EDUCATION EMPHASES

PREPARED BY : NUR AMIRA ISMAIL NUR AMIRAH HAMZAH NUR IZZAH ATHIRA ROSLI SUHAIZA SHUIB

EDUCATION EMPHASES
The Educational Emphases reflect current developments in education. These emphases are infused and woven into classroom lessons to prepare pupils for the challenges of the real world. In this respect, moral education, citizenship, education, patriotism, thinking skills and entrepreneurship are incorporated where appropriate and relevant in lessons.

THINKING SKILLS
Critical and creative thinking skills are incorporated in the learning standards to enable pupils to solve simple problems, make decisions, and express themselves creatively in simple language. Critical thinking involves logical thinking and reasoning including skills such as comparison, classification, sequencing, cause/effect, patterning, webbing, analogies, deductive and inductive reasoning, forecasting, planning, hypothesizing, and critiquing. Creative thinking involves creating something new or original. It involves the skills of flexibility, originality, fluency, elaboration, brainstorming, modification, imagery, associative thinking, attribute listing, metaphorical thinking, forced relationships. The aim of creative thinking is to stimulate curiosity and promote divergence.

Critical thinking skills Facione, 1990

Interpretation Analysis Evaluation Inference Explanation Self-regulation

Critical Thinking skills and sub-skills

Interpretation
Categorization Clarifying meaning Decoding significance

Critical Thinking skills and sub-skills

Analysis Examining ideas Analyzing arguments Analyzing assumptions

Critical Thinking skills and sub-skills

Evaluation
Assessing claims Assessing arguments Assigning value

Critical Thinking skills and sub-skills

Inference Finding alternatives Drawing conclusions Making recommendation s

Critical Thinking skills and sub-skills

Explanation Stating results Justifying procedures Presenting arguments

Critical Thinking skills and sub-skills

Self-regulation Self examination Self correction

Creative Thinking Skills

Generating ideas Imagining Hypothesizing Designing innovative solutions

BLOOMS TAXONOMY
Bloom's Taxonomy was created in 1956 under the leadership of educational psychologist Dr Benjamin Bloom in order to promote higher forms of thinking in education, such as analyzing and evaluating, rather than just remembering facts (rote learning).

The Cognitive Dimension Is The Alignment For Standards & Assessment

IT SKILLS
Information and Communication Technology Skills (ICT) include the use of multimedia resources such as TV documentaries and the Internet as well as the use of computerrelated activities such as e-mail activities, networking and interacting with electronic courseware.

MORAL VALUES
Morals are the rules which people use to guide their behavior and thinking. Values are the principles, standards, or qualities considered worthwhile or desirable. Moral values are the standards of good and evil, which govern an individuals behavior and choices.

 Story teaching is an ideal way of conveying truths and teaching character and values to children, and these stories with morals will enable your pupils to see and contrast the good with the bad, and learn to choose the good.

Theyll be delighted to learn and put into practice the lessons learned in their stories.
For example : 1) "The Tortoise and the Hare" Never give up when faced with failure. 2) The Mousedeer and the Crocodile : Do not panic when in trouble - use wit and resourcefulness to escape.

Example of Moral Values for Lesson Planning

International Social Science Council (ISSC)

1. KINDHEARTEDNESS

1.1 Compassionate 1.2 Considerate 1.3 Generous 1.4 Understanding 1.5 Forgiving 2.1 Responsible 2.2 Independent 2.3 Industrious 2.4 Self-confident 3.1 Polite 3.2 Admitting one's mistake 3.3 Friendly 4.1 Respect and loyal towards parents 4.2 Respect for the elderly, teachers, peers, leaders and neighbours 4.3 Respect for king and country 4.4 Respect for basic rights 4.5 Respect for beliefs and cultures of various races 4.6 Respect for individual rights 4.7 Adherence to the rule of law 4.8 Adherence to time (punctual) 4.9 Value wisdom, experience and deeds 4.10 Value manual labour 4.11 Value self-respect

2. SELF-RELIANCE

3. HUMILITY

4. MUTUAL RESPECT

5. LOVE

5.1 Love for life 5.2 Love for the environment 5.3 Love for the country 5.4 Love for peace and harmony

6. COURAGE

6.1 6.2 6.3 6.4

Brave Stand up to the truth Resolute Responsible/Accountable

7. HONESTY/INTEGRITY

7.1 Trustworthy 7.2 Speaking the truth 7.3 Sincere

8. DILIGENCE

8.1 8.2 8.3 8.4 8.5

Courageous Pro-active/Resourceful Dedicated to work Determined Hardworking

9. COOPERATION

9.1 9.2 9.3 9.4 9.5 9.6

Spirit of brotherhood Collective responsibility Helping one another Tolerance Common good Unity

10. GRATITUDE

10.1 Thankful 10.2 Grateful 10.3 Appreciative

11. RATIONALITY

11.1 Able to form judgements 11.2 Able to reason 11.3 Open minded and able to think logically

MULTIPLE INTELLIGENCE
by Dr. Howard Gardner

1. 2. 3. 4. 5. 6. 7. 8.

Linguistic Logical/ Mathematical Spatial Bodily/ Kinesthetic Musical Interpersonal Intrapersonal Naturalistic

Linguistic
Children have highly developed auditory skills and enjoy language activities. They tend to think in words rather than pictures.

Linguistic
If you have strong linguistic intelligence you might learn better by
Reading Memorizing Playing word games (Scrabble) Making up rhymes

Linguistic
How to nurture linguistic intelligence among students? 1. Reading and writing of poems 2. Crossword puzzles 3. Journals 4. Greeting cards 5. Fairy tales 6. Reports 7. Quizzes or worksheets 8. Speeches 9. Plays

Logical/Mathematical Learner
Children with this intelligence think conceptually. They like to explore patterns, categories, relations and continually ask questions about the world aroud them.

Logical/Mathematical Learner
If you have strong logical-mathematical intelligence you might learn better by
Recording information systematically Setting up

experiments (What if?)

Playing strategy games (Chess) Analyzing data

Asking logical questions

Logical/Mathematical Learner
How to nurture logical/mathematical learner among students? 1. Logic puzzles 2. Graphs 3. Charts 4. Diagrams 5. Comparisons 6. Analysis 7. Contrasts 8. Prediction

Spatial Learner
Children gifted in this intelligence seem to know where everything is located in the classroom. They think in 3D pictures rather than words and have the ability to see, remember and recreate an object. It is usually accompanied by a strong imagination.

Spatial Learner
If you have strong spatial intelligence you might learn better by
Studying pictures
Watching videos
Using visual

aids

Doing mazes, puzzles Making predictions

Spatial Learner
How to nurture spatial intelligence among students? 1. Using 3D diagrams / models 2. Masks 3. Costumes 4. Dioramas 5. Game boards 6. Maps

Kinesthetic Learner
Children gifted in kinesthetic intelligence have a strong awareness of physical action and can perform more complex bodily movements than others. They have strong motor and atheletic skills.

Kinesthetic Learner
If you have strong bodily-kinesthetic intelligence you might learn better by
Doing role plays

Constructing physical examples Exercising while reviewing

Visiting

museums, institutions, parks

Asking logical questions

Kinesthetic Learner
How to nurture kinesthetic intelligence among students? 1. Role play 2. Dances 3. Jigsaw puzzles 4. Origami

Musical Learner
Children gifted in this intelligence have a strong sense of sound patterns, rhythm,pitch and beat. Their ability to hear and understand these patterns in music is advanced.

Musical Learner
If you have strong musical intelligence you might learn better by
Listening Talking

to recordings songs

to yourself

Making up

Mentally repeating information Reading aloud

Musical Learner
How to nurture musical intelligence among students? 1. Choral readings 2. Listening to songs, raps, recordings, sound effects 3. Listening or creation of limericks.

Interpersonal Learner
These children are deeply aware of other people. They are most in person to person relationships abd communications within groups.

Interpersonal Learner
If you have strong interpersonal intelligence you might learn better by
Studying in

groups experts

Comparing information with others Interviewing

Relating personal experiences

Being a team player

Doing cooperative

projects

Interpersonal Learner
How to nurture interpersonal intelligence among students? 1. Involvement in plays 2. Brainstorming 3. Debates 4. Group problem solving

Intrapersonal Learner
Children with this intelligence have awareness of their own feelings, dreams and ideas and can use this knowledge to plan and direct their lives. It is accompanied by intuitive or psychic abilities.

Intrapersonal Learner
If you have strong intrapersonal intelligence you might learn better by
Avoiding

distractions

Establishing personal goals Playing

solitary games pace

Setting own

Working alone Relating personal experiences

Intrapersonal Learner
How to nurture intrapersonal intelligence among students? 1. Writing journals 2. Analysis 3. Reflections 4. Guided imagery

Naturalistic Learner
These children are keenly aware of their natural environment. They enjoy learning the characteristics of the natural world and can identify and describe the plant and animal species around them.

Naturalistic Learner
If you have strong naturalistic intelligence you might learn better by
Studying outside Learning

in the presence of plants & pets to topics touching, tasting

Relating environmental issues Smelling, seeing Observing

natural phenomenon

Naturalistic Learner
How to nurture naturalist intelligence among students? 1. Classroom pet care 2. Gardening projects 3. Scrapbooks.

LEARNING HOW TO LEARN SKILLS

Learning How to Learn Skills are integrated in the learning standards and aim to enable pupils to take responsibility for their own learning. These skills incorporate study skills and information skills to equip them to become independent life-long pupils.

FUTURE STUDIES
Future studies can be described as an empirical and scientifically based approach to understanding the future. Purposes of Future Studies
Studies possible futures Studies probable futures Studies past images of the futuretheir causes and consequences Knowledge foundationsinvestigates in what sense can we have knowledge about the future

REFERENCE
Dokumen Standard Bahasa Inggeris SK Tahun 3 http://www.allaboutphilosophy.org/moral-valuesfaq.htm http://faculty.stedwards.edu/ursery/phil2329/values.ht m http://jneedham.iweb.bsu.edu/408/Keith-Spiegel%20-%2024%20moral_characteristics_list.htm http://www.nwlink.com/~donclark/hrd/bloom.html http://www.centerforfutureconsciousness.com/pdf_fil es/Readings/FutureStudies.pdf http://www.teachingthinking.net/thinking/web%20res ources/robert_fisher_thinkingskills.htm