability)
Berinisiatif dan Mempunyai Haluan Diri (Initiative and Self-Direction)
Kemahiran Sosial dan Antara Budaya (Social and Cross-Cultural Skills)
Produktiviti dan Akauntabiliti (Productivity and Accountability)
Kepimpinan dan Tanggungjawab (Leadership and Responsibility)
Apakah ciri-ciri guru abad ke-21?
menguasai subjek (kandungan kurikulum)
mahir dan berketerampilan dalam pedagogi (pengajaran & pembelajaran)
memahami perkembangan murid-murid dan menyayangi mereka
memahami psikologi pembelajaran (cognitive psychology)
memiliki kemahiran kaunseling
menggunakan teknologi terkini
Apakah ciri-ciri murid abad ke-21?
Berupaya membuat hubung kait
Bijak menyoal
Yakin berkomunikasi
Mengambil risiko
Dahaga akan ilmu
Ingin tahu
Menjana idea
Fleksibel
Tidak berputus asa
Mendengar dan membuat refleksi
Berkemahiran kritis
Menguasai kemahiran literasi
Berani mencuba
Mampu berfikir sendiri
Membuat inisiatif
Mampu bekerja dengan orang lain
Membuat perubahan
Berintegriti
Berkeperibadian tinggi

1. Flipped Classroom
Salah satu elemen untuk pembelajaran abad ke-21 adalah flipped classroom. Berbeza dengan
kaedah tradisional, pembelajaran adalah berpusatkan guru dimana guru menyediakan segala
persediaan untuk mengajar dan pelajar cuma mendengar apa yang diajar sambil dihujung kelas
tugasan diberi. Flipped classroom pula adalah terbalik dengan kaedah tradisional ini.

Apakah Flipped Classroom

Flipped classroom ialah satu konsep pedagogi yang menggantikan kuliah dalam kelas
dengan peluang-peluang untuk meneroka dan mengkaji bahan-bahan yang di luar bilik darjah
melalui klip video dan bacaan.
Masa pengajaran satu hala berubah menjadi persekitaran pembelajaran bimbingan-inkuiri
yang berpusatkan pelajar di mana pelajar digalakkan untuk melibatkan diri secara aktif dalam
aktiviti-aktiviti seperti pembinaan pengetahuan, perbincangan kolaboratif dan penyelesaian
masalah.

2. What Is Blended Learning?

Blended learning is a term increasingly used to describe the way e-learning is being combined
with traditional classroom methods and independent study to create a new, hybrid teaching
methodology. It represents a much greater change in basic technique than simply adding
computers to classrooms; it represents, in many cases, a fundamental change in the way

teachers and students approach the learning experience. It has already produced an offshoot
the flipped classroom that has quickly become a distinct approach of its own.
No single, reliable definition of blended learning exists, or even a universal agreement on the
term itself. Many use terms like hybrid, mixed, or integrative to describe the same trend. But the
trend is significant. In 2000 an estimated 45,000 K-12 students took an online course, but almost
a decade later more than 3 million took courses that way, many of them using computers in the
schools themselves.
A learning model in three parts
There is a general consensus among education innovators that blended learning has three
primary components:

In-person classroom activities facilitated by a trained educator.

Online learning materials, often including pre-recorded lectures given by that same
instructor.
Structured independent study time guided by the material in the lectures and skills
developed during the classroom experience.

A course created in a blended learning model uses the classroom time for activities that benefit
the most from direct interaction. Traditional education (especially at the college level) tends to
place an emphasis on delivering material by way of a lecture, while in a blended learning model
lectures can be videotaped ahead of time so the student can watch on their own time. The
classroom time is more likely to be for structured exercises that emphasize the application of the
curriculum to solve problems or work through tasks.
An individual semester of blended learning may emphasize classroom time at the beginning, then
gradually increase the amount of work that students do online or during independent study. Many
argue that class discussion boards, for example, are far more useful if the participants have met
face-to-face first.
The flipped classroom, a more recent coinage, refers to classes that are structured almost
exclusively around a reversal of expectations for lectures and homework. Students are expected
to watch lectures online at home, and do homework while they are in class.
Blended learning redefining teaching roles
In some situations, the move to blended learning has inspired educators to redefine traditional
roles. The word facilitator has emerged as an alternative to teacher, bringing with it a slightly
different focus. The facilitator places an emphasis on empowering students with the skills and
knowledge required to make the most of the online material and independent study time, guiding
students toward the most meaningful experience possible. Facilitators focus on four key areas:

Development of online and offline course content.

Facilitation of communication with and among students, including the pedagogy of
communicating content online without the contextual clues students would get in person.
Guiding the learning experience of individual students, and customizing material
wherever possible to strengthen the learning experience.
Assessment and grading, not unlike the expectations for teachers within the traditional
framework.

By putting an emphasis on learning through supervised activities, blended learning has proven to
be very adaptable to what some corporations are calling blended training. Trainers can shift their
focus from the delivery of knowledge to its application, and companies spend less flying trainers
around to oversee all instruction in person.
3. Project-based learning
Project-based learning is a teaching approach that engages students in sustained, collaborative
real-world investigations. Projects are organized around a driving question, and students
participate in a variety of tasks that seek to meaningfully address this question.
Project-based learning defined
Project-based learning is defined as a systematic teaching method that engages students in
learning knowledge and skills through an extended inquiry process structured around complex,
authentic questions and carefully designed products and tasks. This process can last for varying
time periods and can extend over multiple content areas.
John Thomas (2000) explains that project-based learning requires complex tasks, based on
challenging questions or problems, that involve students in design, problem-solving, decision
making, or investigative activities; give students the opportunity to work relatively autonomously
over extended periods of time; and culminate in realistic products or presentations. 2
According to Ronald Marx et. al. (1994), project-based instruction often has a driving question
encompassing worthwhile content that is anchored in a real-world problem; investigations and
artifacts that allow students to learn concepts, apply information, and represent knowledge in a
variety of ways; collaboration among students, teachers, and others in the community so that
participants can learn from one another; and use of cognitive tools that help learners represent
ideas by using technology3
Methods of using project-based learning
In order to create effective project-based learning units, professional development organizers
suggest using the following guidelines:

Begin with the end in mind and plan for this end result.
Craft the driving question; select and refine a central question.
Plan the assessment and define outcomes and assessment criteria.
Map the project: Decide how to structure the project.
Manage the process: Find tools and strategies for successful projects. 4

Project-based learning can involve, but is not limited to:

Asking and refining questions

Debating ideas
Making predictions
Designing plans and/or experiments
Collecting and analyzing data
Drawing conclusions
Communicating ideas and findings to others
Asking new questions
Creating artifacts 5

Teacher role in project-based learning

Project-based learning is only possible in classrooms where teachers support students by giving
sufficient guidance and feedback. The teacher must thoroughly explain all tasks that are to be
completed, provide detailed directions for how to develop the project, and circulate within the
classroom in order to answer questions and encourage student motivation. In order to create
successful units focused on project-based learning, teachers must plan well and be flexible. In
this approach to instruction, teachers often find themselves in the role of learner and peer with the
students. Teachers can assess project-based learning with a combination of objective tests,
checklists, and rubrics; however, these often only measure task completion. The inclusion of a
reflective writing component provides for self-evaluation of student learning.
Student role in project-based learning
Students generally work in small, collaborative groups in the project-based learning model. They
find sources, conduct research, and hold each other responsible for learning and the completion
of tasks. Essentially, students must be self-managers in this approach to instruction. 6
Results of project-based learning research is mixed. Some studies suggest that it is an engaging
instructional approach, but numerous studies have also claimed that students are not motivated
by this type of learning, and that it places a great amount of stress on teachers.

4. What Is Problem-Based Learning (PBL)?

Problem-based learning (PBL) is an approach that challenges students to learn through
engagement in a real problem. It is a format that simultaneously develops both problem solving
strategies and disciplinary knowledge bases and skills by placing students in the active role of
problem-solvers confronted with an ill-structured situation that simulates the kind of problems they
are likely to face as future managers in complex organizations.
Problem-based learning is student-centered. PBL makes a fundamental shift--from a focus on
teaching to a focus on learning. The process is aimed at using the power of authentic problem
solving to engage students and enhance their learning and motivation. There are several unique
aspects that define the PBL approach:

Learning takes place within the contexts of authentic tasks, issues, and problems--that
are aligned with real-world concerns.
In a PBL course, students and the instructor become colearners, coplanners,
coproducers, and coevaluators as they design, implement, and continually refine their
curricula.
The PBL approach is grounded in solid academic research on learning and on the best
practices that promote it. This approach stimulates students to take responsibility for their
own learning, since there are few lectures, no structured sequence of assigned readings,
and so on.
PBL is unique in that it fosters collaboration among students, stresses the development of
problem solving skills within the context of professional practice, promotes effective
reasoning and self-directed learning, and is aimed at increasing motivation for life-long
learning.

Problem-based learning begins with the introduction of an ill-structured problem on which all
learning is centered. The problem is one that MBA students are likely to face as future

professionals. Expertise is developed by engaging in progressive problem solving. Thus,

problems drive the organization and dynamics of the course. MBA students, individually and
collectively, assume major responsibility for their own learning and instruction. Most of the
learning occurs in small groups rather than in lectures. As teacher, my role changes from "sage
on stage" to a "guide by the side." My role is more like that of a facilitator and coach of student
learning, acting at times as a resource person, rather than as knowledge-holder and
disseminator. Similarly, your role, as a student, is more active, as you are engaged as a problemsolver, decision-maker, and meaning-maker, rather than being merely a passive listener and notetaker.

5. What is Enquiry-Based Learning (EBL)?

Enquiry-Based Learning inspires students to learn for themselves, bringing a real researchorientated approach to the subject.
Dr Bill Hutchings
EBL describes an environment in which learning is driven by a process of enquiry owned by the
student.
Starting with a scenario and with the guidance of a facilitator, students identify their own issues
and questions. They then examine the resources they need to research the topic, thereby
acquiring the requisite knowledge. Knowledge so gained is more readily retained because it has
been acquired by experience and in relation to a real problem.
It is essential that our students are educated for knowledge creation, lifelong learning and
leadership. They will take on leading roles in their future working environments: directing change,
asking important questions, solving problems and developing new knowledge.
EBL covers a spectrum of approaches, for example:

Characteristics of EBL

Learning is essentially student-centred, with an emphasis on group work and use of

library, web and other information resources.
Lecturers become facilitators, providing encouragement and support to enable the
students to take responsibility for what and how they learn.

Students reach a point where they are not simply investigating questions posed by
others, but can formulate their own research topics and convert that research into useful
knowledge.
Students gain not only a deeper understanding of the subject-matter, but also the
knowledge-development and leadership skills required for tackling complex problems that
occur in the real world.

Benefits of EBL

Fundamentally, students are more engaged with the subject. Learning is perceived as
being more relevant to their own needs, thus they are enthusiastic and ready to learn.
Students can expand on what they have learned by following their own research
interests.
EBL allows students to develop a more flexible approach to their studies, giving them the
freedom and the responsibility to organize their own pattern of work within the time
constraints of the task.
Working within and communicating to a group are vital for a students employability.
Self-directed learning not only develops key skills for postgraduate study, but also leads
to original thought that contributes to larger research projects, papers and publications.
For teaching staff, developing an EBL module helps to understand the learning process
and the changing needs of students.