1. Minggu 3 - 4
• Menerangkan proses ANALISIS ISI KANDUNGAN
epistemologi pengetahuan dan kemahiran
• Menghuraikan struktur ilmu Pengetahuan
(Bloom) • Struktur ilmu (konsep, istilah,
teori, prosedur dsb)
• Menghuraikan jenis-jenis
kemahiran dalam sesuatu Kemahiran
matapelajaran/ topik (Bloom/ • Jenis-jenis kemahiran (proses)
Gagne) contoh menulis, bereksperimen,
menganggar
• Menyusun isi kandungan (Tyler/
Bruner) seperti kurikulum spiral
dalam JPK Urutan isi kandungan (pengetahuan
dan kemahiran)
• Jadual Penentu Kandungan
KPD4033 JPP - FPPM Feb 2012 1

2. What should our curriculum be?
Should the educated
man adjust to society? Should he attempt to
improve the society
Should he accept the in which he lives?
social order as it is? OR
KPD4033 JPP - FPPM Feb 2012 2

3. Pengisian kurikulum bergantung kpd
kehendak masyarakat
• Jika kekal seperti sedia ada
• Jika ingin mengubah
masyarakat
Matlamatnya
3. Menekankan patuh
Matlamatnya:
kepada pihak berkuasa 3. Analisa kritikal
4. Taat kepada tradisi 4. Berdikari
5. Kemahiran meneruskan 5. Arah kendiri
cara hidup semasa 6. Disiplin kendiri
Soalan penting bagi seorang guru adalah bagaimanakah
kurikulum ini boleh dioperasikan dalam rancangan p&p
tahunan, mingguan dan -harian dan dinilai kejayaannya!!!3
KPD4033 JPP FPPM Feb 2012

4. Tujuan persekolahan
• Bukan untuk mencapai kejayaan dalam peperiksaan
tetapi untuk menggunakan pengetahuan yang
diperolehi dari alam persekolahan supaya kualiti
kehidupan insan boleh dipertingkatkan. Peperiksaan
penting setakat mengesan sejauh mana tujuan
persekolahan telah dicapai tetapi ia bukan matlamat
akhir.
• Selaraskan tujuan mengajar dengan matlamat
sukatan pelajaran Kementerian Pelajaran Malaysia,
contoh bagi Kimia dan Ekonomi
KPD4033 JPP - FPPM Feb 2012 4

5. Contoh MATLAMAT dari PPK (Kimia)
• Kurikulum Kimia [SPM] bertujuan untuk melahirkan murid
yang mempunyai pengetahuan dan kemahiran dalam bidang
kimia dan mampu mengaplikasikan pengetahuan dan
kemahiran ini berlandaskan sikap saintifik dan nilai murni
untuk membuat keputusan dan menyelesaikan masalah
dalam kehidupan harian. Justeru, murid mempunyai
landasan kimia untuk melanjutkan pelajaran di samping
mengamalkan budaya sains dan teknologi ke arah
pembentukan masyarakat bersifat ikram, dinamik, progresif,
bertanggungjawab terhadap alam sekeliling dan mengagumi
penciptaan alam.
KPD4033 JPP - FPPM Feb 2012 5

6. Contoh Matlamat dari PPK [Ekonomi Asas]
Ekonomi Asas [SPM] bertujuan untuk membekalkan
pelajar dengan pengetahuan dan kemahiran asas
ekonomi serta memupuk nilai-nilai murni. Dengan
demikian pelajar dapat menyedari dan memahami
masalah ekonomi, menghargai sumbangan
daripada segala kegiatan ekonomi serta
menyelesaikan masalah seharian dengan berkesan
dan bertanggungjawab.
KPD4033 JPP - FPPM Feb 2012 6

7. The three types of education
• 1.Formal education as used here is, of course, the highly institutionalized,
chronologically graded and hierarchically structured ‘education system’,
spanning lower primary school and the upper reaches of the university
(Coombs and Ahmed 1974:8).
• 2.Non-formal education (bukan formal)... is any organized, systematic,
educational activity carried on outside the framework of the formal
system to provide selected types of learning to particular subgroups in the
population, adults as well as children (Coombs and Ahmed 1974: 8).
• 3.Informal education (informal) as used here is the lifelong process by
which every person acquires and accumulates knowledge, skills, attitudes
and insights from daily experiences and exposure to the environment - at
home, at work, at play; from the example and attitudes of family and
friends; from travel, reading newspapers and books; or by listening to the
radio or viewing films or television. Generally, informal education is
unorganized and often unsystematic; yet it accounts for the great bulk of
any person’s total lifetime learning - including that of even a highly
‘schooled’ person (Coombs and AhmedFeb 2012
KPD4033 JPP - FPPM 1974:8) 7

8. Pengetahuan berkaitan:
 Fakta spesifik (knowledge of specific facts)
 Istilah: (knowledge of terminology)
 Cara atau kaedah membuat sesuatu (knowledge of ways and
means of dealing with specifics)
 Kelaziman atau adat (conventions).
 Trend dan turutan (knowledge of trends and sequences)
 Klasifikasi dan kategori (knowledge of classifications and
categories)
 Kriteria
 Kaedah penyelidikan (methodology).
 Generalisasi dan prinsip dalam sesuatu bidang.
 Teori dan struktur pengetahuan
KPD4033 JPP - FPPM Feb 2012 8

9. Categories of Knowledge
•Facts: A specific detail, verifiable information
•Concepts: A general idea or understanding, especially a generalized idea of
a thing or class of things; a category or classification
•Principles: Fundamental truths, laws, doctrines, or rules, that explains the
relationship between two or more concepts
•Generalizations: A generalization is a principle or concept that can be applied
across topics or disciples
•Skills: Proficiency, ability, or technique, strategy, method or tool
•Attitudes Self-knowledge of appreciations, values,and actions related to a
topic that are affective in nature
KPD4033 JPP - FPPM Feb 2012 9

10. Types of knowledge - Gagne
• Declarative knowledge – knowledge about
something
• Procedural knowledge – knowledge about how to
do something
• Factual knowledge – knowledge about the basic
elements of a topic
• Conceptual knowledge – knowledge about the
relationships among elements
• Metacognitive knowledge – knowledge of cognition
in general as awareness of one’s own cognitive
process
KPD4033 JPP - FPPM Feb 2012 10

11. Types of knowledge - Arends
• Factual knowledge – knowledge about the basic
elements of a topic
• Conceptual knowledge – knowledge about the
relationships among elements
• Procedural knowledge – knowledge about how to
do something
• Metacognitive knowledge – knowledge of cognition
in general as awareness of one’s own cognitive
process – knowledge when to use particular
knowledge
KPD4033 JPP - FPPM Feb 2012 11

12. Types of knowledge - Arends
• Factual knowledge – peraturan permainan, definisi
segitiga, istilah-istilah supply, demand
• Conceptual knowledge – gaya belajar/ gaya kognitif,
perhubungan diantara ‘supply and demand” dlm
“law of supply and demand”,
• Procedural knowledge – bermain bola, menulis
surat, merumus semasa membaca
• Metacognitive knowledge – tahu bila perlu
merumus semasa membaca sesuatu teks, bila perlu
memberi pandangan-bila perlu diam regulasi
kendiri – bila perlu beralih ke kerja/kaedah lain
KPD4033 JPP - FPPM Feb 2012 12

13. Struktur kemahiran
• Kemahiran kognitif, yang banyak melibatkan penggunaan
minda seperti kemahiran berfikir (seperti kemahiran
berfikir secara kritis dan kreatif, dan kemahiran berfikir
secara lateral) dan kemahiran proses sains (seperti
membuat hipotesis, membuat inferens, mengawal
pemboleh ubah, menaakul, dan sebagainya)
• Kemahiran psikomotor, yang banyak melibatkan
penggunaan pergerakan otot (seperti kemahiran
manipulatif, menari, berbasikal, melukis rajah, dan
sebagainya)
• Kemahiran sosial atau insaniah, yang banyak melibatkan
perhubungan dengan pihak lain (seperti kemahiran
berkomunikasi, interpersonal, bekerja dalam pasukan,
dan sebagainya)
KPD4033 JPP - FPPM Feb 2012 13

14. Critical Thinking Skills
• Attributing • Mencirikan
• Comparing and • Membandingkan dan
Contrasting membezakan
• Grouping and • Mengumpulkan dan
Classifying mengelaskan
• Sequencing. • Membuat urutan
• Prioritising • Menyusun mengikut
• Analysing. keutamaan
• Detecting Bias. • Menganalisis
• Evaluating • Mengesan
• Making Conclusions kecondongan
• Menilai
• Membuat kesimpulan 14
KPD4033 JPP - FPPM Feb 2012

15. Creative Thinking Skills
• Generating Ideas • Menjanakan idea
• Relating • Membuat inferens
• Making Inferences • Menghubungkaitkan
• Predicting • Meramal
• Making Generalisations • Membuat hipotesis
• Visualising • Mensintesiskan
• Synthesising • Mengitlak
• Making Hypotheses. • Menganalogikan
• Making Analogies • Membuat gambaran
• Inventing. mental
• Mereka Cipta
KPD4033 JPP - FPPM Feb 2012 15

16. Pusat Perkembangan Kurikulum (PPK)
telah memperakui 16 nilai-nilai murni:-
1.Baik Hati 9.Kebersihan fizikal dan
2.Berdikari mental
3.Hemah Tinggi 10. Kejujuran
4.Hormat Menghormati 11.Kerajinan
5.Kasih sayang 12.Kerjasama
6.Keadilan 13.Kesedaran
7.Kebebasan 14.Kesyukuran
8.Keberanian 15.Rasional
16.Semangat Bermasyarakat
KPD4033 JPP - FPPM Feb 2012 16

17. Social skill curriculum
Eg Problems – curriculum needed
• Teams are
– Too noisy – inner voices
– Off-task – task mastering
– Bogged down – energizing
3. Students
– Don’t’ listen to others – listening skills
– Don’ t respect opinion – paraphrasing
4. One student
1. Is hostile – conflict resolution skills
2. Is too shy – encouraging/ praising
KPD4033 JPP - FPPM Feb 2012 17

18. Kemahiran sosial
• Controlling anger 1. Acknowledge worth of others
• Ignoring distraction 2. Following through
• Negotiating 3. Following directions
• Being responsible 4. Asking questions
• Accepting differences 5. Summarizing
• Being assertive in acceptable ways 6. Paraphrasing
• Listening actively 7. Managing material
• Being a good sport 8. Expressing non-verbal support
• Resolving conflicts 9. Celebrating success
• Reaching agreement/ consensus 10. Sitting in the group
• Brainstorming 11. Staying with the group
• Elaborating 12. Clarifying ideas
• Using quiet voice 13. Contributing ideas
14. Describing feelings
15. Energizing the group
KPD4033 JPP - FPPM Feb 2012 18

19. Kemahiran sosial (samb)
1. Taking turns 1. Checking for understanding
2. Sharing materials 2. Asking for justification
3. Asking for help 3. Using names
4. Asking for clarification 4. Encouraging
5. Praising 5. Probing questions
6. Integrating ideas 6. Saying please/ thank you
7. Moving quietly into gps
8. Expressing support
9. Disagreeing without criticizing
people
10. Disagreeing in “non-hurtful
ways”
11. Criticizing ideas, not people
12. Saying kind things
KPD4033 JPP - FPPM Feb 2012 19

20. Cth kemahiran sosial
1. Bila seseorang bercakap, kita dengar.
2. Kita jelaskan pandangan kita tanpa
memperkecilkan/ perlekehkan orang lain.
3. Kita beri cadangan membina terhadap idea orang
lain.
4. Kita bertanggungjawab terhadap tingkahlaku kita.
5. Kita berkongsi beban tugas dgn adil.
6. Kita selesaikan masalah secara demokratik
7. Kita cuba fahami perspektif orang lain berkaitan
sesuatu isu.
KPD4033 JPP - FPPM Feb 2012 20

21. Steps in teaching (acquiring) a
cooperative skill – using quiet/ inner
voice
• Help students understand why the skill is impt –
play audio of quiet vs loud voices. Compare and
discuss advantages and disadvantages.
• Ensure that students understand what the skill is -
by using T-chart.
• Provide practice.
• Ensure students evaluate their use of the skill.
KPD4033 JPP - FPPM Feb 2012 21

22. T-Chart
Skill: Using quiet voice
What students can do
2. Whisper What students can say
3. Sit close together 2. “Let remember to speak softly”
4. Lean into gp 3. “Let’s turn down the volume”
5. Put finger-to-lip to 4. “We’re doing a good job
indicate “quieter please” discussing quietly”
KPD4033 JPP - FPPM Feb 2012 22

23. 3. Provide practice
• Arrange cooperative activities that require
the use of the skill –”using quiet voices”
Eg
3. Brainstorming ideas for team and logo.
4. Reaching consensus on a set of problems or
questions.
5. Drilling each other on a set of spelling words
or mathematics fact.
KPD4033 JPP - FPPM Feb 2012 23

24. 4. Ensure students evaluate their use
of the skill by ..
• Discussing how effectively they used the skill
and ways to improve using the skill
• Having team mates complete an evaluation
sheet
Eg
• How well did you use your quiet voices?
Mostly quiet/ medium/ loud
• What could you do to improve? List one
KPD4033 JPP - FPPM Feb 2012 24

25. Kurikulum: Definisi
Kurikulum sebagai pelan tindakan atau rancangan:-
• Kurikulum adalah segala rancangan pendidikan yang
dikendalikan sekolah atau institusi pelajaran untuk
mencapai matlamat pendidikan (Laporan JK Kabinet
Mengkaji Pelaksanaan Dasar Pelajaran, 1980)
• Kurikulum ialah pelan atau rancangan untuk sesuatu
tindakan; atau dokumen bertulis yang mengandungi
strategi bagi mencapai matlamat yang dihajati
(Ornstein & Hunkins, 1993)
KPD4033 JPP - FPPM Feb 2012 25

26. Model Tyler
1. Apakah tujuan dari aspek pendidikan yang
ingin dicapai?
2. Apakah pengalaman pendidikan yang boleh
membantu mencapai tujuan tersebut?
3. Bagaimanakah pengalaman2 pendidikan ini
boleh disusunatur dengan berkesan?
4. Bagaimanakah boleh kita tentukan samada
tujuan itu telah tercapai?
KPD4033 JPP - FPPM Feb 2012 26

27. Konsep-konsep
dlm Model Tyler
Untuk mengurus pengalaman pembelajaran
1. KONTINUITI
Kurikulum mengandungi pengulangan vertikal [mengufuk]
iaitu peluang berterusan untuk praktis kemahiran
2. TURUTAN
Kurikulum mengandungi perkembangan progresif sesuatu
pemahaman iaitu sesuatu pengalaman yang baru terbina
diatas pengalaman yang sebelumnya [lebih luas dan lebih
mendalam]
3. INTEGRASI
Kurikulum mengandungi perkaitan antara subjek/ tajuk
Setiap isipelajaran. subjek tidak diajar secara terasing – not
compartmentalised
KPD4033 JPP - FPPM Feb 2012 27

28. KPD4033 JPP - FPPM Feb 2012 28

29. KPD4033 JPP - FPPM Feb 2012 29

30. Jadual Penentu Kandungan
Rancangan Aras taksonomi Bloom
Pengajaran
Harian
Pengetahuan Aplikasi Sintesis Penilaian
Kefahaman Analisis
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
KPD4033 JPP - FPPM Feb 2012 30

31. Rancangan Aras taksonomi Bloom
Pengajaran
Harian Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian
RPH 1 Fotosintesis Mekanisme
fotosintesis
RPH 2 Meningkatkan
Kadar
fotosintesis
RPH 7 Punca
fotosisntesis
tidak cekap
RPH 8 Peningkatan kadar
fotosintesis
Pengkomersilan sistem
fotosintesis
KPD4033 JPP - FPPM Feb 2012 31

32. Contoh konsep fotosintesis dalam pelbagai aras
Sebelum tamat pengajaran, murid dapat:
 menyatakan fotosintesis? - Apakah yg dimaksudkan
dgn fotosintesis?
 menerangkan mekanisma fotosintesis. - Terangkan
mekanisma fotosintesis?
 mengaplikasikan faktor-faktor yg boleh
meningkatkan kadar fotosintesis – (Diberi situasi)
Untuk menangani pelbagai masalah persekitaran,
bagaimanakah meningkatkan kadar fotosintesis?
Prinsip “faktor2 yg mempengaruhi kadar
fotosintesis”
KPD4033 JPP - FPPM Feb 2012 32

33. contoh Konsep fotosintesis
Sebelum tamat pengajaran, murid dapat:
4. mengenalpasti punca tumbuhan tidak berfotosintesis
– (Diberi situasi) Kenalpasti punca tumbuhan tidak
berfotosintesis dgn cekap?
5. mencadangkan satu sistem untuk mengatasi masalah
cuaca untuk meningkatkan fotosintesis - Cadangkan
satu sistem untuk mengatasi masalah cuaca untuk
meningkatkan fotosintesis
6. menjustifikasi bagaimana sistem cadangan mereka
patut dikomersilkan. - Bagi sistem yg anda
cadangkan, justifikasi/ terangkan bagaimana kenapa
ia patut dikomersilkan
KPD4033 JPP - FPPM Feb 2012 33

34. • Bagi satu isipelajaran tertentu, kenalpasti
profil akhir pelajar (hasil akhir boleh
pamerkan) yang menunjukkan mereka:
2.Kognitif - Berpengetahuan dalam ……
3.Psikomotor - Berkemahiran dalam ….
4.Afektif - Mempunyai sikap ….
Susun atur pelan perancangan hingga ke hasil
akhir dalam JPK dan boleh diuji dengan JPU
KPD4033 JPP - FPPM Feb 2012 34

35. Jadual Penentu Ujian
:
Topik Pengetahuan Kefahaman Aplikasi Analisis Sintesis Penilaian
1. Topik 1 3
2. Topik 2
6 9
3 (Q1-Q3)
3. Topik 3 3 (Q4-Q6) 5 8
4. Topik 4 6 4 4 14
ISI KANDUNGAN
5. Topik 5 5 6 9 25
5(Q7-Q11)
6. Topik 6 3 6 4 9 22
7. Topik 7 4 4 5 6 19
0
0
0
0
17 16 10 13 16 28 100
43% 57% 100
KPD4033 JPP - FPPM Feb 2012 35

36. Instructional events
Pengalaman pembelajaran
Aktiviti pembelajaran
KPD4033 JPP - FPPM Feb 2012 36

37. Hunter’s Lesson Cycle Design
Model [1976]
1. Set induksi
2. Maklumkan objektif pembelajaran
3. Input pengajaran
4. Permodelan
5. Semak kefahaman murid
6. Pantau dan ubah suai
7. Praktis terbimbing (guided practice)
8. Praktis bertempoh (independent practice)
9. Penutup
KPD4033 JPP - FPPM Feb 2012 37

38. Hunter’s Lesson Cycle Design
Model [1976]
Fasa Huraian peristiwa (yg berlaku dalam fasa (Description of events)
1. Set induksi sometimes called a "hook" to grab the student's attention: actions
and statements by the teacher to relate the experiences of the
students to the objectives of the lesson. To put students into a
receptive frame of mind.
•to focus student attention on the lesson.
•to create an organizing framework for the ideas, principles, or
information that is to follow (c.f., the teaching strategy called
"advance organizers").
•to extend the understanding and the application of abstract ideas
through the use of example or analogy...used any time a different
activity or new concept is to be introduced.
2. Maklumkan Before the lesson is prepared, the teacher should have a clear idea
objektif of what the lesson outcomes are. What, specifically, should the
pembelajaran student be able to do, understand, care about as a result of the
teaching - Bloom's Taxonomy ofMager’s Educational Objectives.
KPD4033 JPP - FPPM Feb 2012 38

39. Hunter’s Lesson Cycle Design
Model [1976]
Fasa Huraian peristiwa yg berlaku dalam fasa (Description of events)
3. Input The teacher provides the information needed for students to gain
pengajaran the knowledge or skill through lecture, film, tape, video, pictures,
etc
4. Permodelan Once the material has been presented, the teacher uses it to show
students examples of what is expected as an end product of their
work. The critical aspects are explained through labeling,
categorizing, comparing, etc. As much as possible, students are
taken to the application level (problem-solving, comparison,
summarizing, etc.)
5. Semak Determination of whether students have "got it" before proceeding.
kefahaman It is essential that students practice doing it right so the teacher
murid must know that students understand before proceeding to practice.
If there is any doubt that the class has not understood, the concept/
skill should be re-taught before practice begins. Usually through
questioning
KPD4033 JPP - FPPM Feb 2012 39

40. Fasa Huraian peristiwa yg berlaku dalam fasa (Description of
events)
6. Pantau dan ubah suai if required, reteach
7. Praktis terbimbing - An opportunity for each student to demonstrate grasp
of new learning by working through an activity or
exercise under the teacher's direct supervision. The
teacher moves around the room to determine the level of
mastery and to provide individual remediation as
needed.. 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 a longer learning period can be provided by
giving "extra credit" assignments, supplementary
activities, etc.
KPD4033 JPP - FPPM Feb 2012 40

41. Hunter’s Lesson Cycle Design
Model [1976]
Fasa Huraian peristiwa yg berlaku dalam fasa (Description of events)
8. Praktis Once pupils have mastered the content or skill, it is time to provide
bertempoh for reinforcement practice. It is provided on a repeating schedule so
that the learning is not forgotten. It may be in class formative
testing, home work 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 feedback [e.g., comments
on graded papers]. Five or more brief practice activities distributed
over a month or more may be required to "fix" the new
concept/skill
KPD4033 JPP - FPPM Feb 2012 41

42. Hunter’s Lesson Cycle Design
Model [1976]
Fasa Huraian peristiwa yg berlaku dalam fasa (Description of events)
9. Penutup Penutup - Those actions or statements by a teacher that are
designed 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 student 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
possibilities for cues for retrieval. Closure is the act of reviewing and
clarifying 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 JPP - FPPM Feb 2012
KPD4033 conceptual network 42

43. 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/ galakkan respon
7. Beri maklumbalas
8. Taksir prestasi
9. Susun atur praktis untuk tingkatkan ingat
kembali dan pemindahan ke situasi lain
KPD4033 JPP - FPPM Feb 2012 43

44. Rosenshine & Stevens Instructional Functions
Model [1986]
• Semak pemahaman murid [semak kerja yang diberi
sebelum ini. Ajar semula jika perlu]
• Ajar konten baru [beri kerangka, hurai dgn terperinci,
kaitkan konten baru dgn konten yang murid telah
pelajari]
• Praktis murid [murid diberi tugasan untuk praktis,
bersoal jawab, beri maklum balas, pantau praktis, semak
pemahaman murid]
• Maklumbalas/ pembetulan [maklum balas berterusan,
perhatikan ralat-ralat yang kerap dilakukan oleh murid,
terangkan semula jika perlu]
• Praktis bebas [pantau]
• Semak semula pemahaman [semak secara berkala – ajar
semula jika perlu]
KPD4033 JPP - FPPM Feb 2012 44

45. Fleksibiliti pengelompokan
Saling berubah-ubah mengikut kesesuaian
Individu Individu
kumpulan kecil Kumpulan kecil
Keseluruhan kelas
KPD4033 JPP - FPPM Feb 2012 45

46. Pengelompokan/ groupings
• Keseluruhan kelas
• pasukan
• Kumpulan kecil
• Berdua/ bertiga
• Individu
• Satu mentor satu mentee
• Sistem stesyen dengan kumpulan kecil
KPD4033 JPP - FPPM Feb 2012 46

47. Pengajaran Pelajar
secara am – kembali
semua pelajar semula
buat perkara Pelajar praktis, proses, bersama dan
yang sama mengaplikasikan dalam kumpulan merumuskan
kecil mengikut keperluan, gaya apa yang
belajar, kecerdasan, kelajuan dipelajari
dsbnya
The football metaphor comes from the way we think about the lesson’s
sequence: a narrow, whole class experience in the beginning, a wider expansion
of the topic as multiple groups learn at the own pace or in their own ways, then
narrowing it back as we re-gather to process what we’ve learned
KPD4033 JPP - FPPM Feb 2012 47