ALAT
KOLABORATIF
PROFESSIONAL
LEARNING
COMMUNITIES
(PLC)
SEKTOR PEMBELAJARAN
PPDJJ
2021
DEFINISI PLC
• PROFESSIONAL LEARNING COMMUNITIES (PLC): KOMUNITI
PEMBELAJARAN PROFESIONAL
• ANJAKAN KE-6
Mengupaya JPN, PPD & Sekolah untuk menyediakan penyelesaian khusus berasaskan
keperluan.
Program untuk meningkatkan prestasi sekolah: PLC adalah salah satu daripadanya.
• BAB 6
Transformasi Kementerian:
PLC adalah salah satu daripada program tersenarai.
1.PEMBELAJARAN MURID
2.KOLABORATIF
3.PENCAPAIAN MURID
SEPANJANG TAHUN
◦SEMUA MATA
PELAJARAN
◦SEMUA GURU
◦SEMUA MURID
SEKTOR PEMBELAJARAN PPDJJ 8
BAGAIMANA DENGAN PEMILIHAN ALAT KOLABORATIF PLC?
◦SETIAP GURU DI SEKOLAH
AKAN MEMILIH
MANA-MANA
ALAT KOLABORATIF YANG
DIFIKIRKAN SESUAI UNTUK
MATA PELAJARAN/ AKTIVITI/
TAJUK YANG MEREKA AJAR.
SEKTOR PEMBELAJARAN PPDJJ 9
PEMBUDAYAAN PLC DI SEKOLAH
◦ CADANGAN PERKARA YANG PERLU ADA DI SEKOLAH:
MULA
Kelas 3 Corridor Discussion
Pre-Walk
(10 mins) (5 mins)
Discussion (15
mins)
AKHIR
Kelas 1 Corridor Discussion Post-Walk
(10 mins) (5 mins) Discussion
Reflection
(15 mins)
Perkongsian bersama
Corridor Discussion Kelas 2 semua guru
(5 mins) (10 mins) (dalam masa seminggu)
Pra-konferensi
Pasca- Pemerhatian
koferensi
CO-LEADING/
CO-TEACHING /
PENGAJARAN BERPASANGAN
Bermotivasi tinggi
Pengurusan berkesan
Komunikasi
Keputusan tepat dan cekap
Memahami tugas
Ada ilmu dan kemahiran.
SEKTOR PEMBELAJARAN PPDJJ 61
PEER COACHING
◦Merujuk kepada
budaya membaca
secara
berkumpulan.
SEKTOR PEMBELAJARAN PPDJJ 86
Book club
OBJEKTIF
◦Memupuk sikap cintakan buku
◦Memartabatkan buku sebagai
sumber ilmu
◦Memperoleh pengetahuan dari
perbincangan melalui
pembacaan rakan kelab
SEKTOR PEMBELAJARAN PPDJJ 89
RACHEL’S RULE OF ORDER
LANGKAH DIAMBIL SEMASA AHLI BOOK CLUB
BERKUMPUL ATAU ‘BERSIDANG’:
1. Ahli-ahli tidak boleh merokok semasa kumpulan pembaca ini
bertemu.
2. Kanak-kanak tidak boleh mencampuri urusan pembacaan
ketika kumpulan pembaca ini sedang 'bersidang.'
3. Ahli-ahli kumpulan pembaca dilarang bersosialisasi atau
bersembang-sembang kosong.
4. Binatang peliharaan tidak dibenarkan berkeliaran.
5. Tiada gangguan kebisingan yang keterlaluan.
6. Tiada deringan telefon.
7. Tiada urusan kraftangan.
8. Kurangkan pergerakan ahli-ahli ketika berbicara.
Kelab buku
Kelab buku
berbentuk sosial
berbentuk akademik
3.Pilih suatu petikan spesifik dari sebuah buku, 1 idea, 1 ayat dialog
dan minta ahli untuk membuat komen.
-Bagaimana petikan dapat memberi iktibar mengenai suatu watak
atau tema cerita atau kehidupan ahli atau kepercayaan kendiri?
4.Pilih satu watak utama dan minta ahli untuk memberi komen
mengenai watak tersebut. Pertimbangkan :
-Perwatakan, motivasi, bagaimana watak tersebut memberi kesan
kepada peristiwa dalam cerita dan wataknya
Menyenaraikan cadangan
intervensi
◦ Menyenaraikan cadangan-cadangan untuk menangani punca
masalah.
◦ Memilih strategi intruksional bagaimana hendak menyelesaikan
masalah yang diperolehi daripada analisis data.
◦ Specific – Matlamat perlu jelas dan spesifik bagi menentukan apa yang guru akan
lakukan.
◦ Measurable – Matlamat seharusnya boleh diukur supaya guru mempunyai bukti nyata/
sumber-sumber data bahawa guru telah mencapai matlamat. Biasanya, pernyataan
matlamat keseluruhan adalah ukuran bagi projek itu, tetapi biasanya ada beberapa
jangka pendek atau ukuran yang lebih kecil dibina ke dalam matlamat.
◦ Time bound - Matlamat harus berdasarkan jangka masa yang ditetapkan untuk
mencapai hasil yang berkaitan.
Merekod prestasi murid bagi memantau dan melihat perkembangan murid.
J
Bilangan murid
M H PLP
Jauh, tetapi boleh di
mengambil
Nama guru
pelajar
pelajar
Nama murid Nama murid Nama murid Nama murid
Bil
Bil
Bil
Bil
Jumlah
%
* RUANG UNTUK BILANGAN PELAJAR
BOLEH DI TAMBAH ATAU DI KURANGKAN
BERDASARKAN PENCAPAIAN PELAJAR
Keperluan
Kekuatan Kesilapan dan
keutamaan
Senarai salah faham
Menjana
konsep-konsep Senarai
Kumpulan penjelasan Cadangan
dan kemahiran kesalahan
pelajar berdasarkan Intervensi
yang pelajar pelajar dan
kekuatan,
telah kuasai salah faham
kesilapan dan
dalam ujian konsep
salah faham
Mahir (M)
Hampir mahir
(H)
Jauh, tetapi
boleh dipulihkan
(J)
Perlu lebih
pemerhatian
(PLP)
NOTA :
Mahir (M) : Penguasaan melebihi markah 80
Hampir Mahir (H) : Penguasaan di antara markah 50 – 79
Jauh, tetapi boleh di pulihkan (J): Penguasaan di antara markah 20 – 49
Perlu lebih pemerhatian (PLP): Penguasaan di antara markah 0 - 19
SEKTOR PEMBELAJARAN PPDJJ 124
DATA ANALYSIS
◦ If five teachers teaching the same course or grade level are responsible for ensuring all students acquire
the same knowledge and skills, it make sense those teachers would work together to determine the best
methods to assess student learning. A team of teachers could divide responsibilities for creating a unit
and developing assessments. Teachers working in isolation replicate and duplicate effort. They work
hard, but they do not work smart.
◦ The use of common assessments increases the likelihood that students will have access to the same
curriculum, acquire the same essential knowledge and skills, take assessments of the same rigor, and
have their work judged according to the same criteria. We have witnessed repeated examples of
teachers who were emphatic about the need for consistency, equity, and fairness in terms of how they
were dealt with as adults, being completely unconcerned about the inconsistency, inequity, and lack of
fairness that characterized the assessment of student learning in their school. If every teacher has
license to assess whatever and however he or she determines, according to criteria unique to and often
known only by that teacher, schools will never be institutions that truly model a commitment to equity.
◦ We have cited several researchers who have concluded that team-developed common formative assessments are one of the most powerful strategies
available to educators for improving student achievement. We know of no research concluding the formal assessments created by individual teachers
working in isolation advance student learning.
3. Team-developed common formative assessments can inform and improve the practice of both individual teachers and teams of teachers.
◦ Teachers do not suffer from a lack of data. Virtually every time a teacher gives an ssessment of any kind, the teacher is able to generate data – mean,
mode, median, standard deviation, percentage failing, percentage passing, and so on. As Robert Waterman (1987) advised, however, data alone do
not inform practice. Data cannot help educators identify the strengths and weaknesses of their strategies. Data inform only when they are presented in
context, which almost always requires a basis of comparison.
◦ Most educators can teach an entire career and not know if they teach a particular concept more or less effectively than the teacher next door
because the assessments they generate for their isolated classrooms never provide them with a basis of comparison. Most educators can assess their
students year after year, get consistently low results in a particular area, and not be certain if those results reflect his or her teaching strategies, a
weakness in the curriculum, a failure on the part of teachers in earlier grades to ensure students develop a prerequisite skill, or any other cause. In short,
most educators operate within the confines of data, which means they operate in the dark. But in a PLC, collaborative teams create a series of
common assessments, and therefore every teacher receives ongoing feedback regarding the proficiency of his or her students, in achieving a standard
the team has agreed is essential, on an assessment the team has agreed represents a valid way to assesses what members intend for all students to
learn, in comparison to other students attempting to achieve the same standard.That basis of comparison transforms data into information.
◦ Furthermore, as Richard Elmore (2006) wrote, “teachers have to feel that there is some compelling reason for them to practice differently, with the best
direct evidence being that students learn better” (p. 38). When teachers are presented with clear evidence their students are not becoming proficient
in skills they agreed were essential, as measured on an assessment they helped to create, and that similar students taught by their colleagues have
◦ demonstrated proficiency on the same assessment, they are open to exploring new practices. When the performance of their students consistently
prevents their team from achieving its goals, they are typically willing to address the problem. In fact, we consider team-developed common formative
assessments one of the most powerful motivators for
SEKTOR PEMBELAJARAN PPDJJ 156
◦ stimulating teachers to consider changes in their practice
COMMON ASSESSMENT
5. Team-developed common formative assessments can build the capacity of the team to achieve at higher levels.
◦ As Wiliam and Thompson (2007) found, the conversations surrounding the creation of common formative
assessments are a powerful tool for professional development. When schools ensure every teacher has been
engaged in a process to clarify what students are to learn and how their learning will be assessed, they promote
the clarity essential to effective teaching. When teachers have access to each other’s ideas, methods, and
materials they can expand their repertoire of skills. When a team discovers the current curriculum and their
existing instructional strategies are ineffective in helping students acquire essential skills, its members are able to
pursue the most powerful professional development because it is specific, job-embedded and relevant to the
context of their content, their strategies, their team, and their students.
6. Team-developed common formative assessments are essential to systematic interventions when students do not
learn.
◦ We argue that if educators were truly committed to high levels of learning for all students, they would not leave
the question, “what happens when some students do learn” to chance. They would instead, work together to
create systems of intervention to ensure any student who struggles receives additional time and support for
learning in a timely and directive way. Team-developed common formative assessments are a critical element of
that system of intervention.
◦ Not every assessment should be a common assessment. There is still a place for individual teachers to create their
own formal assessments. Team-developed common assessments will never eliminate the need for individual
teachers to monitor student learning each day through a wide variety of strategies that check for understanding.
But if schools are ever to take full advantageSEKTOR
of thePEMBELAJARAN PPDJJ
power of assessment to impact student learning in a posit 157
COMMON ASSESSMENT
What Are Common Formative Assessments?
◦ Periodic or interim assessments collaboratively designed by grade-
level or course teams of teachers
◦ Designed as matching pre-and post-assessments to ensure same-
assessment to same-assessment comparison of student growth
◦ Similar in design and format to district and state assessments
◦ Items should represent essential (Power) standards only
◦ A blend of item types, including selected-response (multiple choice,
true/false, matching) and constructed-response (short- or
extended)
◦ Administered to all students in grade level or course several times
during the quarter, semester, trimester, or entire school year
◦ Student results analyzed in Data Teams to guide instructional
planning and delivery
SEKTOR PEMBELAJARAN PPDJJ 158
COMMON ASSESSMENT
What Are the Guidelines for Designing Common Formative
Assessments?
◦ Identify and vertically align Power Standards in content areas for each
grade level and course, preK–12.
◦ Determine important topics to assess with common formative assessment;
locate the Power Standards that match those topics.
◦ “Unwrap” the Power Standards for those topics to pinpoint concepts and
skills students need to know and be able to do.
◦ From those “unwrapped” Power Standards, determine Big Ideas that
represent the integrated understanding students need to gain.
◦ Collaboratively design common formative pre-and post-assessments—
aligned to one another—that assess student understanding of the
concepts, skills, and Big Ideas from the “unwrapped” Power Standards.
◦ Include both selected-response and constructed-response items.
◦ Review items to determine if student assessment results will provide
evidence of proficiency regarding the Power Standards in focus; modify
SEKTOR PEMBELAJARAN PPDJJ 159
items as needed.
COMMON ASSESSMENT
What Are the Benefits of Using Common Formative Assessments?
◦ Regular and timely feedback regarding student attainment of most critical
standards, which allows teachers to modify instruction to better meet the
diverse learning needs of all students
◦ Multiple-measure assessments that allow students to demonstrate their
understanding in a variety of formats
◦ Ongoing collaboration opportunities for grade-level, course, and
department teachers
◦ Consistent expectations within a grade level, course, and department
regarding standards, instruction, and assessment priorities
◦ Agreed-upon criteria for proficiency to be met within each individual
classroom, grade level, school, and district
◦ Deliberate alignment of classroom, school, district, and state assessments to
better prepare students for success on state assessments
◦ Results that have predictive value as to how students are likely to do on
each succeeding assessment,SEKTOR
in time to make instructional modifications
PEMBELAJARAN PPDJJ 160
PROBLEM
SOLVING GROUP
(PSG)
02 Mencadang penyelesaian
masalah seberapa banyak yang
mungkin
HEADCOUNT
PEPERIKSAAN
MAKLUMAT
ATAU DATA
UNTUK
ANALISIS BAGI
REKOD CPD
MENGENAL KEHADIRAN
PASTI MASLAH
REKOD
DISIPLIN SKPMg2
SEKTOR PEMBELAJARAN PPDJJ 170
02 Mencadang penyelesaian
AKTIVITI 1
masalah seberapa banyak yang
mungkin
LOTUS BLOSSOM
TECHNIQUE
174
Brainstorming
Pusingan 3:
1. Apakah kemahiran dan kompetensi
yang kita perlukan?
2. Apakah perubahan yang perlu
dibuat
3. Apakah yang diperlukan?
175
Analisis
Tin
Cara: Pilihkan 3 idea yang ggi
berimpak tinggi
(Satu idea dalam satu post-it)
Letakkan idea pada Right Fight
Matrix.
IMPAK
Gerakkan post-its ke quadrant
sehingga terdapat 3 dalam
Star Quadrant.
Jangan keluarkan post-its dan
gabungkan idea yang sama
Bincangkan nilai untuk setiap
idea
Rend Tin
ah KOS ggi
176
Decision Making
1. Rumusan: Tuliskan 2-3 idea yang disetujui ramai
dalam kertas A4
2. Polling: Pilih idea yang paling bernilai dan berimpak
tinggi
3. Bentang: Umumkan keputusan kumpulan
4. Apakah nasihat yang akan anda dapatkan daripada
JPN dan BPSH?
Debrief:
Apakah yang berjalan lancar?
Apakah yang patut dibuat dengan cara yang lain?
Aplikasikan cara-cara ini dalam DTP program di setiap
peringkat.
Closing:
Ucapkan terima kasih kepada 3 orang untuk sumbangan
mereka secara spesifik.
177
Cadangan alat-alat untuk
penyelesaian masalah dan membuat
keputusan yang boleh digunakan
1. MATRIKS KEUTAMAAN
2. FISHBONE DIAGRAM
3. SWOT
4. PMI
5. PETA MINDA
6. DIAMOND 9
7. FORCEFIELD ANALYSIS
8. DIAGRAM POKOK
NCRF, 2012
Cayuso et al (2004)
Tetapkan dokumentasi
proses dan hasil
Set documenting
SEKTORprocess and
PEMBELAJARAN outcomes
PPDJJ 219
SEKTOR PEMBELAJARAN PPDJJ 220
GARIS PANDUAN PERJUMPAAN
TSG
• Pastikan saiz kumpulan adalah kecil (Keep size
small)
• Tetapkan dan patuhi peraturan yang dipersetujui
(Establish and follow rules)
• Bina garis panduan untuk memastikan perjumpaan
adalah tertumpu kepada fokus (Create guidelines to
keep meetings focused)
• Gunakan data untuk membimbing perbincangan,
keputusan dan rancangan (Use data to guide
discussions, decisions and plans)
SEKTOR PEMBELAJARAN PPDJJ 221
GARIS PANDUAN PERJUMPAAN
TSG
• Galakkan dialog dan refleksi (Encourage dialogue
and reflection)
• Galakkan semua orang memberi sumbangan dalam
perbincangan (Allow everyone the chance to
contribute to the discussion)
• Bentuk kumpulan berdasarkan kepentingan
bersama (form groups based on common interest)
• Jadualkan perjumpaan (Keep a regular schedule)