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# Think pair-share

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### Think pair-share

1. 1. • Hp- menghuraikan kehidupan saidina Ali.•Think-pair-share1. Guru beri soalan2. Murid bersendirian fikirkan jawapan3. Murid bincang berpasangan4. Murid berkongsi jawapan mereka atau jawapan pasangan dengan kelas.• Think-pair-share : same expert students share their answers with teammates rather then with the class.
2. 2.  Numbered heads together1. Setiap kumpulan ada nombor2. Guru beri soalan, murid bincang3. Guru panggil nombor (contoh 3) dan semua nombor 3 bagi setiap kumpulan jawap.
3. 3.  Pair check Student work first pairs each doing a problem and receiving coaching and praise from their partner : then pairs check and selebrate after every two problems.
4. 4.  Lyrical lessons Student write and sing songs based on curriculum, often to familiar tunes.
5. 5.  Who am i? Student attempt to determine their secret identity (taped on their back) by circulating and asking “yes/no” questions of classmates. They are allowed three questions per classmate (or unlimited question until they receive a no respon). They then find a new classmate to question. When the student guesses his identity, he becomes a consultant to give clues to those who have not yet found their idntity.
6. 6.  Corner Student pick a corner, write its number, go there, interact with others with same corner choice.
7. 7.  Round robin Student in teams take turn talking Turn toss : student toss a ball (paper wad) while doing round robin) Think-write-round: student think, then write before the round robin.
8. 8.  Round table Student in teams take turns writing, drawing, pasting (1 paper, 1 pencil per team) Rotating recorder : student take turns recording team responses. Simultaneous round table: round table with more than one recording sheet passad at once. (4 papers, 4 pencils pe team)
9. 9.  Persetujuan antara murid dan guru ( baik secara bertulis) Guru perincikan struktur ilmu yang perlu Murid kenalpasti kaedah/langkah mereka berusaha menguasai struktur ilmu itu. (bincang, sehala, ubahsuai) Beri peluang murid Belajar mengikut kelajuan sendiri. Mengikut gaya belajar Bantu murid belajar secara bebas “ work indedendently” Supaya murid tahu apa yang dijangkakan/diharapkan dari mereka.
10. 10.  Tujuan-murid bergerak dengan lebih laju supaya mereka berpeluang untuk belajar isipelajaran (tajuk_yang mereka ingin/mendalami sst isipelajaran.
11. 11.  Apa yang penting dikuasai? Apa yang boleh ditinggalkan? Apa yang murid sudah kuasai? Apakah yang boleh dikuasai dengan cepat?
12. 12.  Kemahiran asas  Konten Ejaan/kosakata/peng  Geogrefi, sejarah,ERT iraan  Murid mungkin Skor2 ujian yang dipertingkat yang sebelum intruksi atau lebih awal: praujia untuk  Menguasai bahan ttu maklumat kompetensi  Menguasai Hp ttu sedia ada murid.  Ada akses dan bahan bacaan ttu.
13. 13. kekuatan asas masteri aktiviti alternatifmatematik 85% dalam pra- akan buatperpuluhan ujian aktiviti p&ppecahan (peperiksaan pada hari yang akhir tahun diajar konsep dalam sub- yang belum tajuk) dikuasainya. penggayaan pada hari…..
14. 14. kekuatan dokuman masteri aktiviti altenatifgeografi-sifat baca bab 5 dan 6 murid2 pilih tajukfizikal bumi secara sendirian yang diminatisangat berminat, buat latihan 3-7 daripada senarairajin, baca, akan menduduki A berkaitanmudah difahami ujian bila sudah ……untuk kajiankonsep. sedia bebas
15. 15. Progrems with advanced content that match level ofattainment regardless of age.Such programs include early adminission tocollege, skipping a grade, or placing students in highergrade levels for some subject-matters (eg. Math.Language art, etc)1. Acceleration in one or more subject areas2. Grade skipping3. Advanced placement programs4. College courses offered in high school5. Early graduation from high school6. Early entrance into college
16. 16.  The term „acceleration‟ also referred to as „accelerated progression‟ relates to an advanced pace of leaning. It enables students who are gifted to learn at a level corresponding to their abillity and matched to the speed at which they learn. Acceleration is based on comprehensive assessment of the readiness of the individual.  Different forms of acceleration include:1. Curriculum compaction2. Subject acceleration3. Year advancement.
17. 17. Strategies for differentiating instruction for giftedstudent generally fall into two categories :enrichment and acceleration. Enrichment refers tothe presentation of curriculum content with moredepth, breadth, complexity, or abstractness thanthe general curiculum. Acceleration refer topractice of presenting curiculum content or at afaster pace.
18. 18.  Provide student with a variety of materials or references that elaborate on the basic concepts Focus on content sophistication(abstraction) or content novelty (solving real problems) Group students by ability (homegeneous grouping) for part or all the day.
19. 19. 1. Increase enthusiasm for leaning and life2. Reduce boredom in school3. Improve attitudes toward school4. Enhance self-esteem and sense of accomplishment5. Help students develop a realistic understanding of their ability as a result of working with intellectual peers.
20. 20. 1. Provision of appropriate curriculum challenge2. Flexible curiculum options3. Reduced educational costs for both the school system and the student4. When gifted students were accelerated, there was an increase in their acedemic achievement.5. Accelerated students tended to “outperform students of the same age and ability who are not accelerated6. Accelerated students achieved “ as well as equally gifted older students in the higher grades.
21. 21. 1. There is no pressure to accelerate2. The students is in the top 2 per cent of intelligence3. The receiving teacher feel positive about it.4. The parent feel positive about it.5. The students is advenced in the subject area6. The student in emotionally stabel7. The student understands what is involved8. The student wants to be accelerated
22. 22.  Acceleration in one or more subject areas Grade skipping Advanced placement programs College couses offeredin high school Early graduation from high school Early entrance into college
23. 23. 1. Accelaration2. Enrichment3. Modify the process4. Modify the produsts of leaning
24. 24.  Tiering intruction is like a stairwell providing access within the large building called leaning tasks for students with less readiness and fewer skills. The stairwell continues through enough levels to reach the appropriate challenge for advanced readiness students with very high skills and complex understanding.
25. 25. By keeping the focus of the activity the Teachers use same but providing tiered activities routes of access at so that students varying degrees offocus on essential difficulty the teacher understandings maximizes the and skills but on likelihood that:different levels of 1. Each student comes complexity, away with pivotal abstractness and skills and open endedness understandings 2. Each students is appropriately
26. 26. 1. Tier 1 : basic knowledge foundation2. Tier 2 : understanding application : diverse settings3. Tier 3 : analysis : synthesis evaluation depth With each layer of the cake be made interesting and delicious
27. 27. Key concept of understandingThose who do not Those with some Those whoknow the concept understanding understanding the concept
28. 28.  Sebelum tamat pengajaran murid dapat:1. Menyatakan fotosintesis-apa yang dimaksudkan dengan fotosintesis?2. Menerangkan mekanisme fotosintesis- terangkan mekanisme fotosintesis?3. Mengaplikasikan faktor-faktor yang boleh menigkatkan kadar fotosintesis- untuk menangani pelbagai masalah persekitaran, bagaimanakah menigkatkan kadar fotosintesis? Prinsip “ faktor2 yang mempengaruhi kadar fotosintesis”
29. 29.  Sebelum tamat pengajaran murid dapat: 4. mengenalpasti punca tumbuhan tidak berfotosintesis- kenalpasti punca tumbuhan tidak berfotosintesis dengan cekap? 5. mencadangkan satu sistem untuk mengenalpasti masalah cuaca untul meningkatkan fotosintesis- cadangkan satu sistem untuk mengatasi masalah cuaca untuk menigkatkan fotositesis 6. menjustifikasi bagaimana sistem cadangan mereka patut dikomersilkan-bagi sistem yang anda cadangkan, justifikasi/terangkan bagaimana kenapa ia patut dikomersilkan.
30. 30. 1. Menyatakan apakah yang dimaksudkan dengan teori pelbagai kecerdasan2. Menghuraikan jenis kecerdasan yang terdapat dalam teori pelbagai kecerdasan3. Diberi contoh pelajar boleh mengenalpasti aktivit- aktiviti yang berkait dengan sesuatu kecerdasan4. Menghubungkait sumbangan aktiviti berteraskan teori kecerdasan yang manakah yang menyebabkan kejayaan proses pengajaran dan pembelajaran.5. Menghasilkan pelan pengajaran yang menggunakan aktiviti berasaskan teori pelbagai kecerdasan6. Menentukan asas pemilihan aktiviti berlandaskan teori pelbagai kecerdasan bagi mencapai sesuatu hasil pembelajaran
31. 31.  Start with standart Large group insruction Determine readiness/levels/interests Tier (usually three levels) of assigment for deeper understanding and practice Tiering can be leveled according to readiness interest or leaning style.
32. 32.  Pelajar dapat mempelajari isikandungan dan objektif yang sama Pelajar dan memproses maklumat dan memperolehi kefahaman mengikut aras kebolehan dan cabaran mereka sendiri. Setiap pelajar mendapat cabaran yang setimpa.
33. 33. Pelajar praktis, proses PelajarPengajaran mengaplikasikan dalam kumpulan kembali kecil mengikut keperluan, gaya semula cecara bersama dan aman- belajar, kecerdasan, kelajuan dan merumuskansemua buat sebagainya. apa yang perkara dipelajariyang sama The football metaphor comes from the way we think about the lessons‟s sequence a narrow whole class experience in the beginning Then Narrowing is back as we re-gather to progress what we have learned
34. 34. diantara Mula mula dengan Hujung hujung pelajar praktis,proses , pelajar mengaplikasikapengajaran n dalam kembalisecara am- kumpulan kecil semulasemua buat mengikut bersama danperkara yang keperluan,gaya merumuskan belajar,sama apa yang kecerdasan,kela juan dan dipelajari sebagainya.
35. 35. 1. Tiered by challenge2. Teired by complexity3. Tired by resources4. Tired by outcome5. Tired by process6. Tired by product