School-based assessment KSSR KSSM COMPLEXITY FACTORS THAT WILL DEFINE THE FUTURE RISK SURPRISE SPEED CHANGE James Canton, The Extreme Future, 2006
QUESTIONS # 1 What will the world be like twenty years from now? QUESTION # 2 What skills will your students need to be successful in this world you have imagined twenty years from now? Complexity of life Resilience and Adaptability
We cant predict the future, but we can anticipate it We may not see the future but the children will. (Sir Ken Robinson)
Diverse Dynamic Distinct Adaptive. Not just function but also DESIGN Not just argument but also STORY Not just focus but also SYMPHONY Not just logic but also EMPHATHY Not just seriousness but also PLAY Not just accumulation but also MEANING Pink, D., 2006
A smaller world The acute need for global cooperation on environmental challenges The economic necessity to innovate to be globally competitive The need for better ways to manage time, people, resources and projects etc Learning and innovation skills - Critical thinking and problem solving - Communication and collaboration - Creativity and innovation Digital literacy skills - Information literacy - Media literacy - ICT literacy Career and life skills - Flexibility and adaptability - Initiative and self-direction - Social and cross-cultural interaction - Productivity and accountability - Leadership and responsibility
You learn well when you take action You learn better when you can do it yourself You learn best when you can do it with friends
Knowledge Work Thinking Tools Learning Research Digital Lifestyles 21 st Century Learning Teacher-directed Learner-centered Direct instruction Interactive exchange Knowledge Skills Content Process Basic skills Applied skills Facts and principles Questions and problems Theory Practice Curriculum Projects Time-slotted On-demand One-size-fits-all Personalized Competitive Collaborative Classroom Global community Text-based Web-based Summative tests Formative evaluation Learning for school Learning for life A New Balance Characteristics of Successful PDP Experiential and Engaging Grounded on teachers own questions and problems Collaborative Connected Sustained and intensive Integrated with overall change Learning Societies Learning Communities Whole Learning Environments Teachers, Experts, Peers, Parents Whole Learner
Sir Ken Robinson (2006)
Teachers often leave a mark on their students, but they seldom leave a mark on their profession. Through the process and product of action research teachers will do both
Wolfe, 1989
You learn well when you take action You learn better when you can do it yourself You learn best when you can do it with friends
Your innovativeness is developing well when you take action Your innovativeness is developing better when you can innovate yourself Your innovativeness is developing best when you can innovate with friends
Your AR is developing well when you take action Your AR is developing better when you can innovate yourself Your AR is developing best when you can innovate with friends
Students are able to generate and improve on original ideas and also work creatively with others.
How to connect practice to theory? The problem is that practitioner do not have much time for theory Action Research encourages a Teacher to be reflective of his own practice in order to enhance the quality of education for himself /herself and the pupils. It is a powerful means of bridging the gap between the theory and practice of education Teachers are encouraged to develop their own personal theories of education from their own practice Jean Mc Niff (2010)
COLLECT AR collect information on students learning RELATE Teacher relate understanding with other teachers CREATE Teacher create networking with fellow researchers Example: CARN DONATE Teacher contribute knowledge to larger audience including community and society Sir Ken Robinson (2013), How to change education from the ground up, RSA Video Othman Lebar, (2011). Kajian Tindakan Dalam Pendidikan: Teori dan Amalan, Tanjong Malim:Penerbit UPSI Jean Mc Niff (2010). Action research for professional development, London: Routledge Pink, D., (2006) A Whole New Mind: Why Right Brainers Will Rule the Future, Trilling, B. & Fadel, C., (2009). 21 st Century Skills: Learning For Life In Our Time, San Francisco, CA: Jossey- Bass