Lesson study jpn selangor[1]

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Lesson study jpn selangor[1]

  1. 1. PROGRAM LESSON STUDYPROJEK RINTIS 2011JABATAN PELAJARAN SELANGORDisediakan oleh:NOR FARIDAH BT A.BAKARKPP Bahasa InggerisSEKTOR PENGURUSAN AKADEMIK
  2. 2. Latar belakang ProgramObjektif : meningkatkan keberkesanan P & P bagi tajuk-tajuk yang sukar untuk diajar dan difahami oleh murid.Kajian: - dilaksanakan oleh Dr Chin Mei Chin, BPK dan 3 guru BI di SK Taman Putra Perdana, Sepang, Selangor - telah dibentangkan di The APEC-SEAMEO (RELC) International Seminar : Language Applications in Lesson Study Track, SEAMEO Regional Language Centre, Singapore pada 20 April 2010Tindakan JPN Selangor: (mulai Mac 2011) - rintis 2011 ( 37 SM, 35 SR) , perluasan 2012 - Taklimat kepada Pegawai PPD bagi pelaksanaan program - Pegawai PPD memilih sekolah yang terlibat – sekolah yang berada di Band 4,5,6 - pelaksanaan program mulai Mac 2011 - tidak melibatkan pergerakan guru keluar sekolah (GC sebagai pakar rujuk , dirujuk melalui telefon/emel) - tidak melibatkan kelas peperiksaan
  3. 3. Maklumbalas peserta programKEBAIKAN KELEMAHAN-Percambahan idea yang baik - Kurang kerjasama dari guru dan- perancangan guru lebih teliti pentadbir- Penggunaan teknik yang sesuai bagi tajuk- - Menganggap ia satutajuk tertentu bebanan/lebih kerja – menyediakan- penyediaan BBM yang sesuai dan lebih RPH yang komprehensif dan BBMefektif serta memenuhi keperluan murid - Tidak mahu berkongsi idea/suka-Mengenalpasti dan membetulkan salah merancang sendiriankonsep yang terdapat di kalangan murid-Dapat mengaitkan isi pengajaran denganpengalaman sebenar murid-Memindahkan isi pengajaran kepadapersembahan yang berkesan-Menggunakan analogi yang pelbagai
  4. 4. Impak Program Meningkatkan kemahiran guru – menggunakan BBM yang sesuai, teknik/strategi pengajaran yang efektif Meningkatkan tahap profesionalisme guru Meningkatkan kejelekitan (collegiality) – motivasi, kerjasama dalam satu pasukan, kemesraan antara guru meningkat Wujud budaya perkongsian ilmu Murid lebih seronok belajar, penggunaan BBM yang menarik, penglibatan aktif, aktiviti yg pelbagai
  5. 5. Introduction• Teaching Comparative Adjectives (English Language)• Government primary school 3 English language teachers• Procedures: - Group Discussion – preparing of Lesson Plan, Teaching and Learning Materials - Classroom Observation - Document Review /Reflection• Instrument: - Classroom Observation Form - Reflection Notes Guide• Sample: Three Year 3 Classes (age 9) - 3 Merak & 3 Merpati: Ms Kwa Jin Nee - 3 Kelicap: Ms Norazian Mat Anuar
  6. 6. 2 Mac 2010- Use the lesson plan (LP1) for Class 3 Merak- Observe lesson using a classroom observation form- Analysis and discussion of lesson- Revision of lesson plan and materials- Write reflection notes
  7. 7. 3 Mac 2010- Use revised lesson plan (LP2) for Class 3 Merpati- Observe lesson using revised observation form- Analysis and discussion of lesson- Revision of lesson plan and materials- Write reflection notes
  8. 8. 4 Mac 2010- Use revised lesson plan (LP3) for Class 3 Kelicap- Observe lesson using revised observation form- Analysis and discussion of lesson- Write reflection notes- Share lesson plan (LP3) with other teachers
  9. 9. Project ExperienceLesson PlanImprovementsReflections
  10. 10. Lesson Plan
  11. 11. Lesson PlanYear: 3 [9-year olds]Topic: Sea Creatures [Comparative Adjectives]Goals: i. to understand and follow simple instructions such as ‘blow’, ‘start’, ‘stop’ ii. to understand the concept of comparative adjectives iii. to perform a simple chantLOs: 1.4.2 Listen to and follow simple instructions to do something or make something 2.1.5 Chant rhymes and sing songs pronouncing words clearly 2.4.3 Recite simple poems and sing songs with expression and appropriate gestures 3.2.1 Recognise and read out whole words 3.6.4 Pick out words that show comparison
  12. 12. Set InductionGROW!i. 4 pupils are asked to blow balloonsii. Comment on the activity using comparative adjectives [e.g. size of the balloons]
  13. 13. Presentation [Activity 1]Vocabulary exercisei. Some pupils will be given picture cards which they have seen in previous lessonsii. Each of them will take turns to show their picture cards to their classmates and name the sea creatures on each card
  14. 14. Presentation [Activity 2]I Am…..i. Narrate a dialogue between two sea creatures using figurines. Pupils listen.ii. Question and answer session pertaining to comparative phrases.
  15. 15. Presentation [Activity 3]Comparative Adjectivesi. Put up sentence patterns containing comparative adjectives.ii. Explain concept: - adding ‘-er than’ - doubling last letter and adding ‘-er than’
  16. 16. ProductionChant: I Am…..i. Put up chant. Recite and pupils follow.ii. Divide pupils into two groups. Groups to chant the dialogue.
  17. 17. ClosureComic Strip: I Am…..i. Pupils complete the comic strip of the dialogue ‘I Am….’
  18. 18. Improvements
  19. 19. Lesson PlanYear: 3 [9-year olds]Topic: Sea Creatures [Comparative Adjectives]Goals: i. to understand and follow simple instructions such as ‘blow’, ‘start’, ‘stop’ ii. to know different forms of comparative adjectives understand the concept of comparative adjectives iii. to perform a simple chantLOs: 1.4.2 Listen to and follow simple instructions to do something or make something 2.1.5 Chant rhymes and sing songs pronouncing words clearly 2.4.3 Recite simple poems and sing songs with expression and appropriate gestures 3.2.1 Recognise and read out whole words 4.3.2 3.6.4 Complete missing words in simple texts such as instructions, Pick out words that show comparison directions, descriptions, rhymes, stories and other texts [with guidance in the form of words and pictures]
  20. 20. Presentation [Activity 3]Comparative Adjectivesi. Put up sentence patterns containing comparative adjectives.ii. Explain concept: forms of comparative adjectives: Introduce different - adding ‘-er than’ - doubling last letter and adding ‘-er than’ - replacing last letter ‘y’ with ‘-ier than’
  21. 21. Teaching Material Sentence CardsSize of sentence Size of improvedcards used in the sentence cards in first lesson subsequent lessons
  22. 22. Reflections
  23. 23. Ms Kwa (conducted LP1 & LP2 and observed LP3)- useful to have input from the observers [mycolleagues and the researcher] to better improvemy lesson plan.- could save teachers’ time as the preparedteaching aids and worksheet can be shared.- it gives an opportunity to think deeper about myown teaching strategy and methodology.- able to come up with ideas to improve on myclass instruction, strategy, etc.- lesson study provides professional upgrading foreach individual as we are able to learn from eachother informally.
  24. 24. Ms Norazian (conducted LP3 and observed LP1, LP2)I am very happy and delighted to be involved inthis lesson study project.I learnt new teaching strategies and skills duringthe first and second observations.The group discussions help me to adapt andproduce new ideas in teaching to make thelesson more interesting.It is also good input for teachers as they can sittogether and discuss better solutions forteaching difficult topics.
  25. 25. Ms Nor Azura (observed LP1, LP2 & LP3)Frankly, I had significant reservations as the process began. Wewere three teachers who had never worked together in terms ofteaching. I thought it unlikely that we would be able to create and workeffectively toward a common goal. I also questioned whether we wouldhave enough of a common frame of reference to offer useful feedbackto each other. We began with a rather fitful attempt at goal-setting. Atfirst, this activity felt hopeless but in retrospect, it was in fact theperfect way for us to begin. As we talked of our dreams for our pupilsand the gaps that prevented their fulfillment, we were getting to knoweach other. This discussion allowed each of us to share our visions andfrustrations, and it became apparent that despite our differences wehad a great deal in common. What seemed like something of anaimless, philosophical discussion actually created the beginnings of thecommon ground from which we could work together. We also created apretty good goal - one that each of us found worthwhile and that wewere willing to extend ourselves to achieve. Clearly, the value of lessonstudy is primarily in the process, the creating, the professional dialogue,and in looking at a broader picture of what we do as teachers.
  26. 26. Reminders
  27. 27. • One standard lesson plan may not be workable for all classes. A teacher would still need to adopt and adapt activities in the lesson to suit the needs of the pupils in the class.• Lesson Study is a continuous learning process as it gives an opportunity to participating teachers to emulate each other’s strong/good qualities in teaching.• The Lesson Study method affords flexibility in using the lesson plan.
  28. 28. Thank you

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