Minggu 5-6

Analisis cara mengajar 1

Kerangka pelan pengajaran

1. Menghuraikan pelan
kerangka satu unit 1. Penulisan hasil
pembelajaran
pengajaran 2. Penentuan kaedah
mengajar
1. Menunjukkan 3. Penyediaan latihan pelajar
kesinambungan dan pengelompokan
4. Pentaksiran
5. Pemulihan dan
pengukuhan
8 Komponen utama dalam merekabentuk
pengajaran UPSI 2009 (adaptasi Tyler)
2. Guru kuasai ‘content’
1. Kenal pelajar anda, 3. Objektif (hasil topik: buat analisis
kesediaan mereka, dan pembelajaran yang (i) Pengetahuan
konteks pembelajaran sesuai (ii) Kemahiran

8. Penilaian ( alat dan 4. Buat susunan unit-unit

kaedah penilaian yang p& p secara ‘sequential’-
sah dan boleh guna Jadual Penentuan
dipercayai Kandungan (JPK)

7. Pilih alat bantu p & p

: buku, modul, VCD, 5. Pilih kaedah &
CD dan sebagainya yg teknik pengajaran &
sesuai 6. Latihan murid
1. Membuat analisis keperluan dan kesediaan murid dalam konteks
pembelajaran yang akan dilaksanakan
2. Membuat analisis kandungan kurikulum : kandungan topik yang
hendak di ajar, dari segi ‘pengetahuan’ di dalamnya: fakta,
prosedur, klasifikasi, prinsip dan teori, dan ‘kemahiran’ seperti
membuat eksperimen, mencari maklumat dalam internet, menulis
laporan dan sebagainya.
3. Berdasarkan (1) dan (2) diatas guru menentukan objektif
pengajaran iaitu tahap hasil pembelajaran yang realistik yang perlu
dicapai oleh murid.
4. Menyusun turutan (sequence) unit-unit pengajaran supaya beransur
maju, bersambungan dan berkembang
5. Memilih dan mengguna kombinasi pendekatan, kaedah, dan teknik
pengajaran yang sesuai dengan kesediaan murid dan sifat isi
kandungan topik berkenaan
6. Membina, memilih dan mengguna alat dan media bantu pengajaran
dan pembelajaran yang sesuai untuk memudahkan proses
pengajaran pembelajaran
7. Menyedia latihan yang sesuai dan mencukupi untuk semua murid
supaya pembelajaran mereka berkesan dan mencapai Masteri
 Jadual Penentu Kandungan
Rancangan Aras taksonomi Bloom
Pengajaran
Harian
Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian

Topik 1 RPH 1 X X

Topik 1 RPH 2 X

Topik 6 RPH 7 X X
Topik 7

Topik 7 RPH 8 X X
Rancangan Aras taksonomi Bloom
Pengajaran
Harian
Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian

RPH 1 Fotosintesis Mekanisme

Fotosintesis

RPH 2 Meningkatkan
kadar fotosintesi

RPH 7 Punca
Fotosintesi
tidak cekap

RPH 8 Peningkatan kadar

fotosintesis. Pengkomersilan
sistem fotosintesis
Contoh konsep fotosintesis dalam
pelbagai aras
Sebelum tamat pengajaran, murid dapat:

1. Menyatkan fotosintesis? – Apakah yg dimaksudkan

dengan fotosintesis
2. Menerangkan mekanisma fotosintesis.- Terangkan
mekanisma fotosintesis
3. Mengaplikasikan faktor-faktor yang boleh meningkatkan
kadar fotosintesis – (diberi situasi) untuk menangani
pelbagai masalah persekitaran, bagaimanakah
meningkatkan kadar fotosintesis? Prinsip ‘faktor2 yang
mempengaruhi kadar fotosintesis’
Contoh konsep fotosintesis dalam
pelbagai aras
Sebelum tamat pengajaran, murid dapat:

4. Mengenalpasti punca tumbuhan tidak berfotosintesis – ( Diberi

situasi) kenalpasti punca tumbuhan tidak berfotosintesis
dengan cekap.
5. Mencadangkan satu sistem untuk mengatasi masalah cuaca
untuk meningkatkan fotosintesis – cadangkan satu sistem untuk
mengatasi masalah cuaca untuk meningkatkan fotosintesi
6. Menjustifikasi bagaimana sistem cadangan mereka patut
dikomersialkan – Bagi sistem yang anda cadangkan, justifikasi /
terangkan bagaimana kenapa ia patut dikomersialkan
• Bagi satu isi pelajaran tertentu, kenalpasti profil akhir
pelajar (hasil akhir boleh pamerkan) yang menunjukkan
mereka :

1. Kognitif- Berpengetahuan dalam….

2. Psikomotor- Berkemahiran dalam….
3. Afektif- Mempunyai sikap….

Susun atur pelan perancangan hingga ke hasil akhir dalam JPK

dan boleh diuji dengan JPU
Jadual Penentu Ujian
 Instructional events

Pengalaman pembelajaran
Aktiviti pembelajaran
Hunter’s Lesson Cycle Design Model (1976)

1. Set induksi (Anticipatory set or Set Introduction)

2. Maklumkan objektif pembelajaran (Standards)
3. Input pengajaran (Input)
4. Permodelan (Modeling)
5. Semak kefahaman murid (Checking for Understanding)
6. Pantau dan ubah suai (Monitoring)
7. Praktis terbimbing (Guided practice)
8. Praktis bertempoh (Independent practice)
9. Penutup (Closure)
Hunter’s Lesson Cycle Design Model (1976)

Sometimes called a ‘hook’ to grab the student’s attention :

1. Set actions and statements by the teacher to relate the experience of
Induksi the students to the objectives of the lessons. To put students into
a receptive frame of mind, to focus student attention on the
lesson, to create an organizing famework for the ideas,
principles or information that is follow (c.f, the teaching
strategy called “ advanced organizers”.)
To extend the understanding and the application of abstract
ideas through the use of the example or analogy.. Used any time
a different activity or new concept is to be introduced.
Before the lesson is prepared, the teacher should have a clear
2. Maklumkan idea of what the lesson outcomes are. What specifically, should
objektif the stydent be able to do, understand, care about as a result of
the teaching. Bloom’s Taxonomy of Mager’s Educational
pembelajaran Objectives.
 Hunter’s Lesson Cycle Design Model (1976)

3. Input The teacher provides the information

needed for students to gain the knowledge
pengajaran or skill through lecture, film, tape, video,
pictures, ect

4. Permodelan The teacher provides the information

needed for students to gain the knowledge
or skill through lecture, film, tape, video,
pictures, ect
 Determination of whether students have “ got it” before
5. Semak proceeding. It is essential that practice doing it right so the
kefahaman teacher must know that students understand before proceeding
to practice. If there is any doubt that the class has not
murid understood, the concept / skill should be retaught before
practice begins. Usually through questioning
If required, reteach
6. Pantau dan
ubah suai
An opportunity for each student to demonstrate grasp of new learning
7. Praktis by working through an activity or exercise under the teacher’s direct
supervision. The teacher moves around the room to determine the level
terbimbing of mastery and to provide individual remediation as needeed. Guided
practice ( in class “ seat work”). With the teacher circulating (e.g, “
praise, prompt and leave”). Monitor students work, providing corrective
feedback as necessary and assess performance of the group in
determining whether the class is ready for the next instruction.
Additional time for those whose aptitude calls for adorgen learning
period can be provided by giving “extra credit” assigment
supplementary.
 Hunter’s Lesson Cycle Design Model (1976)

Once pupils have mastered the content or skill, it is time to provide

8. Praktis for reinforcement practice. It is provided on a repeating schedule
bertempoh so that the learning is not forgotten. It may be class formative
testing, homework or individual work in class. It can be utilized as
an element in a subsequent project. It should provide for
decontextualization : enough different contexts so that the skill /
concept may be applied to any relevant situation .. Not only the
context in which it was originally learned. The failure to do this is
responsible for most student failure to be able to apply something
learned. Independent practice ( additional class time or homework)
begins when students have achieved an 85 to 90% accuracy level.
To insure retention and develop fluency, students practice on their
own without assistance and with delayed fluency, students practice
on their without assistance and with delayed feedback (eg,
comments on graded paper). Five or more brief practice activities
distributed over a month or more may be required to “ fix” the new
concept / skill.
 Hunter’s Lesson Cycle Design Model (1976)

Penutup – Those actions or statements by a teacher that are

9. Penutup designed to bring a lesson to bring a lesson presentation to an
appropriate conclusion. Used to help students bring things together
in their own minds, to make sense out of what has just been taught.
“ Any questions? No. OK, let’s move on” is not closure. Closure is
used : to cue students to the fact that they have arrived at an
important point in the lesson or the end of a lesson, to help
organize students learning, to help form a coherent picture, to
consolidate, eliminate confusion and frustration, etc,
To reinforce the major points to be learned.. To help establish the
network of thought relationships that provide a number of
possiblities for cues for retrieval. Closure is the act of reviewing
and clarifiying the key points of a lesson, tying them together into
a coherent whole and ensuring their utility in application by
securing them in the student’s conceptual network
 Gagne’s Instructional Events Model (1988)
1. Tarik perhatian murid
2. Maklumkan objektif pembelajaran
3. Imbas kembali apa yang telah dipelajari
4. Penyampaian yang jelas
5. Bimbing pembelajaran
6. Dapatkan / galakan respon
7. Beri maklumbalas
8. Tafsir prestasi
9. Susun atur praktis untuk tingkatkan ingat kembali dan
pemindahan ke situasi lain.
 Rosenshine & Stevens Intructional Functions
Model (1986)
1. Semak pemahaman murid (semak kerja yang diberi sebelum ini.
Ajar semula jika perlu)
2. Ajar konten baru (beri kerangka, hurai dengan terperinci, kaitkan
konten baru dengan konten yang murid telah pelajari)
3. Praktis murid (murid diberi tugasan untuk praktis, bersoal jawab,
beri maklum balas, pantau praktis, semak pemahaman murid)
4. Maklumbalas / pembetulan ( maklum balas berterusan, perhatikan
ralat-ralat yang kerap dilakukan oleh murid, terangkan semula jika
perlu)
5. Praktis bebas (pantau)
6. Semak semula pemahaman (semak secara berkala-ajar semula jika
perlu)
 Prior Knowledge
What’s the big deal?

It’s all about memory files….

Cataloging and retrieving
Way to Gather Prior Knowledge
 K-W-L
 Brainstorming
 Anticipation Guides
 Agree/Disagree Statements
 Dumping
 Mindstorms
Fleksibiliti pengelompokan
Saling berubah-ubah mengikut kesesuaian
Grouping Strategies
 Young: student choice, last name, food preferences,
birthday, color of clothes
 Older: goals, jobs, location, experience, familiarity
with task
Pengelompokan/grouping
 Keseluruhan kelas
 Pasukan
 Kumpulan kecil
 Berdua/bertiga
 Individu
 Satu mentor satu mentee
 Sistem stesyen dengan kumpulan kecil
Flexible Grouping
Homogenous/ Ability Individualized or
- Cluster students of similar
abilities, level, learning style, or
interest.
- Usually based on some type of
pre-assessment
extensions
Heterogeneous Groups Whole Class
- Different abilities, level or
interest
- Good for promoting creative
thinking
Independent Study
-Self paced learning
- Teaches time management and
responsibility
- Good for remediation or
- Efficient way to present new
content
-Use for initial instruction
Differentiation Blends Several Types of
Instruction
 Whole-class instruction
 Individual instruction
 Flexible grouping
 Cooperative/ collaborative learning
 Pelajar praktis, proses, mengaplikasikan dalam
Kumpulan kecil mengikut keperluan, gaya
Belajar,

The football metaphor comes from the way we think about the
Lesson’s sequence : a narrrow. Whole class experience in the
beginning, then narrowing it back as we re-gather tp process what
we’ve learned
 Aras Hasil Pembelajaran Pusat Perkembangan
Kurikulum, Kementerian Pelajaran Malaysia
ARAS 1
 Aras 1 adalah aras yang asas dan perlu dikuasai oleh semua
murid. Pada aras ini murid perlu menguasai beberapa konsep
asas.
Ini dapat ditunjukkan melalui objektif perlakuan ternyata murid
seperti mengenal pasti, menyenaraikan, menyatakan,
menamakan dan memadankan.
 Aras Hasil Pembelajaran PPK
Aras 2
 Aras 2 pula adalah aras yang lebih tinggi daripada Aras 1
dalam urutan pengajaran dan pembelajaran. Pada aras ini murid
boleh menguasai beberapa perlakuan ternyata seperti
menerangkan, menjelaskan, menghuraikan dan
membandingkan.
 Aras Hasil Pembelajaran PPK
Aras 3
 Aras 3 pula adalah aras yang tertinggi dalam urutan pengajaran
dan pembelajaran. Pada aras ini, murid mampu menguasai
beberapa lagi perlakuan ternyata pada tahap yang lebih tinggi
seperti merumus, membandingkan dan membezakan,
menganalisis dan mencadangkan.
 Ada kemungkinan tidak semua murid berkemampuan
menguasai aras 2 dan 3. walau bagaimanapun guru hendaklah
meneruskan proses pengajaran dan pembelajaran hingga ke
aras 3 untuk semua murid.
 Tidak semua hasil pembelajaran mengandungi semua aras 1, 2
dan 3. Sebaliknya terdapat juga sebahagian hasil pembelajaran
yang hanya setakat aras 2 sahaja. Ini kerana pada aras 2
tersebut murid telah pun dapat menguasai sepenuhnya objektif
pembelajaran yang hendak disampaikan.
 Nilai-nilai murni dan unsur-unsur patriotisme harus diterapkan
dalam proses pengajaran dan pembelajaran.
 Kategori objektif
1. Domain Kognitif-aspek pengetahuan.
Berbeza mengikut kompleksnya
2. Domain Afektif- sikap perasaan, emosi.
Berbeza mengikut aras penghayatan
3. Domain Psikomotor-perkembangan kemahiran
motor-berbeza mengikut kepakaran pelaksanaannya.
Taksonomi Pembelajaran
 Types (domains) of learning objectives

 Cognitive objectives
- Describe the knowledge that learners are to acquire
• Affective objectives
- Describe the attitudes, feeling and dispositions that
learners
are expected to develop
• Psychomotor objectives
- Relate to the manipulative and motor skills that learners
are
to master
 Taxonomy / taksonomi

 Principles of classification
 The study of the rules and practice of classifying
 Domain Kognitif (Bloom)
1. Pengetahuan
2. Kefahaman
3. Aplikasi
4. Analisis
5. Sintesis
6. Penilaian

( Moore menggabungkan sintesis dan penilaian menjadi aras crection)

Aras domain kognitif
Reseach over the last 40 years has confirmed the taxonomy as a hierarchy, with the
exercise the last two levels. It is uncertain whether synthesis and evaluation and the
same level of difficulty but use different cognitive processes.

Pemikiran kreatif Pemikiran kritis

Sintesis Penilaian

Analisis

Aplikasi

Kefahaman

Pengetahuan
Original Terms ANDERSON ET AL New Terms
 Evaluation •Creating
 Synthesis •Evaluating
 Analysis •Analysing
 Application •
 Comprehension • Understanding
 Knowledge • Remembering
Aras Huraian deskriptif K/Kerja Hasil
Pembelajaran

Pengetahuan At the knowledge level, the student can Definisi, Senaraikan aras
remember and recognizes, defines or recall specific nyatakan, domain kognitif
recall factual information. This might include senaraikan
information remembering important names, dates,
capitals or even the equation for a
formula
Kefahaman The level targets whether students Huraikan Terangkan tujuan
demonstrate understand content. Ways of terangkan domain kognitif
understanding demonstrating comprehension include
of ideas, summarizing, translating or providing
concepts examples of a concept

Aplikasi The application level focuses on Kira, guna Tulis hp bagi aras2
apply whether students can use information selesaikan domain kognitif
comprehension to solve problems.Eg. Of application-
to unfamiliar level- goal include having students
situations solve maths word and using
pronounciation properly in written
communication
Aras domain kognitif

Aras Huraian deskriptif K/kerja Hasil

Pembelajaran

Analisis This level involves asking students to Bandingkan Bandingkan

Break down break something down to reveal its hubungkaitkan domain kognitif
concepts into organization and structure. Students dan domain
parts perform analysis whwn they discuss why a afektif
short story works or when they identify the
component parts of science experiment
Sintesis Students employ synthesis when they Reka, susun, Reka satu hp
Transform, create a unique (for them). This might hasilkan yang
combine ideas include writing a poem, painting a picture, menggabungkan
to create creating a computer program ketiga-tiga
something new domian

Penilaian In the highest level of the taxonomy, Nilaikan, Nilaikan

Think critically students judge the value or worth of justifikasi keberkesanan
about ang something by comparing it to a pre- penulisan hp
defend a determined criteria. menggunakan
position taksonomi
Blooms Taxanomy of Learning
1. Factual Knowledge : remember and recall factual information Define, List,
State, Label, Name, Describe
2. Comprehension : demonstrate understanding of ideas, concepts, Describe,
Explain, Summarize, Interpret, Illuustrate
3. Application : apply comprehension to unfamiliar situations, Apply,
Demonstrate, Use, Compute, Solve, Predict, Construct, Modify
4. Analysis : break down concepts into parts, Compare, Contrast, Categorize,
Distinguish, Identity, Infer
5. Synthesis : transform, combine ideas to create something new, Develop ,
Create, Propose, Formulate, Design, Invent
6. Evaluation: think critically about and defend a position, Judge, Appraise,
Recommend, Justify, Defend, Criticize, Evaluate

These levels expect deeper conceptual understanding

Understanding Levels of Thinking using :

SOLO TAXONOMY
(after Biggs and Collis 1982)
SOLO Taxonomy
 Structure of the observed learning outcome (Biggs 2003)

1. Prestructural
2. Unistructural
3. Multistructural
4. Relational
5. Extended abstract
 1 pre-structural
Here students are simply acquiring bits of
unconnected information, which have no
organisation and make no sense
What does it mean?
Really there’s not much there.

For example:

Prestuctural
 2 Unistructural :
Simple and obvious connections are made, but
their significance is not grasped.
What does it mean?
There’s one idea there.
For example :
Define
Identify
Do Simple
Procedure

Unistructural
 3 Multistructural
A number of connections may be made, but the
meta-connections between them are missed, as
their significance for the whole.
What does it mean?
There are a number of ideas.
For example :
Define
Describe
List
Do algorithm
Combine

Multistructural
 4 Relational level
The student is now able to appreciate the
significance of the parts in relation to yhe whole.
Compare/contrast
Explain causes What does it mean?
Sequence There are a number of ideas and links are be made between these ideas
Classify For example :
Part/whole
Relate
Analogy
Apply
Formulate questions

Relational
 5 At the extend abstract level, the student is making
connections not only within the given subject area,but
also beyond it, able to generalise and transfer the
prinsiples and ideas underlying the specific instance.
Evaluate
Theorise
Generalise
What does it mean?
There is a range of ideas which are linked
Predict together plus some knew or extend thinking is added
Create For example :
Hypothesise
Reflect
so, How do they match up?
 Aras Domain afektif
Aras Huraian deskriptif k/kerja Hasil pemb.
1.Receiving Sedar akan sesuatu ransangan di Dengar, hadir Dengar penerangan
(menerima) persekitaran berkaitan badminton.

2.Responding Tunjukkan t/t baru akibat Ikut, akur Secara sukarela,ikut

(memberi respon) pengalaman yang dilalui gantung jaring
badminton
3.Valuing Pamerkan tingkahlaku tertentu atau Laksanakan,s Hadir permainan
(menghargai) komitmen ampaikan badminton tanpa
dipaksa (optional
badminton match)
4.Organization Integrasikan nilai baru ke dalam nilai- Pilih, Pilih untuk beli raket
(organisasi) nilai sedia ada dalam diri berbanding pertimbangka sendiri
lain2 keutamaan n
5.Characterization Bertindak tekal dengan nilai baru, Menjadi Main badminton secara
(perwatakan) dikenali kerana nilai barunya contoh, tekal 3 kali seminggu
pamerkan
Domain Afektif (Krathwohl)
1. Menerima (Receiving)
2. Memberi respon (Responding)
3. Menghargai (Valuing)
4. Komitmen (commitment)-menggabungkan aras 4 –
organisation dan aras 5-characterization (moore)
Behavioral Domains
 The Affective Domain (Bloom, 1964)
 Emotions, feelings & values
- Receiving – Willing ti listen or see
- Responding – Active participation
- Valuing – Internalize the worthiness
- Organization – Ability to see the value
- Characterization by a value – Behavior consistent with a
value system
 Aras domain Psikomotor
(Horrow)
Aras
1.Reflex movements
2.Basic fundamental movements
3.Perceptual abilities
4.Physical abilities
5.Skilled movements
6.Non-discursive communication
Huraian deskriptif Eggen&Kauchak (2007). Pg91 The
psychomotor taxonomy ( Harrow, 1972)
Behaviors outside the conscious control of the learner
Behaviors learned at an early age(eg grasping,walking)
Coordinations of muscular movements with the
outside world through feedback with sense organ
The development of strength, endurance,flexibility
and agility
Complex physical skills (eg skipping role, shooting a
basket that use the first four levels
The use of our body to express feeling ideas
 Aras domain Psikomotor
Aras Huraian deskriptif k/kerja Hasil pemb.
1.Perceiving Recognizing movement position Listen Discover headstand
or pattern observe movement prinsiples
2.Patterning Reproducing movement position Immatate Perform headstand
or pattern Practice following modeling
3.Accommodating Using or modifying movement Adjust Use headstand in
position or pattern Modify routine
4. Refining Demonstrating efficient control in Improve Perform headstand
performing pattern Master with pointed toes
5. Varying Performing movement pattern in Design Perform headstand in
different ways Develop three positions
6. Improving Originating novel movement or Contruct Combine headstand
movement combinations Invent with new skill
7.Composing Creating unique movement Create Create new floor
pattern Invent exercise routine
involving headstand
Behavioral Domains
 The Psychomotor Domain
 Muscular, motor skills, “hands-on”
 Readliness-willingness for an activity
 Observation-watches & is interested
 Perseption-senses & becomes able
 Response-practise a skill
 Adaptation-develops and masters a skill
Behavioral Domains
 The Affective Domain (Bloom, 1964)
 Emotions, feelings & values
- Receiving – Willing ti listen or see
- Responding – Active participation
- Valuing – Internalize the worthiness
- Organization – Ability to see the value
- Characterization by a value – Behavior consistent with a
value system
Behavioral Domains
 The Psychomotor Domain
 Muscular, motor skills, “hands-on”
 Readliness-willingness for an activity
 Observation-watches & is interested
 Perseption-senses & becomes able
 Response-practise a skill
 Adaptation-develops and masters a skill
Domain Psikomotor (ringkas)
 Imitasi (imitation)
 Manipulasi(manipulation)
 Ketepatan (precision)
 Aras Domain Psikomotor
Aras Huraian deskriptif Borich (2007) pg 100-pg 91

Imitation Require learner be exposed to an observable action and them overtly imitate it. Lacks neuramuscular
coordination. Behavior generally is crude and imperfect after being shown a safe method for heating a beaker of
water to boiling temperature, the students will be able ti repeat the actions
After being shown a freehand drawing of a triangle, the will be able to produce the drawing

Manipulation Require the students to perform selected actions from written or verbal directions without the aid of the visual
model or direct observations, as in the previous(immitation) level.students are expected to complete the action
from reading or listening to instructions,although the behavior still may be performed crudely and without
neuromuscular coordination.verbs are used similar to level imitation such as
align,grasp,repeat,balance,hold,rest(on),follow,place,step(here) except they are performed from spoken or
written instructions.
1.Based on the picture provide in the textbook,type s situation to a prospective employer using the format
shown.
2.With the instruction on the handout in front of you,practice focusing your microscope until you can see the
outline of the specimen.

Precision Requires students to perform an action independent of either a visual or a written set of directions. Proficiency
in reproducing the action at this level reaches a higher level of refinement.accuracy,propotion,balance and
exactness in performance accompany the action. Students are expected to produce the action with control and to
reduce errors to a minimum. Expressions that describe outcomes-accurately,independently,with control,with
out error,profidently,with balance
 Banyak mana seseorang belajar bergantung kepada
 Masa yang diluangkan(time spent)
 Masa yang diperlukan(time needed)
 Degree of learning = f (time spent)
(time needed)
PEMBELAJARAN MASTERY
 Suatu model/sistem untuk merancang dan melaksanakan
pengajaran bagi memastikan semua murid menguasai hasil
pembelajaran yang dihasratkan dalam suatu unit pembelajaran
sebelum berpindah ke unit pembelajaran seterusnya.
Model Pembelajaran Masteri
 Ciri-ciri Pembelajaran Masteri
1. Hasil pembelajaran akhir perlu ditentukan.
2. Hasil pembelajaran disusun mengikut hairaki taksonomi
Bloom.
3. Penilaian berasaskan Ujian Rujukan Kriteria/ taksiran
formatif/ diagnostik
4. Murid perlu menguasai 80% aras masteri yang ditetapkan
setiap unit pembelajaran sebelum berpindah ke unit
pembelajaran yang baru
 ….sambung
5. Latihan pembetulan/ pemulihan dilaksanakan untuk murid yang
belum menguasai aras masteri. Beri masa tambahan.
6. Aktiviti pengayaan diberi untuk murid yang telah mencapai aras
masteri.
7. Bahan p&p yang sesuai dengan objektif pembelajaran.
8. Aktiviti p&p hendaklah bermakna, menarik dan menyeronokkan.
Mengapa perlu Pembelajaran Masteri?
Kerana :
1. Murid mempunyai kebolehan dan keperluan yang berbeza.
2. Murid memerlukan masa dan akedah p&p yang sesuai
dengan mereka untuk mencapai hasil pembelajaran yang
diharapkan.
3. Murid perlu menguasai pengetahuan,kemahiran dan sikap
yang diajarkan.
 Susunatur pembelajaran
1. Tujuan pembelajaran yang terakhir sekali dinyatakan secara
spesifik iaitu seorang murid yang kompeten dalam …
2. Tujuan pembelajaran yang terakhir ini dianalisa untuk
mengenal pasti langkah-langkah yang perlu untuk tiba ke tujuan
itu
3. Langkah-langkah disusunatur untuk memudahkan
perkembangan ke arah tujuan pembelajaran itu.
Soalan dalam JPK
 Apa yang murid patut belajar dari unit ini?
 Apakah yang murid boleh buat dengan apa yang dipelajarinya?
Penulisan hasil pembelajaran
 Topic-level learning goals (2-3 per class period)
check-list for creating topic-level learning goals
1. Is goal expressed in terms of what the student will achieve?does it
identify what students will be able to do after the topic is covered?
2. Is the Bloom’s level of the aligned with your expectations for students
learning…is this what students will be able to do if they ‘understand’
the topic at the level you want?
- if you expect reasoning for ‘why’,does it convery that?
- could you expect a higher level goal?
3. Is it well-defined?is it clear how you would test achievement?
4. Do chosen verbs have a clear meaning?
5. Is terminology familiar/common?if not,is the terminology a goal? Not
every goal can achieve the following,but it is better if you can
6. Is it relevant and useful to students?(e.g. connected to their everday
life, or does it represent a useful application of the ideas)
 Hasil pembelajaran
 Sebelum tamat pengajaran,dalam masa 5 minit(c),murid
Tingkatan 2Z(A) dapat menghuraikan (B-aras) 10 (D) sebab
berlakunya….(B-isi pelajaran)
 A-Audiens
 B-Behavior aras-isi pelajaran
 C-condition
 D-desired criteria

LATIHAN-tulis satu hasil pembelajaran bagi setiap aras

bagi konsep yang sama
 Kesesuaian hasil pembelajaran
1. Adakah ia jelas-memberi satu makna sahaja?
2. Adakah ia boleh dicapai dalam masa yang ada?
3. Adakah keadaan dan kriterianya sesuai?
4. Adakah dalam turutan yang sesuai?
5. Adakah ia selari sengan matlamat/tujuan mata pelajaran
keseluruhannya dan tajuk berkenaan?
6. Adakah selari dengan niat kurikulum?
7. Bolehkah dikenal pasti instrumen taksiran yang sesuai?

(TIDAK LANGSUNG DISEBUT BERKAITAN KAEDAH)

Kaedah Gronlund
 Format contoh
 Objektif am-memahami dan menghargai kepelbagaian pelajar
yang wujud dalam sistem pendidikan di Malaysia
 Hp 1-boleh mendefinisikan kepelbagaian
 Hp 2-boleh memberi contoh-contoh bagaimana kepelbagaian
boleh….
 Hp 3-boleh menganalisa sejauh mana…
Sebelum tamat pengajaran, pelajar boleh :
1. Menyatakan apakah yang dimaksudkan dengan Teori Pelbagai
Kecerdasan
2. Menghuraikan jenis kecerdasan yang terdapat dalam Teori
Pelbagai Kecerdasan
3. Diberi contoh, pelajar boleh mengenalpasti aktiviti-aktiviti
yang berkaiatan dengan sesuatu kecerdasan
4. Menghubungkait sunbangan aktiviti berteraskan Teori Pelbagai
Kecerdasan yang manakah yang menyebabkan kejayaan proses
pengajaran dan pembelajaran
5. Menghasilkan pelan pengajaran yang menggunakan aktiviti
berasaskan Teori Pelbagai Kecerdasan
6. Menentukan asas pemilihan aktiviti berlandaskan Teori
Kecerdasan Pelbagai bagi mencapai sesuatu hasil pembelajaran
 Penulisan hasil pembelajaran
Kaedah Gronlund Kaedah Mager
 Sebelum tamat  Sebelum tamat
pengajaran, dapat pengajaran, dalam masa
menghuraikan jenis 15 minit (C) pelajar
kecerdasan yang terdapat Tingkatan 4 Waja (A)
dalam Teori Pelbagai dapat menghuraikan (B-
Kecerdasan aras) kesemua tujuh (D)
jenis kecerdasan (B-
isipelajaran) yang
terdapat dalam Teori
Pelbagai Kecerdasan.
 A – Audien
 B – Behavior
 C – Condition
 D – Desire criteria
 perkaitan matlamat hingga hasil pembelajaran
[aim, goals, objective and learning outcomes]
Matlamat/tujuan Am(jangka masa panjang)
Pendidikan

Objektif pengajaran/hasil pembelajaran Spesifik

[ Instruction objectives/learning outcome]
Perbezaan pernyataan tujuan dan
objektif pengajaran/penerangan
1. Matlamat pendidikan : “ pelajar akan menjadi warga negara
yang berpengetahuan”.
2. Tujuan/Objektif “Pelajar akan memadankan industri utama
dengan kawasannya.
3. Hasil pembelajaran [learning outcomes] :
“Dalam masa 5 minit [C] bila diberi senarai kawasan industri
di Malaysia[C], pelajar Ting.4 Wira [A] boleh memadamkan
[B- aras] setiap industri kepada kawasan [B-isipelajaran]
dengan ketepatan 90% [D]”
Cara Matlamat/Tujuan pendidikan
Pelajar akan
1. belajar cara membaca
2. menjalani kehidupan sihat
3. menghayati seni dan muzik
4. tahu bagaimana menyelesaikan masalah algebra
5. Berfikir dengan lebih jelas dan rasional

6. Faham kehedak negara

Sifat matlamat/tujuan pendidikan
1. tidak boleh diukur atau dilihat
2. pernyataan kabur walaupun ia memenuhi hala tuju untuk
pengajaran
3. skopnya luas dan jangka masa panjang
BANDINGKAN
faham, tahu, hargai, hayati
DENGAN
menyenarai, menerangkan, memadankan,
menghuraikan
Tidak perlu “SMART”
 S – specific [well defined]
 M- measurable [ supaya boleh dipantau perkembangannya]
 A- action oriented
 R – realistic [ challenging but doable]
 T- time oriented [ include deadlines]
Ramsey, RD [1999]. Lead follow or get out of the way
LB2831.82.R36
Hasil pembelajaran
Hasil pembelajaran yang baik mempunyai EMPAT (4) ciri :
1. Berorientasikan murid
2. Menghuraikan hasil pembelajaran
3. Adalah jelas dan boleh difahami
4. Boleh terlihat [observable]
1. Berorientasikan murid

1. Murid boleh menyelesaiakan masalah

berkaitan operasi bahagi dengan
menggunakan sekurang-kurangnya dua cara
2.Murid boleh menyenaraikan lima peraturan
nahu yang dibincangkan dalam Bab 3
3.Bila diberi huraian mengenai bentuk kerajaan,
murid boleh mengklasifikasikan bentuk
kerajaan itu
 1. Berorientasikan murid
 Memberi kuliah  Melaksanakan
berkaitan langkah asa penyiasatan dengan
dalam kaedah saintifik menggunakan kaedah
 Menunjukkan kepada saintifik
murid cara membaca  Menulis satu sajak
pantas sesuatu bahan berkaitan patriotisma
bacaan

A B
 1. Berorientasikan murid
 Memberi kuliah  Melaksanakan
berkaitan langkah asas penyiasatan dengan
dalam kaedah saintifik menggunakan kaedah
 Menunjukkan kepada saintifik
murid membaca pantas  Menulis satu sajak
sesuatu bahan bacaan berkaitan patriotisma

A- aktiviti guru B – aktiviti murid

 2. Menghuraikan hasil pembelajaran
 Diberi rajah bunga yang 1. Set induksi
tidak berlabel (C), dalam 2. Baca ms 17-22 buku teks
masa tidak lebih 2minit sains
(C), murid Tg 1 Biru (A) 3. Teliti rajah bunga
dapat melabelkan (B- 4. Gunakan rajah bunga yang
tidak dilabel, praktis
aras) sekurang-kurangnya
melabel. Semak label yang
8(D) bahagian bunga (B- terdapat dalam buku teks.
isipelajaran) 5. Kuiz labelkan rajah bunga
6. Taksir- label bahagian
bunga.
Hasil pembelajaran Aktiviti pembelajaran
 2. Menghuraikan hasil pembelajaran
Dalam masa 5minit (C), 1.
murid Tg 1Z(A)
mengenal pasti (B-aras) 2.
tidak kurang dari 10(D)
contoh komponen ayat 3.
(B-isipelajaran)[iaitu
4.
katanama dan kata
kerja] dalam ayat
majmuk 5.
Dengar penerangan guru
mengenai katanama dan
kata kerja
Lengkapkan ms 75-78
buku kerja
Main silangkata nahu
dengan rakan sebelah
Pilih satu perenggan dari
buku bacaan. Senaraikan
katanama dan katakerja.
Semak jawapan bersama
pasangan.

Hasil pembelajaran Aktiviti pembelajaran

 2. Menghuraikan hasil pembelajaran
1. Menerangkan fungsi 1. Membaca Bab 6
jantung 2. Meneliti rajah struktur
atom
2. Mengidentifikasi dari peta
3. Praktis mendengar
topo kawasan yang sesuai perbezaan frekuensi yang
dijadikan penempatan berbeza
3. Mengenalpasti instrumen 4. Menonton Star Wars
yang sesuai untuk tugas. 5. Mengulangkaji nota kuliah
semalam
4. Menghuraikan sistem dua
6. Main dadu lagu
parti
7. Melakonkan watak…

Hasil pembelajaran Aktiviti pembelajaran

 Murid Ting 2 Biru [A]
KOMPONEN SOALAN CONTOH

Prestasi pelajar/aras-B Buat apa? Tulis-label

Produk prestasi Apa hasilnya? 3 ayat – 10 bahagian bunga

[isipelajaran]-B

Keadaan/condition-C Apa keadaannya semasa Diberi 3 katanama- diberi

pelajar menghasilkan
produk
Kriateria prestasi/desired Sebaik-sebaik hasil adalah?
criteria-D
2minit
Tidak lebih dari 1
kesalahan-> 8betul,
mengikut kepuasan hati
guru
Komponen hasil pembelajaran
1. Prestasi [performance]-B
2. Hasil / produk/isispelajaran [product-content]-B
3. Keadaan/syarat[condition]-C
4. Kriteria [criteria]-D
ATAU
 A- audience[siapa yg diajar] cnth murid tingkatan 4
 B-behaviour[tingkahlaku yang diperhatikan],cth
menyenaraikan [prestasi + konten – produk]
 C- condition [keadaan dimana behaviour didemostrasikan] cth
dalam masa 10saat, tanpa bantuan alatan, dalam kumpulan
4orang
 D- desired criateria [aras prestasi yang diterima] cth 8 dari 10
betul, tiada yang salah, kesemua betul
Komponen pertama hp-[1]Audien
1. Pelajar tingkatan 6 atas
2. Pelajar perempuan
3. Pelajar asrama harian
4. Pelajar bermasalah pembelajaran
5. Kanak pra sekolah
6. Ibu tunggal
7. Belia sukarelawan
Komponen kedua hp-
[2] behaviour aras atau prestasi dgn
produk/isipelajaran
Pelajar dapat
1. Menulis angka hingga 10
2. Menggariskan katanama dalam ayat
3. Menyenaraikan idea utama dalam cerpen
4. Mengkategorikan daun mengikut tekstur daun
5. Menyelesaikan masalah berkaitan pendaraban log
Komponen ketiga hp- [3] condition
[syarat/ keadaan]
Batasan masa, bantuan alatan/sumber tenaga
1. Diberi satu senarai yang mengandungi 20 pengarang
2. Setelah membaca Bab 2
3. Dengan menggunakan buku teks
4. Diberi pembaris dan protraktor
5. Tanpa menggunakan sebarang rujukan
6. Dalam masa 10 minit
7. Sebelum minggu ke 10
8. Dalam kumpulan 3 orang
Komponen ke 4 hp- Kriteria
1. Aras minima yang diterima: sekurang-kurangnya 3 sebab,
kesemua 5 langkah
2. Peratus atau kadar yang diterima : 80% tepat, 90%
daripada 20 masalah, 9 dari 10 kes
3. Toleransi keralatan yang diterima : +/- 10%,0.1 terdekat,
peratus terdekat
4. Had batasan masa : dalam 10 minit, kurang dari 5 minit
5. Gabungan: sekurang-kurangnya 2 masalah dalam masa
5minit, dalam masa 20 minit dengan 90% ketepatan
3. Hasil pembelajaran adalah jelas
dan boleh difahami
 Ia eksplisit
 Mempunyai katakerja [clearly stated verb that describe a
define action or behaviour]
Contoh
1. Melabel bahagian jantung
2. Mengukur panjang tali
3. Mengenalpasti unsur dalam sebatian
4. Menyenaraikan komponen surat rasmi
5. Mengucapkan petikan dalam Bahasa Jerman
 4. Hasil pembelajaran boleh dilihat
 Tahu  Kenalpasti
 Faham  Senaraikan
 Percaya  Menerangkan
 Hargai  Memilih
 Hayati  Tuliskan
 Fikir  Lukiskan
 Suka  Menganalisa
 Sedar  Meramal
 seronok  mengasingkan

Implisit Eksplisit
Domain Afektif [krathwohl]
1. Menerima [receiving]
2. Memberi respon [responding]
3. Menghargai [valuing]
4. Komitmen [ comitment]- menggabungkan aras 4-
organization dan aras 5-characteriszation
Aras Afektif 1-
Menerima [receiving]
 Sedar menerima rangsangan
Kata kerja pilih, dengar
Cth
Berada dalam kelas semasa guru mengajar
Aras Afektif 2-
memberi respon [responding]
 Memberi respon kepada ransangan
melibatkan diri dengan lebih aktif [ pergerakan fizikal]
 Secara sukarela memberi respon
Katakerja menjawab, mengucapkan
Cth
Kedudukan murid mengadap guru dengan bahagian atas badan
condong ke depan sains
Aras Afektif 3-
Menghargai [valuing]
 Secara sukarela menunjukkan penghargaan
Kata kerja bertanya, menyoal, mengajak
Cth
Menbuat catatan, angkat soalan untuk kemukakan soalan
Aras Afektif 4-
komitmen [ commitment]
 Mempunyai sistem nilai yang tekal dan mengamalkan nilai-
nilai tersebut
Kata kerja mempertahankan, mempengaruhi
Cth
Mengamalkan tingkahlaku tersebut secara tekal
Domain Psikomotor [ringkas]
1. Imitasi [ imitation]
2. Manipulasi [ manipulation]
3. Ketepatan [ precision]
Aras psikomotor 1-
Imitasi [Imitation]
 Melaksanakan kemahiran asas dengan arahah dan dibawah
penyeliaan
 Koordinasi dan pelaksanaan tidak kemas
Kata kerja latih tubi, menggunakan
Cth
Pelajar boleh meniru pergerakan guru menggembur tanah
Aras psikomotor 2-
Manipulasi [manipulation]
 Melaksanakan sesuatu kemahiran tanpa sebarangan arahan
atau penyeliaan tapi belum menunjukkan kemahiran
Kata kerja mengenakan, mengetatkan, membungkus
Cth
Dapat menggembur tanah secara bersendirian tetapi masih
wujud batas-batas yang padat
Aras psikomotor 3-
ketepatan [precision]
 Melaksanakan sesuatu kemahiran dengan tepat, cekap dan
secara harmoni
 Koordinasi telah sempurna
 Kemahiran telah dihayati [ can be performen unconsiously]
Kata kerja mensejajarkan, mengkalibrasi, menipulasi, membina
Cth : murid dapat menggemburkan secara sendirian dan dapat
mengubahsuai kekuatan dan sudut anyunan cangkul untuk
menggembur tanah
IS THIS HOW WE FEEL AFTER A
SEMESTER OF TEACHING?
Aras Pengalaman Pembelajaran
1. Pengalaman lisan
2. Pengalaman visual
3. Pengalaman vikarios
4. Pengalaman simulasi
5. Pengalaman terus
Aras Pengalaman pembelajaran
1. pengalaman lisan
 Apa yang dilisankan oleh guru, melibatkan satu pancaindera
sahaja, menggunakan simbol yang abstrak, murid tidak aktif
secara fizikal.
 Contoh : bagi tajuk “ bagaimana parlimen menggubal
undang-undang”, murid-murid mendengar ceramah
bagaimana parlimen menggubal undang-undang.
Aras Pengalaman pembelajaran
 2. pengalaman visual
 Melibatkan gambar pegun, rajah, carta, murid, tidak aktif
secara fizikal.
 Contoh : mendengar ceramah bagaimana parlimen
menggubal undang-undang sambil menonton slaid yang
berkaitan.
Aras Pengalaman Pembelajaran
• 3. Pengalaman vikarios
• Program video / murid secara tidak langsung
melakukannya walaupun mungkin pergerakan fizikal
adalah terbatas.
• Contoh: Melakukan lawatan untuk melihat sendiri
bagaimana parlimen menggubal undang-undang.
Aras Pengalaman Pembelajaran
 4. Pengalaman Simulasi
 Main peranan, melakukan eksperimen, simulasi, melibatkan
sebahagian besar panca indera, aktiviti mengintegrasi pelbagai
disiplin, menghampiri keadaan sebenar.
 Contoh: Mensimulasikan proses penggubalan undang-undang
di kelas.
Aras Pengalaman Pembelajaran
 5. Pengalaman Terus
 Murid sebenarnya melakukan apa yang dipelajarinya, inkuiri
tulen, melibatkan kesemua panca indera, menggabungkan
pelbagai disiplin, perkara yang sebenar.
 Contoh: Memilih jawatan kuasa untuk memantau satu
program sekolah. Pemilihan adalah bermodelkan parlimen.
 Kaedah pengajaran
berpusatkan guru-berpusatkan murid

Kawalan Guru
Banyak Kuliah, modelling
Sdh Ke Byk Kuliah dengan sj, demonstrasi
Sederhana (Sdh) Sokratik
Sdk Ke Sdh Perbincangan, penemuan, individualised instruction

Sedikit (Sdk) Debat, main peranan, simulasi, permainan, inkuiri,

pembelajaran koperatif, kajian bebas
Pendekatan/ strategi/ kaedah/
model/teknik p&p
 Kaedah debat, deduktif, demonstrasi, drama, eksperiman,
induktif, inkuiri, kajian kes,kerja amali, kerja lapangan,
kuliah, main peranan, membuat keputusan, metakognisi,
pembelajaran koperatif, pembentangan, penyelesaian
masalah, perbincangan, permainan, projek, simulasi, soal
jawab, sumbangsaran.
Taksiran formatif
 Latihan (praktis terbimbing/ bertempoh) – soalan objektif –
betul salah, aneka pilihan, aneka lengkap, padankan, cloze test
Learning Framework
…but have you answered the questions all learners need to
know?
 where do I need to go?
 Why should I gi there?
 How will I get there?
 How will I know when I’ve arrived?
Design of Engaging Work
Clear criteria
Relevant content
Affirmation & Affiliation
Novelty &Variety
Design Elements of Engaging Work
 Affirmation – Recognition of work and worth
 Affiliation – Working with others towards a common goal
 Safe – no fault practice
 Clear criteria – Clear description of quality
 Choice – Sharing decision making (empowerment)
 Authenticity – Real life expectations- meaningful, valuable
relevant content enduring, necessary for future learning,
important in real life
 Organization of learning how/ where learning fits
 Novelty & variety -Brain is hard- wired to pay attentation to
anything new

What does brain research tell us is
necessary of engagement?
 Novelty – brains are wired to pay attention to new things
 Challenge – proximal zone
 Feedback – descriptive, within thirty minutes
 Coherence – fits with what is known
 Sufficient time – to go deep, construct new knowledge
Design Elements of Engaging Work
 Affirmation – Recognition of work and worth
 Affiliation – Working with others towards a common goal
 Safe – No fault practice
 Clear criteria –Description of quality
 Choice – Sharing decision making (empowerment)
 Authenticity – Real life expectations- meaningful, valuable
relevant content enduring, necessary for future learning,
important in real life
 Organization of learning how/ where learning fits
 Novelty & variety -Brain is hard- wired to pay attention to
anything new
Remember that the person doing
the work is growing the dendrites

 Pat Wolfe, 2001

Essentials of Classroom Based
Assessment
 Research shows increases in student achievement and
motivation when students

Are involved Understand learning goals

Receive and use descriptive

Know criteria for success
feedback
14 Behaviors Teachers Use that Increase
Student Achievement
The teacher….
1. Calls on everyone in the room equitably.
2. Provides individual help.
3. Gives “wait time”.
4. Asks questions to give students a clue to the answer.
5. Ask questions that require more thought.
6. Tells students whether their answers are right or wrong.
7. Gives specific praise.
8. Gives reasons for praise
9. Listens.
10. Accepts feeling of student.
11. Gets within arm’s reach of each student each day.
12. Is courteous to students.
13. Show personal interest in students.
14. Does not call attention to every negative behavior.
 Guidelines for Effective Praise
 effective
• Effective Praise
1. Is delivered contingently
2. Specifies the particular
accomplishment.
3. Shows spontaneity, variety,
and other signs of
credibility; suggests clear
attention to students
accomplishments.
 Ineffective Praise
1. Is delivered randomly or
unsystematically.
2. Is restricted to global
positive reactions.
3. Shows a bland uniformity
that suggests a conditional
response made with
minimal attention.
 Guidelines for Effective Praise
 effective
• Effective Praise
4. Rewards attainment of specified
performance criteria.
5. Provides information to students
about their competence or the
value of their accomplishments.
6. Orients students toward better
appreciation of their own task-
related behavior and thinking about
problem solving.
 Ineffective Praise
4. Rewards mere participation,
without consideration of
performance, process, or
outcomes.
5. Provides no information at all or
gives students no information
about their status.
6. Orients students toward
comparing themselves with
others and thinking about
competing.
Guidelines for Effective Praise
 Effective praise
7. Uses students own prior
accomplishments as the
context for describing
present accomplishment.
8. Is given in recognition of
noteworthy effort or success
at difficult (for this student)
tasks.
9. Attributes success to effort
and ability, implying that
similar successes can be
expected in the future.
 Ineffective praise
7. Uses accomplishments of
peers as context.
8. Is given without regard to
effort expended or the
meaning of the
accomplishment.
9. Attributes success to ability
alone or to external factors
such as luck or low task
difficulty.
Guidelines for Effective Praise
 Effective praise  Ineffective praise
10. Fosters endogenous attributions 10. Foster exogenous attributions
(students believe that they expend
(students believe that they expend
effort on a task for external reasons to
effort on a task because they enjoy the
please the teacher, win a competition or
task and/ or want to develop task-
for a reward.
relevant skills.
11. Focuses students attention on the
11. Focuses students attention on their
teacher as and external authority that is
own task-relevant behavior.
manipulating them
12. Fosters appreciation of, and desirable
12. Intrudes into the ongoing process,
attributions about, task-relevant
distracting attention from task-relevant
behavior after the process is completed.
behavior.
Pendekatan/strategi/ kaedah/ model/ teknik
p&p
 Kaedah debat, deduktif, demonstrasi, drama, eksperiman,
induktif, inkuiri, kajian kes,kerja amali, kerja lapangan,
kuliah, main peranan, membuat keputusan, metakognisi,
pembelajaran koperatif, pembentangan, penyelesaian
masalah, perbincangan, permainan, projek, simulasi, soal
jawab, sumbangsaran
Thinking About The Sternberg Intelligences
Analytical linear – schoolhouse smart - sequential
Show the parts of _____and how they work.
Explain why __________works the way it does.
Diagram how _______affects___________.
Identify the key parts of______________.
Present a step-by-step approach to_____________.
Practical street smart – contextual – focus on use
Demonstrate how someone uses _________ in their life of work.
Show how we could apply ______to solve this real life problem ________
Based on your own experience, explain how _____ can be used.
Here’s a problem at school, _____. Using your knowledge of _____________, develop a plan to address the problem.
Creative innovator- outside the box – what if - improver
Find a new way to show __________
Use unusual materials to explain __________________
Use humor to show___________________
Explain (show) a new and better way to ____________________
Make connections between ___________and _______to help us understand _______________
Become a __________and use your new perspective to help us think about __________________.
Practical: using this 8 given cities, (or you may choose other
cities after approval by teacher), demonstrate how landforms
and bodies of water contributed to the development and
movement of people to this site over of the period of time. You
may use overlay transparencies or models to show the areas
and growth.
Creative: develop a map of a new world that has at least 8
different types of landforms and /or bodies of water. Using
labels, etc., determine how these sites would grow due to
economic possibilities of these geographical features, and
predict population growth over a period of time.
Analytical : create clues or a set of directions to help us
identify and locate at least 8 landforms on the map (given in
the textbook, or a map provided by the teacher). Clues/
directions should also be based on population and economic
growth and changes.
 Learning Style Social Studies Lesson on Landforms
Based on Sternberg’s Intelligence Preference

Know : geographical terms (isthmus, delta, peninsula, river, island)

Understand : landforms and bodies af water effect human
movement and influence the development of cities.
Do : locate and label specific landforms
analyze how landforms produce economic
advantages that establish settlements.
After student have read and taken notes on the chapter, the teacher
reviews with the whole class the basic information on landforms.
Then, students are given a choice of three assignments to be
done individually or in groups of two or three.
Partial List of Learning Modality Tasks/ Skills
Kinesthetic Visual
model demonstrate build diagram overlay Map

Act out Use tools to dance Chart Timeline Web

produce simulate craft Illustrate Cartoon Model

transform Show in lab make graph Video Pop-up

Oral Auditory
recite Broadcast Speech radiocast soundscape Music

Discuss Question Interview Preach commercial Chant

Debate Cook/taste Sing Persuade Ad/jingle Rhythm

Argue converse perform compose Speech phone

Social Studies Chapter Review: Differentiation by Learning Modality
Students are asked to a read a textbook chapter, using a graphic organizer for note-taking. They
then prepare a review/response using learning modality preferences. They may work in ‘learning
style alike’ partnerships to prepare the response. In class, they will debrief in groups of 4 with
each modality represented in each group.

Kinesthetic
Using your notes, create a set of overhead
transparencies, 1-3 minute simulation,
cardboard puppet theater, or short drama that
helps us link the big ideas, crucial moments,
and important people in this chapter.
Visual
Using your notes, create a power point (4-5
slides), timeline, or concept map that helps us
understand the main ideas, crucial decisions,
and important people in this chapter.
Oral
Using your notes, create a set of 5-8 open-
ended questions that are designed to be asked
of the important people in this chapter. The
questions responses should reveal the big ideas,
crucial moments, and other important people.
You will be the responder as someone else
reads at least two of the interview questions.
Auditory
Using your notes, create a 1-3 minute news
item that summarizes the essential ideas,
crucial decisions, and people. You may tape or
videotape this, using your voice and others.
Differentiation by Learning Modality Preference
Sewing Project Choices in Consumer Education Class

students will all create a small, original product using skills of: sewing, design & layout,
fabric selection, color choice, embellishment choices

Kinesthetic
Create a cloth book or baby blanket made of
varying textures of fabric that would allow a
child to feel rough, smooth, thick, thin, soft,
hard, etc. be prepared to justify your choices.
Oral
Create a quilt square or small wall- hanging
that tells a story or responds to a question. For
example, “when I am joyful, I …..”be prepared
to justify you choices

Visual
Create a fabric illustration, college, or pillow
that sets a strong, visible mood. Be prepared to
justify your choices.
Auditory
Create a fabric collage or pillow using a
particular piece of music as inspiration for
fabric and color selections. Be prepared to
justify your choices.
Primary Transportation by learning modality continued
Kinesthetic
•Construct/build a vehicle using
classroom materials
•Demonstrate how it goes, use
vocab words to describe.
Visual
•Draw a picture of a vehicle and
label it’s parts
•Show how you made your
vehicle and how it goes by
making a poster
Oral
•Identify a vehicle and its parts as
you tell a story
•Describe what makes it move
and how it goes;use vocab
Auditory
•Identify a vehicle through the
sound that it makes using sound
effects tape; use vocab
•Use a sound or song with a
vehicle to show how it moves and
goes
Possible formats to use with RAFTS
Written Visual Oral Kinesthetic
•Diary entry Cartoon/comic song model
Bulleted list Crossword puzzle Set of discussion? cheer
obituary map conversation mime
Invitation Scale plan or drawing monologue reenactment

Product guide Graphic org. sermon Wax museum

Game rules Concept web radiocast Demonstration
Recipe illustration Museum guide Sales pitch with demo
elements
Movie critic Print ad commercial Physical analogies
Freq Ask Ques photograph Readers theater Taste tests
Editorial Power point interview ‘how to’ video
Character monologue ‘how to’ diagram Tasting game

Job application Fashion design political speech Sew, cook,build

Gossip column Puppet show Design a….
Mag. article Story tell
Three Common Types of Problems
 Well- structured problems
- Clearly formulated, solved by specific procedure, solution
evaluated against agreed – upon standard
 III- structured problems
- Complex, few clues to solution procedures, less- definite
criteria for measuring solution
 Issues
- III- structured problems that arouse strong feelings
Five Step Approach to Problem Solving
 Realize that a problem exists.
 Understand the nature of the problem.
 Compile relevant information.
 Formulate and carry out a solution.
 Evaluate the solution.
Heuristics
 Study worked examples.
 Work on a simpler version of the problem.
 Break the problem into parts.
 Work backward.
 Solve an analogous problem.
 Create an external representation of the problem.
Systematic Framework for
Evaluation
 Ask and answer a set of basic questions (who, what, where,
when, how).
 Identify imperfections and complications.
 Anticipate possible negative reactions from other people.
 Devise improvements.
What is transfer of learning?
 Transfer of learning is…..
- students independently apply knowledge and skills to similar
but new information.
Types of Transfer
 Positive transfer
- A situation in which prior learning aids subsequent learning.
 Negative transfer
- A situation in which prior learning interferes with subsequent
learning.
 Zero transfer
- A situation in which prior learning has no effect on new learning.
Types of Transfer
 Specific transfer
- Situation in which prior learning aids subsequent learning
because of specific similarities between two tasks.
 General transfer
- Situation in which prior learning aids subsequent learning
due to the use of similar cognitive strategies.
Type of Transfer
 Near transfer
- knowledge domains are highly similar, the settings in
which the original learning and transfer tasks occur are
basically the same, and the elapsed time between the
two tasks is relatively short.
 Far transfer
- knowledge domains and settings are judged to be dissimilar
and the time between the original learning and transfer
tasks is relatively long.
Types of Transfer
 Low-road transfer
- situation in which a previously learned skill or idea is
almost autimatically retrieved from memory and
applied to a highly similar current task.
 High-road transfer
- situation involving the conscious, controlled,
somewhat effortful formulation on an “abstaction” that
allows a connection to be made between two tasks.
Teaching for Low-Road and
High-Road Transfer
 Provide students with multiple opportunities for varied
practice to help them develop a rich web of
interrelatead concepts.

 Give students opportunities to solve problems that are

similar to those they will eventually have to solve

 Teach students how to formulate for a variety of tasks

general rules, stratrategies, or schemes that can be used
in the future with a variety of similar of problems.
Teaching for Low-Road and
High-Road Transfer
 Give students cues that will allows to retrieve
from memory earlier-learned information that can
be used to make current learning easier.

 Teach student to focus on the beneficial effects of

creating and using rules and strategies to solve
particular kinds of problems.
Technology Tools for Knowledge
Construction and Problem Solving
 Multimedia simulation

 Computer-supported intentional learning

environments.

 Learning through collaborative visualization

 Jasper Woodbury and anchored instruction

 Constructivist-oriented web sites

Curriculum Enrichment Techniques
 Type I enrichment
- involvels exploratory activities that are designed to
exposed student to topics not ordinarily covered in the
regular curiculum
 Type II enrichment
- involves instuctional methods and materials aimed at the
development of thinking and feeling processes.
 Type III enrichment
- consists of activities in which students investigate and
collect data about a real topic or problem.
THE NATURAL LEARNING STAGES
(COMPRSSED IN 4 STAGES OR EXPANDED IN 6 STAGES)
STAGE 1: Motivation/watch, have to, shown,interest

STAGE 2: Start to practice/practise,trial, & errors, ask ?’s

STAGE 3: Advanced Practice/practice, lessons, read,

confidence

STAGE 4: Skillfulness/some success, enjoyment, sharing

STAGE 5: Refinement/improvement, natural, pleasure,

creative

STAGE 6: Mastery/teach, recognition, higher challenges